International Network for Sustainable Energy
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Travelling and energy consumption
organisation
Norges Naturvernforbund, SPARE
(INFORSE member)
www.naturvern.no/spare
age group
12 - 16
outcome
Awareness of energy consumption in different means of transport and the impact of increased travelling.
resources
Maps, atlases and globes
task

Compare the longest travel made by today's pupils with those of their parents and grandparents, when they were at the same age.

1. Ask the pupils to gather information about the longest journey (from - too) and the means of transportation in the three generations. Put up three maps in the classroom where all students draw the longest journey of their own, their parents and grandparents.

2. It is possible to follow up the visual impressions by calculating the changes in energy consumption and Carbon Dioxide (CO2) emissions over generations, for each family or class average (a typical family) by using the following key-figures:

Energy consumption and CO2 emission from transport
Mode of transport
MJ/person-km
kg CO2 /person-km
Railway
0.90
0.07
Car
1.50
0.11
Bus
0.85
0.06
Car ferry/cruise ship
1.60
0.12
Fast ferry/boat
7.10
0.53
Plane
3.00
0.22

MJ - megajoule (1 million joules)
The Joule (J) is the SI (International System of Units) unit of work and energy

3. Discuss the results
evaluation
The maps normally give a very clear visual illustration of the changes in travelling habits over three generations. By using information relating to the means of transport and calculating the CO2 emissions, it also becomes obvious that the environmental effect is increasing as the journeys become longer (and more frequent) and the highly energy consuming means of transport (like flying) become more normal.