Webquest

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Webquest

  1. 1. Is Solar Energy sustainable for the future? How can we play our part? Imagine you are a ray of sun beaming down from 150 million kilometres (ipac, n.d.). What might you be useful for? You have reached the earth’s surface, and a black panel has collected you. What will you do from there? How will you be of assistance to the future? Teachers Page References Welcome Year 3, throughout this WebQuest you will be investigating the use of the sun as a sustainable energy resource. Move on to the quiz
  2. 2. Prepare to Find Out <ul><li>1. What is solar energy used for? </li></ul><ul><li>A to help sun burns. </li></ul><ul><li>B To cool water. </li></ul><ul><li>C to provide electricity, to heat water, and to heat or cool homes, businesses or industry </li></ul><ul><li>D to provide electricity and cool water. </li></ul>(Planet Earth 2005a) Teachers Page References (Treehugger 2008) HOME
  3. 3. Prepare to Find Out <ul><li>2. Solar Energy is: </li></ul><ul><li>A a dirty, renewable source of energy. </li></ul><ul><li>B a clean, renewable source of energy. </li></ul><ul><li>C a clean, unsustainable source of energy. </li></ul><ul><li>D a dirty and unsustainable source of energy. </li></ul>(Planet Earth 2005b) Teachers Page References (World of Stock 2008) HOME
  4. 4. Prepare to Find Out <ul><li>3. Australia: </li></ul><ul><li>A should attempt to use solar energy. </li></ul><ul><li>B is in a really bad position and solar energy is just not an option </li></ul><ul><li>C should start to think about solar energy, the position is average/ok. </li></ul><ul><li>D is in an ideal position to develop and use solar energy </li></ul>(Kessler, n.d.) (Education Queensland 2000) Teachers Page References HOME
  5. 5. Prepare to Find Out <ul><li>4. Compared to fossil fuels Solar energy is ________ energy source: </li></ul><ul><li>A a Weak… </li></ul><ul><li>B a Strong…. </li></ul><ul><li>C a Mediocre… </li></ul><ul><li>D not worth considering as an.... </li></ul>Teachers Page References (Australian Academy of Science 2006) (Daylife 2008) (Double Exposure. 2008) HOME
  6. 6. Finding Out – Information <ul><li>Are there any basic requirements to qualify for solar energy? </li></ul><ul><li>All you need is a north facing roof and grid connected electricity. </li></ul><ul><li>What is the average electricity bill without solar energy? </li></ul><ul><li>An average family of four’s electricity bill is approximately $2000 per year. </li></ul><ul><li>How does this impact my energy bill? </li></ul><ul><li>The energy produced from the solar power system reduces the energy bill by up to 20% </li></ul><ul><li>Can we &quot;use light in some way&quot; to make electricity from sunlight ? </li></ul><ul><li>Yes we can do that too as renewable sunlight energy can produce &quot;green&quot; electricity in a special panel called a &quot;Solar Panel&quot; or &quot;Solar Cell&quot;. Solar panels and solar cells are made from a special material, so that when the sun's renewable sunlight energy shines on this material , &quot;Green&quot; electricity is made. There are a lot of solar cell panels on Schools in NSW (New South Wales Australia). All these solar cell panels on all these schools make &quot;green&quot; electricity, free from the sun's renewable solar energy , every day. This &quot;green&quot; electricity produced by all of these schools in NSW Australia, is used every day, by NSW. NSW uses this &quot;green&quot; electricity every day, so every day it does not need some electricity from a power station, so the power station does not need to burn as much coal, and make as much pollution. Power stations use coal to make electricity, and much pollution is made in this process. This pollution from power stations is now understood to be causing serious problems in the world . (Brown, n.d.) </li></ul>NEXT Teachers Page References (Ecogadgets Ltd., n.d.). (Silicon Solar Inc., 2006) (Hankey Asia Ltd., 2008) (Hardcastle , n.d.) (Gore, 2008) The pictures found on this page are some useful ideas for solar energy. HOME
