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12

Hybrid Buses
Students learn about hybrid electric buses and evaluate the economic and environmental advantages and disadvantages of such vehicles.

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Grade Level:
n Primary n Elementary

Subject Areas:
n n n n n

Science Social Studies Math Language Arts Technology

NEED Mission Statement

The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board

Shelly Baumann Rockford, MI Constance Beatty Kankakee, IL Sara Brownell Canyon Country, CA Loree Burroughs Merced, CA Amy Constant Raleigh, NC Joanne Coons Clifton Park, NY Nina Corley Galveston, TX Regina Donour Whitesburg, KY Linda Fonner New Martinsville, WV Samantha Forbes Vienna, VA Viola Henry Thaxton, VA Robert Hodash Bakersfield, CA DaNel Hogan Kuna, ID Greg Holman Paradise, CA Linda Hutton Kitty Hawk, NC Matthew Inman Spokane, Washington Michelle Lamb Buffalo Grove, IL Barbara Lazar Albuquerque, NM Robert Lazar Albuquerque, NM Leslie Lively Reader, WV Mollie Mukhamedov Port St. Lucie, FL Don Pruett Sumner, WA Josh Rubin Palo Alto, CA Joanne Spaziano Cranston, RI Gina Spencer Virginia Beach, VA Tom Spencer Chesapeake, VA Joanne Trombley West Chester, PA Jim Wilkie Long Beach, CA Carolyn Wuest Pensacola, FL Wayne Yonkelowitz Fayetteville, WV

Teacher Advisory Board Statement

In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Permission to Copy
NEED materials may be reproduced for non-commercial educational purposes.

Energy Data Used in NEED Materials

NEED believes in providing the most recently reported energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Information Administrations Annual Energy Review that is published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum materials. To do further research, visit the EIA web site at www.eia.gov. EIAs Energy Kids site has great lessons and activities for students at www.eia.gov/kids.

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Printed on Recycled Paper

Hybrid Buses

Hybrid Buses
Table of Contents
Kentucky has the largest hybrid electric school bus fleet in the nation with 170 in operation. The Kentucky Clean Fuels Coalition, a 501 (c)(3) organization, proposed the project to the U.S. Department of Energy. A $13 million grant was awarded and is administered by the U.S. Department of Education. This grant offsets the purchase price of the hybrid system and enables school districts to improve fuel efficiency by an average of 34%. With the addition of these materials, this project also provides students with the opportunity to learn about what it means to engage in energy conscious behaviors and how these choices are already having a positive effect in their own communities.

Correlations to National Science Education Standards Teacher Guide Introduction to Energy and Transportation Educating Others About Hybrid Electric School Buses Kentucky Hybrid Bus Districts Map Student Backgrounder School Bus Hunt School Bus Hunt Compare and Contrast School Bus Comparison Icons School Bus Comparison Facts Elementary School Bus Math Hybrid School Bus Connections Teaching Others About Hybrid Electric School Buses Glossary Evaluation Form

4 6 7 10 13 14 18 19 20 21 22 23 24 26 27

Comparing Conventional and Hybrid Electric School Buses 9

All photographs in this guide have been printed with the permission of the Kentucky Clean Fuels Coalition.

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Correlations to National Science Education Standards: Grades K-5

This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit www.NEED.org.

Content Standard A | SCIENCE As INQUIRY

Abilities Necessary to do Scientific Inquiry
Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. Use data to construct a reasonable explanation. Communicate investigations and explanations. Ask a question about objects, organisms, and events in the environment.

Content Standard B | PHYsICAL SCIENCE

Properties of Objects and Materials
Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials.

Light, Heat, Electricity, and Magnetism

Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which an electrical current can pass.

Content Standard E | SCIENCE AND TECHNOLOGY

Abilities of Technological Design
Identify a simple problem. Implementing proposed solutions. Evaluate a product or design. Communicate a problem, design, and solution.

Content Standard F | SCIENCE IN PERsONAL AND SOCIAL PERspECtIVEs

Types of Resources
Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population. The supply of many resources is limited. If used, resources can be extended through recycling and decreased use.

Changes in Environments

Changes in environments can be natural or influenced by humans. Some changes are good, some are bad, and some are neither good nor bad. Pollution is a change in the environment that can influence the health, survival, or activities of organisms, including humans.

Hybrid Buses

Correlations to Kentucky Science Education Standards: Grades K-5

This book has been correlated to Kentucky Science Education Content Standards.

