Energy Project A collaboration between Middlefield Collegiate Institute and  Vaughan Secondary School Presented by  Camill...
Summary of the Project <ul><li>The focus of the project was for students to research and present issues surrounding energy...
Preparing for the Project <ul><li>The teachers met via videoconferencing for the </li></ul><ul><li>following: </li></ul><u...
Objectives of the Project <ul><li>Collaboration between teachers at different schools using videoconferencing technology <...
Curriculum Links  Grade 9 Electricity Unit <ul><li>Overall Expectations: </li></ul><ul><ul><li>Evaluate the social, econom...
Curriculum Links  Grade 11 Physics Energy Unit <ul><li>Overall Expectations:   </li></ul><ul><ul><li>analyse the costs and...
Samples of Students’ Work  Discussion Samples <ul><li>Part of a discussion written by a grade 11 student: </li></ul><ul><l...
Samples of Students’ Work  Discussion Samples <ul><li>Part of discussion written by a grade 9 student: </li></ul><ul><li>“...
Samples of Students’ Work  Pictures of Bristol Board
Samples of Students’ Work  Pictures of the Event
Effect on Student Achievement <ul><li>Linking grade 9’s with grade 11’s was a great learning experience for both.  Why? </...
Teachers’ Reflection What Worked: <ul><li>The process –  The collaboration between the two teachers was extremely successf...
Teachers’ Reflection What Didn’t Work: <ul><li>The website –  Because the project was not a hard copy it was easy to forge...
Students’ Reflections <ul><li>Positives: </li></ul><ul><li>Liked interacting with other students by means of videoconferen...
<ul><li>Negatives: </li></ul><ul><li>The technology didn’t always work (ie. couldn’t view video, microphones not working w...
The Technology - Problems <ul><li>Viewing a Tutor Buddy video at home: </li></ul><ul><ul><li>students need to have a high ...
Would we do it again? <ul><li>YES – with some improvements </li></ul><ul><ul><li>Have an interactive online discussion for...
A New Vision <ul><li>How would we do it again? </li></ul><ul><li>How do we take this and make it better? </li></ul><ul><li...
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Energy Project A collaboration between Middlefield Collegiate ...

  1. 2. Energy Project A collaboration between Middlefield Collegiate Institute and Vaughan Secondary School Presented by Camille Hunte and Anita Drossis
  2. 3. Summary of the Project <ul><li>The focus of the project was for students to research and present issues surrounding energy production or energy resources.  </li></ul><ul><li>The main aspects of the project were: </li></ul><ul><ul><li>An individual on-line discussion about energy (response to two Tutor Buddy videos) </li></ul></ul><ul><ul><li>A group proposal for the research topic chosen through e-mail (there was to be no duplicate topics) </li></ul></ul><ul><ul><li>A group research project presented on Bristol board </li></ul></ul><ul><ul><li>A group oral presentation (some groups presented on videoconference with both classes for the audience) </li></ul></ul><ul><li>Link to the website: www.physicsnet.ca </li></ul>
  3. 4. Preparing for the Project <ul><li>The teachers met via videoconferencing for the </li></ul><ul><li>following: </li></ul><ul><ul><li>To develop the format of the assignment (ie. discussion, research and presentation, marking scheme) </li></ul></ul><ul><ul><li>To view and edit information on the website </li></ul></ul><ul><ul><li>To perform a test run to check the physical set-up and the function of the technology </li></ul></ul>
  4. 5. Objectives of the Project <ul><li>Collaboration between teachers at different schools using videoconferencing technology </li></ul><ul><li>Interaction between students in different schools and grades </li></ul><ul><li>For students to see how another class approaches the same project </li></ul><ul><li>Use of innovative technology to peak students’ interest and to encourage them to strive for excellence </li></ul>
  5. 6. Curriculum Links Grade 9 Electricity Unit <ul><li>Overall Expectations: </li></ul><ul><ul><li>Evaluate the social, economic, and environmental costs and benefits arising from the methods of electrical energy production used in Canada. </li></ul></ul><ul><ul><li>Specific Expectation – Understanding Basic Concepts: </li></ul></ul><ul><ul><li>Compare methods of producing electrical energy, including their advantages and disadvantages (eg., voltaic cells; primary and secondary cell; photoelectric cells and thermocouples; hydro-electric and fossil-fuelled power; wind and tidal power). </li></ul></ul>
  6. 7. Curriculum Links Grade 11 Physics Energy Unit <ul><li>Overall Expectations: </li></ul><ul><ul><li>analyse the costs and benefits of various energy sources and energy-transformation technologies that are used around the world, and explain how the application of scientific principles related to mechanical energy has led to the enhancement of sports and recreational activities. </li></ul></ul><ul><li>Relating Science to Technology, Society, and the Environment: </li></ul><ul><ul><li>analyse, using their own or given criteria, the economic, social, and environmental impact of various energy sources (e.g., wind, tidal flow, falling water, the sun, thermal energy and its transfer [heat]) and energy-transformation technologies (e.g., hydroelectric power plants and energy transformations produced by other renewable sources, fossil fuel, and nuclear power plants) used around the world. </li></ul></ul>
  7. 8. Samples of Students’ Work Discussion Samples <ul><li>Part of a discussion written by a grade 11 student: </li></ul><ul><li>“ Fossil fuels have revolutionized the way people live. They have provided an abundant source of energy for a massive and ever-growing world population. Yet projections indicate that our supplies of oil and natural gas will be gone within the next hundred years, and many conjecture that within fifty, gas prices will be so high that there will be economic chaos. And through all these apocalyptic predictions, people hold to themselves a blissfully ignorant optimism for the future. However, the problem so starkly stated by the video is that “all the alternate energy sources combined can’t provide a fraction of our current let alone our projected energy needs.” In my naiveté, I once believed that alternate energy sources were readily available, just waiting for implementation. More recently, and much affirmed by these videos, I have realized that the alternatives are not even accessible as of yet. Nonetheless, I still believe the problem lies in money.” </li></ul>
