Click on the icons to go to the other modules. alternative energy module 8 BP energy education programme 2008
Learning Area, Outcomes and Phase Learning Area Outcomes Phase Society and Environment Science Investigation, Communication and Participation (S&E) Resources (S&E) Earth and Beyond (SCI) Early Adolescence text position for inside front cover Program BPEEP Module 8: Alternative Energy Copyright This training module is copyright. Apart from fair dealing for private study or research as permitted under the Copyright Act 1968, no part may be reproduced, copied, transmitted in any form or by any means without the prior written permission of BP Australia Pty Ltd. All requests and enquiries should be directed to the BPEEP Coordinator on (08) 9419 9623. Disclaimer The content of this training module is provided for educational purposes only. In no event will BP Australia Pty Ltd or any related corporation be liable for the accuracy of the information contained in the module or the reliance placed upon it. The module is provided on the basis that all persons using it take responsibility for assessing the relevance and accuracy of its content. The content was compiled by teachers Chris Hickman and Kate Bowman of Perth, Western Australia who have sourced and written the content.
Overview of Learning Module Module 8 titled Alternative Energy is part of the teaching and learning sequence to the BP Energy Education Program. The main objective of the module is to explore the renewable energy resource options that can meet the energy needs currently provided by fossil fuels (non-renewable energy resources). Key understandings addressed in this module are delivered through 1 major conceptual area: 1. Alternative Energy: Consider the impact of non-renewable energy source shortages. Suggest ways people and communities can reduce their energy consumption rates. Examine the options for renewable energy sources as a substitute for non-renewable energy sources. Discuss the need to reduce dependence on fossil fuels by increasing our use of alternative energy sources. Identify examples of alternative renewable energy sources. Describe the advantages and disadvantages of some of these alternative renewable energy sources. Examine some of the viewpoints that exist about renewable and non-renewable energy source use. Investigate the amount of energy that can be released when you burn different types of energy sources. Decide on the renewable energy resource that offers the most benefits for future use and justify your decision. Each conceptual area is presented as a series of learning experiences that can be used sequentially or as stand alone learning experiences. However when delivered in sequence these learning experiences provide a comprehensive background understanding necessary for the Science and Society and Environment Curriculum, and the other extended modules in the BPEEP learning program. Module 8 Alternative Energy is linked to the Western Australian Department of Education and Training s Curriculum, Assessment and Reporting Policy (CAR Policy) and associated documentation. The program, presented as a series of teaching and learning experiences, links teacher planning and learning area (Science and Society and Environment) coverage back to the initial planning documents, namely the Curriculum Framework and Outcomes and Standards Framework. Planning documentation provides teachers with the explicit links to the Curriculum Framework; Knowledge, Skills and Values focus; and learning area Outcomes and Standards coverage. Relevant learning area documentation, and teaching and learning links, are colour coded for both Science (ORANGE) and Society and Environment (PURPLE). Teachers should refer to both Learning Area Curriculum Guides (What students should be taught) and Learning Area Outcomes and Standards Framework (What levels of achievement students can demonstrate/achieve across the relevant Learning Area outcomes) when considering the application of the BPEEP modules to their individual teaching and learning program requirements. A suggested timeframe is provided as a guide only to how long teachers may expect to spend on the learning experiences contained in of the conceptual area of the module. A teacher guide is provided for the conceptual area. Lesson support material is also provided. PAGE 1
Contents This symbol denotes worksheets Overview of Learning Module...1 Relevance to BP...3 BPEEP Learning Area Outcome/Aspect Coverage...4 Educator s Summary of Module 8...5 Suggested Teaching Timeframe...7 Conceptual Area 1: Alternative Energy...8 Learning Experience 1.1: What if?...10 Learning Experience 1.2: Renewable Energy...10 Learning Experience 1.3: Energy Diary...10 Learning Experience 1.4: Energy for the World DVD... 11 Learning Experience 1.5: Alternative Energies Research... 11 Learning Experience 1.6: Food for Thought...12 Learning Experience 1.7: Energy from Water...14 Learning Experience 1.8: Prosecution versus Defence...15 Learning Experience 1.9: Monsters INC...15 Learning Experience 1.10: Alternate Town Assessment...16 Learning Experience 1.1...19 Learning Experience 1.2...21 Learning Experience 1.3...27 Learning Experience 1.4...29 Learning Experience 1.4 Extension...33 Learning Experience 1.5...35 Learning Experience 1.6...39 Learning Experience 1.6 Extension...43 Learning Experience 1.7...45 Learning Experience 1.8...51 Learning Experience 1.9...53 Learning Experience 1.10...57 References for Module 8...60 PAGE 2
