Learning Objectives

Notes

1.1
To review forms and sources of energy in the context of human activity.

Energy concept web. Possible strategies:

• common types of energy: heat, light, electromagnetic radiation, electricity, wind, gravitational energy, nuclear energy, tidal energy, geothermal energy, chemical energy
• common energy uses: living, heating buildings, lighting homes, running appliances, transportation, manufacturing and industry
• common energy sources:
  • Sunlight, heat, weather (wind), evaporation (water cycle), fossil fuels, biomass energy, wave action, photovoltaic energy
  • Nuclei of radioactive elements
  • Geothermal energy
  • Gravitational - falling water and tides

Go through a day's activities and identify daily energy uses: turn on light and radio, have a shower (heat, pressure), eat breakfast (food and cooking), ride the bus. Identify sources of energy for each activity in a day.

1.2
To become familiar with Internet resources pertaining to human use of renewable and nonrenewable energy resources.

What information about energy is available to the average Canadian? Do a web search, with keywords such as "sources energy utilization Canada" or access sites listed in the bibliography.

Identify advantages and limitations of each energy source; discuss renewable, nonrenewable, pollution, environmental issues, costs, byproducts etc.

1.3
To demonstrate understanding of the principles of energy release, conversion and utilization.

Trace the movement and transformation of energy backwards to source (fusion in sun); e.g., where did Tina get the energy she used to run laps in gym this morning? Then trace energy forward; e.g., what happened to the energy after Tina converted it to motion?

Create and present a working model of an energy source. Make it generate mechanical activity, or make it light a bulb. Possibilities include water flow; water behind a dam or dike (e.g., tidal); burning fuels (fossil or biomass) to boil water and generate steam to operate a turbine; windmill or wind turbine; photovoltaic cell; chemical cell.

Discuss problems and limitations.

Try a "Junkyard Wars" activity where students construct an energy-transferring device from found materials (or materials provided by the teacher).

1.4
To identify major Saskatchewan renewable and nonrenewable energy resources.

Using the Atlas of Saskatchewan or other sources, find and map Saskatchewan's population centres, major hydroelectric sources, thermoelectric sources, producing oil and gas fields, refineries, producing coal mines, oil and gas pipelines, electrical transmission lines with appropriate graphical indications of total energy output where applicable. Discussion: Is Saskatchewan self-sufficient in energy?

1.5
To become familiar with the names, characteristics and commercial potential of Saskatchewan minerals and other products .

Do an Internet investigation of Saskatchewan's mineral resources.

Industry brochures and booklets are available.

1.6
To become familiar with the physical appearance and characteristics of a variety of Saskatchewan minerals and geoproducts.

From a set of samples (preferably) or pictures, devise a dichotomous key to classify and identify Saskatchewan minerals and geoproducts. Use such characteristics as phase (liquid/solid), composition (organic/inorganic), colour, hardness etc.

1.7
To become familiar with some of the commercial enterprises that engage in mining and its support activities in Saskatchewan.

Do a search of the websites of active companies, such as those listed in Bibliography.

Add to the list. Find out what role each plays, in mining or oil and gas exploration and development in Saskatchewan and present your findings to the class.

1.8
To become familiar with local energy and mineral companies.