  7. 7. Information Page <ul><li>Are there any basic requirements to qualify for solar energy? </li></ul><ul><li>All you need is a north facing roof and grid connected electricity. </li></ul><ul><li>What is the average electricity bill without solar energy? </li></ul><ul><li>An average family of four’s electricity bill is approximately $2000 per year. </li></ul><ul><li>How does this impact my energy bill? </li></ul><ul><li>The energy produced from the solar power system reduces the energy bill by up to 20% </li></ul><ul><li>For more information use these links: </li></ul><ul><li>http://www.earthutility.com.au/how1.html </li></ul><ul><li>http://www.nesea.org/buildings/info/solarelectricity.html </li></ul><ul><li>http://www.re-energy.ca/t-i_solarheatbuild-1.shtml </li></ul><ul><li>http://www.envocare.co.uk/solar_energy.htm </li></ul><ul><li>http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html </li></ul><ul><li>http://www.science.org.au/nova/005/005key.htm </li></ul><ul><li>http://www.sustainableenergy.qld.edu.au/sources/solar.html </li></ul><ul><li>http://www.energy.com.au/energy/ea.nsf/Content/Kids+Sun </li></ul><ul><li>http://www.kidcyber.com.au/topics/solar.htm </li></ul><ul><li>http://www.originenergy.com.au/2040/Solar-energy </li></ul><ul><li>http://www.originenergy.com.au/2040/Solar-energy </li></ul>BACK TO TASKS 3 & 4 Teachers Page References HOME
  8. 8. Sorting Out – Tasks <ul><li>1. Using your knowledge of solar energy list the advantages and disadvantages of solar energy. </li></ul><ul><li>Process: In your Social Studies notebooks, create a PMIQ cube. Use “Plus”, “Minus”, “Interesting” and “My questions” as your headings. Complete the cube using the process that you have previously been taught. </li></ul><ul><li>2. “ Solar power is energy from the sun.  However, the sun's energy is not available full-time and it is widely scattered. The processes used to produce electricity using the sun's energy have historically been more expensive than using conventional fossil fuels .” (Gore, 2007) </li></ul><ul><li>Process: Using this quote. Make a promotional poster to inform the school and wider community about fossil fuels and solar energy . Make sure you are promoting/encouraging the use of solar energy . </li></ul>NEXT BACK Teachers Page References P M I Q HOME
  9. 9. Going further – Tasks <ul><li>3. Write persuasive sentences. </li></ul><ul><li>Process: Using the ‘plus column’ of your PMIQ, write persuasive sentences for each dot point in your list. Write these sentences in your English book. </li></ul><ul><li>4 Answering your questions </li></ul><ul><li>Process: Use the Questions column in your PMIQ to create a sun mobile. You should find your answers on the information page (click the link below). </li></ul><ul><li>Draw a sun write a question in the middle of each sun. </li></ul><ul><li>Draw a cloud, and write your new found answers on them. </li></ul><ul><li> Attach your answers to string. Attach it as per the diagram </li></ul>HOME NEXT BACK INFORMATION PAGE Teachers Page References
  10. 10. Making The Connection <ul><li>In groups of 4 and on a sunny, clear day complete the following: </li></ul><ul><li>Harness the energy from the sun to power a parabolic oven . </li></ul><ul><li>Solar thermal collectors work because they not only gather solar energy, but concentrate it in a small space. In this activity, you'll build a solar oven that, by concentrating sunlight, will gather so much heat you can cook a hot dog.   </li></ul><ul><li>Materials </li></ul><ul><li>aluminium foil </li></ul><ul><li>poster cardboard </li></ul><ul><li>unpainted coat hanger </li></ul><ul><li>a cardboard box, about 28cm on one side </li></ul><ul><li>a medium-sized piece of cardboard </li></ul><ul><li>glue </li></ul><ul><li>scissors </li></ul><ul><li>marker </li></ul><ul><li>tape </li></ul><ul><li>two nuts and bolts </li></ul><ul><li>hot dogs </li></ul>HOME NEXT BACK Teachers Page References
