Course Profile Science (SNC4M), Grade 12, University/College Preparation, Public
Unit 1: Energy Alternatives and Global Impact
Time: 25 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6
Unit Description
In this unit students examine some of the societal issues related to the production and consumption of electrical energy. Following an initial discussion, they develop an understanding of the scientific principles in power production technologies as well as the natural resources required for these technologies. Students research and evaluate the variety of both conventional and alternative power resources, their environmental impact, and the advantages and disadvantages of their use, always moving from an individual/local focus to a global one. They then begin to look more closely at alternative sources of energy and expand their skills of scientific inquiry through the development of a model of an alternative energy source. As part of the underlying theme of contemporary societal issues, students start collecting articles related to science issues. Portfolios and summaries are prepared for presentation to the class.
Unit Synopsis Chart
|
Activity |
Learning
Expectations |
Assessment
Categories |
Task Focus |
|
1.1 |
SSV.01, SSV.02, SSV.03, SS1.01, SS1.02, SS1.04, SS2.01,
SS2.03, SS3.03 |
Inquiry |
Teacher-led discussion: using a current energy issue, students give their initial response and then are taught to support it using research and critical thinking. They discuss the ways in which scientific knowledge evolves. |
|
1.2 |
EAV.02, EA2.01 |
Inquiry |
Teacher-directed lesson: students examine their own energy use and consider possible alternative actions. |
|
1.3 |
EAV.01, EA1.01, EA1.05, EA1.06, SSV.01, SSV.02, SS2.01 |
Communication |
Teacher-directed lessons on heat involved in reactions. Students perform investigations involving activation energy. Through schematic diagrams students develop understanding of how energy is produced. Students participate in a group jigsaw involving Candu reactors and design experiments using model water wheel. |
|
1.4 |
EAV.01,
EAV.02, EAV.03, EA1.01, EA1.04, EA2.03, EA3.01, SSV.02, SSV.03, SS2.02,
SS3.02 |
Knowledge/
Understanding |
In small groups, students compare and contrast the three conventional power sources using a qualitative cost/benefit analysis. |
|
1.5 |
EAV.01, EAV.02, EAV.03,
EA1.01, EA1.02, EA1.03, EA2.02, EA2.05, EA3.02, EA3.03, EA3.04, EA3.05,
SSV.01, SSV.02, SSV.03, SS1.05, SS2.02, SS3.03, CS2.03 |
Knowledge/ Understanding |
In small groups, students research and share their findings on alternative resources and develop a working model. Students also examine case studies on fuel cells and a fusion/fission comparison. |
|
1.6 |
EAV.01, EAV.02, EAV.03, EA1.02, EA2.04, EA3.05 |
Knowledge/ Understanding |
Students discuss increased energy production from the points of view of a town council, power suppliers, and an environmental group. |
Activity
1.1: Going Beyond the Gut Reaction
Time: 2.5 hours
Description
In this activity students examine a current energy issue, e.g., the Kyoto accord. Students discuss their immediate reaction to the issue, and then research it further by going through a series of questions. By answering these questions, students model the inquiry process needed for their End-of-Unit Task and Final Assessment Task.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact
Learning
Expectations
SSV.01 - demonstrate an understanding of how scientific knowledge has evolved and continues to evolve through scientific discoveries, past and present;
SSV.02 - assess the strengths and limitations of scientific knowledge and procedures as a means for resolving contemporary societal issues;
SSV.03 - evaluate the social and environmental implications and technological applications of contemporary scientific discoveries, and consider different and societal perspectives on the discoveries;
SS1.01 - formulate definitions of scientific terms such
as: principle, law, theory, fact, observation, concept, inference, and
causality;
SS1.02 - explain how scientific knowledge evolves as new evidence comes to light and as theories are modified;
SS1.04 - explain how a scientific discovery can lead to a paradigm shift in responses to a problem;
SS2.01 - demonstrate, through laboratory investigation, case study, or computer simulation, the habits of mind appropriate to scientific investigation, including objectivity, tentativeness, accuracy, and consistency;
SS2.03 - research and defend, from a scientific perspective, a particular view of a contemporary societal issue as reported in the media;
SS3.03 - analyse ways in which societal needs or demands influence scientific and technological endeavours.
SS1.04 - explain how a scientific discovery can lead to a
paradigm shift in responses to a problem
(e.g., conduct a media search on how the discovery of stomach bacteria changed
the treatment of “lifestyle” diseases such as stomach ulcers);
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school (e.g., conduct an impact survey on emerging global communication systems; assess the positive and negative aspects of the Human Genome Project).
Prior
Knowledge & Skills
·
Students draw on
the knowledge gained in the electricity strand from Grade 9 Science of sources
and uses of electricity.
Planning
Notes
·
Teachers should
have a current newspaper article on hand, describing an energy-related issue,
e.g., global warming, the Kyoto Accord, rising costs of fossil fuels. This
article serves as an example of the type of article that students can include
in their “Science in the News” portfolio; it can also trigger a class
discussion to stimulate the inquiry process.
·
The “PERCS” (Perspective,
Evidence, Relevance, Connections, Supposition)
technique could be used to help students in their analysis of news articles
(see Resources).
Teaching/Learning Strategies
1.1.1. Student
Activity: Students are presented with a news article related to a current
energy issue. After an initial reading/viewing, students provide their first
reactions. By responding to focus questions from the teacher, students are
challenged to explore the issue more deeply and write a related commentary in
preparation for the Final Assessment Task. By analysing the process through
which the teacher takes them, they also begin to examine the way scientific
knowledge develops and its relationship to political and societal needs or demands.
Teacher Facilitation: After students give their “gut reaction” to
the article, the teacher proposes a series of questions such as: What is the
article about? What in the article interested you, impressed you, angered you,
and why? What else do you know about the issue? Is information presented as
fact, inference, or observation? What do you need to know? How would you go
about finding out more? Be specific. (The teacher encourages student
understanding of the habits of mind needed for effective inquiry.) Challenge
the students to offer a more informed response to the article by conducting
further research and writing a commentary. The teacher can provide examples of
commentaries from newspaper magazines, journals, books, the Internet, etc.
