A presentation detailing some opportunities to visit numbers using climate change, the energy in the universe and energy efficient buildings.

1. NUMERICAL ENERGY
PRESENTATION BY RAGNAR HAABJOERN
B.TEACH.(SECONDARY.) B.APP.SCI.(ENVIRONMENTAL SCIENCE/ EARTH SCIENCE)
M.ED.(SCIENCE & ENVIRONMENTAL EDUCATION.)
GRAD.CERT SUSTAINABLE PRACTICE.

2. SUBJECT: LEARNING EXPEDITION
Interdisciplinary:
- Geography
- History
- Science

3. SUBJECT: LEARNING EXPEDITION
LEX Topics
- Patterns
- Water
- Truth
- Energy
- Community

4. UNDERSTANDING BY DESIGN
Understanding by Design® (UbD) is a framework for improving student
achievement:
role as a designer of student learning
UbD works within the standards-driven curriculum to help teachers clarify
• Emphasizing the teacher's critical
•
learning goals
revealing assessments of student understanding
craft effective and engaging learning activities.
• devise
•

5. LEX-Energy
An Essential Question:
Energy:
What is a responsible Energy Use?

13. • LEX Energy Special Screening:
CHASING ICE
http://www.youtube.com/watch?v=OXCrqVE7-E

15. How much energy is out there?

22. Please Give Stephen Hawking A Call!

24. Curriculum Mapping

25. Curriculum Mapping

26. LEX Energy Unit-Essential Questions
Q1: What is energy?
Q1b: How can chemicals give out energy?
Q1c: How do we get our energy?
Q2: What is the electromagnetic spectrum and why is it important?
Q3: What is electricity and how is it made?
Q4: How can we decide the best fuels to use?
Q5a: What were the environmental impacts of the Industrial Revolution?
Q5b: How did the trade union movement begin?
Q5c: How did some commodities become more important than others during the Industrial Revolution?
Q6: What is the best way to present a convincing historical argument?
Q7a: What impacts do humans have on the environment?
Q7b: How can we minimise our negative environmental impacts?
Q8a: What is climate change?
Q8b: What evidence of climate change is there?
Q9a: How do countries develop?
Q9b: How can we decide what development plans will have the biggest environmental benefit?
Q9c: How can conflict arise over energy?
Q10a: How can development raise living standards?
Q10b: What is the price of progress?
Q10c: How did past energy choices influence our present lifestyle?

27. Learning Activities

33. THE BUILDING AND BUILDING
MANAGEMENT SYSTEM
• Energy Flow
• Using the diagram Building Energy Flow (PDF) found on the VLE explain
• Veranda
• Why do houses have verandas?
• Why is there a gap in Northern veranda in the Year 9 building? What does this tell us about the sun?
• Look at the mypbms shading site. Using the diagram explain how a veranda works with respect to the
summer / winter solstice and the angle of the sun?
• Why do we want sun to enter the building during winter?
• Go and take a photograph of the veranda and the gap?
• Eves
• Why do buildings have eaves?
• What does the eave do in building design?

34. THE BUILDING AND BUILDING
MANAGEMENT SYSTEM
Heating and Cooling
• Use the Ventilation and Day lighting sites from the mypbms
• Where is the heating and cooling system?
• How do we heat and cool the building?
• In theory how is the heating and cooling system meant to work? Use the diagram
from the TEST ROOM mypbms to help explain.
• How does thermal mass play a part in heating a building?
• Why use slab heating and cooling?
• Why is our heating and cooling system slightly different to normal air conditioning?

35. THE BUILDING AND BUILDING
MANAGEMENT SYSTEM
• Windows
• How does double glazing work?
• Why do we have mechanical windows in our rooms? How does this help the
cooling of the building during summer?
• Lights
• Explain why you think the architect designed the light well above the lecture
theatre seats?
• Why would we have individual IP addresses for each light?
• Why would we have installed efficient lights?

36. Ways Forward.
Don’t
Let
Good
Be
The
Enemy
of
Great!

37. ASSESSMENT TASK: BUILDING SUSTAINABILITY ASSESSMENT
REPORT
• Each year, Year 9 students are asked to complete a Building Sustainability
Assessment report with the best reports presented to Ms. Hansen and the school
executive. This assessment provides you with the opportunity to demonstrate
both your understanding of sustainability and to demonstrate a commitment to
the Year 9 and whole school communities by seriously considering ways for
maintaining optimal living and learning environments, consciously managing their
energy use.

38. ASSESSMENT TASK: BUILDING SUSTAINABILITY ASSESSMENT
REPORT
• Your task is to write a report which details design improvements which
could be made to the Year 9 Building, focused on reducing our ecological
footprint. To successfully complete this assignment you need to:
• Download the ‘Sustainable Building Design – Council Criteria’
document from the VLE (Energy: Topic 7)
• Choose one design improvement, for each element in Section 1
(Energy), which will improve Sustainable Building Design
requirements

39. ASSESSMENT TASK: BUILDING SUSTAINABILITY
ASSESSMENT REPORT RUBRIC

40. ASSESSMENT TASK: BUILDING SUSTAINABILITY ASSESSMENT
REPORT RUBRIC

41. ASSESSMENT TASK: BUILDING SUSTAINABILITY ASSESSMENT
REPORT RUBRIC

42. ANALYSIS AND WAYS FORWARD

43. QUESTIONS?

44. THANK YOU 
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