Electricity and Energy Resources -Science as a Human Endeavour
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20 Signs You’re Actually Making A Difference As A Teacher

20 Signs You’re Actually Making A Difference As A Teacher | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it
Other Data: 20 Signs You’re Actually Making A Difference As A Teacher

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Trish Harris's curator insight, March 3, 2014 6:22 PM

some worthy comments on what to reflect on when data overwhelms... 

Siti Noraisha Mohamed Senin's curator insight, March 4, 2014 8:52 AM

Researchers at the University of Leicester have proven that students assign the most authority to teachers who care about them. If this is true, then you are demonstrating a wonderful principle: that respect comes from kind behavior.

Luís Cálix's curator insight, March 4, 2014 1:44 PM

Este post não se relaciona diretamente com  os temas habitualmente aqui tratados mas conduz-nos a um importante momento de reflexão profisssional. Questões simples. Sê-lo-ão as respostas?

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BBC - GCSE Bitesize: Generating electricity activity

BBC - GCSE Bitesize: Generating electricity activity | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it
A secondary school revision resource for OCR Gateway GCSE Science about energy and generating electricity
Arlen Mayer's insight:

I have included this interactive tutorial as a chosen learning resource, as I believe that student-centred and engaging content is best for motivating students to learn content.

 

The strengths of the resource is that it presents the information in the tutorial in a conversational manner, alongside animated moving objects which are familiar to students. This helps their literacy in learning new words, using information of the pictures that they are familiar with first. Within the tutorial, at the end it has an inbuilt quiz of a few questions based on the information. The information was relevant as it presented the advantages/disadvantages of each method of generating electricity. It also has the ability to present spoken language as onscreen text overlayed at the bottom of the screen. Obviously an auditory input overlaying the visuals is preferred to limit visual information overload, but this provides an option if students do this as a whole class and do not have access to headphones, which may prove more distracting. There is also an option within the tutorial for students to rewind and pause the tutorial, go back to specific sections provided in the menu, or skip to last section. This aids student autonomy and individual pacing, allowing students to receive and note down all the information they need, and an option to retest themselves in the quiz at the end. A weakness could be that it did not cover all the alternative non-renewable ways possible of producing energy, eg. nuclear power. This could be supplemented with another resource, and so this website could be used as a starting point.

 

I might use this resource in the classroom to introduce the technologies, and start off with the main ways of generating power, to get them starting to think about each and the advantages/disadvantages of each, and use this tutorial as a starting point of research on the internet to fill in a table of Advantages, Disadvantages of each, selecting Renewable/Non-renewable next to the type of energy generation.

 

A possible idea for a formative assessment, although a quiz is inbuilt within the tutorial, is that I could question them about what they got for their advantages/disadvantages of each type of energy generation on their worksheet in groups/ or pairs, and construct a table with the class – to see and assess what they have learned in class. Student literacy could be enhanced through utilising this resource by having a paired worksheet – to get students to summarise information presented in the tutorial, a skill needed in note-taking and revision.

 

URL: http://www.bbc.co.uk/schools/gcsebitesize/science/21c/sustainable_energy/generating_electricityact.shtml

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Low Emission Energy Future Interactive - Queensland Resources Council

Low Emission Energy Future Interactive - Queensland Resources Council | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it

Low Emission Energy Future, Renewable Energies, Low emission technologies. Interactive tools include animations, fact sheets suitable for all year levels Science, SOSE, Geography by Queensland Resources Council.

Arlen Mayer's insight:

 This contains an interactive activity with a map and links to factsheets on ways to a low emissions future: giving developments in fossil fuel recovery and carbon capture techniques, each type of renewable energy resource, and energy use efficiency. It also contains a video of new techniques of reducing the emissions from traditional energy resources (eg. coal) and an overview of new technologies being used to reduce the release of carbon dioxide into the atmosphere from such processes, and how these processes work pictorially. It looks at cleaner ways of using fossil fuels – new technologies inc. carbon capture in the earth – by processes such as oxyflu combustion, gasification (syngas splitting) and types of natural gas, coal seam gas etc.

