What is the difference between hydroelectric energy and geothermal energy

Earthquakes Geothermal energy also runs the risk of triggering earthquakes. Sustainability In order to maintain the sustainability of geothermal energy fluid needs to be pumped back into the underground reservoirs faster than it is depleted. A source of renewable energy. Gases are released into the atmosphere during digging. The number of exploitable geothermal resources will increase with ongoing research and development in the industry. Geothermal energy runs the risk of triggering earthquakes.

A sustainable source of energy as its always available unlike wind and solar. A reliable source as its easier to predict the power output from a geothermal plant with a high degree of accuracy. Energy fluid needs to be pumped back into the underground reservoirs faster than it is depleted.

Management is required to maintain sustainability. No fuel is required. Increase in exploration meaning that new technologies are being created to improve the energy process.

Pollution levels are much lower compared to fossil fuels. This energy resource is certainly important for the future of energy and the environment and TWI can help with any queries you may have about its exploitation: contactus twi. Geothermal Energy at TWI TWI pioneers geothermal energy research by providing solutions to help improve flexibility and efficiency of geothermal systems, while reducing plant operational costs.

For more information please email: contactus twi. This energy source is more environmentally friendly than conventional fuel sources. This is the second post in a five-part blog series focused on the energy industry.

Every day we face new problems arising from the environmental state of our world. Widespread pollution is a huge problem to our environment and there is an urgent need to start using renewable sources that eliminate the burning of fossil fuels. Geothermal energy is heat stored deep inside the earth or occasionally in hot springs.

This heat is continuously produced by the decay of radioactive isotopes such as uranium, thorium, and potassium. Geothermal heat pump systems can heat and cool buildings and can also provide a source of hot water. Other direct-use applications include growing plants in greenhouses, drying crops, heating water at fish farms, and several other industrial processes. Geothermal energy does not require any fuel and as a result, any kind of pollution or greenhouse gases is not produced.

What is the visual impact of geothermal technologies? Is it possible to deplete geothermal reservoirs? How much does geothermal energy cost per kilowatt-hour kWh?

What are the different types of geothermal power plants? What does it cost to develop a geothermal power plant? What makes a site good for geothermal electric development? Answer: Several attributes make it a good source of energy. Geothermal power is homegrown , reducing our dependence on foreign oil.

Back to Top 2. Back to Top 3. Back to Top 4. Answer: Geothermal technologies offer many environmental advantages over conventional power generation: Emissions are low. Back to Top 5. Back to Top 6. Back to Top 7. Back to Top 9. Preview each question with students and make sure they understand what the question is asking. Give examples of environmental, economic, and societal considerations as they relate to energy resources.

For example, environmental considerations could include pollution, greenhouse gasses, land conservation issues, the effects of the resource on animal species, or the effect of the resource on freshwater supplies. Economic considerations could include the initial costs to build the system, costs to run the system, or issues of supply and demand. Societal considerations might include the effects of the system on human health, local or national energy priorities, and ethics considerations.

Invite students to brainstorm additional examples. Have students read articles on hydroelectric energy and geothermal energy. Divide the class in half and assign one half of the class the article Hydroelectric Energy and the other half the article Power Plan. Distribute the Benefits and Drawbacks Chart to all students in both groups.

Within each large group, have students pair up with a reading partner. Have each pair preview their article by reading the title and headings and looking at the images.

Have them predict what each section of the article will be about. Have students review the discussion questions and predict where answers to these questions might be found within the text. Allow students to ask any questions they might have before reading the article for the first time. Have student pairs read through their article one section at a time. As they read, they should highlight any unfamiliar words. Have students pause after each section of the article and think aloud with their partner to make sure they both understand the content of the section.

Then have students write down brief keywords summarizing the section. Again give students an opportunity to ask any questions before they continue. Have students read their assigned article a second time and use the Benefits and Drawbacks Chart to take notes about the reading. Have students form small groups by partnering with another pair of students who read the same article. Have students within each small group compare charts with one another and discuss what they read, using the provided discussion questions.

Have each small group write down the important points of their discussion for each question. Use this discussion to address any errors students might have made on their Benefits and Drawbacks Charts. Have students adjust their individual charts as needed following the discussion. Explain to the whole class that students who read the same article will collaborate to create a multimedia presentation about the energy resource from their reading.

Review the guidelines and rubric with students and answer any questions they might have. Assign one of the required sections described in the Presentation Guidelines handout to each small group from step 4. Explain that each small group will be responsible for all elements of the presentation pertaining to their section, but that they will also need to coordinate with the other small groups that read the same article to make sure the overall presentation is cohesive.

Stress that students should take on multiple roles if needed and that the workload should be distributed equally. Allow small groups enough time to use computers to conduct further research as necessary and to create their presentations using presentation software available to them. Encourage students to use the MapMaker Interactive to create one or more custom maps to include in their presentations. Establish checkpoints as students prepare their presentations; for example, ask students to check in with you after they create an overall presentation plan, draft text, and draft graphics.

Have each group use the Presentation Rubric to review their presentation and revise as needed. Review the concept of constructive feedback with students. Specify the kinds of questions you expect to hear following the presentations and the kinds of comments you expect to see in the feedback section of the rubric.

Have students present their multimedia presentations to their peers.