IO Project

Curriculum

Science

tudents will be encouraged to develop a sense of responsibility toward the use of energy.

Students will be encouraged to develop an interest in global energy issues and the effectiveness of local activities in contributing to the solution of problems related to energy.

Students will be encouraged to appreciate the need to balance long-term energy and environmental objectives with various societal needs.

Students will be encouraged to appreciate the significance and meaning of various solutions to a problem.

There are energy changes associated with changes to matter:
Students will explain what is meant by the energy change of a system in terms of heating and cooling, thermal equilibrium, temperature change, phase change, forces between particles and heat content.
Students will write balanced equations that include energy changes.
Students will explain how energy stored as potential energy in the chemical bonds of fossil fuels originates in the sun.
Students will compare chemical and nuclear changes in terms of the magnitudes of the energy involved.
Students will provide simple, qualitative explanations based on intermolecular forces, chemical bonds and nuclear forces for energy changes that occur.
Students will recognize nuclear fission and nuclear fusion reactions.

Students will provide examples of personal reliance on the chemical potential energy of matter.

Students will evaluate different fuels from the perspective of economic and environmental impact; and researching and analyzing alternative alternative energy sources, in terms of the ability and responsibility of society, through science and technology, to protect the environment and use natural resources judiciously to ensure quality of life for future generations.

Students will assess the risks and benefits of relying on fossil fuels or nuclear reactions as energy sources, considering the limitations of scientific knowledge and technology in societal decision making.

Activity

Kick Off the Project With Your Students Research the Kyoto Protocol and discuss how it impacts the students
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Activity

Create the Invitation

Climate change is a very current issue that affects the lives of all of us. This global concern has been discussed since 1979 and has since been formally addressed in the signing of the Kyoto Protocol. The Canadian Government in its efforts to comply with the Kyoto Protocol is asking for proposals on how Canada can best reduce its emmisions of greenhouse gases to contribute to the reduction of global warming.

You are chemical researchers from different energy sectors who have been asked to come together to negotiate a recommendation for the Canadian Government.

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Task

Creation of Group Proposal

Create a group recommendation for the Canadian Government providing your proposal with supporting chemical evidence. This recommendation should be in the form of a multimedia presentation or a web page. Before submitting your proposal you will present it to the other groups in the class.

- Use of presentation software to create your group proposal
- Use of web authoring software to create group proposals
- Use of email to send group proposals to the Government of Canada

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Task

Negotiation of Recommendation You will then come together with researchers supporting other energy sources to share information on how your energy source could be used by Canada in response to the Kyoto Protocol. - Use of software to clearly support and share different viewpoints. - Use of desktop publishing software to share supporting evidence
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Task

Background Research

Students will choose a type of energy resource to research from the following list:
Conventional (Oil & Gas)
Nuclear
Geothermal
Wind
Water

Your research should involve gathering evidence to support your energy choice incorporating societal needs, environmental concerns and the chemical evidence to support your choice.

- Use of internet resources to research energies
- Use of online communities for collaborative sharing of information
- Use of online communities for gathering information from experts.

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Task 1: Background Research

	1	2	3	4
Content	Research does not address energy use, societal needs and/or environmental concerns Chemical evidence is not presented to support the choice Consequences of this issue are absent	Research of energy use, societal needs and/or environmental concerns is vague, confusing Chemical evidence is not presented to support the choice Consequences of this issue are vague, confusing	Research addresses energy use, societal needs and environmental concerns Adequate chemical evidence is presented to support the choice At least one consequence of this issue is presented	Research incorporates energy use, societal needs and environmental concerns Substantial chemical evidence is presented to support the choice Short and long term implications of this issue are presented
Personal Management Skills	Requires excessive teacher intervention and supervision Unable to manage time or behavior Requires constant supervision	Requires frequent teacher intervention and supervision Frequently unable to manage time or behavior Needs frequent teacher intervention	Sometimes needs to be reminded to attend to tasks Does not take the initiative to ask for help when needed Generally responsible Behavior requires some supervision	Rarely needs reminders to stay on task Takes the initiative to ask for assistance when needed from peers and teacher Consistently behaves in a mature and responsible manner Behavior requires minimal supervision
Effective Use of Technology	Students select information from one source to collect information No collaborative sharing of information via email and/or online communities	Students select information from two sources to collect information Limited collaborative sharing of information via email and/or online communities	Students select information fron two or more valid research sources Regular collaborative sharing of information via email and/or online communities	Students select information from a variety of valid sources to gather information Frequent collaborative sharing of information via email and/or online communities
Validation of Resources	Resources are not validated. Resources are omitted from the final presentation.	Few resources are validated by crosschecking information. Resources are included in the final presentation.	Some resources used are validated by crosschecking information and validating the source of the information. Resources are properly cited and included in the final presentation.	All resources used are validated by crosschecking information and validating the source of the information. Resources are properly cited and included in the final presentation.