Relevance to BP We live in an increasingly carbon-constrained world. A world that demands solutions to two pressing challenges: the security of energy supply and the environmental impact of energy use. In November 2005, BP announced plans to invest $8 billion over 10 years in a single new business called BP Alternative Energy. This new business aims to lead the market in low carbon alternative power generated from the sun, wind, natural gas and hydrogen, as well as using skilled trading teams to boost wholesale marketing of cleaner electricity worldwide. Since that announcement BP has made great progress. By the end of 2008 BP will have in excess of 1000 MW of new wind generating capacity installed which makes the company one of the largest wind developers in the US. BP Solar have more than doubled worldwide solar sales. BP Alternative Energy has advanced plans for two ground breaking hydrogen power stations with carbon capture in Abu Dhabi and California. BP produced their first bio-ethanol fuel from a jointly owned refinery in Brazil in September 2008. In Australia, BP has sold over 420 million litres of ethanol-blended petrol called e10. The company has also commenced trials of a new renewable diesel at the Bulwer Island Refinery in Queensland. BP Solar s experience in the Australian market spans three decades. Established in Australia in 1985, BP Solar is a leading supplier of solar photovoltaic (PV) products and services in the Australian solar market. Our Sydney Olympic Park facility is the base for the sales and marketing services we provide throughout the Asia-Pacific region. More information regarding BP Alternative Energy can be found at www.bp.com. Teachers may wish to use this information in their introduction to this module. PAGE 3
BPEEP Learning Area Outcome/Aspect Coverage Click on the module number to go to that module. OUTCOME SCIENCE Earth and Beyond BPEEP MODULE 1 2 3 4 5 6 7 8 9 10 11 Sustainability of life and wise resource use X X X X X X X X X Earth forces and materials X X X X X X X X Relationships between the Earth, our Solar System and the Universe. Energy and Change Energy, sources, patterns and uses. X X X X X X Transfer and transformation. X X Natural and Processed Materials Structures, Properties and Uses Interactions and Changes SOCIETY and ENVIRONMENT Resources Use of Resources X X X X X X X X X X X Management and Enterprise X X X X X X X X X X People and Work X X X X X X Place and Space Features of Places X X People and Places X X X Care of Places X X X Investigation, Communication, Participation Planning X X X X X X X X X X X Conducting X X X X X X X X X X X Processing and Translating X X X X X X X X X X X Applying and Communicating X X X X X X X X X X X PAGE 4
Educator s Summary of Module 8 DESCRIPTION OF CROSS CURRICULAR PROGRAM Module 8: Alternative Energy is predominantly focused upon Society and Environment outcomes Resources and Investigation, Communication and Participation, and Science outcome Earth and Beyond. The module requires students to investigate the renewable energy options available as a substitute for fossil fuels. The module applies conceptual understandings of previous BPEEP modules and establishes new essential knowledge for the students to apply in further modules as part of the BPEEP program. Teachers are encouraged to adopt a cross curricular approach with relevant learning areas. CONCEPTUAL FOCUS Impact of non-renewable energy source shortages. Ways people and communities can reduce their energy consumption rates. Options for renewable energy sources. Advantages and disadvantages of alternative renewable energy sources. Viewpoints about renewable and non-renewable energy source use. DESCRIPTION OF ASSESSMENT SKILLS FOCUS Ongoing literacy focus: paragraphing. Science laboratory process skills. Viewing and information retrieval. Information retrieval/note-taking. Internet/Website information retrieval Statistical data analysis and graphing. Group work and independent work. Research skills (as per S&E I.C.P. ladder process). Supporting the on-going literacy focus, paragraph tasks are included. Though some conceptual understanding can be levelled in certain Learning Area Outcomes, teachers are encouraged to use the paragraph rubric (provided) through the delivery of the BPEEP modules to monitor the student s ability to construct well structured paragraphs over an extended period of time. Consideration should be given to both modelling and scaffolding the paragraph framework prior to assessing this vital literacy skill. To formally assess the students an assessment task and rubric is provided. The task requires students to present a justified viewpoint on a selected renewable energy option. The task is ideally suited to a cross curricular approach where students follow the research process outlined by the ICP ladder and connected support frameworks. These resources are available in the appendix section of the BPEEP resource file. LITERACY FOCUS NUMERACY FOCUS PEDAGOGICAL FOCUS A major on-going focus on Paragraphing utilising paragraph framework. Also emphasis on keywords, note-taking and other literacy oriented strategies. Units of measurement and simple calculations. Group Work Inquiry based learning. CURRICULUM FRAMEWORK VALUES A pursuit of knowledge & a commitment to achievement of full potential. Self Acceptance and Respect of Self. Respect and Concern for Others and Their Rights. Social and Civic responsibility. STRAND No. 1.1 1.7 (CF) 2.1 2.5 (CF) 3.1 3.7 (CF) 4.4, 4.8, 4.9 (CF) Environmental responsibility. 5.2, 5.3 PAGE 5
Educator s Summary of Module 8 Overarching Learning Outcomes 1. Students use language to understand, develop and communicate ideas and information with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. Context Literacy Focus and wide range of learning experiences. Units of measurement and simples calculations. Focus of S&E I.C.P. outcome and associated skills e.g. keywords, note-taking, sources. 4. Students use, select and apply technologies. Internet (website) research. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test opinions. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills to make decisions in relation to it. 8. Students understand their cultural, geographical and historical contexts and have the knowledge, values and skills to make decisions in relation to it. 9. Students interact with people and cultures other than their own and are equipped to contribute to the global community. Analysing current trends to predict future outcomes. Renewable VS Non-Renewable Energy sources and future energy options. Conceptual Area 1 Conceptual Area 1 N.A. 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. 11. Students value and implement practices that promote personal growth and well-being. 12. Students are self motivated and confident in their approach to learning and area able to work individually and collaboratively. 13. Students recognise that everyone has the right to feel valued and to be safe and in this regard understand their rights and obligations and behave responsibly. Learning Experiences comprising of variety of tasks throughout Conceptual Areas 1 Group Work and values oriented learning. Range of teaching strategies individual and group work. Explicit teaching and implementation of group learning strategies. PAGE 6