Big Idea: Structure and Transformation of Matter | PHYsICAL SCIENCE

A basic understanding of matter is essential to the conceptual development of other big ideas in science.

K-3

Objects are made of one or more materials such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials. Objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and/or to react with other substances. Some properties can be measured using tools such as metric rulers, balances, and thermometers.

Grade 5

A substance has its own set of properties which allows it to be distinguished from other substances.

Big Idea: Energy Transformations | UNIFYING CONCEpts

Energy transformations are inherent in almost every system in the universe.

K-3

Energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidence of these changes can be seen, but not always. Electricity can only flow when it has a closed path (circuit) to follow. Closed electric circuits can produce light and sound.

Grade 4

Electrical energy can be used for a variety of purposes. Many electrical systems share some common features, including a source of energy, a closed conducting path and a device that performs a function by utilizing that energy. Energy can be classified as kinetic or potential. Energy is a property of many substances and energy can be found in several different forms. For example, chemical energy as found in food we eat or in the gasoline we burn in our car. Heat, light (solar), sound, electrical energy and the energy associated with motion (called kinetic energy) are examples of other forms of energy. Objects can have energy simply by virtue of their position, called potential energy. Energy is transferred in many ways. Analyzing simple systems can provide the basis for describing the transfer of energy. Electrical circuits provide a means of transferring electrical energy. This transfer can be observed and described as heat, light, sound, and magnetic effects are produced. Models and diagrams can be used to support conclusions and predict consequences of change within an electrical circuit.

Grade 5

Big Idea: Interdependence | UNIFYING CONCEpts

Species depend on one another and on the environment for survival.

Grade 4

People impact their environment in both beneficial and harmful ways. Some of these impacts can be predicted, while others cannot.

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Teacher Guide
Grade Level
Primary Elementary

Students learn about hybrid electric buses and evaluate the economic and environmental advantages and disadvantages of such vehicles.

Background
School buses are the safest method of transporting students to and from school. Using hybrid electric school buses allows schools to capitalize on a technology that improves emissions from buses while decreasing fuel and maintenance costs.

Time
Each activity has its own time requirements that range from 15 minutes to three 45-minute class periods.

Preparation
1. Review the activities and determine which ones your students will be completing. The activities are divided into three sections. It is suggested that at least one activity is completed from each section. Make copies of student worksheets as needed for those activities. 2. Contact your school district transportation manager or energy manager. Discuss the unit and any activities that would benefit from his/her participation. Request bus data and route information, if needed. Request buses to come to the school for a tour, if needed. 3. Familiarize yourself with the Kentucky Clean Fuels Coalitions web site (http://www. kentuckycleanfuels.org/resources/hybridhorsepower.htm). The web site describes Hybrid Horsepower for KY schools and allows viewers to find helpful data and compare it to other districts. 4. Make copies of the student backgrounder for each student. 5. Review the Kentucky Hybrid Bus Districts Map, and make copies or project for students as needed during activities.

Web Resources
www.Kentuckycleanfuels.org www.eaton.com --Seach Kentucky www.thomasbus.com www.icbus.com

Hybrid Buses

Section 1

INtRODUCtION tO ENERGY AND TRANspORtAtION

Activity 1: Transportation Survey

Objectives
To determine the various modes of transportation students use to travel to and from school. To collect, graph, and interpret data.

Time
30-60 minutes (older students will have time divided over two days)

Materials
Chart paper or science notebooks Copies of student-developed questionnaire

Preparation
Determine if your school district has policies in place that govern transportation, for example, a policy may be in place to determine how students are included in bus routes.

Procedure
1. Ask students to brainstorm the various ways they can travel to and from school. Be sure they include personal vehicles, school buses, public transportation systems, and non-fuel modes of transportation such as bikes, skateboards, and walking. 2. Gather data. 3. For younger students, poll the class to determine the number of students that travel by each mode of transportation. 4. For older students, develop a questionnaire as a class to gather data from other students in the school. Make copies and have students distribute and gather the questionnaire data during homeroom or science class the next day. 5. Graph the data. 6. For younger students, draw a class graph using chart paper. 7. For older students, allow them to compile the data and then determine the best type of graph to present the information in their science notebooks. 8. Discuss reasons why the data looks the way it does. If your school district has policies that may impact student travel, such as students that live within one mile of school are not included in bus routes, be sure to factor that into the discussion.