  11. 11. Making The Connection – Cont. <ul><li>Process </li></ul><ul><li>Cut two sections out of the piece of cardboard to form the ends of a parabolic cooking trough. Cut each piece so it has a straight edge that is 26cm long. At the middle of this edge (13cm from each end), measure a point 11cm back onto the cardboard and make a mark. Draw an arc from one corner of your straight edge, through the point, then down to the other corner. Cut along the arc and you should end up with two pieces of cardboard that look roughly like half circles.   </li></ul><ul><li>Cut a piece of poster cardboard so that it is 30cm by 36cm. Cut a piece of aluminium foil the same size and glue it, shiny side up, to the poster board.   </li></ul><ul><li>Curve the poster board around the two end pieces, with the aluminium foil facing in, and tape it in place.   </li></ul><ul><li>Cut the top and front side off of your cardboard box and slide the back of your trough a couple of inches into the box. Secure the trough to the box by putting a bolt through each side of the trough and the sides of the box. Make sure the bolts are toward the rear of the trough. Fasten the two bolts with the nuts. The trough should be able to tilt up and down.   </li></ul><ul><li>Straighten out the coat hanger and push it through the trough, from one side to the other, so it sits like a spit for cooking. It should sit about two inches back from the open front of the trough. </li></ul><ul><li>Put a hot dog lengthwise on the coat hanger and point the trough at the sun. </li></ul><ul><li>Questions </li></ul><ul><li>How long does it take the hot dog to get warm? </li></ul><ul><li>Does the hot dog get warm at the same rate along its length? </li></ul><ul><li>Does it cook faster if you move the coat hanger a little deeper into the trough? Try to explain your results. </li></ul><ul><li>Does the hot dog cook when the sun goes behind a cloud? Try to explain your results.   </li></ul><ul><li>What other machines could you build that would use the sun's energy? </li></ul><ul><li>What can the sun's energy do around your house? </li></ul><ul><li>What are the advantages of producing energy directly from the sun instead of burning coal or natural gas? </li></ul><ul><li>Photovoltaic cells, solar thermal heaters, and other solar systems have been around for a couple of decades. Why weren't they more widely used? </li></ul><ul><li>( Solar School Activity Sheet Olympic Solar Energy n.d .) </li></ul>HOME Teachers Page References NEXT BACK
  12. 12. Taking Action – Culminating Task <ul><li>“ In 2005, less than 1% of the nation's electricity was based on solar power.” (Gore, 2007) </li></ul><ul><li>Process: Using this statistic, starting at your school, how can we use solar energy to make a difference? </li></ul><ul><li>In your group:- Create a mind map of ways in which you could change this statistic, s o that solar power is being more readily used . Choose an idea from your mind map that you would like to see developed within your school. </li></ul><ul><li>Using the information you have acquired throughout this WebQuest, and your own research, ask yourself the following questions: </li></ul><ul><ul><ul><li>What will be needed e.g. materials, money? </li></ul></ul></ul><ul><ul><ul><li>How will you use it Your classroom? </li></ul></ul></ul><ul><ul><ul><li>Where would it be implemented? </li></ul></ul></ul><ul><ul><ul><li>Who would be involved? </li></ul></ul></ul><ul><ul><ul><li>When would you set it up? </li></ul></ul></ul><ul><ul><ul><li>Why would you peruse this idea? </li></ul></ul></ul><ul><li>Using the format that we have previously discussed, write a letter informing your principal and explaining your concept about how your school can utilise solar energy. Use your answers to the above questions to guide your writing. </li></ul><ul><li>Thinking further – How could solar energy be used as a whole school project? </li></ul>BACK NEXT Teachers Page References HOME
