For your comprehension, answer the questions below
1. Read another kind of reading passage below
Save Energy and Money at Home The energy we use at home accounts for about a fifth of U.S. global warming pollution. That means making smart choices at home matters. Heating and cooling This is a top home energy user, with the average household producing about four tons of heat- trapping pollution a year. It is heavily influenced by weather. For example, a relatively cold 1996 led to an increase in heat-trapping emissions compared to the previous year. But the next year, a warmer winter helped emissions dip bit. Warmer summers increase greenhouse gas pollution, too, from heavy air conditioning use. Despite the relative warm or coolness of the season, the U.S. emits a harmful amount of global warming pollution. Even as the weather varies, your choices can help spew less global warming pollution. In summer, keep shades drawn to keep the cool in. In winter, open shades to let the sunlight to help warm rooms. In winter, keep your thermostat cooler at night or when the house is empty. Install a programmable thermostat to heat and cool rooms only when necessary. Plant trees around your house to cut cooling costs in summer. Insulate your walls and ceilings. Install a light-colored or reflective roof. Appliances After heating, refrigerators and freezers are generally the homes next two big energy eaters. Other appliances follow closely. Together, these items account for nearly eight tons of heat-trapping emissions per household per year. Upgrade to Energy Star products. Not all appliances are equal. Whether youre in the market for a new fridge, toaster or air conditioner, look for Energy Star choices, which offer the best energy savings. Size counts. When in the market for an appliance, make sure you buy what suits your needs. Items too large or too small waste electricity and your money. Unplug. Your electric meter is often adding up kilowatt hours when you don’t think you’re using an appliance. Unplug toasters and cell phone and other chargers when they’re not in use. Dont use air fresheners that have to be plugged in. Use power strips. Cable boxes and video game boxes, and to a lesser extent TVs and VCRs, use almost as much energy when theyre off as when theyre on. Make it easy to turn them all the way off—plug them into a power strip and turn off the whole strip. Lighting Lighting accounts for about 21 percent of commercial energy consumption and about 12 percent of home energy consumption. In terms of heat-trapping pollution, that means the lights in the average household produce just over a ton of carbon dioxide each year. Here are a few steps to lower those numbers. English for Biology Teachers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIParts
» Problem Formulation Problem Limitation
» Definition of Terms INTRODUCTION
» Yalden’s Instructional Design
» Materials Development Theoretical Descriptions
» ESP Methodology English for Specific Purposes ESP
» Needs Analysis English for Specific Purposes ESP
» Objectives of CBI Characteristics of CBI
» Principles of CBI The Role of Learners and Teachers
» Biology Subject at SMAN 3 Yogyakarta
» Theoretical Framework THEORETICAL REVIEW
» Research and Information Collecting
» Planning Developing Preliminary Form of Product
» Preliminary Field Testing Main product revision
» Questionnaire Sheet Research Instruments
» Data Gathering Technique METHODOLOGY
» Data Analysis Technique METHODOLOGY
» Reviewing the Literature Conducting the Needs Survey
» Describing the Purposes The Steps in Designing a Set of English Reading Materials for Biology
» Developing the Syllabus The Steps in Designing a Set of English Reading Materials for Biology
» Producing Proto-Syllabus The Steps in Designing a Set of English Reading Materials for Biology
» Producing Pedagogical Syllabus Developing and Implementing Classroom Procedures
» Developing the Materials The Steps in Designing a Set of English Reading Materials for Biology
» Evaluating the Designed Materials
» Revising the Designed Materials
» The Presentation of the Designed Materials
» Purpose Content CONCLUSIONS AND SUGGESTIONS
» Basic Competences Learning Indicators
» Lesson Identity Standard of Competence Basic Competences Learning Indicators
» Grammar Battle Completing Mission
» Read the text carefully to do the exercises
» Underline the verbs used in text “What is Biology?” above
» Read reading passage below carefully
» Read another text about reproduction below to do the exercises that follow
» Read the reading passage below to do the exercises that follow
» Complete the table below base
» ill crossword below with appropriate words you found in the text
» Now read the text carefully to find out what mercury really is
» For your comprehension, answer the questions below Write on a piece of paper
» Mercury enters the environment as the result of the normal breakdown of minerals
» Read the text carefully to know what Alzheimer’s disease is
» Challenge yourself Answer these following questions based on your understanding
» Classify these following words into the column where they belong to
» Find the meanings of the following words, then, make compound sentences using the words
» Pay attention to the explanation below
» Read another reading passage about Nanotechnology below carefully
» Read the following text carefully to do the next exercises
» Answer these following questions based on the text above in pair
» Find in which paragraph the following main ideas belong to Main Ideas
» For your comprehension, answer the questions below
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