EVR 1001 FIU Energy Audit Endangered Species Questions & Burden of Thirst Summary open all 3 files files and complete upload them separately each assignme

EVR 1001 FIU Energy Audit Endangered Species Questions & Burden of Thirst Summary open all 3 files files and complete upload them separately each assignment then upload each assignment separately when finished Energy Audit Questions
This audit is to be completed for your home or apartment. The purpose of the
assignment is to give you an indication of the power of conservation practices.
Perhaps in doing this exercise you will see value in investing in efficient
technology.
1. Look around your home/apartment, of the devices that continually use electricity, which
ones could you unplug without causing much inconvenience? List each type of device
(example: one fan, two lamps)
2. Of the devices that continually use electricity, which ones could you unplug when you
will be away for several days?
3. A power strip can be turned off so that it does not draw energy when it is plugged into
and outlet. How many power strips would you need to turn off all devices that use
energy continually (use a powerstrip with 5 plug-ins for this question)?
4. CFLs vs. Incandescent bulbs:
a) What is the difference in longevity (how long they last before needing to be replaced)
between traditional light bulbs and fluorescent ones (search for answers on the internet)?
b) Considering the difference in kilowatts consumed by the two types of bulbs, how much
energy would be saved in a year for a 15-watt fluorescent light bulb that is usually on
4hr/day, versus an incandescent bulb? (Hint: 15 watt = .015 kilowatts; incandescent bulbs
use 4 times more energy so multiply the kilowatts by 4; 1yr = 365 days; use the information
in this part (b) to fill in the blanks below)
_______ (kilowatts) x ____ (hours) x ______ (days)
= ______________ kilowatt-hrs for a CFL (A)
_______ ( kw ) x _____( hrs) x ______(days) = _____________ kw-hrs for an incandescent bulb (B)
Energy Saved: _________________ Kw-h (A –
B) (This means to take the answer above marked (A) and subtract the answer above
marked (B))
Note: this is the amount of energy saved by only one light bulb for a year.
Also, notice the (A) and the (B) at the end of the lines, you will use the answers for (A) and
(B) below as part of the fill in the blank math problems.
5. Assuming an average of 12 bulbs per household, how much money would a household save in a
year, using the information above?
(Searching FPL’s website for energy cost in kilowatt per hour for the answers to (C) and (D)
below, I found the following data: for all the kilowatts 1000 the price is .107 (D) cents; just fill this in in the blanks below). Understand that power
companies often have price breaks for different brackets of energy use, so you actually save
money if you use less. This is because it is costly to produce energy so if they get us to conserve
the company actually functions better.
Price before 1000 kilowatts _$_______________ (C)
Price after 1000 kilowatts __$______________ (D)
–
Fluorescent bulbs total energy use: (A) x 12 = ________ kw-h (E)
Price: (C) x (E) = $ ___________ (F)
–
Incandescent light bulbs total energy use:
–
Price: (C x 1000) + [D x (G – 1000)] = $ ___________ (H)
(B) x 12 = ________ kw-h (G)
Hint: Do this first
Amount saved: (H) – (F) = $_________________________
Note: this is the amount saved for one average household per year just by switching out the
light bulbs. Does your household have more or less than 12 bulbs?
6. With 51,248 students at Palm Beach State College, what would be the total savings in:
a) Energy;
b) Cost? (you will do the math for these below)
a) Energy:
51,248 x E
= ____________(I) kw-h (CFLs)
51,248 x G = _____________(J) kw-h (incandescent bulbs)
Energy savings: (J)-(I) = _________________________kw-h
Yes, this is a big number!
b) Cost:
51,248 x F = $ ______________(K) (CFLs)
51,248 x H = $ ______________(L) (Incandescent)
Cost savings: (L)-(K)= _$______________________
7. Were you surprised by the impact that just changing light bulbs could have if the whole
student body participated? Share your thoughts on this assignment with a few sentences.
References:
Energy efficiency Benefits: http://www.p2pays.org/ref/12/11365.pdf
Energy Star College Student Guide to Improving Energy Performance on Campus
http://www.energystar.gov/ia/business/higher_ed/ENERGYSTAR_Student_Activity_Guide.pdf
Energy Star Products: http://www.energystar.gov
Standby Power and Energy Vampires: http://energystar.gov/index.cfm?c=about.vampires
FPL: www.fpl.com
Do a more detailed energy audit using FPL’s free online system:
http://www.fpl.com/residential/energy_saving/programs/ohes.shtml
Homework:
Visit www.iucnredlist.org.
1. What kind of organization is this?
Next, follow these tasks to begin to understand how researchers can use the IUCN Redlist database for
research purposes.
