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AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
In an effort to help keep students safe and healthy around the
world, Underwriters Laboratories and The Walt Disney Company
have joined hands to create Safety Smart, a global program
designed to encourage and empower students to practice safe,
healthy and environmentally responsible behavior.
As community, industry and government leaders, parents and
grandparents, individuals and good corporate citizens, we are
all safety smart ambassadors responsible for helping our
students make the right choices and decisions. Thank you for
joining us in working for a safer world by sharing Safety Smart®
Science: Renewable Energy with students everywhere.
Safety Smart Ambassador
Learning about public health, safety and environmental
stewardship is easier and more fun than ever. As a Safety Smart
Ambassador, you will be sharing reassuring, clear and
confidence-building messages to help students live a better life.
Safety Smart engages and excites students in fun, creative and
interactive ways, and can be presented in the classroom, at
camp, scouting or youth group meetings, even at community
events – basically anywhere students are gathered. Safety
Smart Ambassadors help empower students to be safety
advocates…safety scientists…safety smart.
Approach
The Safety Smart guiding principle is that unintentional injuries
are avoidable and preventable through Safety Smart choices.
Safety Smart focuses on the causes of injury and safeguarding
against the injury. For example, the Safety Smart choice of not
playing with matches will avoid the start of a fire; using hand
rails will avoid a fall; washing your hands will avoid the
spreading of germs; and wearing a life jacket will avoid
drowning. By teaching these concepts, we begin to build a
consciousness and a knowledge, which students draw upon to
make better life-sustaining choices.
Safety Smart® is an initiative aimed
at improving the awareness and
understanding of students ages 4-14
in safety and in managing
themselves and their surroundings as safely as possible—by
conscious action, not chance. Toward that end, UL produces
multimedia public service announcements; arranges for
Safety Smart Ambassador visits for students to learn from
professional safety experts; hosts field trips to its laboratories, where students see safety engineers at work and
participate in their own hands-on safety experiments;
regularly advocates on emerging safety issues, especially
regarding products that may pose a risk to consumers; and
supports the development of its youth safety education
programs. Through its efforts, Safety Smart cultivates
awareness, provides opportunities for students to learn and
practice safe, healthy and environmentally friendly
behaviors, and helps students learn to make more informed
choices today and in the future.
Do your part!
Be Safety Smart®!
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 1
AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Program Outline
Students 8 – 14 years old join Bill Nye the Science Guy® as he explores the science of renewable energy. Bill explains what energy is,
describes different sources of energy, and compares renewable and non-renewable energy sources.
Duration
Activity
Details/Suggestions
2 minutes
Who am I?
Introduce yourself to the students and explain how you happen to be there (e.g., your child’s class,
scouting group, etc). Let the students know how to address you (e.g., Miss Jill, Mr. Smith, etc).
2 minutes
Why am I
here?
To help the students learn about the difference between renewable and non-renewable sources of
energy. Ask the students if they know who Bill Nye the Science Guy is and let them know they are
going to be watching him demonstrate how using renewable energy sources like solar, wind,
hydroelectricity, biomass, tidal wave and geothermal is Safety Smart!
Ask the students what they know about energy and renewable and non-renewable energy sources.
Here are some questions to get you started:
1. What is energy?
Answer: It’s the ability to do work. It’s the ability to move an object by the use of force. Energy causes
things to happen around us.
2. Can energy be created or destroyed?
8 minutes
What are
we going
to learn?
Answer: No, but it can be converted into another type of energy. Energy always exists in one form or
another – that’s the Law of Conservation of Energy.
3. What is non-renewable energy? Can anyone name a type of non-renewable energy?
Answer: Natural resources that are used much faster than nature can create them. Fossil fuel (such as
coal, petroleum, and natural gas) is a non-renewable energy.
4. What is renewable energy?
Answer: Energy that comes from natural resources like sunlight, wind, rain, tides, and geothermal heat,
all of which are constantly being replenished naturally – they’re renewable!
25 minutes
Safety Smart
Science:
Renewable
Energy
Distribute copies of the Wordle worksheet with the Wordle printed on the back. Before watching the
video, have students complete the “Before Watching the Video” section of the worksheet, and then
review the Wordle art. Explain that the words in the Wordle were taken from the video script. The larger
the word, the more frequently it is used in the video.