Suggested Teaching Timeframe Day Time 1 60 minutes total 30 minutes 30 minutes Homework Learning Experience Learning Area Conceptual Area 1: Alternative Energy Experience 1.1: What if? Experience 1.2: Renewable Energy Experience 1.3: Energy Diary 2 60 minutes Experience 1.4: Energy for the World DVD 3-4 120 minutes Experience 1.5: Alternative Energies 5 60 minutes + homework Experience 1.6: Food for thought 6-7 120 minutes Experience 1.7: Energy from Water Science Society and Environment Science Society and Environment Science Society and Environment Science Science Society and Environment Learning Task Think, Pair and Share Information retrieval Personal Energy Use Monitoring and reflection. DVD viewing and information retrieval. Jigsaw Activity Expert Groups research. Paragraph Task. Science Laboratory. Note-taking. Group decision making and justification. Venn Diagram. Paragraph Task. 8 60 minutes Experience 1.8: Prosecution versus Defence 9-10 120 minutes Experience 1.9: Monsters INC Science Society and Environment Society and Environment Court case activity. Feature Film viewing. Information retrieval. Paragraph tasks. 11-? To be determined by the teacher Experience 1.10: Alternate Town Assessment Science Society and Environment Simulation research assessment task. PAGE 7
Conceptual Area 1: Alternative Energy LEARNING AREA: OUTCOME/S: PHASE OF DEVELOPMENT: KEY UNDERSTANDINGS: Conceptual Understandings Consider the impact of nonrenewable energy shortages. Suggest ways people and communities can reduce their energy consumption. Examine the options for renewable energy sources as a substitute for non-renewable energy sources. Discuss the need to reduce dependence on fossil fuels by increasing our use of alternative energy sources. Identify examples of alternative renewable energy sources. Describe the advantages and disadvantages of some of these alternative renewable energy sources. Examine some of the viewpoints that exist about renewable and nonrenewable energy source use. Investigate the amount of energy that can be released when you burn different types of energy sources. Decide on the renewable energy resource that offers the most benefits for future use and justify the decision. Science Society and Environment Earth and Beyond (Sci) Resources (S&E) Investigation, Communication and Participation (S&E) Early Adolescence Students will be able to explore the renewable energy resource options that can meet the energy needs currently provided by fossil fuels (non-renewable energy resources). Skills Diagramming Brainstorm/mind-map Note-taking Focus Questions. Science Laboratory Process. Statistics Paragraph Framework. Research Internet/website Values 1.1 1.7 2.1 2.5 3.1 3.7 4.1, 4.2, 4.4, 4.7, 4.8, 4.9 5.2, 5.3, 5.4 PAGE 8
Conceptual Area 1: Alternative Energy Teacher Information: This series of learning experiences aims to promote the need for world energy companies to explore alternative energy sources other than fossil fuels. This module provides background information on renewable energy sources that are developed further in Modules 9, 10 and 11. The following information is taken from BP s Energy Business Booklet (2005-2006): Gas, Power and Renewable Energy: Renewable energy The evidence that links climate change with greenhouse gas emissions means that many people believe that the world needs to reduce its dependency on fossil fuels, especially coal and oil, and turn to energy supplies from renewable sources, such as the sun and wind. In the longer term, these offer the possibility of sustainable energy resources without damage to the environment. For the present, however, the world will have to rely on fossil fuels for most of its energy needs. Natural gas produces lower carbon dioxide emissions than coal or oil and will become more important in the world s energy balance for several decades to come, along with other low-carbon fuels. At the same time, we need to ensure that the technology to produce lower-cost renewable energy will continue to be developed. Almost 87% of the world s energy needs are met by fossil fuels. Currently, the only renewable energy source of any significance is hydroelectric power. What is renewable energy? Sources of renewable energy will never run out because they can always be replaced. Renewable energy resources include sunlight or solar energy and other sources such as wind and wave energy, which indirectly come from solar energy. Fossil fuels such as coal, oil and gas come from the remains of plants and animals that were produced millions of years ago and which have been transformed into fuels by geological changes. Because the world s reserves of fossil fuels are not endless (i.e. they are finite), they are called non-renewable energy resources. Of course, the processes that produced crude oil are still taking place very slowly but it will take millions of years to replace the fossil fuels we are burning today. Uranium, which is used to produce nuclear energy, is not a fossil fuel, but requires the extraction of finite physical reserves, so it is also considered a non-renewable energy source. Renewable energy covers a number of energy sources. The main ones are: solar water biomass wind geothermal. Each of these renewable energy sources depends on different technologies, which are at different stages of development. Wind, water and solar are dependent on location or climatic conditions. Some renewable sources, including solar and wind, can be classed as clean energies, because they have very little effect on the environment and could do much to reduce greenhouse gas emissions. Biomass, when burnt as a fuel, produces carbon dioxide, which is a major greenhouse gas. However, the