nt |The energy ey nore jeducation crisis cape ~mem L giving * m of ra by Dr. Spencer L. Seager, professor and chairman of the Department of er | the ct for 10 Chemistry ‘igham it is likely that some projects of this on the | Wdllectively call the energy crisis Theater. | lave been receiving a lot of attention type will be presented to voters for approval in the future. How will you Headlines have announced each of the many increases in the price of a barrel of oil; we have been made inquiries each year from people who have ideas for new products, Vast majority ® e of people... are ; i for unaware of basic principles and concepts ctual ing, or energy . ie , key : production and think hiss some use. u" In spite of all this apparent concern for our energy problems, I believe the ‘‘expert’’ when the advice they receive doesn’t match their preconceived ideas, or pours cold water on their sure-fire scheme. On the other hand, a lot of money is being spent on devices that are supposed to conserve energy. Significant amounts of this money are simply wasted — the devices in some cases don’t, and in fact can’t work. Once again, fundamental laws of nature would have to be broken if the devices were to do what is es The goal of this essay is not simply to criticize the members of Because of this lack of understanding, people (sometimes those in powerful decision-making 1 organizations) often fail to do those ' things or make those decisions which } will best help solve the energy } problems of the country. a) «For example, it has been suggested by some that alcohol should be produced from corn and used as a substitute for gasoline. } This is seriously suggested despite : ; the fact that some studies indicate n : « that the total amount of energy } required to produce a gallon of F ' energy released when the alcohol is alcohol from corn is greater than the } burned. Careful attention to the process of 1 } producing the alcohol from corn can | make the alcohol a net source of useable energy, but such attention depends upon knowledge of basic | } energy principles. _ Some might say “‘let the engineers and scientists decide whether or not such a process is worthwhile.” But, energy concepts are not normally included in courses taught at introductory levels.” First, let’s look at some suggestions about the reasons for the gap. The fundamental energy concepts I have been referring to are topics normally included in chemistry and physics courses not Another approach might require could graduate from college (or who had never heard of chemistry or physics before. In any event the net result is that very few students are learning basic energy concepts from the courses they take as part of their college education. included in the public school curriculum. Also, how do we get to the millions who have ‘‘completed”’ their education? “Many people - don't go to college ... how do we get to those who have ‘completed’ their education?” Numerous suggestions come to taught at beginning or introductory levels. Of course such classes are mind for providing energy education. usually taken only by the relatively Our lawmakers could pass a law few students majoring in chemistry, physics, engineering or closely “energy bill requirement’”’ might related areas of study. In the last few years, an increasing number of teachers of requirement. the quarter, 2) your major requires the class, 3) you got in by mistake, or 4) you are a very green freshman planning to graduate at the end of “Fundamental are energy illiterates. as en we now have with the Senate Bill students to pass an energy Of course we must not forget that many people don’t go to college, and very little energy education is knowledge gap. before they could graduate. Unfortunately, this approach would probably lead to a proliferation of courses supposedly — fulfilling the requirement much like are full and you are a senior basic principles and concepts of general population of this country st college student knows, general education chemistry and physics classes are taken only if: 1) all other physical science general ed. classes “Net result... few students are learning energy concepts.” are deficient in knowledge about suggest that most members of the nges, including basic energy concepts in the classes. However, as every energy but, rather, to look at possible ways to close this [have been so intemperate as to ; chemistry and physics have been the general population because they energy production and use. At times S are general education classes in find that the vast majority of the people I associate with are almost totally unaware of even the most } ns, ers _____|} people who have sought some ‘expert advice’’ apparently don’t claimed for them. on ye and use of energy. Interestingly, many of these similar to the Utah Senate Bill. The make it mandatory for all college students to take at least one course that includes basic energy concepts competency examination before they maybe high school). Also, all future teachers being trained in college could be required to prove competency in understanding and ~~ teaching basic energy concepts. Of ht Dr e one or more of the fundamental laws of nature that govern the production Ss Al because they propose to violate course colleges would have to — provide inservice energy training for teachers now employed in the public S school system. Perhaps these or similar educational approaches would be successful, but it seems to me that something must be done that will have an effect more quickly, and wiis reach more people. i they About five out of six of these ideas can be dismissed immediately A purchase. have. Dr. Spencer L. Seager, right, demonstrates testing equipment to. student, who is one of a small minority learning about energy principles and concepts. al }) products guaranteed to save energy have been made available for us to methods, etc. that will help produce more energy or conserve what we i ) S I usually get at least a half dozen aa SS aware that the per capita energy use inthe United States is greater than that of any other nation; anda multitude of gadgets, methods or vote? fe * | ind publicity for nearly ten years. rms as a} An approach I consider worthwhile would be an approach utilizing a well-done television series patterned somewhat after the popular “‘Cosmos’”’ series that. featured Carl Sagan. Energy concepts are really quite interesting and can be presented in appealing and entertaining ways. I am certain a series of five or six shows prepared with the entertainment quality of a Cosmos series would reach a large eager audience. “Energy concepts are really quite interesting... Whatever approach or approaches are used, I am convinced that a concerted effort to provide energy education to the general population should be undertaken. Such a program can only help us to make significant progress toward the goal of really solving the energy crisis in this country. Page 3 wf ote The events and conditions we sity of in lalallala majored ‘7 lid