1.1.2. Student
Activity: Students are introduced to the course’s Final Assessment Task
which requires that they prepare a written report and oral presentation on a
societal issue using skills developed throughout the course. A “Science in the
News” portfolio is incorporated as preparation for the Final Assessment Task.
Students collect 15 issue-related articles (in either the printed or electronic
news media) throughout the course, three from each unit, and three others of
interest. They paraphrase and critique the article, describe the issues, point
out the science vs. non-science concepts, and articulate their opinion with
supporting argument. Once every three weeks, students in small groups choose
one article and discuss with their peers, receiving peer-assessment feedback.
Students are then introduced to the End-of-Unit Task (Activity 1.6), which
requires that they participate in a debate comparing, analysing, and deciding
on a power-production technology for their own community. Students ask
questions to clarify the nature and assessment criteria of the tasks.
Teacher Facilitation: A
teacher-led discussion on the End of-Unit and Final Assessment Task will start
students thinking of the knowledge and skills required for these tasks. As part
of the ongoing “Science in the News” portfolio, students are required to
present to the class. Students should present to small groups anywhere from
three to five times during the whole course leading up to the Final Assessment
Task. Decide on a firm number depending on class size. Emphasize that the
research, debates, and class discussions in this unit help prepare students for
the kind of thinking and type of delivery expected in the unit and course
culminating assessments. Use the newspaper clippings as a trigger to begin
discussion. The responses of students can be used as a diagnostic tool to
determine their understanding of issues related to energy sources and uses in
Ontario. Prior to the end of class, students are asked to collect the
information from a variety of home appliances as required for the next
activity.
Assessment & Evaluation of
Student Achievement
The commentary is assessed to provide students with feedback on their initial research and communication. Assessment can be given in the form of an anecdotal comment. It is diagnostic in nature and not meant to be included in the evaluation. The portfolio will be assessed in the Final Assessment Task for the course.
Accommodations
·
If possible,
several articles of differing reading levels, but on the same issue could be
used for student research prior to the commentary.
·
Some students may
require additional “coaching” through this initial inquiry process to better
understand what is expected in future activities.
Activity
1.2: The Use of Electrical Energy
Time: 1.0 hour
Description
Having looked at a societal issue in the previous activity, students now investigate their personal electrical energy use. Looking first at where they use energy in the home, students then consider how energy is measured, and in what quantities it is purchased and used. Students reflect on their own electrical energy needs and possible strategies for lowering their energy usage.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact
Learning
Expectations
EAV.02 - compare the practical value of a variety of alternative energy sources, through investigation and cost-benefit analysis;
EA2.01 - analyse data to determine which human activities consume the most energy, and how changing patterns of behaviour can reduce the total amount of energy consumed;
SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;
SIS.09 - select and use appropriate SI units.
Prior Knowledge & Skills
·
Students draw on
the knowledge of uses and units of measurement for power and energy gained in
the electricity strand from Grade 9 Science.
Planning Notes
·
Prior to this
class, students should be told to collect information on the power requirements
of many of the electrical devices in their homes and estimate their usage
times.
·
The teacher
should have some electricity bills and rates available for those students whose
families do not directly pay for electricity, e.g., where utilities are
included in rent.
Teaching/Learning Strategies
1.2.1. Student
Activity: In small groups or as a class, students list as many devices as
they can that use electricity in the home. They indicate which devices they
feel consume large amounts of energy. Students are asked to recall the units of
measurement for power and energy relating them to the units used to measure
electrical energy purchased for and consumed in the home. From information
gathered prior to the class, e.g., power consumption ratings labelled on all
appliances, and through discussion, students in small groups then determine the
energy usage of a variety of appliances in their home. They perform an analysis
that shows how much use the appliances get for some established time period.
They then calculate the energy used by each device for the established time
period (in kW h) and determine its cost. They share their calculations with the
class and compare their findings with their predicted list. Students then
outline suggestions that would reduce their energy requirements, determine how
much energy and money would be saved by implementing the suggestions, and offer
suggestions as to related costs and benefits of implementation.
Teacher Facilitation: Lead the students into thinking about devices
that use energy. Expand their thinking into devices that are always on, even
when people are not present in the home, e.g., clocks, VCRs, water heaters,
refrigerator. All devices in a home either have a power rating measured in
watts or a current rating. Some devices show both. If the power rating is not
shown, the current rating can be multiplied by the household voltage to give
the power consumption. All appliances sold in Canada carry an Energuide sticker
indicating the annual power consumption. If the sticker is not on the device,
students can be encouraged to visit a local appliance store and check the
ratings on similar models to their own. This information is also available on a
number of Internet sites. Have students predict the items they feel use the
most (and least) electricity. Guide students through the calculations,
completing a few with the class as necessary, and guide the sharing of their
findings. The teacher challenges students to consider related costs and
benefits to their suggestions for energy savings, looking at why some people
implement the suggestions while others do not.
Assessment & Evaluation of
Student Achievement
It may be useful for groups to critique one other group’s work, including organization of data, to receive anecdotal feedback prior to submission of work to the teacher. Students should submit their findings for assessment. This information may be useful later when students complete a cost-benefit analysis of switching to an alternate energy source (Strategy1.4.4).
Accommodations
·
Students may
require help with the mathematical skills. Extra time may be given to students
as necessary. Templates for calculations may be helpful.
·
Posters showing
the necessary formulae and calculations could be hung in the classroom for easy
reference when completing this activity.
·
Students having
difficulty with finding the power ratings or energy usage can make a list of
devices and visit retail centres or check Internet sites to determine the power
ratings of new appliances that are listed.