impact of this is reduced by the fact that growing biomass absorbs CO 2 during growth. Resources Copies of worksheets attached to learning experiences. Copy of Energy for the World DVD. Copy of Monsters INC feature film Paragraph framework and rubric. Equipment Access to computers with internet. TV/DVD. Matches and Bunsen burner Test tube. Retort stand, boss head and clamps. Measuring Cylinder. Food samples e.g. potato chips, nuts, marshmallows Pin to hold samples. Cork. Electronic balance. Thermometer. Student Prior Knowledge: Prior to delivering this module it is recommended that students would have completed all or some aspects of Module 1: What is Energy, Module 5: Oil Economics, Module 6: Oil Reserves and Module 7: Climate Change. This provides students with an understanding of the need to optimise the potential of renewable energy sources to substitute for and reduce our dependence on fossil fuels for energy supply. PAGE 9
Conceptual Area 1: Alternative Energy Learning Experiences: Learning Experience 1.1: What if? This initial learning experience requires students to reflect on their existing thoughts, based on prior knowledge and experiences, on potential energy supply shortages. Students should be provided a short period of time (10 minutes) to reflect and respond to the three focus questions. After this initial reflection time the teacher should provide an opportunity to get students to share their ideas with a partner or within a small group, or facilitate a class discussion on the questions and overall topic. It should be highlighted to students that this is an extremely relevant issue to them and their community and one which will potentially continue to impact on them as they grow older and more independent. This activity provides the students an opportunity to recall prior learning of terms such as fossil fuels, renewable and non-renewable energy, and sustainability. The students should record their responses in the table provided. Learning Experience 1.2: Renewable Energy go to Learning Experience 1.1 worksheet This learning experience requires students to use the information on renewable energy provided in the worksheet. This information was taken from the BP Energy Business Booklet (2005-2006): Gas, Power and Renewable Energy. Once provided with the text Renewable Energy, the teacher should adopt a reading strategy to allow the class to familiarise themselves with the text and chart and clarify anything that they are unsure of. The students should record what they consider to be the 5 most important points of information contained in the text and chart. These should be shared and used as discussion prompts to clarify student understanding. Students are to complete the worksheet to demonstrate key understandings. At this stage Learning Experience 3 Energy Diary should be introduced as a homework task. go to Learning Experience 1.2 worksheet Learning Experience 1.3: Energy Diary It is important that this Learning Experience is introduced as a 24 hour homework task, allowing students to collect their energy consumption details for use in class. Students are set the task of recording the activities they participate in and the energy sources they access over a period of 24 hours. This activity should be introduced by the teacher to clarify what constitutes energy use (e.g. travelled to school by bus, using diesel fuel which is oil based; watched TV using electricity generated from local coal power plant). It is suggested a question and answer session may be used to clarify student understanding of the terms and the task. After this collation of data is complete students should share there information with the class. The teacher may opt to collate this information to develop as class energy use profile. Students should complete and share responses to the questions provided on the worksheet. PAGE 10
Conceptual Area 1: Alternative Energy Particular emphasis should be placed on the students understanding of the sources of their current energy/fuel use and their knowledge of potential alternatives for energy supply. Learning Experience 1.4: Energy for the World DVD go to Learning Experience 1.3 worksheet The DVD Energy for the World: Renewable Energy can either be used as a quick consolidation of student understanding of renewable and non-renewable energy sources, or alternatively as a structured learning experience. If used as a structured lesson the teacher should recognise that students should be familiar with fossil fuels and how they are used to power our lives and produce many of the household items we use every day. The teacher should introduce the lesson by explaining that there are alternatives to fossil fuels, some that are already being used in their homes and communities. This should lead to a brief discussion about alternatives that students are already aware of, for example solar hot water systems. The teacher should distribute worksheets and explain to students that the information they require to complete all the activities on it will be given in the DVD. The teacher should show the DVD pausing frequently to allow students to complete the activities as the information is given. Once the students have viewed the Energy for the World DVD on Renewable Energy and completed the worksheet that goes with it, the teacher may opt to use the following extension activity. The teacher should divide the class into small groups of three or four. One member of the group is to be nominated as a scribe. Each group is to be given the worksheet enlarged onto A3 paper. The teacher is to start the activity but posing the question: Are renewable energy sources always the better choice? In their small groups students are to complete the worksheet using the information they gained from the DVD. Each group is to then offer a verbal response that answers the posed focus question. The activity is to be concluded by the teacher leading a discussion on how things that are often perceived as environmentally friendly can also have disadvantages as well. go to Learning Experience 1.4 worksheet go to Learning Experience 1.4 extension Learning Experience 1.5: Alternative Energies Research