Energy and Mines 10, 20, 30: Curriculum Guidelines

Energy and Mines 10, 20, 30 Curriculum Guide Main Menu

Module 11: Electricity - Workplace Safety, Environmental Safety and Careers (Optional)

Suggested time: 8-12 hours

Level: Introductory

Prerequisite: None

Module Overview
Students will explore occupational and environmental safety issues and standards and their implications for the electrical industry. Students will also investigate career and employment opportunities in the industry. This module is assigned no prerequisites to facilitate its use in survey courses. However, it should be preceded by Modules 9 and 10 in a pure course.

Foundational Objectives

To become familiar with the safety standards of Saskatchewan's energy and mining industries and to develop workplace and safety skills appropriate to these industries and related services.
To become familiar with the nature and requirements of careers and job opportunities in Saskatchewan's energy and mining industries.
To assess the environmental impact of resource exploration, production, transport and processing.
To assess the efforts made by the resource industry to protect the environment.
To foster an attitude of environmental responsibility.

Common Essential Learnings Foundational Objective(s)

To become familiar with terminology that describes the types of jobs associated with the production and transmission of electricity and with electrical safety. (COM)
To demonstrate an ability to research information by using Internet sources and print material, evaluate the information for relevance and accuracy and communicate or present it effectively. (COM, TL, CCT)

Learning Objectives	Notes
11.1 To become familiar with the chief hazards and risks faced by workers in the electrical industry and with safety regulations, procedures, equipment and personnel at local or regional electrical generation or transmission sites.	Companies in the electrical industry are very concerned about worker safety. Students could interview managers, safety officers and workers from local sites and offices and prepare reports on potential hazards, occupational heath and safety laws and regulations, enforced safety procedures and drills, safety and emergency equipment and training, ongoing safety programs and specialist training. Site tours would provide added depth. The SaskPower website contains information on hazards and safety procedures. Students could explore worker and workplace safety more extensively in conjunction with research into specific job skills, either in this module or in Module 10.
11.2 To investigate the potential environmental effects of electrical generation, transmission and distribution.	Students could do research or conduct interviews to determine the environmental issues that are of local or general concern. They could identify the major alterations to land and surface waters that result from hydroelectric dams, coal mines and cooling facilities. They could investigate probable wastes and by-products of various forms of electrical generation and assess the potential effect of these on the air, water, soil, fish and wildlife, wild and domestic plants, domestic animals and people. Students could set up an experiment in which potted plants are exposed to varying concentrations of some of the waste products produced by local or regional generating facilities and compare concentrations that produce visible effects with the concentrations actually released by the industry. Students could also explore the research into the possible effects on humans and wildlife of the electrical fields surrounding transmission lines, substations and even domestic appliances.
11.3 To become familiar with the legislation in place to protect the environment and how it is applied in practice in the field of electrical generation and transmission.	Students could explore the Environment section of the SaskPower website and use the email contact provided, to explore this topic.
11.4 To identify and assess the consequences of failure of one or more programs or controls, whether through accident or failure to follow established procedures.	Students could identify emergencies that might arise (e.g., ice storm, collapse of transmission tower or line, sabotage or accident at substation, control system failure) and the solutions in place for these emergencies, as well as the immediate and long-term effects. Students could investigate real emergencies and find out what happened.
11.5 To compare the costs of increased generating capacity with costs of conservation strategies.	How does use of cheap incandescent light bulbs compare to compact fluorescent bulbs? Are there ways to reduce large uses of electricity such as air conditioning? Light emitting diodes (LED) are new technology with exciting potential to reduce electricity consumption. Students could research them on the world wide web. LEDs are cheap and experimenting with them is fun.
11.6 To be able to discuss the economic and social impact, both positive and negative, of local electrical generation or transmission facilities on the community, families and individuals.	Students could do research, conduct interviews, or simply brainstorm to assess how the local industry affects public services, housing, schools, construction, food services, shopping, recreation, etc. They could also be encouraged to examine the social effects of a fluctuating or transient population during construction and the effects of varying work schedules and seasonal or cyclical employment on the quality of life for individuals and families. Students could participate in a “Town Hall Meeting” to discuss the pros and cons of local industry introduction or expansion. A hypothetical situation could be set up with each student or groups of students representing a community organization that either is for or against the proposed development. Students would discuss/argue as to the benefits or detriments of the project. A student “Mayor” could chair the meeting, or a community leader could be invited to preside. See also L.O. 10.8.