Resources
Solar Dome Energy Alternatives – http://www.solardome.com
Educational site on a variety of alternative energies. Also includes power ratings
for some common home appliances at http://www.solardome.com/SolarDome72.html
Activity
1.3: The Physics of Generating
Electricity
Time: 5.0 hours
Description
The teacher and students address some of the misconceptions related to nuclear and other forms of conventional electrical generation. Students first gain an understanding of the role of the generator and turbine in converting one form of energy into electrical energy. Students then examine the similarities and differences in conventional generating stations. They design an experiment to investigate one of the variables affecting a water-wheel generator. Students also compare amounts of energy involved in different reactions and show how that relates to energy production and efficiency.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact, Science and
Contemporary Societal Issues
Learning
Expectations
EAV.01 - demonstrate an understanding of the scientific principles of energy production from conventional and alternative sources;
EA1.01 - define, with examples when appropriate, terms
such as: joule, rad, watt, fission, fusion, chain reaction, activation
energy, renewable/non-renewable resources, conventional/alternative energy
sources;
EA1.05 - describe the scientific principles of fission and a chain reaction and their applications in nuclear generating stations;
EA1.06 - compare and contrast nuclear fission and nuclear fusion according to such criteria as feasibility, costs, and energy efficiencies;
SSV.01 - demonstrate an understanding of how scientific knowledge has evolved and continues to evolve through scientific discoveries, past and present;
SSV.02 - assess the strengths and limitations of scientific knowledge and procedures as means for resolving contemporary societal issues;
SS2.01 - demonstrate, through laboratory investigation, case study, or computer simulation, the habits of mind appropriate to scientific investigation, including objectivity, tentativeness, accuracy, and consistency;
SIS.01 - demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials;
SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data;
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes using data tables and laboratory reports.
Prior Knowledge & Skills
·
Refer students to
electrical energy production methods from Grade 9 Science.
·
Students draw on
the knowledge gained in the Chemistry strand in the Grade 10 Science course,
particularly with respect to writing balanced chemical reactions and reaction
rates.
Planning Notes
·
Obtain some AC
generators for use with the water wheels.
·
Obtain hand-held
generators.
·
Consult chemical
inventory to determine whether necessary chemicals are available.
·
If the school is
near a conventional power production plant, a field trip to the plant could be
considered as part of Strategy 1.3.2.
Teaching/Learning Strategies
1.3.1. Student
Activity: Students are first challenged to describe the similarities and
differences among fossil fuel, hydro, and nuclear generators in electrical
production. Following the discussion, students observe, through teacher
demonstration, the magnetic field around a coil carrying a current, and predict
the outcome of moving a magnetic field through a coil. They relate this to the
functioning of generators and observe/use several types of generators. They
then revisit the original question about the similarities and differences of
electrical generators and relate this to the law of conservation of energy.
Following a brief discussion on the nature of scientific laws, students produce
their own summary notes of the lesson.
Teacher Facilitation: Introduce the motivating question (see above)
and lead the class through the discussion. Conduct the demonstrations involving
the coil, compasses and magnet, guiding students to understand that moving a
coil in a magnet will produce a current. Use a variety of generator kits to
lead students in experiencing how electricity is generated. Discuss how this
basic concept has evolved into the modern generator that is used to produce
most of the world’s electricity. By emphasizing that the major differences in
types of large scale generators are primarily due to the way the turbines move,
not in the way the electricity itself is generated, allows the teacher to address
what may be major misconceptions on the part of some students. As part of the
SSV.01 expectation, include references to the law of the conservation of energy
(with discussion on what a law is and how it is found).
1.3.2. Student
Activity: Given the appropriate graphic schematics of power plants for the
conventional sources, students should make a Venn diagram showing the common
parts of power plants and some of the differences. Students should look at the
schematics and develop a summary of how each technology works.
Teacher Facilitation: Prior to beginning, students should be allowed
to analyse graphic schematics of the conventional power production technologies
and as groups come up with common parts. Students should arrive at the idea
that all the technologies, save hydroelectric, use some sort of fuel to produce
heat; the heat is used to turn water into steam and the steam is used to spin a
turbine. The turbine that is connected to a generator spins it to produce
electricity. Hydroelectric power production skips the heating part and directly
turns a water turbine connected to a generator to produce electricity. Students
should then work individually on their Venn diagrams.
1.3.3. Student
Activity: Investigation: students connect a water wheel to a generator and
determine the effects that water quantity and water height have on electricity
production. Students write an informal lab report.
Teacher Facilitation: Gather
generators and appropriate water wheels. Discuss energy produced through the
mechanical energy conversion. An estimate of the mechanical energy that water
can provide by falling approximately 102 m is 10-2
kJ/mol. This number should be used for comparison purposes.
1.3.4. Student
Activity: Students observe different reactions as demonstrated by the
teacher and measure how long it takes for the reaction to be completed. Once
the reactions have been observed, students should discuss what is needed to
start reactions and what has to be overcome to initiate a reaction.
Teacher Facilitation: Emphasize safe handling of materials and
laboratory techniques while demonstrating various reactions involving different
activation energies, e.g., mixing sucrose and sodium chloride showing no
reaction; collecting small amounts of hydrogen and oxygen from the electrolysis
of water and igniting them with a burning splint showing a low energy of
activation; rubbing a wooden match, held with tongs, with a small metal file at
various speeds showing a medium activation energy. The concept of activation
energy, e.g., spend energy to get energy, is necessary for students to
understand that most reactions require energy input to start. This energy input
relates to the efficiency of the power-generating technology. Following the
demonstrations, a teacher-led discussion clarifies the concept of activation
energy. Discuss energy produced through the chemical energy conversion.
Alternate activities can be used as indicated in Resources. As another
alternative, if computers are available, students can view Internet demonstration
videos of reactions. Draw attention to the amount of energy in an average
combustion reaction, e.g., approximately 102 kJ/mol of energy are in
a typical combustion reaction.
1.3.5. Student
Activity: Students participate in a jigsaw activity. They become experts in
one aspect of the Candu nuclear reactor. Experts then present their information
to their home groups.
