Energy Today and Tomorrow

Transcription

1 Energy Today and Tomorrow Algemene informatie Samenvatting Secondary school students (15-16 years of age) learn in a learner-centred learning environment about energy use, fossil energy and renewable energies. The emphasis lies on how saving fossil based resources by saving energy and using renewable resources like biomass, wind, water and sun. During the first part of the learning scenario the students working with offline material. In the second part of the intervention the learners working with an interactive energy game/simulation. The aim of the game is to substitute all nuclear and fossil power plants with renewable energy. Doelen Positively influence environmental behaviour by supporting system knowledge, action related knowledge and effectiveness knowledge. hoofdactiviteiten Working on a student-centred learning cycle. betrokken actoren

2 Teachers, supervisors. Verbinding met het leerplan Biology (Ecology), Chemistry (Hydrocarbons), Geography (Environmental politics). Where to find the application or case The setups are stationed at University od Bayreuth. For more information please contact Simulation: inhoud inhoud With the best practice students learn in a self-controlled learning environment about renewable energies. The learning environment consists of two parts: an analogue learning cycle plus an online simulation about renewable energies. The online activity is used for the application and additional reflection phase in the whole learning process. The learning environment contains different working stations: 1. Learners need to know why investigation in renewable energies is needed. So they have to learn about the problems that emerge from the use of fossil fuels. That s on one side the climate change caused by burning fossil raw materials and on the other the limitedness of exploitable fossil resources. 2. Students need options for action. So we show them how they can save energy and also use energy more effective. For this purpose the concept of energy has to be clarified and examples of daily life have to be shown. With help of the provided material and information learners are able to find e.g. out which activity needs most energy in their life. And how to use energy effectively. 3. To become responsible citizens students have to know about the different possibilities to produce renewable energy: Energy from biomass: Learners find out advantages and disadvantages from gaining energy from biomass, how this energy can be used (as fuel, gas or solid matter) and controversies in society ( dinner plate or fuel tank ). Additionally learners discover how electricity can be won with turbine and generator and how waste heat can be used appropriately. Energy from sun, wind and water: Within the provided learning environment students learns about different possibilities to produce green electricity and discrepancies between different stakeholders. Simulation: The used simulation can also be seen as a serious game. It s a landscape in the year People using mainly fossil energy and nuclear energy. Aim of the game is to substitute all fossil and atomic power plants with renewable energies until year Additional challenges are to ensure a continuous power supply and the satisfaction of citizens. Learners must invest in building of sustainable power plants, investigation and citizens information. After work with the simulation students reflect about how society can change their energy use and production to come to a sustainable energy concept.

3 ondersteunende materialen Criteria Verband met een groen thema en leerplan Ecology is content of the biology curriculum of the10th grade in Bavarian high school. An important element of the learning cycle is also sustainability and energy use in Europe. This topic can be found in the chemistry and geology curriculum. Omdat het interdisciplinaire: Steunend op vele academische disciplines en lesmethoden Among other things the curriculum of High school, Bavaria, 10th grade proposes the interdisciplinary topics: Sustainability and Economy and Ecology The learning cycle covers also a part of the chemistry and geography curriculum: * Chemistry: E.g. the chemistry of burning organic matter and fossil fuels and photosynthesis, global carbon cycle, limited resources * Geography: E.g. handling of the anthropogenic greenhouse effect as example for global environmental policy. Relevantie voor het dagelijks leven van studenten Energy supply is necessary for living standard of the students. Electric energy and also energy from fossil fuels for transportation or heating are parts of the daily life of students and teachers.

4 Op basis van nauwkeurige en feitelijke professionele expertise Professional background of developed learning cycle is ensured by cooperation with research teams and use of current statistics. Aansluitingen op de beroepen in de groene arbeidsmarkt Connection to the profession area of energy engineers as well as insight on work of environmental politicians and environmental ethicist. Leren door onderzoek en exploratie The major part of the provided learning material enables the students to find their own answers to questions. The analogue material fosters especially explanation and application activities, whereas the simulation allows doing a whole enquiry cycle. Activering van de studenten door handen-op During the learning cycle students for example measure power consumption of different electronic devices, sorting fuels by energy content or placing solar panels and wind turbines in a model landscape. Versterking van de individuele studenten ICT-hulpmiddelen During the online simulation game students learn to work with digital simulations and to use it for information and knowledge generation. Ondersteuning van de sociale vaardigheden ontwikkeling Students work on the learning cycle with partners. Tasks often have to be solved in discussion with the partner. The students have to be cooperative, articulate their point of view and show mutual understanding to find suitable answers. They are also responsible for their own learning and need to organize their time and work. Aanpassingsvermogen van het programma The program can be translated and used in different countries because the content is relevant for citizens in all countries of Europe.

5 With more help provide by a supervisor or slight modifications the program is also usable for younger learners.