Curriculum learning objectivesStudents should be able to:

Maths• Applysuitablemathematicsaccuratelywithintheclassroomandbeyond.

• Knowthatmathematicsisessentiallyabstractandcanbeusedtomodel,interpretorrepresentsituations.

• Makeandbegintojustifyconjecturesandgeneralisations,consideringspecialcasesandcounter-examples.

• Formconvincingargumentsbasedonfindingsandmakegeneralstatements,communicatingfindings effectively.

Science• Useappropriatemethods,includingICT,tocommunicatescientificinformationandcontributeto presentationsanddiscussionsaboutscientificissues.

• Explainhowenergycanbetransferredusefully,stored,ordissipated,butcannotbecreatedordestroyed.

• Explainhowhumanactivityandnaturalprocessescanleadtochangesintheenvironment.

Technology• Understandthatproductsandsystemshaveanimpactonqualityoflife.

• Explorehowproductscontributetolifestyleandconsumerchoices.

• Evaluatetheneedsofusersandthecontextinwhichproductsareusedtoinformdesigningandmaking.

OverviewThisschemeconsistsofthreeepisodes.Thepurposeofthefirstistosetthesceneusingavideoclipwhichexplainshowideasaboutrenewableenergyhavebeenusedinaparticularcontext;thisengagesstudentsinthechallengesandopportunities.Thesecondonetakestheseideasfurtherandgetsstudentstothinkaboutspecificneedsandrequirementsthatmightexistinsuchasituation.Thefinalonechallengesstudentstocomeupwithandtestoutaplanusingthe‘EnergyIsland’onlineresourceat:http://siemens.zincmediadev.com/energy/island/index.html.

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Overall learning objectives

• Investigatehowmathscanmodela systemusingdataandlogic.

• Applyideasaboutenergytransferand sustainabilitytoanovelcontext.

• Devisetechnicalsolutions,appreciatetheirimpactonecosystemsandcommunitiesandexplorehowtheycanbemodifiedtorespondtodemands.

Overall learning outcomes

• Toidentifycharacteristicstoallowforineffectiveenergyprovision.

• Toevaluatedifferentmethodsofsupplying energyfordomesticconsumption.

• Topresentandevaluateplanseffectively andpersuasively.

IntroductionThisepisodeisdesignedtosetthesceneforthechallengeofanislandbecomingself-sufficientandtostimulatesomeideasaboutnotonlyhowbutalsowhytheymightwanttodothat.

Learning objectives• Toconsiderhowagroupofislandersmadetheirislandself-sufficient.

• Toconsiderhoweasilytheseideascouldbetransferred.

Learning activities1.Showvideoclip“IslandintheWind”. ThisisonYouTubeat: www.youtube.com/watch?v=VMuim2KVBvc

2.Askstudentsfortheirresponsesastowhytheislandersmovedtowardsbeingself-sufficientinenergy.

3.Askstudentstoworkingroupstoconsiderthesequestionsandformulateresponses:

a) Howhavetheislandersmadetheirislandself-sufficient?

b) Whydoyouthinktheywantedto?

c) Doyouthinkit’seasierormoredifficulttodothatwithanislandthanwith,forexample,alargetownonthemainland?

d) Whichofthetechniquestheyusedmightworkwhereyoulive?

4.Takefeedbackanddrawoutkeypointsincludingthattheislandusesseveraldifferentsortsofenergyprovisionandthattheislanderswantedtoreducetheirdependencyonoil.Explorehowtransferabletheideasareandemphasisethatalthoughthisdevelopmentmightbeeasiertoimplementonanisland,especiallyonewheretheenergyrequirementsmaybelowerandwherethereisplentyofsunandwind,theideascanbeusedinavarietyofsettings.

Outcomes• Tohavepresentedideasabouthowandwhyanislandbecameself-sufficientinenergy.

• Tohavesuggestedhowthoseideascouldbeusedelsewhere.

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The challengeTodesignanenergysupplysystemforanislandthatdoesn’trelyonfossilfuel.

Thisepisodeenablesstudentstoworkingroupstodesignandtesttheirideasagainstanumberofcriteriaand‘setthescene.’

Learning objectives• Toconsiderthechallengesrepresentedbyvariedenergyrequirements.

• Tosuggestvariouswaysofmeetingthesechallenges.

Learning activities1. Explainthatelectricityisveryusefulasitcaneasily

beusedtoproducearangeofeffects,suchasheat,light,soundandmovement.Askstudentstoworkingroupstoidentifyarangeoftypicalusestowhichelectricityisputinthehome(theyshouldnotincludebatterypowereddevices,buttheyshouldincludemainschargersforthese).