Teacher Facilitation: Divide the class into groups so that each
group becomes an expert in one aspect of the Candu reactor, e.g., the fuel, the
moderator, the reactor core, heat exchange system, steam turbines and
generators, safety, its reputation. The number of groups depend on the number
of topics. To increase resources, book time in the library/resource centre.
1.3.6. Student
Activity: Through teacher presentation and question-and-answer sessions,
students develop further understanding of the process of fission reactions used
to produce heat. Students then briefly compare fission reactions with those of
fusion and make their own summary notes.
Teacher Facilitation: The teacher-leads a discussion showing a
typical nuclear fission reaction and listing its binding energy. Teachers
should show the Uranium 235 reaction equation:
. Focus on the initial neutron that is required to initiate
the reaction. The three neutrons produced are of the correct energy to initiate
the reaction of three more uranium 235 atoms and these lead to a chain
reaction. The Candu fission reaction should also be included in the discussion:
Make note of the products of fission, e.g.,
radiation and long half-life plutonium. Briefly discuss ionizing radiation and
the unit of measurement, the rad. Show the difference between a fusion
and fission reaction indicating approximate binding energies on the order of 109
kJ/mol.
A typical fusion reaction is:
.
·
Do not emphasize the nuclear equations
but just treat them as tools to show what the reactants and products are.
Emphasize the activation energy required to begin these types of reactions.
Although sometimes regarded as a potential alternative energy source, fusion is
introduced here in order to compare its physics with that of fission. This is
also an opportunity to address misconceptions some students might have
regarding the similarity of fission and fusion, and the perceived “closeness”
of fusion as a ready alternative energy source. Fusion is revisited in Activity
1.5, Alternative Energy Resources. Students
who wish to learn more about the relationship between electricity and magnetism
could be encouraged to consult Grade 11 Physics textbooks or other physics
resources to investigate solenoids, electromagnetic induction, and the motor
principle.
Assessment & Evaluation of
Student Achievement
|
Key to
Abbreviations |
|
K/U = Knowledge/Understanding I = Inquiry C = Communication MC = Making Connections |
Understanding of content of power production technologies and the Candu reactor can be assessed using a written test (K/U). Venn diagrams can be evaluated for content and clarity (K/U, C) using a marking scheme or rating scale. A rubric can be used to evaluate the water wheel laboratory activity (K/U, I, C). Alternatively, the teacher may wish to collect only a portion of the lab report, data tables and calculations for example, checking for accuracy and offering suggestions for data table organization (K/U).
Accommodations
·
Some students may
require additional assistance in reading schematic diagrams.
·
Students with
specific motor impairments may require assistance when manipulating materials.
·
Those students
who show aptitude in this activity can be encouraged to further explore how an
AC generator can be modified to produce DC current, why AC generators are used,
why transformers are used, and the different systems of voltage, e.g., 120 V in
Canada vs. 240 V in parts of Europe.
Resources
Shakhashirir, B.Z. Chemical Demonstrations: A Handbook for Teachers of Chemistry – A print resource for various demonstrations including low activation energy reactions
How an Electric Generator Works –
http://www.wvic.com/how-gen-works.htm
Interactive site on how an electrical generator works. Provides background
information as well as an animation to help students understand the scientific
principle.
Explosive Decomposition of Nitrogen Triiodide – http://genchem.chem.wisc.edu/demonstrations/Gen_Chem_Pages/16entropypage/decomposition_of_ntriiodide.htm – Video clip showing reaction with a low activation energy.
World Information Service on Energy –
http://www.antenna.nl/wise/436/4306.html
Information on problems with the CANDU reactor.
Candu Nuclear Reactor –
http://204.225.143.1/millennium/candu/candu_home.html
Information on the CANDU reactor.
CPEP Fusion – Physics of a Fundamental Source of
Energy – http://fusedweb.pppl.gov/CPEP/chart.html
General site about nuclear fusion
Activity 1.4:
Costs and Benefits of Conventional Energy Sources
Time: 2.5 hours
Description
To legitimately evaluate the potential use of alternative energy sources, students must develop an understanding of the costs and benefits of conventional forms. This activity enables students to understand that during reactions different amounts of energy are released depending on the source used. Given this, students share their current knowledge and then research the resources required for conventional power production, e.g., fossil fuel, hydroelectric, and nuclear. Students discuss energy consumption in Canada and hypothesize about future trends from a Canadian and global perspective.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact, Science and
Contemporary Societal Issues
Learning
Expectations
EAV.01 - demonstrate an understanding of the scientific principles of energy production from conventional and alternative sources;
EAV.02 - compare the practical value of a variety of alternative energy sources, through investigation and cost-benefit analysis;
EAV.03 - assess conventional and alternative energy sources in terms of their ability to satisfy societal demand and of their environmental impact;
EA1.01 - define, with examples when appropriate, terms
such as: joule, rad, watt, fission, fusion, chain reaction, activation
energy, renewable/non-renewable resources, conventional/alternative energy
sources;
EA1.04 - Compare the relative amounts of energy released in various physical, chemical, and nuclear transformations;
EA2.03 - evaluate arguments for the use of nuclear technology, based on research into its advantages and disadvantages;
EA3.01 - identify, based on information integrated from print and electronic sources, short- and long-term environmental effects of by-products from nuclear generating stations;
SSV.02 - assess the strengths and limitations of scientific knowledge and procedures as means for resolving contemporary societal issues;
SSV.03 - evaluate the social and environmental implications and technological applications of contemporary scientific discoveries, and consider different cultural and societal perspectives on the discoveries;
SS2.02 - analyse and interpret, through laboratory investigation, case study, or computer simulation, scientific evidence relevant to a contemporary societal issue;
SS3.02 - assess the possible positive and negative effects of a scientific discovery on society and the environment;
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school.
Prior Knowledge & Skills
·
Students draw on
the knowledge and skills gained in Activity 1.1 on how generators work, as well
as information on power production technologies from Grade 9 Science.
Planning Notes
·
The teacher
should book time in the library/resource centre. Prepare handouts on conventional
power production technologies and resources. Students could complete some
research as homework.