On the home page you will see the word “Advanced” to the right of the search bar at the top. Click on
the “Advanced” button.
Look for “Taxonomy” on the far left. Click the
symbol just to the left of the word “Taxonomy” so a
drop down list appears. This drop down shows the major kingdoms of life on earth and the number of
records for each.
2. Are there more animals or plants listed in the database?
Next, to the right of the word Animalia (for all the animals on earth), click the
symbol just to the
right of the word “Animalia.” Then check the box to the left of “Chordata” which represents all the
animals with spinal cords (just like you!). Now in the center of the page at the top you should see that
Taxonomy now includes a specific search for “Chordata-Phylum”.
Next, back on the left panel, scroll down to “Red List Category” and select the
of the words “Red List Category”. The drop down of various categories appears.
symbol just to the left
3. Do you know what “Endangered” means; how about “Vulnerable”? Which is worse?
Put a check in the box near “EN-Endangered.” Now at the top of the screen you will see “Red List
Category – EN – Endangered” listed.
Next, back on the left panel, scroll down to Land Regions and select the
symbol just to the left of the
words “Land Regions”. The drop down of various land regions appears. Click on the
symbol to the
right of “North America” on this drop down list. Then check the box to the right of “United States.” In
the top of the central panel now you will see below “Taxonomy – Chordata-Phylum”, “Red List Category
– EN – Endangered,” a specific Land Region “United States” and a couple other features from the
database itself that you didn’t select.
Right above these search criteria is the word “Results” with a number behind it.
4. What is that number?
That number tells you how many endangered, chordate animals (animals with a spinal cord), are
listed for the United States. What if I asked you to compare your results from this search to another
country, could you do it? You would want to de-select the United States and run the search for
another country. Do this now.
5. What country did you choose? What was the result of the number of endangered chordates in
that country? Is that more or less than the United States result? Why do you think you go this
result?
Now I want you to come up with your very own research question using this database. Look at some of
the other categories such as “Threats” on the far left panel, or “Habitats”. Those could be useful for your
research question. Remember to just change one thing, just like the example we just did where we kept
“Taxonomy – Chordata” and we kept “Red List Category – Endangered’ and the only thing we did was
compare two different country’s results. Make sense? You could compare endangered plants in two
regions (in this case your research question could be “How many endangered plants are there in ______
versus ______?”, or you could compare endangered plants threatened by two different threats (In this
case your research question could be “How many endangered plants are threatened by ______ versus
______?” Pick something you are curious about. Play around with the database first and remember your
result is always a number.
6. State your research question here.
7. Write out your results here.
8. Tell me why you think you got the results you did. You may not know exactly, of course, but try
to make an educated guess about why you got the results you did.
National Geographic Magazine Assignment
Select one of two National Geographic Magazine articles found in this chapter’s folder. Choose
either:
“The Burden of Thirst”
“Still Waters, the Global Fish Crisis”
Read the entire article (the select National Geographic Magazine articles are chosen by the
instructor and provided to the students online for educational purposes only, and they may not be
copied, printed, or distributed) and view all related photos, reading the captions for each. Write
2-3 paragraphs summarizing the article, and then pick just one of the following to complete
(relate information to what you read in the article you chose).
1. Create a comic book style story based on the article (this isn’t meant to necessarily be
funny, but just a style to follow).
2. Write a 1st person story, as if you became one of the individuals/organisms mentioned in
the article. Remember that this is a college level course, so your story must be more than
just a few paragraphs, it should have a clear setting, problem, and resolution. Character
development is also important, as is creating sensory experiences with good descriptions
and higher level vocabulary. Also, remember that if you include conversations, you must
use the appropriate grammar for dialog.
3. Create a photo essay. This involves taking your own photos and telling a story with them
through long captions. I expect the photos to all be appropriate for a college class or else
you will receive a zero on the assignment.
4. Write a song based on the article (to be provided in recorded form, mp3 file is
acceptable).
5. Pick something you can do in your local community (or potentially not locally) to address
one of the concerns included in the article, do it, and document it. (I encourage students
to share ideas with the instructor before proceeding to determine acceptability.)
6. Create a podcast that includes video, text, and non-copyrighted music attempting to
educate people on the issue addressed in the article (to be provided in recorded form, mp4
file is acceptable).
7. Other ideas: please share with the instructor to determine acceptability.
This will earn you a maximum of 50 points for this assignment (see the grading rubric on the
course website for additional details on how you will be graded). Note: all written submissions
must be turned in typed and following the guidelines set forth in the class syllabus.

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