2. Thenaskthemtogothroughthatlistandtodivideitintotwo–thosedeviceswhichhavetorunonelectricity,suchasTVs,andfunctionswhichcouldbepoweredbyelectricitybutdon’thavetobe,suchaswaterheating.

3. Askstudentstothinkabouthowthetotalenergydemandinahomevariesovera24-hourcycle.Theyshouldsketchtheshapeofagraphtorepresentdemandandlabelittoexplainthemainfeatures.Askstudentstoidentifytheassumptionsmadeindrawingthegraphanddrawoutpointssuchaswhetherthehomeisemptyduringtheday,whetherthetemperatureoutsideismuchlowerthaninside,whetheritisinsulatedandhowmanypeoplelivethere.

4. Showthestudentsapictureofanislandandexplainthattheirchallengeistoprovidetheislanderswithasuitablepowergenerationsystem.Saythattherewillbevariousalternativesastohowelectricitycanbegenerated.Thenaskforsuggestionsaboutwhatwouldmakeagoodenergysource.Theyshouldbeencouragedtothinkabouteffectiveness,environmentalimpactandreliability.

Outcomes• Tohaveidentifiedhowenergyisusedinthehomeandhowthisdemandvaries.

• Toexplainhowthesedemandsrepresentachallengeforthesupplyofenergy.

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InvestigateInthisepisodestudentsselectanenergyplanfortheislandfromanumberofalternatives.Aswellasmakingdecisionsabouthowtoprovideenergytheyhavetoconsiderthepollutioncaused,thereliabilityofthesupply,whethertheenergycanbestoredandhoweasilyitcanberegulatedtoallowforfluctuatingdemand.Theresourcesheetsinthissuiteofactivitiescanstructureinitialdiscussions;thesethenleaduptousingtheonlineactivityat:http://siemens.zincmediadev.com/energy/island/index.htmlStudentsshouldusetheonlineactivity,trytheirideasoutandseehowwelltheywork.Attheendtheywillbeshowna‘reportcard’whichexplainstheeffectivenessoftheirapproach.Theymaydecidetorefineitandtryagain.

Learning objectives• Toweighupanumberoffactorsanddecideonthebestwayofprovidingenergyfortheisland.

• Toconsiderhowparticularfeaturesofdifferentwaysofprovidingenergyhavecertainadvantagesandwillappealtocertaininterests.

• Tojustifythedecisionsmade.

Learning activities1.Explainthatthetasktheyaretoundertakeistoprovidefortheenergyneedsoftheislanders.Theywill

havetomakedecisionsaboutthefuelstouseandhowtogenerateelectricity.Theplanwillhavetoallowforfluctuatingdemand,costeffectivenessandenvironmentalimpact.Saythatbecausethisisanisland,optionsthatonlyworkonalargescale,suchasfossilornuclearpowerstationsaren’tavailable.

2. Studentsupportsheetsprovideaccesstoinformationaboutthevarioussources.Eachenergycardshowsdetailsofthetechnology,alongwithadvantagesanddisadvantages.Thiswillenablethoughtanddiscussionaboutwhichwouldbeusefulaspartofanoverallplanwhenusingtheinteractiveresource.

3. Theyshoulddemonstrateawarenessofhowtheirproposalswillsupplyelectricitytotheisland,thelikelyenvironmentalimpactoftheirplansandhowresponsiveitmightbeifthedemandsuponitchanged.

4. Attheendofrunningthesimulationstudentsgetareportastohowwelltheirplanworked.Thisreferstoenvironmentalimpact,financialmanagementandsecurityofsupply.Theymaywellwanttorefinetheirplantoimprovetheirperformanceandgetabetterscore.

5. Aftertheyhavehadreasonableopportunitytoengagewiththeactivities,askthemtomakenotesonhowtheygotagoodscoreandwhichenergysourcestousetosatisfytherequirements.Thiscouldtaketheformofcommentssuchas:

a. “Thissourceisreallygoodbecauseit’sgoodvalueandcauseslittlepollution.”

b. “Thissourceisbadforpollutionbutit’sreliableandstopsthelightfromgoingout.”

c. “Thissourceisgoodtohaveaspartoftheplanbutyouwouldn’twanttorelyonitcompletely.”

6. Askstudentstoconsiderwhatthey’velearnedoverallabouttheadvantagesanddisadvantagesofvariousenergysources.

Outcomes• Tohavedevelopedaplanforenergyprovisionallowingforvariousfactors.

• Tohavepresentedideasinaclearandcoherentway.

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