Then gather students together to watch Bill Nye the Science Guy as he explores the science of
renewable energy. After watching the video, have students finish the rest of the worksheet.
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 2
AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Program Outline (continued)
Duration
Activity
Details/Suggestions
Encourage discussion and participation by engaging the students about what they just learned. Here
are some questions and activities to get started:
1. What did they learn?
2. What did they find most interesting?
3. Why is using renewable energy good for our planet?
Answer: It’s readily available, has the lowest impact on the planet, and is safe, efficient and reliable.
4. What are greenhouse gasses?
Answer: Gasses in the atmosphere that reflect heat back down to the planet and cause the heat to be
trapped, making the planet warmer.
5. Potential and Kinetic Energy Experiment
This activity will help students visualize the difference between potential energy and kinetic energy.
Have them explain what energy is – energy is the ability to do work. It’s the ability to move an object
by the use of force. Energy causes things to happen around us.
12 minutes
What did
you learn?
Share these examples: look out the window – during the day the sun gives out light and heat energy.
At night the street lights use electrical energy to light the way. When a car drives by, it’s being powered
by gasoline, a type of stored energy. Even the food we eat contains energy. We use that energy to work
and play.
There are two types of energy, stored and moving. Stored energy is called “potential energy.” Moving
energy is called “kinetic energy.”
To demonstrate the two types of energy, have the students try this: put their pencils on the edge of the
desk, then push them off and let them hit the floor. The moving pencil uses kinetic energy.
Now, have the students pick up the pencils and put them back on the edge of the desk. Explain that
they used their own energy to lift and move the pencil. While the pencil sits on the edge of the desk, it
has potential energy. If it’s lifted higher, it will fall further – this means the pencil has more potential
energy when it is higher than when it is lower.
6. What is The Law of Conservation of Energy?
Answer: The Law of Conservation of Energy is one of the basic laws of physics: it means that energy
cannot be created and it cannot be destroyed, but it can be converted into another type of energy.
7. Before you can use a renewable energy, what has to be done? Hint: solar panels and wind
turbines do this.
Answer: Capture and convert the natural energy into an energy that can work for us.
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 3
AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Program Outline (continued)
Duration
Activity
Details/Suggestions
8. How do solar panels work?
Answer: Sunlight is made of particles called “photons.” Solar panels are made of thousands of cells.
Each cell has a special mineral that captures photons and converts the energy into electricity that can
be used instantly (or can be stored in batteries to use at night or on cloudy days).
For more solar safety science, watch Solartastic (found in the Bonus Features on the DVD/CD-ROM) with
the students.
As you saw in the Safety Smart Science: Renewable Energy and Solartastic videos, solar cells convert
sunlight directly into electricity. Use the Solartastic worksheet to label a solar cell and then write a
description about how it works.
9. Wind Turbines Need Wind to Work – A lesson in the Three Laws of Motion.
Share the Three Laws of Motion with the students:
• Inertia: an object will not move unless force is applied to it.
• F=MxA: force equals mass times acceleration.
• Action/Reaction: for every action, or force, there’s an equal and opposite reaction.
For a fun way to demonstrate the science of wind turbines, watch Winderiffic (found in the Bonus
Features on the DVD/CD ROM) with the students.
12 minutes
What did
you learn?
After watching Winderiffic, you can engage the students in a fun activity by leading the group in the
construction of their own wind turbines (in the form of pinwheels) and then demonstrating the Three
Laws of Motion.
Pinwheels have pockets that catch the wind and harness its power to spin the blades, which makes
them small wind turbines. Making and using pinwheels is a great way to teach students about the
power of wind and the potential of wind energy.
Instruction sheet and template located on page 10.
After completing their pinwheels, encourage students to experiment with each of the Three Laws of
Motion.
• Inertia: hold the pinwheel at the base of the tower (pencil tip), and balance it on the desk. Ask the
students to blow as hard as they can on the pinwheel. Notice that the blades are now spinning.
