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Electricity that powers our homes in most countries comes from nonrenewable energy sources. These nonrenewable sources however are decreasing at an alarming rate.Before these resources are depleted, man must starts to use other sources that are renewable.
Renewable energy sources are

This website deals with energy at home and renewable energy. This webpage concentrates on the usage of electrical consumption in the student's household and how its consumption is compared with his friends in the local community, and perhaps in other community. The findings can be posted and share with other countries as knowledge across the globe. It will also provides some useful information, links and activities to renewable energy sources.

Super Energy Apocalypse
Super energy Apocalypse game

Using energy at home (Instructions)

This module has six sections and each section requires you to carry out some fun and investigating activities.


Section 1

What is energy?

This section draws the attention of the student towards the fundamental sources of energy. It starts with a fun cross-word puzzle. [Click here]


Section 2

How is energy use at home?

This section concentrates on the uses of electrical energy at home and how the energy cost spent by each appliance/device. It also motivates the student to save electricity take may eventually lead to change of life-style. In this section, students may relate with other issues like “carbon footprint” and “green-house effect”[Click here

Section 3

This section gives the opportunity for the students to visualize different energy consumption in their household by drawing pie-charts and suggesting ways to minimize the usage and energy consumption.

 [Click here to take a survey]

Section 4

This section deals with an important component in every household, the light bulb. Here the student is given different common light bulbs and are to work in a group collaboratively. The students are to gather some important information about each of the different types of light bulb and discuss and explain why a certain type of bulb is preferred. [Click here to take a survey]


Section 5

This section gives the students to role play as a house builder. It challenged the student to find a best solution to create an energy saving house. This activity requires the students to defend and explain why his decision on the house is built as such. [Click here to download presentation file- work best in PPT2003] For online disscussion, please click on this link to "wall" your ideas. For further instruction, please click the manual.

 New* You do not have to download the file anymore. You can manipulate the application on line at this link and click to download the manual here.

Section 6

This section merely gives the student an opportunity to sum-up what he has learned and how his new knowledge can realistically be carried out so as to have an impact to the people around him or her.

 [Click here]

Objectives of the module are:

v     to enable the students to list the different types of non-renewable energy and renewable energy

v     to guide the students to calculate the energy consumption at home

v     to motivate the students to realize the important of energy usage from various perspective through discussion

v     to compare the energy consumptions of different types of appliances use at home

v     to calculate the impact of using energy star appliances

v     to discuss how the each household are able to consume less energy

v     To provide a progressive pathway in which energy is used, from personal to local, from local to other countries and its impact in the global scale.

 Section 7

In Malaysia, most households use mainly the three types of bulbs to light up homes and may not be the same in your country. Share your experience on the mode of lighting that is common in your country. [Click this link to share]


Prior knowledge and skills

This module is designed for use by students in the age range of 14 to 17 years. It is assumed that they have already being taught on the topic Energy in general and are familiar with, and know how to use,

The following: Concepts and knowledge
a) types of energy

b) primary source and secondary source of energy

c) various types of units use in relation to energy


a)      able to calculate averages, ratio and percentage

b)      able to construct pie charts and other forms of charts

c)      reading and interpreting diagrams, tables and electric and other energy utility bills


Instructions for educators

 Some activities are best to be done alone, while some in groups.

 The teacher’s role is to facilitates the learning process and to guide the students not to venture to far out of the topic.

 The main emphasis of these activities is to enable the students to investigate how electrical appliances or devices consume electrical energy and how they are able to change their perspective to save energy by changing their life-style. 

 The teacher is encouraged to allow the students express their views and perhaps guides them to the intended path through discussion.

 If the student do not have computers or are unable to carry out their activities on-line, the teacher can download the materials from the given link and carry out the activities off-line.