·
Decide in advance
the number of student groups for Strategy 1.4.2, e.g., one group for each
production method; the make-up of those groups; and the time to be allotted to
present material to the class, e.g., 20 minutes per power source.
Alternatively, if there are sufficient resources, each group could research all
three production methods and the presentation time might be used for group
discussion.
·
Since “standards
of living” differ considerably between and within Ontario communities, when
discussing this in Strategy 1.4.2, the teacher needs to be sensitive to the
backgrounds of students and their communities.
Teaching/Learning Strategies
1.4.1. Student
Activity: Through a teacher-led discussion, students compare the
efficiencies and relative amounts of energy released in various physical,
chemical, and nuclear transformations. In groups, students discuss their views
then rigorously research the fuel or resource requirements for each of the
conventional power sources, the methods of obtaining the resources, the
environmental impact, the costs involved, and the benefits provided by using
that power source. They present their work to their classmates, leaving it on
display for the next activity. Students then prepare their own summary note or
graphic organizer, e.g., flow chart or plus/minus/ interesting chart, on each
of the power resources.
Teacher Facilitation: Spend some time with the class comparing the energies
that different types of energy transformation can produce, e.g., show how much
more heat is generated by nuclear reactions than chemical reactions or physical
changes. Lead a discussion and include statistics. This is expanded into
directly comparing amounts of fuel and/or resources required for hydroelectric
power, e.g., moving water, vs. fossil fuel power vs. nuclear power. Set the
parameters for the discussion and research to follow, emphasizing the rigor
required for the research. Direct the class to their small discussion groups
where students begin to share their views. Guide the discussion to include the
fuel and resource requirements for each of the conventional power sources, and
how these resources are obtained. To help the students, suggest points that
will make them think of other ideas, e.g., the size of the development as in
“mega-projects”; the availability of the resource, its purchase from within
Canada or from other countries. Resources should be made available and research
begun as soon as group needs demand. Research should include the methods of
obtaining the resources, the environmental impact, the costs involved, and the
benefits provided by using a specific production method (SS3.02). Students will
likely want to know the amount of energy generated using each of the
power-production technologies. This information is available in some Grade 9
Science textbooks as well as some atlases. The amount of airborne pollution
that thermoelectric power produces as well as the amount of solid waste that
nuclear power produces can be found from some of the resources listed. Once
research is completed, students are given time to present their work to the
class. The work is displayed for use in the next activity.
1.4.2. Student Activity:
Following a teacher introduction of the percentage used of each energy
production method in Ontario, students consider the standard of living which
energy use allows. In small groups, using the displayed materials from the
previous activity, they discuss: our current societal demands for energy
production as compared to those of other parts of the world; the amount and
type of waste materials that usage generates; the implications (both positive
and negative) should other parts of the world strive to achieve the standard of
living enjoyed in much of Canada and North America; and our responsibilities
(as individuals, a province, and a nation). A whole-class discussion follows.
Students then write an individual reflection piece supported by data from the
class research.
Teacher Facilitation: If not already presented by students in the
previous activity, students should be made aware of the local energy production
percentages in Ontario, e.g., fossil fuels 20%, hydro 25%, nuclear 49%, and the
type and amount of waste that these production methods generate. Next, direct
the class to consider some or all of the topics described above. Move from
group to group acting as facilitator for individual groups as required, then
for the class as a whole. Questions that might be asked of students include: Do
Canadians use power wisely or do we tend to abuse its readily available nature?
How does this relate to our societal or cultural views? How does Canadian
consumption of energy compare to the rest of the world? How do we compare to
countries that have similar climates in terms of energy usage? How does North
America compare to Europe in terms of energy consumption? Provide articles or
statistics related to these issues. Conclude the activity by refocusing the
class on a question such as, “Given all we’ve just talked about, what are the
strengths and the limitations of science in helping people resolve issues such
as those we’ve been discussing on energy?” (SSV.02) This type of question can
also be asked on a written test.
Assessment & Evaluation of
Student Achievement
The group presentation and displayed material can be assessed using a rubric (K/U, I, MC, C). The individual reflection piece can be evaluated using a rating scale for the same areas. To help prepare students for the End-of-Unit Task, small and large group discussions can be used to provide feedback (by teacher, self or peers) on effective use and delivery of research, facts, and opinions.
Accommodations
·
ESL/ELD students
may present to the teacher during the jigsaw group exercise.
·
As an extension,
students wishing to know more about the conventional resources and the
operation of a power plant could be encouraged to pick a power production
technology and fully explore its operation. This could be useful for Activity
1.5, the energy debate.
Resources
Atomic Energy of Canada Limited –
www.aecl.ca/english/energy/energy_f.html
General Information on Nuclear Power in Canada
The Coal Association of Canada –
www.coal.ca/class.htm
Covers details on coal use in Canada
Public Power Institute Tennessee Valley Authority
– http://www.publicpowerinstitute.org/
Resource on environmental impacts and suggested action plans.
World Information Service on Energy –
http://www.antenna.nl/wise/436/4306.html
Information on problems with the CANDU reactor
Energy Fact Sheets – http://www.iclei.org/efacts/
General site on all power production technologies and their impact
Wolfe, Elgin, et al, Science Power 9. Toronto:
McGraw-Hill Ryerson, 1999.
