IPC Station 6(D) Energy Sources and Their Impact

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1 Correlation to Texas Essential Knowledge and Skills: Integrated Physics and Chemistry (6) Science concepts. The student knows the impact of transformations in everyday life. The student is expected to: (D) investigate and compare economic and environmental impacts of using various sources such as rechargeable or disposable batteries and solar cells; (1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (C) organize, analyze, evaluate, make inferences, and predict trends from data, and (D) communicate valid conclusions. Purpose: The purpose of this station is to reinforce students understanding of the impact that transformations have on economic and environmental aspects of everyday life. Note: Text with a line through it indicates this part of the TEKS is not being addressed in this activity. Some TEKS statements printed here end with a ; or and and nothing thereafter this indicates that further TEKS statements follow but are not included here. Teacher Notes About the TEKS In grade 6, students are expected to identify transformations, compare methods used to transform, and identify types as renewable, nonrenewable, or inexhaustible. In grade 7, students explore how radiant from the sun is transferred into chemical in plants through the process of photosynthesis. Grade 8 shifts the focus from transformations to interactions between matter and, using solar, weather, and ocean systems as examples. Integrated Physics and Chemistry returns to the concept of transformations through investigations of the economic and environmental effects of using various sources. Background Information for the Teacher Energy resources can be divided into two major groups: nonrenewable and renewable. Most of the we use daily comes from nonrenewable sources, like coal. Such fuels are reliable and often inexpensive sources of high-quality. But there are two big problems with Charles A. Dana Center at The University of Texas at Austin 1

2 nonrenewable. First, these nonrenewable sources will eventually run out. Second, until then, they are contributing heavily to the production of greenhouse gases. Renewable resources, like solar or wind, are initially more expensive to generate than nonrenewable sources, but they do not contribute to greenhouse gases and they are continually replaced. One of the major advantages of renewable resources is that after the initial costs of constructing the devices to process the (for example, solar panels or wind turbines), there are no additional costs for finding the resources (for example, sunlight or wind). A common disadvantage of renewable sources is that they frequently require large areas of land, and, in many cases, are only available under certain weather conditions. For instance, it must be sunny or windy for solar or wind power generators to work. Resources Energy sources. U.S. Department of Energy. (Date retrieved: January 31, 2007.) Battery recycling. Earth bat_index.asp. (Date retrieved: April 26, 2007.) Copyright Materials All these items except the question card are included in the blackline masters for this station: Station information sheet Economic impact cards Environmental impact cards Sources of cards Student pages Question card (see Advance Preparation) Advance Preparation 1. Copy, cut, and laminate the economic impact cards, environmental impact cards, and sources of cards. 2. Make a copy of the student pages and station information sheet for each student. For the station table, make a copy of the station information sheet. 3. Make a question card using question 10 from the Released TAKS Exit Level Retest for Science, Fall This released test can be found at Station Setup 1. Place the economic impact cards, environmental impact cards, and sources of cards at the station table. Charles A. Dana Center at The University of Texas at Austin 2

3 2. Tape a copy of the station information sheet to the table. Students will use this sheet to confirm the station is set up correctly. Procedures 1. When students arrive at the station, they should check the station setup against the station information sheet at the table. If anything is missing or out of place, the students should notify the teacher. 2. Students should read the procedures in the student pages and answer the questions. Guide to Student Responses Focus Question: Explain why recycling is beneficial to both the economy and the environment. Recycling reduces the amount of material that goes to landfills, reduces the rate at which resources are used, and helps keep soil and water from being contaminated. 1. Which sources on the sources of cards are considered renewable resources? Wind (processed through wind turbines) Hydroelectric (processed through dams) Solar (processed through solar cells) 2. Which sources on the sources of cards are considered nonrenewable resources? Fossil fuel Nuclear Rechargeable batteries (Students may think that because these batteries are rechargeable, they are renewable. It may be helpful to point out that although these batteries can be recharged, there is a point where the batteries can no longer take a charge; therefore, they are ultimately nonrenewable.) Disposable batteries Charles A. Dana Center at The University of Texas at Austin 3

4 Key Economic Impact Source of Energy Environmental Impact expensive source of produces high amounts of Nuclear produces radioactive pollution does not produce greenhouse gases inexpensive source of produces high amounts of Fossil fuel produces greenhouse gases requires mining or drilling inexpensive source of produces moderate amounts of per turbine Wind produces noise pollution kills birds requires large areas in which to place machinery expensive source of produces low amounts of per cell Solar does not produce greenhouse gases requires large amounts of land expensive source of produces high amounts of stored Disposable batteries improper disposal may contaminate landfills cannot be reused expensive source of produces high amounts of stored Rechargeable batteries improper disposal may contaminate landfills can be reused expensive source of produces high amounts of Hydroelectric disrupts flow of rivers requires large areas in which to place machinery Charles A. Dana Center at The University of Texas at Austin 4

5 Blackline Masters for Contents: Economic impact cards (1 set of 7 for station table) Environmental impact cards (1 set of 7 for station table) Sources of cards (1 set of 7 for station table) Station information sheet (1 copy for station table and 1 for each student) Student pages (1 copy for each student) Charles A. Dana Center at The University of Texas at Austin 5

6 Economic Impact Cards Charles A. Dana Center at The University of Texas at Austin 6

7 Environmental Impact Cards Charles A. Dana Center at The University of Texas at Austin 7

8 Sources of Energy Cards Charles A. Dana Center at The University of Texas at Austin 8

9 Station Information Sheet Charles A. Dana Center at The University of Texas at Austin 9

10 Student Pages Before You Begin Check to see that all the items are present and organized according to the station information sheet. If you notice a problem, notify your teacher immediately. Materials Economic impact cards Environmental impact cards Sources of cards Procedures Focus Question: Explain why recycling is beneficial to both the economy and the environment. 1. Discuss the focus question with your teammate(s) and record your answer. 2. Examine the economic impact cards, environmental impact cards, and sources of cards. 3. Place the sources of cards in a vertical line on the station table as they appear on your table. 4. Match each economic impact card to a sources of card. Place the matching economic impact card to the left of its corresponding sources of card. 5. Match each environmental impact card to a sources of card. Place the matching environmental impact card to the right of its corresponding sources of card. 6. Copy the information from the correctly placed cards to the table. Charles A. Dana Center at The University of Texas at Austin Student Page 1

11 Questions 1. Which sources on the sources of cards are considered renewable resources? 2. Which sources on the sources of cards are considered nonrenewable resources? NOTE: Because other students are going to do the activity after you, be sure to put all the materials at the station back as you found them. Sometimes there will be materials that need to be renewed or replaced. If you need assistance or have any questions, ask your teacher. Charles A. Dana Center at The University of Texas at Austin Student Page 2

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13 Question Card 1. Obtain the question card from your instructor. 2. Read the question and discuss the answer with your teammate(s). 3. Record the team s consensus in your study folder and justify your answer. 4. Record the team s answer on the instructor s diagnostic wall chart. I Need to Remember Complete this part AFTER the class discussion of the station. I need to remember... Charles A. Dana Center at The University of Texas at Austin Student Page 4