Unit B: Energy Flow in Technological Systems (Energy efficiency and its…
Unit B: Energy Flow in Technological Systems
Energy exists in a variety of forms [10.2.1a]
By researching different technologies in Alberta, students will be able to gain insight into how the different forms of energy appear in technological system.
Energy efficiency and its relationship with environmentalism [10.2.3h, 10.2.Ae]
Energy efficiency is defined and dependant on the conversion of energy from one form to another. By looking how these conversions can be inefficient will allow students to critically assess energy technologies that impact Alberta's environment.
Student could be asked to look at household technologies and be asked to develop new methods to improve their efficiency:
e.g. Examine a household toaster vs an industrial toaster and assess why one is designed differently; how could this be related to thermal nuclear plants & their impact on the local environment.
Addressing and looking at energy efficiency in relation to Alberta requires students to understand that every technology may incorporate unique processes that utilize different forms of energy based on certain circumstance.
Scientific interests and inquiry with respect to energy technologies in Alberta [10.2.Ac, 10.2.Aa]
Student's personal aspirations and interests can be fostered by providing them with authentic opportunities to assess how the energy efficiency of common technologies (cars, power production, etc.) can directly impact the health of the environment. Many students will likely have futures in these industries, and should have enough scientific inquiry to challenge common beliefs held about the efficiency and impact of these technologies.
Incorporating student's original perceptions of each technology could provide for an excellent opportunity for them to have "A-Ha" moments when they learn about the actual efficiency of common technologies.
Technology's connection to energy conversion [10.2.1b]
We could spark student interests in science by having them research different careers that involve energy production:
e.g. petroleum engineer, chemical engineer,
environmental scientist, etc.
By combining each of these connections and concepts into a cross-curricular assignment, we could create a task where students are drawing concepts from Science 10 and social classes. Students would research different energy technologies and assess them based on their efficiency and impact on the environment. Then, using this information, students could contact their political representatives to gauge their opinions on each technology in order to develop connections between scientific concepts and social issues.