Explain that the blades will not move unless a force (air) is applied to them. Now have the students
pair up, one holding the pinwheel and one blowing on it. Have the student holding the pinwheel
gently touch the spinning blades. Explain that they have proven that an object in motion will remain
in motion at a constant speed until an outside force, like friction or drag, acts upon it. That’s inertia!
• F=MxA: still holding the pinwheel at the base of the tower, have students gently blow on the blades.
Have them explain why they think the blades don’t move as quickly (or at all) when they blow gently vs.
when they blow as hard as they can. It’s the Second Law of Motion! More acceleration is needed to move
the larger blades. The larger the blades (mass), the more wind (force) is needed to accelerate them.
• Action/Reaction: ask the students to think about the chairs they are sitting in right now. Explain that
their bodies are exerting a force downward and the chairs have to exert an equal force upward
(otherwise the chairs would collapse). Acting forces encounter other forces in the opposite direction.
Now think about the blades of the pinwheel: when you apply a force (air), there has to be an equal
and opposite reaction – the blades push back by spinning, thus proving the Third Law of Motion!
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 4
AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Program Outline (continued)
Duration
Activity
Details/Suggestions
10. Build a Working Wind Turbine and Convert Kinetic Energy into Electrical Energy!
An engaging way to demonstrate the conversion from kinetic to electrical energy is to build a working
wind turbine. To get started, watch Winderiffic (found in the Bonus Features on the DVD/CD ROM) with
the students.
Instruction sheet, worksheets, diagrams, and parts list located on pages 11-16.
Share with the students what a wind turbine is – a machine for converting the kinetic energy in wind
into electrical energy. Moving air (wind) is used to rotate a machine called a turbine. Inside the wind
turbine is an electrical generator. It’s the electrical generator that transforms the kinetic energy into
electrical energy.
Ask students if they would like to build a wind turbine and turn some kinetic energy into electrical energy?
Group students into 5 or fewer.
Using the printed diagrams, identify the parts of a wind turbine (let the students know that this
information will help them complete their worksheets).
• Blades: device used for catching the wind.
• Hub: holds the rotor together and drives the generator through the gearbox.
• Nacelle: the cover and main compartment for the internal components.
12 minutes
What did
you learn?
• Tower: helps capture the most energy by elevating the wind turbine high above the ground and also
protects the wiring inside.
• Base: supports the tower.
• Generator: changes kinetic energy to electrical energy.
• Converter: changes the electrical energy from direct current (dc) to alternating current (ac).
• High Voltage Transformer: increases voltage for transmitting over power lines.
• Gearbox: transforms the slow rotation of the blades and hub into a fast rotation for the generator.
• Yaw System: rotates the nacelle towards the wind.
• Pitch System: twists the blades to increase or reduce wind resistance. The blades need to “catch” the
wind; the angle of the blades in relation to the wind is called “pitch.” When you put your hand out of
the car window and try to catch the wind, if you change the angle of your hand, the wind pushes
harder or softer on your hand.
Hand out one wind turbine kit to each group, along with the instruction sheet, the Wind Turbine
Design Components, and the Wind Turbine Control Components worksheets.
Tell the groups they can divide up the jobs:
• 1 student reads the instruction sheet to the group
• 1 - 2 students assemble the blades and hub
• 1 - 2 students assemble the tower and generator
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 5
AMBASSADOR’S GUIDE
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Program Outline (continued)
Duration
Activity
Details/Suggestions
Set up the fan in the front of the room and as the groups finish building, have each group take turns
bringing up their turbine for testing.
Set the turbine in front of the fan (the center of the fan should line up with the hub of the turbine).
Using the yardstick, have one of the students measure the distance between the fan and the hub.
Note: Try 15 inches, but closer or farther is okay if necessary. Most importantly, all groups should use the
same distance.
12 minutes
What did
you learn?
Clip the voltmeter to the turbine output wires, set the meter to the millivolt DC (mV DC) scale. Turn the
fan on medium speed and let the turbine spin; give it a kick-start if necessary. Ask the group to identify
the kinetic energy (wind from the fan) and the electrical energy (measurement on the voltmeter). Ask
one of the students to record the highest reading on the board.