  8. 9. Samples of Students’ Work Discussion Samples <ul><li>Part of discussion written by a grade 9 student: </li></ul><ul><li>“ The choices that we have to replace coal and oil energy are not practical for our society. The first choice is inexhaustible energy sources such as water, wind and solar energy. This would be a good idea seeing as it is environmentally friendly but all the inexhaustible forms of energy put together is only equal to a small fraction of the energy that coal and oil produce. Nuclear energy could match the energy quota that is needed for our lives but it is highly costly and creates nuclear waste that is difficult to dispose. I personally was shocked after I watched the second video because I have had little exposure to this extremely difficult problem that could drastically change the way we live for a long time.” </li></ul>
  9. 10. Samples of Students’ Work Pictures of Bristol Board
  10. 11. Samples of Students’ Work Pictures of the Event
  11. 12. Effect on Student Achievement <ul><li>Linking grade 9’s with grade 11’s was a great learning experience for both. Why? </li></ul><ul><li>Grade 11: learned how much they grew since grade 9 </li></ul><ul><li>Grade 9: saw how senior students can present </li></ul><ul><li>Students that were on video conference put more effort into their presentation. </li></ul><ul><li>Students video conferencing were more aware of their audience when presenting. </li></ul>
  12. 13. Teachers’ Reflection What Worked: <ul><li>The process – The collaboration between the two teachers was extremely successful. The videoconference technology was great for this. </li></ul><ul><li>Student learning – The students learned a lot about energy production and conservation. They also became aware of the differences between grade 9 and grade 11 students (for example, how much students mature in two short years). </li></ul><ul><li>The technology – It was great to expose the students to videoconferencing. This is a new and exciting technology in the classroom and the students were intrigued by it. </li></ul><ul><li>The experts – Having experts available for students to email questions to (Ms. McKie Grenier a Geological Engineer from Galileo and Mr. Drossis a Mechanical Engineer in the Nuclear industry) was a great resource for the students. </li></ul>
  13. 14. Teachers’ Reflection What Didn’t Work: <ul><li>The website – Because the project was not a hard copy it was easy to forget to check the website. Students may have had this problem too. Also, difficult to mark some of the discussions on-line. The tone and style of writing in the discussion tended to be very informal. </li></ul><ul><li>Time – There was no time to have a preliminary videoconference meeting between the two classes. This would have helped students to know how to present themselves. </li></ul><ul><li>Coordinating – When collaborating with different grades it is difficult to ensure that both classes are in the relevant unit. </li></ul><ul><li>Videoconferencing etiquette – The students needed some preparation on how to speak and present themselves during a videoconference. This leads back to time as an issue. </li></ul>
  14. 15. Students’ Reflections <ul><li>Positives: </li></ul><ul><li>Liked interacting with other students by means of videoconferencing – would do it again </li></ul><ul><li>Liked seeing others’ opinions in the discussion section </li></ul><ul><li>Online format of the project taught independence – not dependent upon teacher’s reminders </li></ul><ul><li>Cannot lose project information </li></ul><ul><li>An online project saves time and is easier than a traditional project </li></ul><ul><li>An opportunity to see students from another school present </li></ul><ul><li>All projects should be online </li></ul>
  15. 16. <ul><li>Negatives: </li></ul><ul><li>The technology didn’t always work (ie. couldn’t view video, microphones not working well) </li></ul><ul><li>Didn’t like doing everything at home </li></ul><ul><li>Forgot about the project deadlines </li></ul><ul><li>Felt like work was doubled because had the project and regular classes </li></ul><ul><li>Presenting by videoconference is the same as presenting to your own class </li></ul>Students’ Reflections
  16. 17. The Technology - Problems <ul><li>Viewing a Tutor Buddy video at home: </li></ul><ul><ul><li>students need to have a high speed connection at home to view videos (not just a fast modem) </li></ul></ul><ul><ul><li>Ensure that students test this out well in advance (some students just think they have high speed) </li></ul></ul><ul><ul><li>Make arrangements at school for students to view the videos and make sure that students are aware of the arrangements </li></ul></ul><ul><li>Video Conferencing with the classes: </li></ul><ul><ul><li>Video was great but we need a better microphone </li></ul></ul><ul><ul><li>Students could not project their voices well for the table top microphone that comes with the VIGO </li></ul></ul><ul><ul><li>We started late due to technical problems (tried to set up videotaping at one school) therefore one less presentation done </li></ul></ul>
  17. 18. Would we do it again? <ul><li>YES – with some improvements </li></ul><ul><ul><li>Have an interactive online discussion for students (e.g. Community Zero) </li></ul></ul><ul><ul><li>Involve classes from Alberta as well as Ontario (already discussed yesterday) </li></ul></ul><ul><ul><li>Ensure better sound (improve the quality of microphones) </li></ul></ul>
  18. 19. A New Vision <ul><li>How would we do it again? </li></ul><ul><li>How do we take this and make it better? </li></ul><ul><li>How do we put a new spin on it? </li></ul><ul><li>What changes and/or improvements? </li></ul><ul><li>How do we take it where no man has gone before? </li></ul>
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