nt |The energy wm) education crisis m of ra by Dr. Spencer L. Seager, professor and chairman of the Department of er . the st for 10 ‘igham majored ° Chemistry have been receiving a lot of attention and publicity for nearly ten years. _ Headlines have announced each of a the many increases in the price of a barrel of oil; we have been made aware that the per capita energy use inthe United States is greater than that of any other nation; and a multitude of gadgets, methods or products guaranteed to save energy have been made available for us to purchase. | they _ Dr. “Vast majority of people... are unaware of 1 the basic principles and concepts kk for , key or energy production and ctual ing, use. think lues 3ome | on In spite of all this apparent | concern for our energy problems, I find that the vast majority of the people I associate with are almost totally unaware of even the most basic principles and concepts of energy production and use. At times have been so intemperate as to suggest that most members of the general population of this country , ns, ers es , S are nges, st are energy illiterates. = — = en Because of this lack of understanding, people (sometimes those in powerful decision-making organizations) often fail to do those things or make those decisions which will best help solve the energy problems of the country. 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 that the total amount of energy } required to produce a gallon of alcohol from corn is greater than the energy released when the alcohol is burned. Careful attention to the process of 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, it is likely that some projects of this type will be presented to voters for approval in the future. How will you vote? I usually get at least a half dozen inquiries each year from people who have ideas for new products, methods, etc. that will help produce more energy or conserve what we have. About five out of six of these ideas can be dismissed immediately because they propose to violate one or more of the fundamental laws of nature that govern the production and use of energy. Interestingly, many of these people who have sought some ‘expert advice’”’ apparently don’t Dr. Spencer L. Seager, right, demonstrates testing equipment to student, who is one of a small minority learning about energy principles and concepts. general education classes in chemistry and physics have been including basic energy concepts in the classes. However, as every believe the ‘‘expert’’ when the advice they receive doesn’t match their college student knows, general education chemistry and physics water on their sure-fire scheme. physical science general ed. classes 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 are full and you are a senior preconceived ideas, or pours cold work. Once again, fundamental laws of nature would have to be broken if the devices were to do what is claimed for them. The goal of this essay is not simply to criticize the members of the general population because they are deficient in knowledge about energy but, rather, to look at possible ways to close this knowledge gap. “Fundamental 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 taught at beginning or introductory levels. Of course such classes are usually taken only by the relatively few students majoring in chemistry, physics, engineering or closely related areas of study. In the last few years, an increasing number of teachers of classes are taken only if: 1) all other planning to graduate at the end of the quarter, 2) your major requires the class, 3) you got in by mistake, or 4) you are a very green freshman 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. “Net result... few students are learning energy concepts.” Of course we must not forget that many people don’t go to college, and very little energy education is 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 mind for providing energy education. Our lawmakers could pass a law similar to the Utah Senate Bill. The “energy bill requirement’’ might make it mandatory for all college students to take at least one course that includes basic energy concepts before they could graduate. Unfortunately, this approach would probably lead to a proliferation of courses supposedly fulfilling the requirement much like we now have with the Senate Bill requirement. Another approach might require students to pass an energy competency examination before they could graduate from college (or 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 course colleges would have to provide inservice energy training for teachers now employed in the public 3 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 wil reach more people. 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 >: rms as The events and conditions we wllectively call the energy crisis a lid sity of on the Theater,