Energy Challenge

336 views
260 views

Published on

Published in: Education, Technology, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
336
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Inverness High School Energy Challenge November 12th 2010 Ben Sparham / Alistair Cook 01463 718147 [email_address]
  • Energy Challenge

    1. 1. Energy Challenge Using models and scenarios in an interdisciplinary project
    2. 2. CfE Outcomes: Science <ul><li>By investigating renewable energy sources and taking part in practical activities to harness them, I can discuss their benefits and potential problems. SCN 3-04b </li></ul><ul><li>I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-05b </li></ul><ul><li>I can use my knowledge of the different ways in which heat is transferred between hot and cold objects and the thermal conductivity of materials to improve energy efficiency in buildings or other systems. SCN 3-04a. </li></ul>
    3. 3. CfE Outcomes: Social Subjects <ul><li>I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a </li></ul><ul><li>I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. SOC 4-12b </li></ul><ul><li>I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. SOC 3-15a </li></ul>
    4. 4. CfE Outcomes: Technologies <ul><li>I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland and beyond. TCH 2-02b </li></ul><ul><li>By applying my knowledge and skills of science and mathematics, I can engineer 3D objects which demonstrate strengthening, energy transfer and movement. TCH 2-12a / TCH 3-12a </li></ul><ul><li>By using problem solving strategies and showing creativity in a design challenge, I can plan, organise and evaluate the production of items which meet needs at home or in the world of work. TCH 3-14a </li></ul>
    5. 5. <ul><li>Engineer 3D objects </li></ul><ul><li>Problem solving strategies </li></ul><ul><li>Practical activities </li></ul><ul><li>Interpreting evidence </li></ul>Content Skills <ul><li>Renewable energy </li></ul><ul><li>sustainable energy </li></ul><ul><li>Energy transfer </li></ul><ul><li>Renewable energy </li></ul><ul><li>Climate change </li></ul><ul><li>Heat transfer </li></ul><ul><li>Energy efficiency </li></ul><ul><li>Consequences of an </li></ul><ul><li>environmental issue </li></ul><ul><li>Climate change </li></ul>
    6. 6. Contexts and Scenarios
    7. 8. Energy Challenge Scenario Enerald Isle – An island which has been cut off from its fossil fuel supply. It must find the best ways to generate electricity from renewable sources.
    8. 10. SCIENCE : What are the pupils learning? TECHNOLOGY What are the pupils learning? GEOGRAPHY What are the pupils learning? What SKILLS are being developed? Teaching Issues
    9. 11. The Island The C21st ‘Energy Question’ Challenge Synopsis: An island is faced with a fossil-fuel free future. Cut off from the rest of the world’s fuel supplies, it must come up with sustainable energy supplies or perish. Extra points are gained for good carbon reduction policies and when excess energy is produced which can be sold. Subject area: Science. It is the scientists job to investigate the realities of renewable energy generation and consumption. Subject area: Technical. It is the technicians job to engineer the necessary equipment to do the job. Subject area: Geography. It is the geographers job to find the best locations and consider the conflicts with other land users. Interdisciplinary The island scenario is introduced Different types of energy are discussed and split into renewable / non renewable categories Pupils select which renewable energies are most suited to which area of island. Final appraisal of all outcomes. Science Tidal – Investigations into tidal barrages, tidal streams and wave generation. Solar – Angles of insolation, concentrating effects of mirrors, can be investigated, aspect and height locations. Wind – Blade design and quantity investigations. Height and aspect locations. Hydro – Effect of water volume and force on generation. Technical Tidal – Design and construction of rig to float and anchor tidal turbine. Design / construction of tidal barrage. Design of solar panel framework. Build exercise for turbine tower (straws). Dam building exercise with volume calculations. Social subjects Oceanography including habitat study. Potential of sites like Pentland Firth. Issues around Severn Barrage World solar potential. Solar revolution in developing world. Experiments with aspect and albedo. Issues around onshore wind power. Issues and decision making. History of Scottish Hydro. Geomorphology of suitable sites. Flooding impacts. World examples. Notes: A series of lessons and activities like this could be followed or accompanied by activities on energy conservation. Islanders could be faced with a renewable energy shortfall which would have to be met by energy reduction. Pupils undertake a series of experiments on energy conservation at home and work. Further links here with carbon footprinting and sustainablility in other subjects eg - computing
    10. 14. Interdisciplinary structures Technology Science Social subjects Interdisciplinary
    11. 15. Food for thought <ul><li>Whitelee Wind Farm </li></ul><ul><li>140 turbines = peak output = 322MW = 6W/m 2. </li></ul><ul><li>Average 2W/m 2 </li></ul>Calibration?
    12. 16. Some useful web pages <ul><li>Carbon Footprint calculators –see separate sheet. </li></ul><ul><li>http://mapzone.ordnancesurvey.co.uk/mapzone/giszone/english/gismissions/page2.htm </li></ul><ul><li>Very good decision making exercise from Ordnance Survey about wind farm location using GIS. </li></ul><ul><li>http://www.mysusthouse.org/ </li></ul><ul><li>Good fun exercise in sustainable building design. </li></ul><ul><li>http://www.geographypages.co.uk/energy.htm </li></ul><ul><li>Many links here to renewable / non-renewable energies </li></ul><ul><li>http://news.bbc.co.uk/weather/hi/climate </li></ul><ul><li>BBC resources are reliably good and with up to date news stories. </li></ul><ul><li>http://www.ngfl-cymru.org.uk/cym/cc_all/cc-teacher-websites.htm </li></ul><ul><li>Wale’s National Grid for Learning page has loads of links. </li></ul>
    13. 17. C arbon footprint calculators And Ecological footprints

    ×