For this learning experience students should have been introduced to the concept of alternative energy sources. This activity should be started by a class brainstorm on sources, the teacher should record student responses on the board. The responses to the brainstorming session should lead to the identification of the following sources solar, wind, water, geothermal, biomass, nuclear and hydrogen. If one or more of these is not suggested by the class the teacher should put them forward as examples. The class should then be divided into groups of seven. Using a Jigsaw strategy each of the students in the group is assigned an to research. Using computers, the school library or classroom textbooks students are to research their individually, completing the note taking framework provided. Once research is completed the students return to their groups and act as an expert on their particular type of energy. Each member of the group is to complete the summary worksheet by listening to their group member s information on their energy sources, recording brief notes on each of the energy types. PAGE 11
Conceptual Area 1: Alternative Energy To measure student understanding of the need to optimise renewable energy sources it is suggested the teacher assign the paragraph task as an in-class task or homework task. Using the Think, Plan, Write, Edit and Present paragraph framework students, under test conditions, should respond to the following statement: It is vital that we reduce our dependence on fossil fuels by increasing our use of sources. For this written task it is recommended students be permitted to use their notes to assist in completing this task. To enhance student application of the editing process it is suggested students take drafted paragraphs (THINK, PLAN and WRITE stages of framework) home to complete the EDIT and PRESENT stages. A rubric is provided to assess student s application of the paragraph framework (numerically based). Teachers may opt to use one off paragraphs as further evidence of student attainment of levels in certain aspects of Learning Area outcomes. NOTE Paragraph Rubric and Edit Checklist are located in the appendices. Paragraph Framework Explanation: The initial part of the paragraph framework requires the students to brainstorm all relevant information to the main idea of the paragraph. This is the THINK component. With a set of initial thoughts students plan the structure of the content in their paragraph. Using the hamburger framework students sort ideas into the four main types of sentences: Statement (or Topic Sentence), Explanation (or Developing Sentence/s), Examples (or Supporting Sentence/s) and Conclusion (or Concluding Sentence). This is the PLAN component. Students draft their paragraph at this stage, using their Plan as a guide. Emphasis should be placed on the students identifying each type of sentence to ensure the paragraph is correctly structured. This can be done by a colour a scheme for each sentence type or simply labelling after sentences with TS (Topic Sentence), DS (Developing Sentence), SS (Supporting Sentence) and CS (Concluding Sentence). This is the WRITE component. Once drafted, students should edit their paragraph. Spelling, grammar and punctuation should all be a focus, as well as ensuring all four types of sentences correctly structure the paragraph. As well as self, peer or parental editing should be encouraged. This is the EDIT component. Once a full edit process is completed the student is ready to present their paragraph. All corrections should be made and sentence identification (i.e. TS, DS, SS and CS) removed. This is the PRESENT component. go to Learning Experience 1.5 worksheet Learning Experience 1.6: Food for Thought The experiment Food for Thought aims to investigate the amount of energy that can be released when you burn different types of foods and to decide which food would make the best bio-fuel of the future. The best fuels are those that have a high energy density (where just a small amount has a lot of energy in it). The amount of energy a substance contains can be determined by burning a substance to convert the stored energy into heat energy. The heat energy created can be used to heat water. The increase in the water s temperature allows the amount of energy contained within the food to be calculated. PAGE 12
Conceptual Area 1: Alternative Energy To conduct the experiment in class the following equipment is required: Equipment Matches or Bunsen burner Test tube Retort stand, bosshead and clamps Measuring Cylinder Food samples e.g. potato chips, different types of nuts, marshmallows Pin to hold samples Cork Electronic balance Thermometer Set up the laboratory equipment as identified on the worksheet. To conduct the experiment the following method should be followed: 1. Using a measuring cylinder put 20ml (which is approximately 20g) of water into a test tube. 2. Mount the test tube and thermometer on a retort stand as shown in the diagram. 3. Collect your food sample and weigh and record its mass in grams. 4. Secure the food to the retort stand as shown in the diagram, if possible. Otherwise carefully insert a needle through the food sample, then set the other end of the needle into a cork. 5. Measure and record the initial temperature of the water. 6. Use a match or Bunsen burner to ignite the food sample and then hold it under the test tube to heat the water. 7. When the food sample has stopped burning measure and record the final temperature of the water. 8. Calculate the heat energy created by using the formula: Q = mc t where: Q = Amount of heat energy in Joules (J) m = mass of water being heated (g) c = the specific heat capacity of water = 4.183 J g 1 K 1 t = change in temperature of the water Alternatively, you may prefer to provide students with the rule of thumb: it takes 84J of energy to increase the temperature of 20g of water by 1 C. After conducting the experiment the students should use their results in their record table to complete the discussion questions. These questions should form the basis of classroom discussion to reinforce and consolidate student understanding. Students should draft and present a science laboratory report presenting their findings. The report should have the following sub-headings: aim, hypothesis, materials, method, results and discussion. As an extension, Society and Environment students may prepare a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of the viability of food as a biofuel, considering the ecological and economic costs. go to Learning Experience 1.6 worksheet go to Learning Experience 1.6 extension PAGE 13