 

The strengths of the resource is that it presents a realistic look at how we can supply our energy needs while moving toward a lower emissions future, it does not look at removing coal altogether from the resources landscape, but rather supplementing and replacing some of it with other new technologies or changing the way it is done.

The video presents the processes clearly so they are understandable, by presenting them in a pictorially realistic context, with rather formal narration and on-screen key words, so that students can follow which key process is being covered, that is easy to understand yet provides challenging concepts and information on new technologies to process and gather fossil fuels by cleaner and more efficient means. The interactive map has a series of links to various means and technologies which can be used to reduce emissions. It shows that financial backings are required by organisations such as resources councils for scientific developments in the areas in which they work (ACSHE230).

 

A weakness is that the information presented may be biased as it presents less emphasis on use of renewable energies and more emphasis on using cleaner fossil fuel technologies, due to its production by the Queensland resources council. So it demonstrates the perspective of the resources mining sector's perspective of the use of energy resources and ways to reduce emissions. This resource doesn’t present much of the environmental impact or a sense of urgency or ethics of use of renewable energy resources.

 

I have selected this site for inclusion, as it details technologies which reduce the environmental impact through emissions of traditional energy resources (eg. by carbon capture). It explains these processes clearly and succinctly, which is rare to find, and I believe it is important for students to think not only of changing our practices, but also of improving existing practices of using new technologies to more efficiently, and environmentally safely obtaining and using energy resources as we work towards developing and using more renewable resources in the future.

 

I might use this resource in the classroom by getting all students to watch the video, with related worksheet worksheet alongside to take notes - of the essential elements to a low emissions future: by renewable energies, new fossil fuel technologies and energy efficiency. Teams of students could each look closer into one of the categories presented in the interactive, of advantages and disadvantages, as a way to reduce emissions, from an environmental and societal or economic standpoint. An idea for an assessment of learning task could be that in student groups, provide a summary of the various means of reducing emissions in the 3 main types of approaches as discussed in this video and interactive map, with examples from each, and present them to the class.

 

It could be used to develop students’ scientific literacy & numeracy by students choosing a means of reducing emissions (one of the three discussed) and construct an argument or debate why you think that this would be best and more beneficial eg. to the environment, for the future than the others, then students can either give their own written arguments, or form teams to debate against each other.

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Australian Greenhouse Calculator

Australian Greenhouse Calculator | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it

www.epa.vic.gov.au

 

Arlen Mayer's insight:

This resource includes an interactive tool to use to input and compile your household lifestyle data, in a variety of areas including: transport, air travel, heating and cooking, lighting - in order to calculate your greenhouse gas emissions, and graphically compare it against a typical and green household’s emissions.

 

This resource could be used by students in the classroom to compile their own household data and compare it to other households, to explore and discuss how their family’s lifestyle and their own contributes to the greenhouse gas problem and its resolution and the differences to other households. Students could also perform an experiment using this tool, where they choose to modify a few key aspects, and recalculate their greenhouse gas emissions in comparison to the first, to see its impact.

 

To assess students’ learning, a range of questions could be given to help students reflect on their energy usage, how this activity may have changed their ideas, any lifestyle changes or things they would do differently in future in response to the findings of their energy use/level of greenhouse gas emissions, and get them to share these reflections with the class.

A more extended assessment task may include a problem based learning advocacy project to produce an information product that successfully communicates the message about what they have learnt about one aspect of energy use/ appliance use choices to reduce greenhouse gases (eg. in transport, home, food choices), to someone else, an audience of their choice (eg. politician, sibling, parents), in the form of their choice (eg. song, poster, letter to a politician).

This communication task could be used to support student’s literacy and numeracy in analysing the data represented in the comparative bar graphs, to practice interpretation and analysis of graphical data and practice literacy by using and creating a communication in various formats.

 

This website was selected for use as it is Australian-based, so is culturally relevant to Australian home and lifestyle energy practices. This tool is easy for students to use as it does not contain appliance jargon, and provides clear descriptions and pictorials of technologies, contains default approximate typical usages when they aren’t sure exactly how much their household uses certain appliances to give approximate results. However, a weakness could be that even though it does state the relevance of ghg emissions in this tool itself, it does not connect the theme of greenhouse gas emissions pollution with climate change and energy usage, so the concept of this relationship would need to be pre-taught, or you would need to watch a relevant video from the website to give this introduction.