Extensions
1. Download the primary activity, Transport Sort, from www.NEED.org/newsletters using the November 2007 link under Energy Exchange. 2. Have students poll their parents about how they typically traveled to and from school when they were the same age as the student. Graph the data. Compare to student data. Make sure to discuss how far parents traveled to school and what determined how they got to and from school. 3. Have students create an online survey about modes of transportation used by students within their district. Graph the data and compare.

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Activity 2: School Bus Hunt

Objectives
To compare the physical similarities and differences between traditional and hybrid electric school buses. To determine that objects have observable properties, including size, shape, and color. To determine that objects are made of one or more types of materials.

Time
45 Minutes

Materials
Hybrid electric school bus, traditional school bus, and bus driver Science notebooks or copies of the student worksheets Student backgrounder

Preparation
Secure access to a hybrid electric school bus and a traditional school bus by contacting your school districts energy or transportation manager. Ask the school bus driver to prepare a short tour of each bus. If you choose to use the worksheets, make one copy of the student worksheets on pages 18 and 19 for each student.

Procedure
1. Tour the traditional school bus inside and out, including the engine. Have the driver start the bus so students may hear the engine and see the tailpipe. Repeat the tour for the hybrid electric school bus. Allow students time to ask the driver questions. Each exploration should take 1015 minutes to complete. If the students cannot complete all of the explorations in one class period, set up a schedule for the students that coordinates with the availability of the bus driver. 2. School Bus Hunt Primary: Instruct the students to look at either bus and point to something round. Have the bus driver help students name the round objects they find. Discuss what makes each round object different (tires are big and black, screws are small and silver). Discuss what each round object is made of (tiresrubber, screwsmetal). Repeat for other properties, such as hard, large, black, square, and shiny. Elementary: Pass out the worksheet School Bus Hunt or instruct students to create a three-column chart in their science notebooks with the labels Objects, Properties, and Materials. Have students list the objects they observed on each bus in the proper column. Then discuss what they noticed about the objects. For example, the mirrors are round and shiny. Have students list the attributes of each object in the Properties column. Instruct students to finish the chart by filing in what material each object is made of in the Materials column. If students are unsure about an object, encourage them to ask the bus driver. 3. Have students draw comparisons between the two buses. Use chart paper or science notebooks to make a list of observations. Direct students to make a graphic organizer to list their comparisons or use the Venn diagram on page 19. When the students are done discussing similarities and differences, ask the bus driver if he/she has any to add. 4. Bring the students back inside and read the nonfiction text. Have students recall when the text compared traditional and hybrid electric buses. Discuss similarities and differences from the text. Compare observations students made during tours of the buses to those in the text. Direct students to refer to their graphic organizer or tables and add any similarities or differences.

Extensions
1. Ask the bus driver to prepare a short (2-5 minute) presentation about the responsibilities of a bus driver. 2. Sing The Wheels on the Bus but change the verses to reflect the objects and properties students observed. For example, the tires on the bus are big and black. 3. Make a bar graph of the number of objects made of each type of material found on the bus.

Hybrid Buses

Section 2

COMpARING CONVENtIONAL AND HYBRID ELECtRIC SCHOOL BUsEs

Activity 3: School Bus Comparison

Objective
To compare traditional and hybrid electric school buses.

Time
30-45 Minutes

Materials
Student backgrounder Copies of the student worksheets Large construction paper Art supplies Glue

Preparation
Prepare one copy of the School Bus Comparison Icons (page 20) and one copy of the School Bus Comparison Facts (page 21) for each student.

Procedure
1. Students can work in groups or individually. 2. Ask students to cut out and color the bus icons and paste them onto a sheet of construction paper, labeling each bus as hybrid or traditional. 3. Have students cut out each fact on the dotted line. Students should organize and place the facts under or around the correct bus icon. Once students are sure the facts are correctly matched, they should glue them down to their page. 4. Direct students to create a title for their page or decorate it if they like. 5. Depending on the level of the students in the class, you can help students organize the facts before gluing, pre-cut and organize the facts, or you can direct students to scramble the facts for a greater challenge before beginning.

Extension
1. Have students add their own facts from their surveys and interviews with others during the School Bus Hunt activity. 2. Have students color code or organize facts based on whether they consider them to be an advantage or disadvantage.

Activity 4: School Bus Math

Objective
To economically compare traditional and hybrid electric school buses.