ISBN 0-07-560361-6
Activity
1.5: Alternative Energy Resources
Time: 7.5 hours
Description
This activity helps develop student understanding of the reasons for seeking alternative resources and power technologies as well as the science behind their development. Students research alternative renewable energy resources and power technologies, and include a comparison of fission and fusion. A timeline of the development of the fuel cell is created. Students build a model showing how one of the alternative resources is used to make electricity.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact, Science and
Contemporary Societal Issues
Learning
Expectations
EAV.01 - demonstrate an understanding of the scientific principles of energy production from conventional and alternative sources;
EAV.02 - compare the practical value of a variety of alternative energy sources, through investigation and cost-benefit analysis;
EAV.03 - assess conventional and alternative energy sources in terms of their ability to satisfy societal demand and of their environmental impact;
EA1.01 - define, with examples when appropriate, terms
such as: joule, rad, watt, fission, fusion, chain reaction, activation
energy, renewable/non-renewable resources, conventional/alternative energy
sources;
EA1.02 - compare and contrast conventional and alternative energy sources with respect to criteria such as availability, renewability, cost, and environmental impact;
EA1.03 - describe technologies created in response to dwindling non-renewable energy resources;
EA2.02 - gather and analyse data, experimentally or through research, to evaluate alternative and emerging technologies as examples of responsible energy use;
EA2.05 - design a system that uses an alternative energy source;
EA3.02 - identify new energy applications inspired by traditional energy sources;
EA3.03 - evaluate the environmental impact of a specific alternative source of energy;
EA3.04 - analyse the costs and benefits to society of alternative energy systems, and assess the impact of their use on a global scale;
EA3.05 - evaluate the suitability of alternative energy sources, using research into the regional availability of natural resources in Canada;
SSV.01 - demonstrate an understanding of how scientific knowledge has evolved and continues to evolve through scientific discoveries, past and present;
SSV.02 - assess the strengths and limitations of scientific knowledge and procedures as means for resolving contemporary societal issues;
SSV.03 - evaluate the social and environmental implications and technological applications of contemporary scientific discoveries, and consider different cultural and societal perspectives on the discoveries;
SS1.05 - identify technologies that have been developed as a result of a scientific discovery;
SS2.02 - analyse and interpret, through laboratory investigation, case study, or computer simulation, scientific evidence relevant to a contemporary societal issue (e.g., ask a testable question and propose a hypothesis related to the cause-and-effect relationship between water chlorination and formation of organo-chlorides);
SS3.03 - analyse ways in which societal needs or demands influence scientific and technological endeavours;
CS2.03 - design, construct, and test a simple device that transforms energy from one form to another;
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school.
Prior
Knowledge & Skills
·
Students draw on
the knowledge gained in Activity 1.3 about the problems associated with
conventional resources, in particular the non-renewable nature of fossil fuels
and uranium.
Planning
Notes
·
Teachers should
be aware of the misconceptions around the term alternative energy. In
many cases the term “alternative” is specific to a particular time and
location; what is often an alternative energy source in one area is being used,
or has been used, regularly in other areas or times.
·
Book the
library/resource centre to accommodate time for research needs. Prepare
handouts on the alternative power production technologies and resources and
make them available to students.
·
The teacher might
also wish to consult various scientific company catalogues for fuel cell kits
that are available. Alternatively, hand made generators from Activity 1.3 could
be prepared to facilitate the design and construction of the device.
Teaching/Learning
Strategies
1.5.1. Student
Activity: Students participate in an initial placemat activity (see
Resources) to determine and share their current understanding of alternative
energy sources, and to identify related areas of interest and avenues for
further research later on in Activity 1.5. Using the placemat format, students
individually jot down notes describing their own understanding of the topic,
then as a group they identify common background knowledge related to
alternative energy sources. They share their knowledge with other groups and as
a class, develop a list of alternative energies from which they will later
choose a research topic as well as common areas that require further research.
Teacher Facilitation: The placemat activity (see Resources) should
be used to help students determine the knowledge they bring to the class on
alternative power. The purpose is to involve students in discussion about some
of the current technologies that are being developed to replace some of the non-renewable
resources in use now. Review some of the problems with the conventional
resources. Help students create a list of topics on alternative energy sources,
e.g., tidal, geothermal, fuel cell, active solar heating, passive solar
heating, photovoltaics, wind, hybrid, etc., from which they will later choose a
research topic. Depending on location, some students may already be using
alternative resources as their source of power in their homes. Some homes use
solar power for their energy needs while others may use wind power or wood
burning from a self-sustaining wood lot. Time should be set aside for those
students to share their knowledge.
1.5.2. Student
Activity: Fusion vs. Fission Case study: feasibility, costs and energy
efficiencies. Students write an opinion essay including a concluding statement
about whether fusion or fission should be the power-production technology of
choice and some of the technical difficulties involved in both fusion and
fission.
Teacher Facilitation: Have two articles, one on fusion and one on
fission ready for students to read individually. Possible questions can
include: Is fusion better than fission? Why? Can fusion ever replace fission?
Is efficiency really an issue with either fusion or fission? Explain. Do the
benefits of nuclear power outweigh the long-term health and environmental
effects? The students should form an opinion based on the information presented
in the articles. Background on the discovery of nuclear power and how it has
evolved should be discussed as a whole class prior to beginning the task.
1.5.3. Student Activity:
Students participate in a case study of the fuel cell/hybrid car. Information
from various auto manufacturers is used to make students aware of what car
manufacturers are doing to help reduce the environmental impact of using
conventional energy sources. Students focus on how the technology works, the
benefits of the technology as well as reasons why such technology was developed
in the first place, how it has led to further scientific knowledge, and why
large-scale use of the technology is not realized (SS1.06). In groups, students
make summary notes and develop a timeline for constructing the fuel cell.
Teacher Facilitation: If library/resource centre time is not
available, prepare handouts of various automobile manufacturers’ initiatives on
alternative power and on the history of fuel cell development.
1.5.4. Student
Activity: After reviewing necessary safety procedures, students design and
construct a system that uses an alternative energy source, e.g., a fuel cell
powered miniature car, a windmill to generate electricity or lift a mass off
the floor. Using provided fuel cell kits or other materials, students build an
alternative energy powered device. Students should build several prototype
models, establish a testing protocol, and determine through a series of tests,
which design is the best.