Task 2: Negotiation of Recommendation

	1	2	3	4
Problem Solving	Limited demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Adequate demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Good demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems	Extensive demonstration of analysis, comparison, critical thinking and decision making to reason and solve problems
Negotiation Skills	No involvement in negotiation process Little topic knowledge Unwilling to listen to other points of view	Little involvement in negotiation process Shallow topic knowledge Somewhat willing to listen to other points of view, but do not consider them as valid	Involved in negotiation process Good topic knowledge Willing to listen to other points of view, but is unable to build on them	Extensive involvement in negotiation process In depth topic knowledge Open minded and willingly considers all points of view Is able to find threads of agreement and build consensus among group members
Effective Use of technology	Does not use communication tools such as email or online communities to advance knowledge	Rarely uses communication tools such as email or online communities to advance knowledge	Adequate use communication tools such as email and/or online communities to advance knowledge with peers	Uses communication tools to advance knowledge with peers and contact experts

Task 3: Creation of Group Proposal

	1	2	3	4
Organization of Information	Arrangement of details and ideas is confusing Confusing position on the direction the government should proceed	Arrangement of details and ideas is unclear Unclear position on the direction the government should proceed	Details and ideas are generally arranged in order Clearly stated position on the direction the government should proceed Most details support the concluding solutions and recommendations	Details and ideas are orderly arranged and easy to follow Clearly stated position on the direction the government should proceed All details support the concluding solutions and recommendations
Effective Use of Technology	Students do not use a multimedia presentation for the group proposal	Students use a multimedia presentation/web page for the group proposal, but design elements interfere with communication Little creativity in presenting the proposal	Students use a multimedia presentation/web page for the group proposal and design elements are appropriate for communication Students creatively present their recommendation	Students use a multimedia presentation/web page for the group proposal and design elements enhance and support communication Students creatively present their recommendation
Proposal	Proposal does not address energy use, societal needs and/or environmental concerns Chemical evidence is not presented to support the choice Consequences of this issue are absent Solutions and/or recommendations are absent or confusing References are not included	Proposal to address energy use, societal needs and/or environmental concerns is vague, confusing Chemical evidence is not presented to support the proposal Consequences of this issue are vague, confusing Solutions and/or recommendations are absent or inappropriate References are not included	Proposal addresses the different types of energy use, societal needs and/or environmental concerns Little chemical evidence is presented to support the choice At least one consequence of this issue is presented One general solution and/or recommendation is presented References are included to cite supporting evidence	Proposal incorporates the different possible types of energy use, societal needs and environmental concerns Chemical evidence is presented to support the proposal Short and long term implications of this issue are presented One general solution and/or recommendation is presented References are included to cite supporting evidence
Presentation of Information	Presentation is disorganized and does not offer additional information. Limited knowledge of energy alternatives and their effects. Recommendation implies minimal understanding of the issue.	Presentation is disorganized and does not offer additional information. Knowledge of energy alternatives and their effects. Recommendation is discussed, but is not a practical solution.	Presentation is professional, organized and informative, but does not offer additional content. Demonstrated knowledge of energy alternatives and their effects. Recommendation is practical and clearly discussed.	Presentation is professional, organized and informative offering more content than can be seen on the page. Extensive knowledge of energy alternatives and their effects is evident. Recommendation is thoroughly thought out and clearly discussed.
Web Page Impression	Web page is disorganized and design elements interfere with the information being presented. Spelling and grammar are inadequate.	Web page is organized, but some elements interfere with the information being presented. Spelling and grammar are inadequate.	Web page is organized and attractive, but some design elements detract from the information being presented. Spelling , grammar and layout are considered.	Web page is clearly organized, attractive, and elements add to the mearning of the information. Spelling, grammar and layout are clearly considered.