Learning Objectives

Notes

19.1
To understand the nature of heat energy and the relationship between heat and other forms of energy.

Students could review some of the activities done in Module 1 and/or view the video from the kit: Saskatchewan Resource Series: Energy and the Environment (1989).

Students could begin a glossary of terms related to heat energy and alternative energy sources generally.

19.2
To distinguish between heat and temperature and be familiar with the measurement of each.

Students should become familiar with calories and joules as energy units and with the Celsius and Kelvin temperature scales. Which contains more heat, a litre of water at 100oC or a megalitre of water at 0oC?

19.3
To identify sources of energy currently used in space heating and water heating in Saskatchewan.

Students should understand that Canadians use more energy per capita than any other nation in the world.

Students could start with their own school, home and community in compiling a list.

Comparisons could be made among sizes and types of buildings being heated and the purpose for heating in each case.

19.4
To make comparisons among fuel types regarding cost, convenience and fuel efficiency.

Estimates for a specific heating situation could be made comparing amounts of fuel used, unit cost, cost per unit of space heated.

19.5
To become familiar with solar heating technologies, both passive and active.

Solar clothes dryers have been widely employed for many years in Saskatchewan. So have greenhouses. As well, students could investigate traditional uses of solar heat in food preparation and preservation, for both humans and livestock and modern uses such as solar grain dryers.

Solar energy may be stored in one of two ways: raising the temperature of substances such as concrete or water (heat capacity storage), or using the heat to change the state of a substance -- melting a solid or vaporizing a liquid.

Students could investigate the design and placement of windows and heat sinks in passive home heating. They should compare a variety of substances as heat sinks, as well as studying the efficiency of various window designs and components. A parallel could be drawn between entrapment of energy by glass in a heating context and the Greenhouse Effect.

Students could research, design and build an active or passive solar heating system.

Students could compare the effectiveness and efficiency of air, water and other substances as the collecting medium.

19.6
To explore technologies for concentrating solar energy.

Solar ovens, solar furnaces, solar power plants all use concentrating technology.

Students could research, design, build and demonstrate solar cookers. A solar cooking fair could be held, possibly in conjunction with one of the Food Studies modules.

19.7
To investigate the advantages and disadvantages of solar heating and identify regions in Saskatchewan and Canada that have greatest potential for solar heating.

Students could use data on intensity and consistency of incoming solar radiation, as well as on length and severity of winters. Students could review the significance of heat in climate determination (see Climate Backgrounder) and determine the suitability of different locations for solar heating.

These data may also be useful in Module 20.

19.8
To become familiar with the use of wood and other biomass as a source of heat.

Traditional uses of wood, straw, buffalo chips and animal fat as fuel for heating and cooking could be explored.

Students could investigate the burning of agricultural by-products and human garbage as potential heat sources.

Students could investigate biogas generation from livestock wastes. More information may be obtained from National Research Council and Saskatchewan Agriculture Food and Rural Revitalization, among others

Students should be aware that biomass generates heat through decomposition processes as well as through combustion.

19.9
To become familiar with sources and uses of geothermal heat.

Hot springs and thermal pools have been used all over the world since ancient times. Students could investigate the use of hot springs in North America prior to 1492. Moose Jaw's Temple Gardens Mineral Spa is a modern Saskatchewan example. Students visiting it or other similar places could investigate while there and report to the class.

Students could investigate modern commercial uses of geothermal energy in places such as Iceland and New Zealand.

The University of Regina undertook an experimental geothermal heating project in the 1970s. Students might investigate the nature of this project and find out why it is no longer in operation.

Students could investigate the relationship between temperature and depth within the earth's crust and look for current attempts to exploit this in the context of heating.

19.10
To assess the advantages of energy conservation in the context of heating.

Students should understand that conserving heat through insulation and other techniques furthers energy sustainability.

Students could estimate the costs of heating a home with different amounts of insulation over a 25-year period.

Students could compare product cost, installation cost, insulation efficiency and safety for various insulation materials.

Students could investigate ways in which building design and location affect heating costs.

Students could compare the cost and return on investment of various types of heating appliances (furnaces, water heaters, heat exchangers, etc.)