SCIENCE AND TECHNOLOGY 5: CONSERVATION OF ENERGY AND RESOURCES

Transcription

1 SCIENCE AND TECHNOLOGY 5: CONSERVATION OF ENERGY AND RESOURCES NAME: This booklet is an in-class assignment; you must complete all pages during the class work periods provided. You must use full sentences for all sections with the exception of definitions and diagrams where point-form is acceptable. Damaged, torn, or illegible booklets are not accepted. If you lose your booklet it can be downloaded from the class website. Replacements will not be provided by your teacher.

2 FORMS OF ENERGY (CONCEPT ATTAINMENT) Consider the following different Forms of Energy. Then sort the different ways that we use energy into the appropriate column. ELECTRICAL CHEMICAL MECHANICAL HEAT LIGHT KINETIC Listening to ipod Car Battery Using a hammer Candle Flame Traffic Light Going bowling Cooking with a stove Pizza Slice Writing with a pen Warming a house Seeing Hitting a baseball Using hairdryer Gasoline Sawing wood The Sun Kicking a ball Home Telephone Firefly Warming a school USES: Listening to ipod Cooking with a stove Using a hammer Car Battery Candle Flame Writing with a pen Warming a house Going bowling Pizza Slice Using hairdryer Gasoline Hitting a baseball Home Telephone The Sun Kicking a ball Firefly Warming a school Sawing wood Traffic Light Seeing 1. Draw or sketch four activities that you do in a typical day that require a form of energy. Use the space provided below. 2. Consider the daily activities that you have drawn. Label them with the Form of Energy that they utilise.

3 RENEWABLE AND NON-RENEWABLE ENERGY SOURCES - / Renewable means that the energy source is unlimited. Non-renewable means that once the source is used up it is gone. Read the texts provided and record the renewable and non-renewable types of energy that we use to change matter and do work. RENEWABLE NON-RENEWABLE Wind Solar Geothermal Oil Coal Natural Gas Bio-Fuel Hydroelectric Nuclear Wave/Tidal Oil Wind Solar Coal Geothermal Bio-Fuel Natural Gas Hydroelectric Nuclear Wave/Tidal 1. Sketch and label the different Sources of Energy and label them as either Renewable or Non-Renewable.

4 ENERGY SOURCES AND CLIMATE CHANGE - / / / In the space below draw a labelled diagram that summarizes how our use of fossil fuels (oil, gas, coal) are causing Climate Change, then extend your diagram to include the effects of Climate Change on human beings and other forms of life on our planet. Use the texts provided. Identify some of the impacts that Climate Change can have on our planet.

5 CARBON FOOTPRINT - / Your lifestyle can increase global warming and cause Climate Change. If a person chooses to drive to work every day rather than take public transit, like a train or a bus, their choice releases more carbon dioxide into the atmosphere. Go to the website above, complete the quiz, and print the results. Then complete the organizer below. LIFESTYLE PERCENTAGE OF FOOTPRINT MY FOOTPRINT IS... THE CANADIAN AVERAGE IS... Food Shelter Mobility Goods Services Global Hectares Global Hectares THE TERM FOOTPRINT MEANS: THE PART OF MY LIFESTYLE THAT CONTRIBUTES THE MOST TO MY FOOTPRINT IS: I CAN REDUCE MY FOOTPRINT BY:

6 STORING AND TRANSFORMING ENERGY (CLOZE ACTIVITY) - Energy can be and then into other forms of energy. The of a school bus transforms the energy in gasoline into energy that turns the. As part of the process the engine also produces energy and energy. Unfortunately, the heat and sound energy are not used by the system and are. engine wasted transformed mechanical sound wheels stored heat transformation chemical In the space below describe how energy is stored and transformed in a particular system. A possible system could be an electronic device like a mobile phone or an ipod. Be sure to describe: In what form the energy is stored; Into what form(s) the stored energy is transformed; The forms of energy that are lost from the system;

7 TOY ENGINEER - / / / We are all familiar with toys. We play with them all of the time and have a good idea of how they work. In this activity you and a partner will design, build, and test a toy that uses one form of stored energy and transforms the stored energy into at least two other forms of energy. You will also identify energy that is lost from the toy s system. In this project you will: Decide on a suitable toy and design your toy; Design and Build Record, using photographs or detailed diagrams, the major steps in building your toy; Draw a labelled diagram of your design after your toy is built; Testing: Test your toy and ensure that it works consistently; Use a photograph or detailed diagram of your toy to describe how energy is transformed by the toy; Identify on your photograph or diagram how energy is lost from the toy s system; Presentation: Present your toy to your classmates, including: o The labelled design diagram; o Ordered photographs or drawings of how the toy was built; o Labelled photograph or drawing of how the toy transforms energy; o Labelled photograph or drawing of how energy is lost from the toy s system; Possible toys to consider building are: An electric car that moves and lights up or generates sound; An elastic band car or plane that flies and produces a sound; An elastic band boat that sails and produces a sound or lights up; A steam powered boat that sails and produces sound;

8 TOY ENGINEER - DESIGN In the space provided below, draw the design for your toy. Make sure that you label the parts of the toy and identify the energy sources. Describe how your toy works; include how the energy source is transformed into other forms of energy. Also identify energy that is lost from the toy s system.