Teacher Facilitation: After having looked briefly at several
alternative energy sources in the previous three lessons, the teacher
challenges the students to develop a simple system that uses one of these
methods. Prior to beginning this activity, review all necessary procedures for
safe and appropriate use of materials and equipment. Some scientific supply
companies provide fuel cell kits; if appropriate, make these kits available to
the students. Alternatively, encourage students to use wind or other renewable
sources. Generators from Activity 1.3 can be used to help students in the
design and construction of their device. It may be necessary to have a number
of electric fans available for testing purposes as well as generators and
multimeters for measuring current produced by the wind mills. Students may
require a review lesson on the use of multimeters. To help students in their
design process, set a specific goal (e.g., being able to light a 6 V light
bulb, get a slight deflection on a galvanometer, lift a specific mass a given
height, for the different devices). Some past/present alternative energy
sources used in some cultures, e.g., burning of animal wastes, can be viewed as
strange by students not of that culture. The teacher should be sensitive to
this and emphasize how many of these uses have contributed significantly to
developing technologies, e.g., use of methane and forms of biomass. Many students
will likely need a review of the design process itself (initiate and plan;
perform and record; analyse and interpret; communicate; or, alternatively,
identify a need; develop a plan; execute and evaluate the plan; communicate the
results).
1.5.5. Student
Activity: Choosing an alternative power production technology, students
prepare a report describing the benefits, drawbacks, efficiency, cost, savings
in resources, the amount and type of waste eliminated and/or generated, and a
brief history (origin – especially where inspired by traditional energy
sources, development) (SSV.01, SS3.03). Students describe the prevalence of the
method in Canada, and the sustainability of the alternate energy source in
Canada. Given differing societal and cultural perspectives, they also consider
the implications of developing such a technology on a more global scale
(SSV.03). They offer reasons why alternative resources are not currently being
used to their maximum capabilities. Students present/display their findings in
a method that other students can refer to later when preparing for the
End-of-Unit Task, e.g., a bulletin board display or electronic presentation.
Teacher
Facilitation: The teacher
reminds students to focus their research into alternate energy on such items as
how the method they are researching can reduce pollution output, reduction to
non-renewable resource consumption (giving specific numerical data where
appropriate), appropriateness with respect to climate, initial cost, time
needed to recoup initial costs, and any social or political ramifications to
using or not using the alternative. Students will need time in the
library/resource centre or to be supplied with prepared resources.
Assessment & Evaluation of
Student Achievement
The placemat activity can be used for formative assessment to provide students with initial feedback on their understanding of the concepts they might wish to consider for later research. The design process and device from Strategy1.5.4 can be assessed using an inquiry rubric (I, C). The presentation from Strategy 1.5.5 can be assessed using a rating scale (K/U, MC, C).
Accommodations
·
With the variety
of student skill levels in building devices, teachers may wish to perform a
diagnostic activity and then form groups so that there is a balance of skill
levels within groups.
·
Canadian
companies are often at the forefront of scientific and technological progress,
e.g., Ballard Power Systems. As an extension, students could be encouraged to
find out more about a specific Canadian company in terms of how it is
influencing alternative power production technology.
Resources
Council of Ministers of Education, Canada 1997. The Common Framework of Science Learning Outcomes K to 12: Pan-Canadian Protocol for Collaboration on School Curriculum. Toronto: Council of Ministers of Education, Canada. ISBN 0-88987-111-6
Peel District School Board. 2001. Science and Technology, K-10: enduring understandings – learning about the world around us. Mississauga: Peel District School Board. ISBN 1-55038-164-4
Globaltoyota: Hybrid Technology –
http://global.toyota.com/techenv/hybridtech/index.html
Fuel cell hybrid vehicle information
Hydrogen Fuel Cells: Innovations for the 21st
Century
– http://inventors.about.com/library/weekly/aa090299.htm
Fuel cell timeline of development
Space Shuttle Orbiter System: Electrical Power
System
– http://inventors.about.com/library/inventors/blfuelcells1.htm
Fuel cells on the space shuttle
Fuel Cell Store.com: Demonstration Fuel Cells
– http://www.fuelcellstore.com/products/index/demonstration_fuelcell_index.html
Fuel cell kits
Heliocentris – http://www.heliocentris.com
Fuel cell kits
Articles from the MAACIE Newsletter Archives:
Article 12 The Extended Classroom Period: Elements for Success and Practical
Ideas – http://www.geocities.com/athens/parthenon/6549/art12.html
Includes instructions for placemat group activity
Activity 1.6:
End-of-Unit Task – Energy Debate
Time: 6.5 hours
Description
Using a debate forum, students compare, analyse and decide on an alternative power production technology for their own community or a fictitious one with specific parameters.
Strand(s) & Learning Expectations
Strand(s): Energy Alternatives and Global Impact, Science and
Contemporary Societal Issues
Learning
Expectations
EAV.01 - demonstrate an understanding of the scientific principles of energy production from conventional and alternative sources;
EAV.02 - compare the practical value of a variety of alternative energy sources, through investigation and cost-benefit analysis;
EAV.03 - assess conventional and alternative energy sources in terms of their ability to satisfy societal demand and of their environmental impact.;
EA1.02 - compare and contrast conventional and alternative energy sources with respect to criteria such as availability, renewability, cost, and environmental impact;
EA2.04 - present an argument, based on research and scientific analysis, for the use of an alternative energy system;
EA3.05 - evaluate the suitability of alternative energy sources, using research into the regional availability of natural resources in Canada;
SSV.03 - evaluate the social and environmental implications and technological applications of contemporary scientific discoveries, and consider different cultural and societal perspectives on the discoveries;
SS3.01 - explain how a particular technological application of a scientific discovery is perceived by various interest groups in the community;
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;
SIS.08 - research and evaluate information on a specialized topic in science, and apply it to the world outside the school.
Prior Knowledge & Skills
·
Students draw on
the knowledge and skills gained in previous activities to assist them in
preparing for and participating in the debate.
·
Experience from
the ecology strand in Grade 10 Science should help in assessing environmental
impacts.
Planning Notes
·
Students have
already been introduced to the knowledge required to debate the issue. These
materials from previous activities should be on display about the classroom.