Conceptual Area 1: Alternative Energy Learning Experience 1.7: Energy from Water This learning experience requires students to investigate the potential water offers in regard to energy production. Water can provide energy in a number of ways: through hydroelectric, wave and tidal power generation. Students are required to complete the summary table, using the text provided to outline the three main ways water provides energy. These summaries should be discussed as a class to reinforce and clarify student understanding. Once each method is discussed the teacher should set the task of students thinking about the potential of these energy production methods. Both of the activities (group justified decision and Venn diagram) can be done in a number of ways incorporating independent or group work approaches. The teacher should determine what is appropriate for their class. The two activities include: 1. Group Justified Decision: In small groups the students are set the task of deciding which of the three ways of getting energy from water would be most suitable for powering their local community. The group will need to consider factors such as: Your location Cost Environmental Impact Your community s energy requirements Reliability Students should prepare a 2 minute presentation where they are to introduce and justify their group s decision to the rest of the class. 2. Venn Diagram: Students should use a Venn diagram to consider the similarities and differences that fossil fuels and sources share. Students should complete the Venn diagram using oil and hydroelectricity as their examples. A Venn diagram provides an opportunity to combine both independent thought and group work. It is suggested students first think about the similarities and differences that are shared between oil and hydroelectricity. Students should then share their thoughts and ideas with a partner or small group before sharing and discussing as a class. A card cluster may prove to be a useful strategy for the groups to share as a class where each group writes on one colour card 5 similarities and on another colour 5 differences, displaying them on the board. Once discussed all students should be provided an opportunity to record the class s responses. To demonstrate student understanding students should use their completed Venn diagrams to complete a paragraph on the topic: The use of fossil fuels has no positives and the use of alternative energies has no negatives. Refer to paragraph description provided in description for Learning Experience 1.5. NOTE Paragraph Rubric and Edit Checklist are located in the appendices. go to Learning Experience 1.7 worksheet PAGE 14
Conceptual Area 1: Alternative Energy Learning Experience 1.8: Prosecution versus Defence This learning experience requires students to investigate the advantages and disadvantages of sources. Accessing the library, class textbooks and the internet students will need to research and prepare for both sides of the following viewpoint: Alternative energy sources disadvantages outweigh their advantages. Students are to investigate this viewpoint considering things like Is this viewpoint accurate? What are the advantages and disadvantages of continuing using fossil fuels for energy supply? What are the advantages and disadvantages of developing further the use of renewable energy sources? What impact will continued use of fossil fuels and/or the increased use of renewable energy sources have? At the conclusion of their independent investigation students should participate in a Prosecution versus Defence activity in class to argue for or against the viewpoint presented above. In this activity, the class is split into three groups. The first group are the Prosecution in a court case and argue for the statement in the affirmative. The second group, the Defence then argues the negative viewpoint. The Jury (the third group) then discusses the findings of the two groups and decides on the verdict of the trial, based on the evidence provided to them. It is suggested that students not know what role they will have until their investigation is complete, thus students should prepare for both sides of the argument during their investigation (research). As extension, after participating in this activity the students could respond to the statement independently in an essay to show their understanding of the topic. go to Learning Experience 1.8 worksheet Learning Experience 1.9: Monsters INC The feature film Monster s INC presents an animated representation of the changes industry have to make to ensure they meet supply and demand requirements based on consumer needs. This film has been specifically chosen to connect students to the topic and stimulate their thinking about real life changes that are required in our energy supply industries. Depending on time available the teacher may opt to show all or part of the film to the students (if teaching with an English teacher a cross curricular link may exist with the English Viewing Outcome). Whilst viewing the film the students should complete the worksheet provided. The worksheet focuses on key economic understandings, operations of a business, workforce structure and the advantages and disadvantages of different energy source options (in the film s case scream energy vs. laughter energy). As a result the viewing of the film and completion of the worksheet is particularly relevant to a Society and Environment teacher who is teaching students the basic economic understandings. After viewing the film the teacher should discuss the student s observations and pose the question; do you think the storyline of Monsters INC is relevant to real-life energy industry directions?. A series of possible discussion topics and/or paragraph (extended answer) topics are provided as follow up on the worksheet. A blank paragraph framework is available in the appendices. It may be necessary to explain the circular flow of income model. go to Learning Experience 1.9 worksheet PAGE 15