  13. 13. Teacher’s Page Overview: The students will be using the ‘integrating socially’ model of inquiry (Gordon, n.d.) to acquire declarative knowledge (Mazarno & Pickering, 1997) about solar energy. The student will answer the Key focus questions: ‘Is Solar Energy sustainable for the future? How can we play our part?’. They will take action by developing their own idea to implement within their classroom (and then possibly school) to promote renewable, sustainable energy action for the future. Students Prior Knowledge: The students will have been studying a Unit of Work around this topic of sustainable, renewable energy sources (in particular solar energy) over a number of weeks prior to engaging in this WebQuest. The students will already know about solar energy, how solar energy is used and some of the benefits of using it. They will have also learnt the set out and presentation of a promotional poster. The structure of persuasive sentences and a persuasive letter. The students will also having previously completed a number of PMIQ cubes and have learnt researching skills, know how to use information, as well as questioning and answering techniques. . NEXT BACK HOME Quiz Qu 1 Quiz Qu 2 Quiz Qu 3 Quiz Qu 4 Finding Out – Information Information page Sorting out Going Further Making the Connection References Taking Action
  14. 14. Teacher’s Page Cont <ul><li>Ways of Working: </li></ul><ul><li>Pose questions for investigation </li></ul><ul><li>Make judgements about the usefulness of the information and evidence </li></ul><ul><li>Draw conclusions and give explanations, using information and evidence </li></ul><ul><li>Communicate social and environmental ideas, using texts and terminology to match audience and purpose </li></ul><ul><li>Share ideas, and plan and enact responses to group or community issues </li></ul><ul><li>Reflect on learning to identify new understandings. </li></ul><ul><li>Knowledge and understanding: </li></ul><ul><li>Place and space – Resources and environments can be used, conserved and protected by valuing and applying sustainable practices. </li></ul><ul><li>Knowledge Students will acquire through this WebQuest: </li></ul>NEXT BACK HOME Quiz Qu 1 Quiz Qu 2 Quiz Qu 3 Quiz Qu 4 Finding Out – Information Information page Sorting out Going Further Making the Connection References Taking Action Declarative Knowledge Procedural Knowledge Know and draw on prior knowledge about solar energy Know of renewable and sustainable energy sources Know how to create a PMIQ cube Know how to answer theirs and others questions appropriately Know how to present information appropriately and follow task requirements Know how to read and write Know how to work in groups to achieve set tasks Demonstrate and use prior knowledge Demonstrate appropriate use of enquiry model Demonstrate appropriate use of PMIQ cube Demonstrate appropriate structure of persuasive sentences and a persuasive letter Demonstrate appropriate and accurate information about solar energy in all task Demonstrate appropriate presentation of promotional poster Demonstrate creation of a question and answers mobile Demonstrate appropriate answering skills of theirs and others questions with accurate information Demonstrate research and data collection skills Demonstrate reading and writing skills Demonstrate group work skills
  15. 15. Congratulations You’re a cool kid <ul><li>Move on to Question 2 </li></ul>
  16. 16. Congratulations You’re a cool kid <ul><li>Move on to Question 3 </li></ul>
  17. 17. Congratulations You’re a cool kid <ul><li>Move on to Question 4 </li></ul>
  18. 18. Congratulations You’re a cool kid. <ul><li>Let’s learn MORE about solar energy. </li></ul>
  19. 19. CONGRATULATIONS <ul><li>Reflect and discuss what you have learnt about Solar Energy with your peers and teacher. </li></ul><ul><li>You have successfully completed this WebQuest. </li></ul>Teachers Page
  20. 20. <ul><li>Sorry let’s re-think </li></ul><ul><li>Try again - question 1 </li></ul>
  21. 21. <ul><li>Sorry let’s re-think </li></ul><ul><li>Try again - question 2 </li></ul>
