9th-12th Grade

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Looking Forward

ESSENTIAL QUESTION: What is our responsibility to future generations?

Career Information Resources

Resources By State

North Carolina

Appalachian State University – Provides a wide variety of training courses including a BS & MA degree in Appropriate Technology. This program has a major focus on renewable energy system design & construction and also offers courses on green building, building science, sustainable transportation, biofuels, water & wastewater technology and resource management

North Carolina Solar Center – Clearinghouse for solar and other renewable energy programs, information, research, technical assistance, and training. The Center offers workshops on passive solar design and construction, photovoltaic system design and installation and other related courses. They are also offering a new Renewable Energy Diploma


Georgia Institute of Technology – Undergraduate and graduate courses in the field of crystalline-silicon solar cells, both at Georgia Tech and at other Universities through joint research efforts

Southface – Offers courses and training events in a variety of contexts. The formats are varied and range from multi-day workshops on building science; one-day seminars on energy code; to certified Home Energy Rating Systems courses


Connecticut Business and Industry The Career Pathways: Energy and Green Technology teacher’s guide – http://www.cbia.com/edf/documents/CP-Energy-Green-Tech_09.pdf

Show students how to build a solar car:

Dedicated in January 2014, the 15-acre Colleton Solar Farm was South Carolina’s largest solar installation. Santee Cooper purchases the facility’s solar output in collaboration with Central Electric Power Cooperative and the state’s electric cooperatives. In its first year, the site generated enough energy to power more than 300 homes.


How can we wisely manage our energy resources?
How can we minimize our carbon footprint?
How can I get involved?
Your Electric Cooperatives


High school students are the problem solvers of the future. They are beginning to think about college and career paths. The world needs more of these bright young people pursuing science and energy-related fields so that they can help us overcome the challenges of our energy future. In this section, you will find a listing of the latest state education standards for earth science and physics along with resources, activities and lesson plans ― all intended to help teachers inspire and educate students in grades 9-12.


Earth Science

Standard H.E.3:
The student will demonstrate an understanding of the internal and external dynamics of Earth’s geosphere.

H.E.3B Conceptual Understanding:
The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. Human transformation of the natural environment can contribute to the frequency and intensity of some natural hazards.

Performance Indicators:
H.E.3B.1 Obtain and communicate information to explain how the formation, availability, and use of ores and fossil fuels impact the environment.

H.E.3B.4 Obtain and evaluate available data on a current controversy regarding human activities which may affect the frequency, intensity, or consequences of natural hazards.

H.E.3B.5 Define problems caused by the impacts of locally significant natural hazards and design possible devices or solutions to reduce the impacts of such natural hazards on human activities.

Standard H.E.5:
The student will demonstrate an understanding of the dynamics of Earth’s atmosphere.

H.E. 5A Conceptual Understanding:
Weather is the condition of the atmosphere at a particular location at a particular time. Weather is primarily determined by the angle and amount (time) of sunlight. Climate is the general weather conditions over a long period of time and is influenced by many factors.

Performance Indicators:
H.E.5A.8 Analyze scientific arguments regarding the nature of the relationship between human activities and climate change.


Standard H.P.3:
The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the conservation of energy.

H.P.3A Conceptual Understanding:
Work and energy are equivalent to each other. Work is defined as the product of displacement and the force causing that displacement; this results in the transfer of mechanical energy. Therefore, in the case of mechanical energy, energy is seen as the ability to do work. This is called the work-energy principle. The rate at which work is done (or energy is transformed) is called power. For machines that do useful work for humans, the ratio of useful power output is the efficiency of the machine. For all energies and in all instances, energy in a closed system remains constant.

Performance Indicators:
H.P.3A.5 Obtain and communicate information to describe the efficiency of everyday machines (such as automobiles, hair dryers, refrigerators, and washing machines).

Conceptual Understanding:
H.P.3E: During electric circuit interactions, electrical energy (energy stored in a battery or energy transmitted by a current) is transformed into other forms of energy and transferred to circuit devices and the surroundings. Charged particles and magnets create fields that store energy. Magnetic fields exert forces on moving objects.

Performance Indicator:
H.P.3E.4 Use mathematical and computational thinking to analyze problems dealing with the power output of electric devices.