Conceptual Area 1: Alternative Energy Learning Experience 1.10: Alternate Town Assessment Cross Curricular Opportunity The major assessment task is primarily driven by the Society and Environment process outcome Investigation, Communication and Participation. The Society and Environment outcome Resources and Science outcome Earth and Beyond are the focus conceptual outcomes for the task. There are also possible extended cross curricular links with Technology and Enterprise given the task s potential for presentations. Prior to this task it is recommended most if not all of the Learning Experiences covered in Conceptual Area 1 of Module 8: Alternative Energies are covered in class. All learning experiences would provide very useful information to assist students in demonstrating their understanding of the topic. This assessment task requires students to simulate a consultation group, providing justified recommendations for the source of energy to power a new community, given a hypothetical ban on fossil fuels. The students will need to decide on one source to power the community s electrical needs. The students need to present a report that details why they have chosen the particular energy source over the others available based on four main criteria: Cost Ease of use Environmental Impact Reliability A series of suggested stages of investigation are provided on the assessment task sheet to assist the students when developing their understanding of the task. How the students approach their investigation should be negotiated and monitored between the teacher and student. In summary the suggested stages of assessment include: PART ONE Students should decide which of the following sources they will chose to run the electrical needs of the community: Solar Wind Water Geothermal Biomass Nuclear PART TWO Students should research how their chosen energy source can be harnessed to create electricity, they must include a section in their report that details how the energy is collected, stored and converted into electricity. PART THREE The students must justify their decision. Why is this energy source a better choice than the five others they haven t chosen? In terms of Cost Ease of use Environmental impact Reliability PAGE 16
Conceptual Area 1: Alternative Energy PART FOUR Written Report 1. Must be a minimum of two pages and a maximum of three pages long 2. Must use a combination of text and diagrams 3. Must use heading and subheadings PART FIVE Oral Presentation Students become the director of a company looking at investing in their source. Students then present an oral presentation to the class, encouraging them to buy shares in their company; using the information they have found to convince their future buyers. Students should be able to identify the strengths and weaknesses (from the PMI chart they have developed) of their energy source and develop a strong argument backed by evidence for their company. The time allocated to this task should be decided by the teacher and will largely be determined by the approach taken (cross-curricular/individual learning area and/or requirements of task) and the ability of the students. The Society and Environment process outcome: Investigation, Communication and Participation should guide the assessment process (see ICP support ICP Ladder and planning sheet in appendix section of BPEEP file). As part of the ICP Outcome assessment students will need to submit all aspects of the ICP ladder process, including: A3 Planning Sheet (task in own words, goals, 3-Levels of Questioning, brainstorm, reference list). All your note-taking (including the use of a variety of frameworks: H.A.K.D., structured overview, PMI, SWOT, keyword summary ). A learning journal (including initial prediction, mid-way review, final self-evaluation and on-going daily progress reflections). All their draft work (including all paragraphs drafted using the paragraph framework). Their good copy (be proud of what you submit). Teachers should provide students with a blank ICP ladder that guides them through the research assessment process. This is initially supported in the planning stage by the ICP planning sheet (should be photocopied A3 size). The planning sheet provides a framework for students to explain the task in their own words, consider the outcomes they may cover, set their assessment goals, develop their literal, inferential and evaluative focus research questions and consider the sources they will utilise and the note-taking frameworks they will use to collect their information. The teacher should encourage students to use appropriate note-taking frameworks for collecting their information. To ensure students seek information that enables a viewpoint and argument to be developed about their chosen energy source they should use frameworks including: PMI (Pluses, Minuses and Interesting), SWOT (Strengths, Weaknesses, Opportunities and Threats) and table summary (For, Against, Neutral). Students should utilise all sources of information available to them: library, newspaper, internet, questionnaire, TV documentaries, letters to industry etc. The BP website (www.bp.com) is a good starting point. PAGE 17
Conceptual Area 1: Alternative Energy An assessment rubric is provided incorporating the Society and Environment outcomes Investigation, Communication and Participation and the Resources, as well as the Science outcome Earth and Beyond. Monitoring and Evaluation: Student understanding of Alternative Energy options is assessed through: The completion of learning experience tasks. go to Learning Experience 1.10 worksheet Two paragraph tasks for which a rubric is provided in the appendix section of the BPEEP resource file to assess the student s ability to construct a well structured paragraph. Paragraphs should be used by the teacher as evidence toward the attainment of conceptual outcome levels. A science laboratory activity that requires students to explore the energy produced from burning selected food types. A simulated community task, requiring students to recommend, justify and present a viewpoint on potential renewable energy sources to meet community energy needs. The task sheet, supporting frameworks and rubric are provided. Teachers are encouraged to utilise informal assessment practices throughout the module to continually monitor and consolidate student understandings. PAGE 18