Time
15 minutes

Materials
Copies of the student worksheet

Preparation
Make one copy of the student worksheet on page 22 for each student.

Procedure
1. Pass out the worksheets to each student. Circulate as needed.

Extension
1. Request fuel economy and route data from your transportation manager to use in the word problems.
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Section 3

EDUCAtING OtHERs ABOUt HYBRID ELECtRIC SCHOOL BUsEs

Activity 5: Hybrid School Bus Connection | PRIMARY

Objectives
To share information about hybrid electric buses with others. To incorporate new vocabulary.

Time
45-60 minutes

Materials
Student backgrounder Copies of the student worksheet Art supplies

Preparation
Make a copy of the student worksheet (page 23) for each student. Have a list of important facts or vocabulary learned in the unit displayed for students to use. Idea: Create a word wall to highlight and keep track of important vocabulary as you go.

Procedure
1. Have students fill in who they would like to share their picture with (examples could include: family members, neighbors, principals, etc.) and write their name in the blank. 2. Students will decorate and use the bus picture to label or write out the important information they have learned about hybrid buses. Encourage students to use the important vocabulary on your list. Older or more advanced students could even write a short letter on the page. 3. Direct students to share with their family member/neighbor/principal.

Extension
1. Have students display their pages around the school.

10

Hybrid Buses

Activity 6: Teaching Others About Hybrid Electric School Buses | ELEMENTARY

Objectives
To share information about hybrid electric buses with others. To incorporate new vocabulary.

Time
60-135 minutes, divided over two to three days

Materials
Student backgrounder Copies of the student worksheets

Preparation
Make a copy of the student worksheets on pages 24-25 for each student.

Procedure
1. Pass out the student worksheet. Review and discuss with students new and important vocabulary they have learned during the course of the unit. Ensure students have the correct understanding of each word. Make a class list of words to include in the project. Idea: create a word wall as you go to highlight and keep track of important vocabulary as you go. 2. Explain that students will write a letter to inform their parents about the hybrid electric bus or buses in the school district. Review letterwriting style and format as needed. Remind students to appropriately include vocabulary words. Students may use the bottom of the worksheet to organize information they plan to include in the letter. 3. Allow students time to work on their letter. 4. Have each student read their letter to the class or share with a small group.

Extensions
1. Have students take their letters home and discuss with their parents. 2. Have students create a display to show what they have learned. Display at parent or community events like a science fair or parents night.

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11

Teacher Guide
Evaluation
Evaluate individual student performance using student worksheets and science notebooks. Evaluate the entire unit with your students using the Evaluation Form on page 27 and fax to The NEED Project at 800-847-1820 or mail to The NEED Project, P.O. Box 10101, Manassas, VA 20108.

Answer Keys
School Bus Comparison
Take students to and from schoolHybrid and Traditional Uses diesel fuel onlyTraditional Uses diesel fuel and an electric motorHybrid Creates less pollutionHybrid Costs less to buyTraditional QuieterHybrid Uses less fuelHybrid

Elementary School Bus Math

1. Traditional Bus: 143 gallons; Hybrid Electric Bus: 111 gallons 2. Traditional Bus: $503.10; Hybrid Electric Bus: $406.35

12

Hybrid Buses

2012 The NEED Project

Kenton Campbell Boone Grant Jefferson Bullitt Nelson Mercer Garrard Marion LaRue Hart Laurel Warren Todd Trigg Simpson Allen McCreary Barren Harlan Whitley Breathitt Pike Madison Franklin Bath Montgomery Martin Meade Caldwell

Kentucky Hybrid Bus Districts Map

P.O. Box 10101, Manassas, VA 20108

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www.NEED.org

Crittenden

13

Introduction

Kentucky Clean Fuels Coalition

Students have been sharing rides to school for a long time. At first school buses werent even buses! Students used to get to school on horse-drawn carriages. Over the years, school buses eventually became the yellow and black vehicles we are so familiar with. Today there are over 680,000 school buses that carry 26 million students safely to and from school each day.

14

Hybrid Buses

Fuel

Every year one school bus can travel 12,000 miles or more! Most buses use diesel fuel, a fuel made from petroleum. Diesel and other petroleum products must be burned to create energy. The United States imports almost half of the petroleum it uses to power vehicles like buses. The cost of fuel can often be a big expense for schools because most traditional buses get very poor mileage. Sometimes buses will only be able to travel seven miles or less on each gallon of fuel. While most schools use traditional diesel buses, some are switching their buses to hybrid electric buses.