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Ampville: The Electric City

Ampville: The Electric City | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it

A superb science site which explores electricity and electrical circuits.
http://ictmagic.wikispaces.com/science

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Supercapacitors: new battery technology

Supercapacitors: new battery technology | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it
Discover how nanotechnology is contributing to the creation of new, improved batteries that may soon be used in all our...
Arlen Mayer's insight:

This resource was chosen as it is a video excerpt from the show Catalyst from the reputable website of the ABC splash education website on the new technology of supercapacitors in providing a more efficient long lasting battery, by applying nanotechnology in communication, transport technologies and appliances. Alongside the video, it contains questions for students to consider before to stimulate their prior knowledge of batteries, during and after viewing to focus and reflect upon their viewing of information in the video.

This resource could be used in the classroom as a comprehension activity, to introduce the students to new technology in energy resources, for leading into an independent research project.

 

It could be used to develop students literacy and numeracy as a way for students to understanding by bringing up prior knowledge to allow the concepts and uses of such a new technology battery before viewing – to help them understand by bringing up their relevant syntactical knowledge, and by taking notes on the questions alongside it during their viewing, to learn more about the difference of how this type of battery works & possible different uses from the traditional type, and how it could make appliances more efficient and work better, to pick up the new vocabulary and ideas.

 

For an assessment of learning or assessment task, this video could be used as a starter or inspiration for students to do a research task on an energy producing/using new technology of their own choice, which enables greater efficiency of use or production of electricity, eg. new light globes, green appliances, batteries etc.

 

The strengths of this resource lie in the fact that it contains real-life pictures from laboratory researchers on this new technology who make superconductors, and of everyday situations to look at their applications – which make it relevant and engaging. It also contains schematic animations of how the supercapacitor works, which aids understanding of how it works when presented alongside an explanation from expert. The questions provided alongside the video. A possible weakness is that the video is presented in a factual, informative formal style, which is often deemed not as engaging as a conversational style video for students who are not as intrinsically interested in the content. There may be an overload of visual information, due to the spoken words also being displayed as sub-titles. The subtitles also obscure vision of the video – especially the experiment shown, and are unable to be turned off. However, this also gives the video the flexibility to be shown in noisy environments, viewed by many students, without excessive disruption or when you have no sound capabilities.

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Renewable Energies

Renewable Energies | Electricity and Energy Resources -Science as a Human Endeavour | Scoop.it
Renewable energy sources provide cleaner, sustainable power that has the potential to meet all our energy needs. This...
Arlen Mayer's insight:

This resource is a game on renewable energies from the ABC Splash educational website.

This site was selected as it contains a good overview of the 5 different types of renewable energies and how they are used to generate electricity, through animated flowcharts.

This resource could be used in the classroom as an introduction to teaching about renewable and non-renewable energies in a series of lessons, by presenting a review of all the different types of renewable energy resources, and outlining the process of energy production for each. Therefore it could be used to develop knowledge of each resource, before comparing the positives/negatives of each in a following lesson.

It could develop student’s scientific literacy and numeracy skills by lending itself to activities which involve interpretation of technical scientific information from flowchart figure diagrams, and transforming them into comparisons between the different technologies.

An idea for an assessment task would be to divide students into research groups and give each student one renewable energy source to research, including the advantages and disadvantages of each, using this resource as the starting point. Then allow each group to present their technology and sell it to the class, while remembering to include the disadvantages.

The strengths of this website is that it contains information in a visually appealing format, and provides a simple overview that is easily accessible to enable students to understand the workings of the technology behind each type of renewable energy resource energy generation process. It is easily navigatable between energy types and is quickly and easily accessible in a classroom situation, as it is on the one website page and does not require additional plugins to use.

The information presentation is controlled by the user, to prevent information overload - as the steps in the flowchart processes appear when hovered over and gradually appear when scrolled through. However, a weakness is that this resource does not contain information of the advantages and disadvantages of using each renewable resource and does not have the level of interactivity of an online tutorial. But it can be made so by students having a set of questions or activity alongside it where they have to summarise the information and compare the various energy generation processes of the different types of renewable energy.

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