Students read news reports and first-person accounts to imagine what it would be like to be in a blackout in a large city. They follow news reports as if the event were unfolding in real-time and keep weblogs or journals of their experience as they imagine it, taking on different roles of people who live in the city or commute there to work. They use their journal accounts to create a play or screenplay that depicts what the August 2003 blackout was like for the people in the U.S. and Canada who experienced it. Although this activity is geared towards fifth-grade and older students, it could be easily adapted for younger students.

What is energy? It's the hot in heat, the glow in light, the push in wind, the pound in water, the sound of thunder and the crack of lightening. It is the pull that keeps us (and everything else!) from simply flying apart, and the promise of an oak deep in an acorn. It is all the same, and it is all different. Sunshine and waterfalls won't start your car, and wind won't run the dishwasher. But, if we match the form and timing of the energy with your needs, all of these things could be true. Energy in a Changing World is about the full arc of energy transformation, delivery, use, economics and environmental impact, especially climate change.

The class forms a "Presidential Task Force" for a week, empowered by the president to find answers and make recommendations concerning the future of the national power grid. Task force members conduct daily debriefings with their research team and prepare a report and presentation of their findings for the president, using an actual policy document as a guide. Although this activity is geared towards fifth-grade and older students and Internet research capabilities are required, some portions may be appropriate for younger students.

The grid delivers electricity from generation points to demand centers. Supply and demand of electricity must be balanced in real-time to ensure system stability and reliability. The electric grid is a natural monopoly because it is most efficient for one operator to provide the service. To ensure consumers are not overcharged, grid operators are overseen by a regulator.

This course examines why democracy emerges and survives in some countries rather than in others; how political institutions affect economic development; and how American politics compares to that of other countries. It reviews economic, cultural, and institutional explanations for political outcomes. It also includes case studies of politics in several countries. Assignments include several papers of varying lengths and extensive structured and unstructured class participation.

Students learn and discuss the advantages and disadvantages of renewable and non-renewable energy sources. They also learn about our nation's electric power grid and what it means for a residential home to be "off the grid."

Students engage in an interactive "hot potato" demonstration to gain an appreciation for the flow of electrons through a circuit. Students role play the different parts of a simple circuit and send small items representing electrons (paper or candy pieces) through the circuit.

The lessons in this unit were developed by teachers at Souhegan High School for junior/senior level Physics classes, to be taught during the first trimester of the 2016-17 school year. This unit culminates with small groups of students presenting their plans for the ideal power grid for the state of New Hampshire. While the anchor text and performance assessment may be specific to New Hampshire, texts specific to other regions are likely accessible through state universities, government websites and/or local publications, making this unit highly adaptable.

Students read and evaluate descriptions of how people live "off the grid" using solar power and come to understand better the degree to which that lifestyle is or is not truly independent of technological, economic and cultural infrastructure and resources. In the process, students develop a deeper appreciation of the meaning of "community" and the need for human connection. This activity is geared towards fifth-grade and older students and Internet research capabilities are required. Portions of this activity may be appropriate with younger students.

The electric grid are networks that carry electricity from central power plants to our homes. But how exactly is electricity generated and brought to our door? And what needs to change if we’re going to transition to generating “clean” electricity? In this episode of TILclimate (Today I Learned: Climate), Harvey Michaels, lecturer at the MIT Sloan School of Management, joins host Laur Hesse Fisher to explain the history and perhaps surprising features of the electric grid, and what changes are in store for the future.

Are you interested in Solar Energy? Solar Resource Assessment and Economics explores the methods, economic criteria, and meteorological background for assessing the solar resource with respect to project development of solar energy conversion systems for stakeholders in a given locale. It provides students with an in-depth exploration of the physical qualities of the solar resource, estimation of the fractional contributions of irradiance to total demand, and economic assessment of the solar resource. The course utilizes real data sets and resources to provide students context for the drivers, frameworks, and requirements of solar energy evaluation.

Stanford University’s Understand Energy Learning Hub provides free access to Stanford course content on energy resources from fossil fuels like oil and coal to renewable resources like the wind, the sun, and efficiency; energy currencies like electricity and hydrogen; and energy services such as transportation and buildings. Explore the Hub and build your energy literacy to address climate change and sustainability issues, engage on equity and human development challenges, participate in energy industry markets and technology innovations, and make informed energy decisions.