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15

Internal Combustion Engine

Spark

Internal Combustion Engine, Diesel

Traditional diesel buses run with the help of something called an internal combustion engine. The chemical energy in the fuel is released as it is burned. This gives the bus motion energy and allows the wheels to turn. When the fuel is burned, it creates gases called emissions. Some of these gases can be bad for the environment and our health. Engineers have been working hard to make diesel fuel cleaner and better for our environment. Aside from creating more pollution, traditional diesel buses are less expensive to buy than hybrid buses, but sometimes require more maintenance.
16

Fuel Injector Exhaust Valve Compression and Combustion Air Intake Piston

Oil

Hybrid Buses

Hybrid Electric Buses

Inverter

Motor/Generator

Batteries

Transmission

Hybrid electric buses also use an internal combustion engine. They are different because they use a much smaller engine than traditional buses. What else do they use? Hybrid electric buses also use an electric motor and battery. The battery stores energy when the bus uses its brakes. It saves the energy and the engine can use it whenever it needs it. This is called regenerative braking. Traditional buses do not have this, so they use more fuel than hybrid buses do. Hybrid buses use less fuel, so that means they also make less pollution. Hybrid buses are more expensive to buy, but they do require less maintenance and are quieter in your neighborhoods. Be on the lookout for more hybrid school buses on the road!

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17

School Bus Hunt

Fill out the top of the table for the traditional bus. Use the bottom for your hybrid bus observations.
Objects Properties Materials

TRADITIONAL

Objects

Properties

Materials

HYBRID

18

Hybrid Buses

School Bus Hunt Compare and Contrast

Traditional Bus

Hybrid Bus

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19

School Bus Comparison Icons

Color and cut out each of the buses below.

20

Hybrid Buses

School Bus Comparison Facts

Students ride them to school. Students ride them to school. Uses only diesel fuel. Creates less pollution than other buses. Uses diesel fuel and an electric motor. Costs less to buy. Quieter. Uses less fuel than other buses.

2012 The NEED Project

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21

Elementary School Bus Math

1. Campbell City schools use one traditional and one hybrid electric school bus. Each bus travels 1,000 miles each month. The traditional school bus has a fuel economy of 7 miles per gallon. The hybrid electric bus has a fuel economy of 9 miles per gallon. How much fuel will each bus use in one month?

2. Jefferson School District uses a hybrid electric bus for a route that uses 105 gallons of diesel each month and a traditional bus for a route that uses 130 gallons each month. The cost of fuel is $3.87 per gallon. How much does fuel cost for each bus for one month?

22

Hybrid Buses

Hybrid School Bus Connections

Dear _________________________________ Weve been learning about hybrid school buses in my school. Check out what I learned!

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23

Teaching Others About Hybrid Electric School Buses

List and define the vocabulary to be included in your letter.

Hybrid Electric School Buses

24

Hybrid Buses

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25

Glossary
diesel fuel emissions hybrid electric vehicle (HEV) idling internal combustion engine (ICE) miles per gallon (MPG) petroleum regenerative braking a petroleum product used in diesel engines gaseous products of combustion, some are pollutants a vehicle that is powered by 2 or more fuels, one of which is electricity when an engine is running but is not in motion. An idling vehicle still emits pollution and uses fuel. an engine in which a fuel is burned within the chamber, creating motion the distance a vehicle can travel on one gallon of fuel, also referred to as mileage a fossil fuel that can be refined to produce many products, including gasoline, diesel, and plastics converts wasted energy from braking into electricity that can then be stored in a battery

26

Hybrid Buses

Hybrid Buses Evaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No No No No No No No No

1. Did you conduct the entire unit? 2. Were the instructions clear and easy to follow? 3. Did the activities meet your academic objectives? 4. Were the activities age appropriate? 5. Were the allotted times sufficient to conduct the activities? 6. Were the activities easy to use? 7. Was the preparation required acceptable for the activities? 8. Were the students interested and motivated? 9. Was the energy knowledge content age appropriate? 10. Would you teach this unit again? Please explain any no statement below. How would you rate the unit overall? How would your students rate the unit overall?

excellent excellent

good good

fair fair

poor poor

What would make the unit more useful to you?

Other Comments:

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NEED National Sponsors and Partners

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