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Saving Money and the Environment – L.E.D. versus Incandescent Lighting (NL)

Subject Area: Technology

Link to the Newfoundland and Labrador Technology Curriculum Expectations:
  • Energy and Power Unit 1 -Topic 4 – 1.13 investigate and report on sources that can be used to produce electricity
  • Energy and Power Unit 1 – Topic 4 – 1.15 discuss legal, ethical, and environmental consequences related to the generation, conversion, transmission and consumption of energy for individuals and society.
  • Energy and Power Unit 1 – Topic 4 – 1.16 examine new technologies that are evolving for more efficient conversion, transmission, and consumption of electrical energy
Brief Overview of the Lesson:   

The students will be asked to examine how the functioning of an L.E.D. bulb is different from that of an incandescent bulb and how that results in both a saving of money and a reduction in energy consumption which benefits the environment.

Estimated Time Required for Implementation:

One class period

Materials Needed:

Access to the internet

Suggested Implementation Strategy:
  • Begin the lesson by asking the students if they are aware of any promotion that is either occurring or was just completed that gave coupons to people to buy L.E.D. energy saving light bulbs at a reduced cost.
  • If they are not, indicate to them that there have been a number of such promotions and ask them why they think these promotions have occurred and why people would be interested in taking advantage of these coupons.
  • Once they have provided their responses indicate to them that energy saving L.E.D. bulbs save money because they use far less energy than standard light bulbs and last longer. As such, they are better both for the consumer and the environment.
  • Indicate to them that the focus of the lesson will be to compare how both L.E.D. bulbs and incandescent bulbs work and how the L.E.D. bulbs, therefore, are more efficient and help save money.
  • Divide the class into equal number of groups, assign half the groups the task of researching how an L.E.D. bulb works and assign the other half of the groups the same task for incandescent bulbs.
  • Direct the L.E.D. groups to one of the following website:
  • Direct the incandescent groups to the following website:
  • Allow the groups some time to research and understand how their specific type of bulb works.
  • Once this has been done, have the groups that researched one specific type of bulb report their findings and then have the other groups give their reports.
  • Conclude the lesson by taking a survey of the class to determine how many of them would be willing to pay more to buy energy saving L.E.D. bulbs.
  • The groups could hand in their findings and explanation for a group mark.
Possible Links to the Home Program:
  • Tracking Expenses and Managing Money – Crafts – Ages 14-16
Extended Learning Opportunities:
  • The students could calculate the savings in kilowatts if they used an energy efficient L.E.D. bulb instead of an incandescent bulb over a predetermined period of time.