Challenge the group to think about re-designing their wind turbine to achieve a higher reading (if they
need guidance, have them consider the number of blades, the pitch of blades, and the angle of wind
turbine in relation to wind).
Test the other groups one-by-one. Re-test groups that have re-designed their wind turbines.
Compare all the readings and ask students to share how they were able to achieve higher readings
after the re-design – what did they do differently?
If time permits, have students complete their worksheets; otherwise, ask teachers to work with students
on them. Hint: give a copy of the Answer Key to the teacher and encourage him/her to use the
completed worksheets as a graded assignment.
Let the students know it is time to test their Safety Smart’s!
8 minutes
Renewable
Energy Quiz
Option 1 (recommended): access the Interactive Quiz on the DVD and answer the questions as a group
Option 2: distribute the printed Quiz to each student
1. Word Jumble
1 minute
Take-Home
Activities
2. Crossword Puzzle
2 minutes
Thank you
and
good-bye’s
Encourage the students to practice the Safety Smart lessons they have learned and to log on to
www.ulsafetysmart.com for more safety fun. Remind them that their safe behavior will be a good
example for others to practice being Safety Smart too.
DO YOUR PART! BE SAFETY SMART®! • VISIT WWW.ULSAFETYSMART.COM
DEducational Productions (800) 295-5010
www.DisneyEducation.com
© 2012 Disney
A M B A S S A D O R ’ S G U I D E PAG E 6
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
“Wordle”
Before Watching the Video:
Look at the Wordle on the back of this worksheet. It contains all the words that Bill Nye uses in Renewable Energy. Some words are larger than
others, which means they are used more often. Select five to ten words, and use them to write a few sentences that describe the topics you
think the video will address.
______________________ ______________________ ______________________ ______________________ ______________________
______________________ ______________________ ______________________ ______________________ ______________________
My sentences:
1) __________________________________________________________________________________________________________________
2) __________________________________________________________________________________________________________________
3) __________________________________________________________________________________________________________________
4) __________________________________________________________________________________________________________________
While Watching the Video:
Think about what you wrote and how close you were to the actual content presented. Enjoy the show!
After Watching the Video:
Write down three major points that Bill Nye made.
1) __________________________________________________________________________________________________________________
2) __________________________________________________________________________________________________________________
3) __________________________________________________________________________________________________________________
How close were you to predicting what the video content would be?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
“Wordle”
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Solartastic
As you saw in the Safety Smart Science: Renewable Energy and Solartastic videos, solar cells convert sunlight directly into electricity. Use the
words below to label the solar cell diagram, and then circle the section of the Energy Evaluation Bar that identifies whether or not solar
energy is efficient (orange is “not efficient” and green is “very efficient”).
PHOTONS
P-LAYER
N-LAYER
SUN
ELECTRONS
ELECTRICAL CONDUCTORS
ENERGY EVALUATION BAR
In the space below, describe how solar cells use the sun’s renewable energy to create electricity. Make sure to include the words “capture,”
“transfer,” and “convert.”
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Winderiffic
What you need
• Scissors
• Straight pin
• Pencil with eraser
• Colored pencils/pens/markers
How to get started
• Cut out the pinwheel square shown above.
• On one side of the paper, write down each of the Three Laws of Motion (one per quadrant).
• In the last quadrant, create a fun slogan for the Three Laws of Motion and write it down.
• Following the lines on the template, cut in from all four corners, leaving about 2 inches of the center uncut.
Construct pinwheel
• Gently bend (don’t fold) one cut corner to the center point.
• Skip the next cut corner, and bend the third one.
• Skip and bend until four points meet in the center.
• Then stick the straight pin through all four points and the back of the pinwheel.
• Stick the pin into the pencil eraser.
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Wind Turbine Model Build
Purpose:
Build a wind turbine model and change kinetic energy to electrical energy.
Parts for Wind Turbine:
From KidWind.org
A. Wind Turbine generator (Qty = 1)
(Fits into 1 inch PVC coupler, shaft matches the Kidwind hub, comes with wires already
attached)
B. Hub (Qty = 1)
From hardware store
C. 1 inch diameter (outside diameter) PVC pipe, approximately 43 inches long, cut into pieces
of the following length:
C-1. One 14.5 inch long piece (for tower)
C-2. Four 6 inch long pieces (leg part one)
C-3. Two 2 inch long pieces (leg part two)
G. / H.
D. PVC Elbow connectors (Qty. = 5)
C-3.
