This document outlines an activity to compare three common household light bulb technologies: incandescent, compact fluorescent (CFL), and light-emitting diode (LED). Students will analyze the environmental, social, and financial impacts of a federal policy banning incandescent bulbs. They will also investigate heat loss in light bulbs and calculate the life-cycle cost of different lighting efficiency upgrades. The activity involves using light bulbs and meters to measure brightness and temperature. It addresses science and technology standards and aims to demonstrate the first law of thermodynamics.

1. Electrical
systems
Lighting

2. Time
 Approximately 90-120
minutes

3. Prepare

4. Overview
To analyze the positive and
negative aspects of incandescent
light bulbs by engaging in the
debate over a federal policy that
bans them. Then, different
lighting technologies are
compared using brightness and
temperature measurements, as
well as life-cycle calculations

5. Objectives
 Students will be able to differentiate between the three
most common household light bulb technologies –
incandescent, compact fluorescent, and light-emitting
diode- by understanding the characteristics of their
construction.
 To articulate environmental, social, and financial impacts
related to federal policy by critically evaluating the 2007
Energy Independence and Security Act.
 To demonstrate knowledge of the First Law of
thermodynamics by investigating heat loss in light bulbs.
 To evaluate the cost effectiveness of lighting efficiency
upgrades by calculating their life-cycle cost.

6. Materials :D
 Light bulbs of equivalent brightness- usually indicated on the bulb
package- for five stations
 Five 60 watt incandescent bulbs
 Five 13 watt CFL bulbs (60 watt equivalent)
 One 12 watt LED bulb (60 watt equivalent)
 Light fixtures for each station
 Light meters (optional)
 Calculators
 A/V equipment
 “NBC Nightly News: Politicians Flip Switch on CFL Light Bulbs”
Video
 “Energy 101: Light Bulbs” video
 Activity worksheets

7. Standards
Addressed
 P.12.C.2- Students know energy forms can be converted.
 P.12.C.6- Students know how electricity is transferred
from generating sources for consumption and practical
uses.
 N.12.B.1- Students know Science, technology, and
society influenced one another in both positive and
negative ways.
 N.12.B.2- students know consumption
patterns, conservation efforts, and cultural or social
practices in countries have varying environmental
impacts.

8. Next Generation Science Standards
 HS-PS3-3. Design, build, and refine a device that
works within given constraints to convert one form of
energy into another form of energy.
 HS-PS3-4. Plan and conduct an investigation to
provide evidence that the transfer of thermal energy
when two components of different temperature are
combined within a closed system results in a more
uniform energy distribution among the components in
the system (second law of thermodynamics).

9. Crosscutting Concepts
 Systems and System Models
When investigating or describing a
system, the boundaries and initial conditions
of the system need to be defined and their
inputs and outputs analyzed and described
using models. (HS-PS3-4)

10. Vocabulary :O
 Lumen- A measure of light output as perceived by the
human eye; basically a measure of brightness
 Watt- energy unit; equivalent to the power you need
to lift 100g ( a small apple ) a distance of 1 meter in 1
second
 Incandescent lamps- produce light by running
electricity through a metal filament until it glows
 Fluorescent lamps- produce light by running an
electricity current through mercury vapor until their
internal phosphor coating glows
 LED lamps- produce light by powering an array of
light emitting diodes, located inside the bulb

11. Questions
1.How do incandescent bulbs produce
light ?
2.How do LED bulbs produce light?
3.What characteristic makes
incandescent bulbs the least efficient
lighting technology ?