Name: Learning Experience 1.1 Class: Date: Question What would happen if we woke up tomorrow and had no fuel or electricity? Today we live with water restrictions. What impact would energy restrictions have on you, and on society? My initial thinking (response). What if? Information I want to add after talking to a partner. Information I want to add after discussing as a class. To make the change from fossil fuels to renewable fuels does the change need to come from companies like BP, from governments, or from individuals? PAGE 19
Learning Experience 1.1 (contd.) How reliant is your current lifestyle on electricity and fuel? PAGE 20
Name: Learning Experience 1.2 Class: Date: Renewable Energy The following information is taken from BP Energy Business Booklet (2007): Gas, Power and Renewable Energy. Renewable energy The evidence that links climate change with greenhouse gas emissions means many people believe that the world needs to reduce its dependency on fossil fuels, especially coal and oil, and turn to energy supplies from renewable sources, such as the sun and wind. In the longer term, these offer the possibility of sustainable energy resources without damage to the environment. For the present, however, the world will have to rely on fossil fuels for most of its energy needs. Natural gas produces lower carbon dioxide emissions than coal or oil and will become more important in the world s energy balance for several decades to come, along with other low-carbon fuels. At the same time, we need to ensure that the technology to produce lower-cost renewable energy will continue to be developed. Around 90% of the world s energy needs are met by fossil fuels. Currently, the only renewable energy source of any significance is hydroelectric power. World primary energy consumption 1979 2004 Hydoelectricity Nuclear 1979 2004 Coal Natural Gas Oil 0 500 1000 1500 2000 2500 3000 3500 4000 Million tonnes oil equivalent In the last 25 years, the world s total energy consumption has increased by almost 50%. The chart does not include the contribution made by fuels such as peat, wood and animal wastes, which, though important in many countries, have no reliable figures for consumption. PAGE 21
Learning Experience 1.2 (contd.) What is renewable energy? Sources of renewable energy will never run out because they can always be replaced. Renewable energy resources include sunlight or solar energy and other sources such as wind and wave energy, which indirectly come from solar energy. Fossil fuels such as coal, oil and gas come from the remains of plants and animals that were produced millions of years ago and which have been transformed into fuels by geological changes. Because the world s reserves of fossil fuels are not endless (therefore finite) and are being used up, they are called non-renewable energy resources. Of course, the processes that produced crude oil are still taking place very slowly but it will take millions of years to replace the fossil fuels we are burning today. Uranium, which is used to produce nuclear energy, is not a fossil fuel, but requires the extraction of finite physical reserves, so it is also considered a non-renewable energy source. Renewable energy covers a number of energy sources. The main ones are: solar water biomass wind geothermal. Each of these renewable energy sources depends on different technologies, which are at different stages of development. Wind, water and solar are dependent on location or climatic conditions. Some renewable sources, including solar and wind, can be classed as clean energies, because they have very little effect on the environment and could do much to reduce greenhouse gas emissions. Biomass, when burnt as a fuel, produces carbon dioxide, which is a major greenhouse gas. However, the impact of this is reduced by the fact that growing biomass absorbs CO 2 during growth. Using the information you have just read complete the following questions using full sentence answers 1. Why do we need to reduce our dependence on fossil fuels for producing our energy supplies? PAGE 22
Learning Experience 1.2 (contd.) 2. To what extent are fossil fuels currently used to produce the world s energy supplies? 3. Study the graph, World Primary Energy Consumption 1979 2004. Write 5 sentences that could be used to describe the patterns of renewable and non-renewable energy resource consumption. a. b. c. d. e. 4. Why will renewable energy sources never run out? PAGE 23
Learning Experience 1.2 (contd.) 5. Explain the origin of both renewable and non-renewable energy resources. Provide examples of each. Renewable: Non-Renewable: 6. Although not a fossil fuel, explain why uranium is considered a non-renewable resource. PAGE 24
Learning Experience 1.2 (contd.) 7. Name some energy resources known as clean energies and explain why they are classified this way. 8. Respond to the following statement: Although a never ending supply of renewable energy sources such as wind, solar and water is guaranteed, for now the world has no choice but to maintain its dependence on fossil fuels; especially oil and coal, to meet its energy needs. PAGE 25
This page is intentionally blank for aesthetic printing. PAGE 26
Name: Learning Experience 1.3 Class: Date: MY ENERGY DIARY Most of our energy needs are currently fuelled by sources that come from fossil fuels. Complete the energy diary below and identify just how reliant you are on fossil fuels. The first entry is given as an example. Time Activity Source of energy Alternatives that do not require fossil fuels 8:00am Caught bus to school Petrol (Oil) bike, walk, skate board Is there an energy alternative? solar, gas, biogas PAGE 27