E. PVC Tee connectors (Qty. = 3)
B.
F. Duct tape (about 12 inches)
G. Wooden Dowels, ¼ inch diameter, approximately 4 inches long (Qty. = 6)
C-2.
A.
E.
Note: may be most practical to buy one long
wooden dowel and cut it to 4 in. pieces. Also
available from Kidwind.org.
From craft store
D.
C-1.
H. Blades – choose between wooden tongue
depressors or cutting your own shapes from paperboard.
In either case, the blades need to be attached to the dowels, with tape or glue. (Qty. = 6)
Parts for the experiment:
• Household fan, at least 12 inch diameter, preferably with three speeds (Qty. = 1)
• Extension cord for the fan (Qty. = 1)
• Alligator clip leads (for connecting the wind turbine motor output wires to the meter) (Qty. = 2)
Note: not needed if the voltmeter has clips on the end of its leads
• Voltmeter with millivolt scale (Qty. = 1)
• Yard Stick (Qty. = 1)
(continued)
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Wind Turbine Model Build
(continued)
Blades
Hub
Nacelle with Generator
Tower
Voltmeter
Base
Instructions:
General: Your group will assemble a wind turbine model, and then each group will place their wind turbine in front of a fan and record the
electrical energy using a voltmeter.
1. Pass the wires from the nacelle through the tower, and then press the nacelle onto the tower for a tight fit.
2. Pass the wires through the hole in the bottom of the base, and then press the tower onto the base for a tight fit.
3. Press the pin on each blade into a hole on the hub.
4. Press the hub onto the generator and give the turbine a test spin.
5. Take your wind turbine to the front of the room where you will attach the output wires to a voltmeter.
6. Position a fan in front of the wind turbine. Measure the distance from the front of the fan to the wind turbine hub.
7. Turn on the fan and let the wind turbine blades turn.
8. What was your highest reading on the voltmeter?
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Wind Turbine
Design Components
Nacelle _______
_______ Hub
_______ Potential Energy
_______ Blades
Tower _______
_______ Kinetic Energy
_______ Base
_______ Law of Conservation of Energy
Match the number with the right component or term. Enter the number on the lines above.
1 – Holds the rotor together and drives the generator through the gearbox.
2 – Helps capture the most energy by elevating the wind turbine high above the ground and protects the wiring inside.
3 – Moving Energy.
4 – Energy cannot be created or destroyed, it can only be transformed into another type of energy.
5 – Device used for catching the wind.
6 – The cover and main compartment for the internal components.
7 – Stored Energy.
8 – Supports the tower.
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Wind Turbine Design
Components Answer Key
6
Nacelle _______
1 Hub
_______
7 Potential Energy
_______
5 Blades
_______
2
Tower _______
3 Kinetic Energy
_______
8 Base
_______
4 Law of Conservation of Energy
_______
1 – Holds the rotor together and drives the generator through the gearbox.
2 – Helps capture the most energy by elevating the wind turbine high above the ground and protects the wiring inside.
3 – Moving Energy.
4 – Energy cannot be created or destroyed, it can only be transformed into another type of energy.
5 – Device used for catching the wind.
6 – The cover and main compartment for the internal components.
7 – Stored Energy.
8 – Supports the tower.
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Wind Turbine
Control Components
High
Transformer
_______
HighVoltage
Voltage
Transformer
Converter
_______
Converter
_______Generator
Generator
_______Gearbox
Gearbox
Yaw
_______
YawSystem
System
PitchSystem
System
Pitch
_______
© 2012 Underwriters L
Match the number with the right component. Enter the number on the lines above.
1 – Rotates the nacelle towards the wind.
2 – Changes kinetic energy to electrical energy.
3 – Changes the electrical energy from direct current (dc) to alternating current (ac).
4 – Transforms the slow rotation of the blades and hub into a fast rotation for the generator.
5 – Twists the blades to increase or reduce wind resistance.
6 – Increases voltage for transmitting over power lines.