9 CONSERVING ENERGY AND RESOURCES We have seen that the energy and resources we use impact our environment and the other people in our society. We have observed that energy cannot be created or destroyed, but it can be lost in a system, so that it produces no useful benefit. Considering the threat of Climate Change it is important that we use techniques and technology so that we conserve the resources and energy sources on our planet. In this project you will: Focus on a resource or energy source that needs to conserved; You will research and complete the organizer on the: Benefits and disadvantages of using this energy source or resource; The benefits and disadvantages of using an alternative energy source, resource, or technique; Create two media texts (poster, webpage, pamphlet, sticker, bookmark, etcetera) that illustrate the: Impacts of using the energy resource or resource; Benefits of using the alternative energy source, resource, or technique, Present your media texts to your classmates; Your media texts will need to look like a professional publication because one of them will be selected by the principal, mass produced, and sent home in the next school newsletter; CONSERVING ENERGY AND RESOURCES GRAPHIC ORGANIZER CURRENT: RESOURCE/ENERGY SOURCE/TECHNIQUE My issue is: BENEFITS DRAWBACKS ALTERNATIVE: RESOURCE/ENERGY SOURCE/TECHNIQUE My solution is: BENEFITS DRAWBACKS

10 CONSERVING ENERGY AND RESOURCES - OUTLINE FOR FIRST MEDIA TEXT In the space below draw and layout one of the media texts that you plan to create. Your media text must outline the drawbacks of using the current energy source or resource and must outline the benefits of using the alternative. You may include the other information if you feel that it is necessary.

11 CONSERVING ENERGY AND RESOURCES - OUTLINE FOR SECOND MEDIA TEXT In the space below draw and layout one of the media texts that you plan to create. Your media text must outline the drawbacks of using the current energy source or resource and must outline the benefits of using the alternative. You may include the other information if you feel that it is necessary.

12 CONSERVING ENERGY AND RESOURCES - FOLLOW-UP Answer five or more of the following questions. Why did you choose this issue to research? Where did you find information about it? How did you determine if the source of information was a good one (unbiased, current, knowledgeable)? Why might some of the resources be biased one way or the other? What were some of the concerns raised in your research? How might this issue be relevant to your local community? Who can take action on this issue? How might you as an individual influence the outcome of this issue?

13 EFFECT OF TECHNOLOGY ON ENERGY CONSUMPTION - / / Researchers and engineers are constantly developing new forms of technology to make the products we use more energy efficient. This research is performed so that appliances, tools, and vehicles are less expensive to operate or more convenient. Complete the graphic organizer provided. HOME INSULATION TECHNOLOGY AERODYNAMIC VEHICLE ENERGY EFFICIENT DISPLAY In your opinion, do you think advancements in technology or done to make products more cost effective? To make products more convenient? Or to reduce the environmental impact of a product? Support your opinion with evidence and examples. Jot notes

14 HOME ENERGY AUDIT Completing a Home Energy Audit identifies areas in your home where you are losing energy or wasting resources. By improving in these areas you can help minimize your Environmental Footprint and save money on heating, electricity, and water bills! Complete the following Energy Audit with the help of your parents. Remember that your home is a private place; only include the details that you and your family feel comfortable sharing. CRITERIA YES NO HEATING AND COOLING In the winter the thermostat is on a schedule, so that the house automatically becomes cooler when we are out of the house or sleeping at night; In the summer the thermostat is on a schedule, so that the house automatically becomes warmer when we are out of the house or sleeping at night; The furnace filter is changed every three (3) months; There are no drafts or air leaks from windows or doors in the house; The insulation in the home appropriate because there are no walls that are cold to the touch, no cold floors, reasonable heating costs; ELECTRICAL ENERGY USE The incandescent light bulbs have been replaced with lower wattage compact fluorescent light bulbs or LED light bulbs; The large appliances (refrigerator, stove, washer, dryer, televisions, dishwasher) all have strong energy efficiency ratings (EnergyStar); Small appliances that are not being used (toaster, kettle, blender, hairdryer, etcetera) are unplugged to conserve electricity; When rooms are empty or not being used all lights and bathroom fans are turned off; WATER USE All of the taps and faucets have no leaks, and the toilets do not run constantly; When washing dishes, brushing teeth, or washing up in the bathroom sink the water is turned off when not being used, instead of being kept running; In the summer the lawn and garden plants is water at night or not watered at all;

15 HOME ENERGY AUDIT - IMPROVEMENT PLAN Draw a diagram of your house in cross-section and label the rooms. Use the audit you have completed and identify on this diagram the areas and items you would upgrade (insulation, light bulbs, energy efficient appliances, etcetera) to improve the energy efficiency of your house. At the bottom describe what new habits you would want your family to adopt. OUR FAMILY S ENERGY CONSERVATION PLAN:

16 ENERGY AUDIT CONSERVATION TOY ENGINEER STORE/TRANSFORM ENERGY FORMS/SOURCES RUBRICS ENERGY AND RESOURCE CONSERVATION - RUBRICS CRITERIA - identify a variety of forms of energy (e.g., electrical, chemical, mechanical, heat, light, kinetic) and give examples from everyday life of how that energy is used; LEVEL R COMMENT - identified renewable and non-renewable sources of energy (e.g., renewable: sun, wind, ocean waves and tides, wood; non-renewable: fossil fuels such as coal and natural gas); - described how energy is stored and transformed in a given device or system; - recognized that energy cannot be created or destroyed but only changed between forms; - explained that energy that is lost has been transformed into other energy forms that are not useful to the system; - used technological problem-solving skills to design, build, and test a device that transforms one form of energy into another and examined ways in which energy is being lost in the device; - used appropriate science and technology vocabulary, including energy, heat, light, sound, electrical, mechanical, and chemical, in oral and written communication; - analysed the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts; - used scientific inquiry/research skills to investigate issues related to energy and resource conservation; - evaluated the effects of various technologies on energy consumption (e.g., improving our home s insulation allows us to conserve heat and reduce energy consumption, aerodynamic design can improve the energy efficiency of cars and buses, household appliances designed to make our lives easier use large amounts of energy) and propose ways in which individuals can improve energy conservation;