  22. 22. <ul><li>Sorry let’s re-think </li></ul><ul><li>try again - question 3 </li></ul>
  23. 23. <ul><li>Sorry let’s re-think </li></ul><ul><li>Try again - question 4 </li></ul>
  24. 24. References <ul><li>ipac (n.d.) Ask an Astronomer for KIDS., Retrieved on September 30, 2008, from http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/sundist.shtml Alibaba Group. (2007). Solar Panels . Retrieved September 30, 2008, from http://img.alibaba.com/photo/201071569/Sell_Solar_PV_Power_Station_generator.jpg </li></ul><ul><li>Australian Academy of Science (2006) Harnessing direct solar energy – a progress report. Received on September 30, 2008, from http://www.science.org.au/nova/005/005key.htm </li></ul><ul><li>Brown, J. (n.d.) Australian Solar Energy Technology Retrieved on September 30, 2008 from http://www.hydrogen.asn.au/Australian-Solar-Energy.htm </li></ul><ul><li>Daylife. (2008). Biggest Solar Power Plant . Retrieved September 30, 2008, from http://cache.daylife.com/imageserve/0d0p6Sbgz73kg/610x.jpg </li></ul><ul><li>Double Exposure. (2008). Ratcliffe Power Station . Retrieved September 30, 2008, from http://www.doubleexposure.com/uploads/ratcliffe_power_station__study_19__nottinghamshire__england__1984.jpg </li></ul><ul><li>EarthUtility (n.d.) How does Solar Power Work? Retrieved on September 30, 2008 from http://www.earthutility.com.au/how1.html </li></ul><ul><li>Ecogadgets Ltd. (n.d.). Solar Fan Cap . Retrieved September 30,2008, from http://shop1.actinicexpress.co.uk/shops/ecogadgets/images/catalog/coolcapbig.jpg </li></ul><ul><li>Education Queensland (2000) Power for a Sustainable Future : Solar energy Retrieved September 30, 2008 from http://www.sustainableenergy.qld.edu.au/sources/solar.html </li></ul><ul><li>Gordon, K. (n.d). QSCC: Inquiry Approaches in Primary Studies of Society and Environment Key Learning Area . Retrieved July 25, 2008, from http://www.qsa.qld.edu.au/downloads/publications/research_qscc_sose_primary_00.doc </li></ul><ul><li>Gore, P. (2007). Electricity Generation . Retrieved September 30, 2008, from http://facstaff.gpc.edu/~pgore/PhysicalScience/electricity-generation.html </li></ul><ul><li>Hardcastle, J. (n.d) Solar Energy now: Solar Powered Cars. Retrieved on 30 September, 2008 from http://solar-energy-now.blogspot.com/2008/02/solar-powered-cars.html </li></ul><ul><li>Kessler, R. (n.d.) Ulurublue. Retrieved on September 30, 2008, from http://www.raphaelk.co.uk/web%20pics/Australia/First/Uluru/ulurublue.jpg </li></ul><ul><li>Marzano, R. & Pickering, D. (1997). Dimensions of Learning – Teacher’s Manual (2nd ed.). Colorado, USA: McREL (Mid-continent Regional Educational Laboratory) </li></ul><ul><li>Planet Earth (2005) Solar Energy. Retrieved on September, 30, 2008 from http://www.kidcyber.com.au/topics/solar.htm </li></ul><ul><li>Silicon Solar Inc. (2006). Solar Airplane Education Kit . Retrieved September 30, 2008, from http://www.siliconsolar.com/shop/solarimages/Solar-Airplane-Education-Kit_T.jpg </li></ul><ul><li>Solar School Activity Sheet Olympic Solar Energy. (n.d.). Retrieved on September 30, 2008, from http://das.ee.unsw.edu.au/~solar/classrooms/SydOlym1.htm </li></ul><ul><li>QSA. (2007). Studies of Society and Environment (SOSE) Essential Learnings by the end of Year 3 . Retrieved April 5, 2008, from http://www.qsa.qld.edu.au/downloads/assessment/qcar_el_sose_yr3.pdf </li></ul><ul><li>World Of Stock (2008) Stock Photograph of Large Solar Panel Under Blue Sky Brightly Lit By The Sun Alternative Energy Sources Solar Power Plant Environmental Technologies And Sustainable Power Sources Concept Can Be Used As A Background Image Retrieved on September 30, 2008, from http://www.worldofstock.com/closeups/AAB1909.php </li></ul><ul><li>Gordon, K’s Inquiry Approach is implemented throughout the entire WebQuest. </li></ul><ul><li>Home Page images, Sun (home hyperlink) and images from slide 15-23 are taken from Clipart (word 2007) </li></ul>

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