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Wind Turbine Control
Components Answer Key
6
High
Transformer
_______
HighVoltage
Voltage
Transformer
3
Converter
_______
Converter
2 Generator
_______
Generator
4 Gearbox
_______
Gearbox
1 Yaw
_______
YawSystem
System
5
PitchSystem
System
Pitch
_______
© 2012 Underwriters L
1 – Rotates the nacelle towards the wind.
2 – Changes kinetic energy to electrical energy.
3 – Changes the electrical energy from direct current (dc) to alternating current (ac).
4 – Transforms the slow rotation of the blades and hub into a fast rotation for the generator.
5 – Twists the blades to increase or reduce wind resistance.
6 – Increases voltage for transmitting over power lines.
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Quiz
True or False? Circle T or F
1. Energy can never be created or destroyed.
T
F
2. Fossil Fuels are renewable.
T
F
3. Burning fossil fuels has increased the amount of greenhouse gasses
in the atmosphere.
T
F
4. Renewable energy can be renewed as quickly as we use it.
T
F
5. Renewable energy produces greenhouse gasses.
T
F
6. The sun is a source of renewable energy.
T
F
7. Wind power is a new renewable energy source.
T
F
8. Wind energy has nothing to do with the sun.
T
F
9. Hydroelectricity is often generated at dams.
T
F
T
F
10. Niagara Falls generates enough hydroelectricity to power 1 million
light bulbs.
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Quiz Answer Key
True or False?
1. Energy can never be created or destroyed.
T
2. Fossil Fuels are renewable.
F
3. Burning fossil fuels has increased the amount of greenhouse gasses
in the atmosphere.
T
4. Renewable energy can be renewed as quickly as we use it.
T
5. Renewable energy produces greenhouse gasses.
F
6. The sun is a source of renewable energy.
T
7. Wind power is a new renewable energy source.
F
8. Wind energy has nothing to do with the sun.
F
9. Hydroelectricity is often generated at dams.
T
10. Niagara Falls generates enough hydroelectricity to power 1 million
light bulbs.
F
STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Word Jumble
Unscramble the letters to make words that are related to renewable energy. Use the circled letters to make a sentence that
also relates to renewable energy.
S
E
L
T
I
A
N
U
S
A
B
O
M
S
I
B
S
A
A
R
L
S
O
R
O
P
E
W
D
I
W
N
O
P
R
W
E
E
M
H
E
T
G
R
L
A
O
W
L
N
F
G
I
O
A
R
T
W
E
E
R
Y
L
D
O
H
T
R
T
Y
I
E
C
C
I
SENTENCE Made From Circled Letters:
Clue: The first two words are used very frequently in the program (check the Wordle!), and the last two words are what we’re all about!
N
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STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Word Jumble Answer Key
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SENTENCE Made From Circled Letters:
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STUDENT WORKSHEET
Date: ___________________________________
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Name: ______________________________________________________
Crossword Puzzle
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ACROSS
DOWN
1 A word that means indefinitely reliable is _____.
2 _____can never be created or destroyed.
4 Gasses in the atmosphere that reflect heat back down are
called _____ gasses.
3 This fossil fuel is used in many vehicles.
6 The spinning Earth and the sun’s heat generate _____.
4 This energy is generated from decaying uranium atoms in
the Earth’s core.
9 Fossil fuels are _____ sources of energy.
5 This is generated at dams.
12 Solar panels _____ the sun’s energy to a form we can use.
7 These are used to capture solar energy.
15 Currently the fastest growing source of renewable energy.
8 Three ways to cut down on fossil fuels are to reduce, reuse,
and _____.
17 Geothermal energy harnesses energy from decaying _____.
18 The _____ is a source of renewable energy.
19 Solar panels convert the energy from photons into _____.
10 This is a source of renewable energy.
11 These energy sources produce no greenhouse gasses.
13 The blades of this capture some of the wind’s energy.
14 This means “buried.”
16 Biomass captures energy from the sun that is stored in
decomposing _____.
STUDENT WORKSHEET
Safety Smart ® Science with Bill Nye the Science Guy ®:
Renewable Energy
Crossword Puzzle Answer Key
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