·
To help students
in their debates, teachers may wish to review debate skills and emphasize key
messages given earlier during previous feedback.
·
Students have a
variety of skills, e.g., good speakers, presenters, organizers, artists, and
where possible, groups should be formed so that there is a balance of these
skills in each group.
·
Conducting a
brief discussion prior to the written reflection in Strategy1.6.2 will benefit
many students.
Teaching/Learning Strategies
1.6.1. Student Activity:
Students form up to six panels: the town council, two suppliers of alternate
energy sources, two suppliers of conventional sources, and an environmentalist
group. All students discuss/research the need for a new or supplemental power
production technology for their actual or fictitious community. Students gather
their research from what is displayed in the class, but may supplement it with
other research done on their own time. Individual students synthesize their research
onto one page to be used during the debate and submitted for evaluation
following the debate. Students representing the energy suppliers research and
prepare a short opening “sales pitch” presentation supporting the use of their
respective technology. The environmentalist group researches and prepares
arguments to support or refute each of the methods being considered given their
particular societal or cultural perspective (SSV.03). The town council
researches each of the technologies being considered sufficiently to be able to
ask pertinent questions of each group. Prior to the debate, the four suppliers
and the environmentalist group are each given an allotted time to make their
opening statements (SS3.01). This is followed by a debate and questions from
the town council. After the debate, the town council deliberates and makes a
choice based on the presented information. The town council initially has to
research all the positions to gather background on the energy panels to ensure
accurate arguments are being presented to them. During the debate, they may ask
questions. After the debate they deliberate in front of the other groups. Since
the town council does not have to prepare a “sales pitch,” an equal amount of
work is distributed to each group.
Teacher Facilitation: The premise of the debate is the increased
societal demand in energy requirements. The community may be growing. New
industries may be moving in. More people may be purchasing more appliances and
newer technology or using air conditioners or furnaces more. Perhaps the town
itself has installed some major facility, e.g., new hospital, incinerator,
water treatment plant. Needs and parameters identified by the students and/or
teacher and specific to individual communities can replace or supplement this
list. Guide the selection of criteria. Since students have already presented
information on conventional and alternative energy sources and this material is
on display in the classroom, minimal research time is required. The time
allotted for this activity is used in reviewing debate procedures, questioning
techniques, preparation for the debate, and the debate itself.
1.6.2. Student
Activity: After the debate, students write a reflection journal (supported
by data) on the debate process and the appropriateness of the decision by the
town council. Included in the reflection is a discussion of the feasibility of
this decision for other communities in Canada, e.g., to what extent is the
decision universally appropriate and what limitations does it have for other
communities.
Teacher Facilitation: The teacher may wish to lead a class
discussion on issues such as: Is it feasible to have this power plant placed
anywhere in Canada? Can the power production technologies, alternative or
conventional, be placed anywhere or are there restrictions?
1.6.3. Student Activity: Written test.
Teacher Facilitation: Students should be allowed to have statistical
data with them to answer longer questions. Allow them to use their notebooks or
to prepare a fact sheet prior to the test.
Assessment & Evaluation of Student Achievement
Evaluating the debate across all achievement categories while it is happening will prove too unwieldy. Use the debate itself to evaluate students’ ability to Communicate ideas clearly and persuasively (C) and their ability to Make Connections (MC) to STSE issues. Have students submit their preparatory research notes to evaluate their Inquiry skills (I) and their ability to gather and synthesize important information (K/U). Individual Learning Skills could be assessed by circulating in the classroom during the preparation for the debate.
The written test can include Knowledge/Understanding questions or Making Connections questions and can be assessed using a marking scheme (K/U, MC).
Resources
Discover Debate – www.discoverdebate.com
Debate skills and teaching strategies
Appendix
Informal Lab Reports
Formal lab reports usually include a title, purpose, hypothesis, theory, materials, procedure, data, calculations, analysis, discussion, sources of error, and a conclusion. Although teachers have their own requirements for these formal reports, these are some of the most common. Sometimes short activities require reports that are done on a lesser scale. This encourages the students to spend more time on the design or analysis components of the experiment. It is at the teacher’s discretion to decide on the emphasis of the lab activity. Once this is arrived at, students can be informed as to what parts of a formal lab should be included in their informal lab report. Teachers are encouraged to assess these informal lab reports using appropriate checklists, marking scales, or lab report rubrics.
Informal lab reports need not be evaluated as formal labs would be. The primary purpose of an informal lab report is to determine if the student has indeed completed the lab and understands the conclusions.
Appendix (Continued)
Informal Lab Report Rubric
|
Categories/
Criteria |
Level 1 |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding Problem Statement |
- limited identification of problem, with limited relevant explanation |
- problem is partially identified with a some relevant explanation |
- problem is clearly identified with a considerable explanation |
- problem is precisely identified with a high degree of relevant explanation |
|
Knowledge/ Understanding Hypothesis |
- limited association between problem and predicted results |
- moderate association between problem and predicted results |
- considerable association between problem and predicted results |
- precise and thorough association between problem and predicted results |
|
Inquiry |
- data have limited accuracy; - data are recorded with limited effectiveness |
- data have some accuracy; - data are recorded with some effectiveness |
- data have considerable accuracy; - data are recorded with considerable effectiveness |
- data have a high degree of accuracy; - data are recorded with a high degree of effectiveness |
|
Communication |
- constructed with limited accuracy - format has limited effectiveness |
- constructed with some accuracy - format has some effectiveness |
- constructed with considerable accuracy - format has considerable effectiveness |
- constructed with a high degree of accuracy - format is highly effective |
|
Knowledge/ Understanding Conclusion |
- relates in a limited way to the hypothesis; - limited substantiation by the data |
- relates somewhat to the hypothesis; - some substantiation by the data |
- relates to the hypothesis; - considerable substantiation by the data |
- relates precisely to the hypothesis; - thorough substantiation by the data |
Note: A student whose achievement is less than Level 1 (50%) has not met the expectations for this assignment of activity.
Overview | Course Profiles Main Menu