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The material explains the historical origin of Sankey diagrams and how arrow width and direction represent quantity and flow. It introduces energy efficiency, loss of energy, and a percentage efficiency formula. 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Arrow width represents the quantity involved and arrow direction shows the flow.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is energy efficiency defined and calculated?",{"text":117,"@type":113},"Energy efficiency is the usable energy output compared with the total energy input. It is often calculated as a percentage using % Efficiency = (Useful energy output × 100) / Total energy input.",{"name":119,"@type":110,"acceptedAnswer":120},"Why can’t an appliance be 100% efficient?",{"text":121,"@type":113},"Not all input energy becomes usable output because some is lost as unwanted heat, sound, and other effects. 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It is important that the energy we use is not wasted, and knowing the energy transfer helps us to determine the efficiency of a device. Students may be familiar with various graphic representations of data such as bar charts, pie charts and scatter graphs. However, these representations often depend on the interpretation of the reader as well as the quantity of data used.  \nIn 1898 an Irish man called Captain Matthew Sankey used a flow chart to show the energy efficiency of a steam engine. This type of flow chart is now referred to as a Sankey diagram, and is used to investigate the energy efficiencies of systems as well as the cash flow of businesses. The diagrams are constructed from data and represent the energy transfers involved, quantifying these transfers and thus highlighting the efficiency of the system in question.  \nA Sankey diagram is shown in Figure 4. The width of the arrows represents the quantity of energies involved, and their directions indicate where the energy flows. In Figure 4, the arrow to the right represents useful output and the downward arrow represents output of wasted energy. It also shows the conservation of energy: an input of 5 J results in a total output of 3.9 J + 1.1 J.  \nFigure 4  \nSuggested approaches:  \n• As an introduction to Sankey diagrams, ask students to describe the various types of graphs they use in other subjects such as maths, geography and business studies. Raise the following questions:  \n ? Why are thesegraphs used?  \n? What typeofinformation do theygive?  \n ? Whatshapes do thesegraphs take?  \n ? How do we interpret the resultantpatterns?  \n ? How useful are thesegraphs?  \nC2 | 12  \nStrand C  \nEnergy Awareness  \nC2: MY ENERGY AUDIT  \nFigure 5  \n• Show Figure 5 to the class and ask for comments and questions. Ask a group of two or three students to compile a list of the questions that arise. This is a good opportunity to show the students how to construct a Sankey diagram using C2 ACTIVITY 4 (I): CONSTRUCTING A SANKEY DIAGRAM as a teaching aid. Afterwards, review the list of questions and ask the students if there are any they can now answer themselves.  \n• Ask the students to tell you what they understand by the terms efficiency and energy efficient. Put the following questions to them:  \n ? In what circumstancemight a microwave be more efficient thana cooker?  \n? When would a microwave be more efficient thana kettle?  \n• The efficiency of a device that transfers energy – its ‘energy efficiency’ – refers to the amount of the energy supplied (input) that is transferred into usable energy (output). The efficiency of an appliance is usually calculated as the percentage efficiency. Not all the input energy is transferred into usable energy. There will be some loss of energy through unwanted heat, sound, etc. Because of this energy loss an appliance will never be 100% efficient.  \nThe energy efficiency of a device can be calculated using the following formula:  \n% Efficiency  \n=  \nUseful energy output x 100 Total energy input  \nWhat Next:  \n• After establishing these basics, you may wish to move to the analysis and use it to prompt a discussion about energy efficient light bulbs. The following questions could be investigated, thus enabling students to hone their research and practise their presentation skills.  \n ? Whyhas the EU eliminatedthe use ofincandescent(filament)lightbulbs?  \n? What are the consequences ofthis law, intended or otherwise?  \n? What about catalytic converters–are theyefficient ordo theysimply reduce the emission ofnoxiousgases?  \nResources:  \n• See SEAI website for tips on energy efficiency.  \n• See [energy.gov](energy.gov) for information on the history of the light bulb.  \nC2 | 13  \nStrand C  \nEnergy Awareness  \nC2: MY ENE","cbCaitQtumX8EG10","https://ap.wps.com/l/cbCaitQtumX8EG10","pdf",923328,12,"English","# C2: MY ENERGY AUDIT\n## C2 ACTIVITY 4: ENERGY SANEKEYS\n## Background\n## Suggested approaches\n## What Next\n## Resources\n## C2 ACTIVITY 4 (I): CONSTRUCTING A SANKEY DIAGRAM","[{\"question\":\"What does a Sankey diagram show about energy?\",\"answer\":\"A Sankey diagram shows energy stores, energy transfers, and where energy could be wasted. Arrow width represents the quantity involved and arrow direction shows the flow.\"},{\"question\":\"How is energy efficiency defined and calculated?\",\"answer\":\"Energy efficiency is the usable energy output compared with the total energy input. It is often calculated as a percentage using % Efficiency = (Useful energy output × 100) / Total energy input.\"},{\"question\":\"Why can’t an appliance be 100% efficient?\",\"answer\":\"Not all input energy becomes usable output because some is lost as unwanted heat, sound, and other effects. This energy loss prevents 100% efficiency.\"}]","Energy Sankeys - C2 ACTIVITY 4 - Energy Awareness Lesson Plan | PDF",1792974944]