Energy and Mines 10, 20, 30: Curriculum Guidelines

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

Module 9: Electricity - Properties and Production (Optional)

Suggested time: 10-15 hours

Level: Introductory

Prerequisite: None

Module Overview
Students will develop basic information about the nature and behaviour of electricity. As well, they will explore, in greater depth than in Modules 1-4, the common methods of electrical generation, with emphasis on those methods used in Saskatchewan. The teacher may wish to examine the early modules of the PAA courses Electrical and Electronics 10, 20, 30 and Unit III of the Science course Physics 30 for basic information and ideas and to make an assessment of how much detail is appropriate for the difficulty level and time allotment of the present program. This module is assigned no prerequisites to facilitate its use in survey courses. However, it should be preceded by Modules 1, 2, 3 and 4 in a pure course.

Foundational Objectives

To understand some of the scientific principles that underlie Saskatchewan's energy resource industries.
To demonstrate knowledge of the methods of commercial energy production and distribution, with emphasis on those methods used in Saskatchewan.
To become familiar with the local and global market for Saskatchewan energy and mineral resources and the immediate and ultimate uses of those resources.

Common Essential Learnings Foundational Objective(s)

To become familiar with and use the terminology of electricity and electrical production. (COM)
To research and present information about electrical generation. (COM, TL)

Learning Objectives	Notes
9.1 Using correct terminology, the student will demonstrate a basic understanding of the nature of electrical energy and its movement through conducting materials and circuits.	Students could construct water-based analogues to facilitate an understanding of potential difference, current, resistance and power. This should lead to discussion and definition of standard SI units. Students could construct simple low-voltage DC circuits and practise correct use of commercial multimeters to read voltage, current and resistance in series circuits.
9.2 To demonstrate facility with Ohm's Law and power (wattage) determination in simple calculations. (NUM)	Students could practise calculations by following up on the circuit measurements in L.O. 9.1. The inevitability of measurement error may, however, lead to more confusion than clarification.
9.3 Using appropriate terminology, the student will describe common methods of commercial electrical generation, identify the energy source in each case and indicate whether the energy source is renewable or non-renewable.	Students could briefly review the portions of Modules 1 and 4 that apply to electrical energy. Methods of electrical generation that might be explored in more detail via Internet and print resources should include hydroelectric, fossil fuel based (coal, oil and gas-based thermoelectric, plus gas turbines), nuclear, solar, wind, geothermal, tidal and co-generation strategies. Students could begin a glossary of electricity-related terms.
9.4 To locate and describe the various commercial electrical generating facilities in Saskatchewan.	Facilities currently operating in Saskatchewan include the following: Steam turbine (thermal) stations Boundary Dam (coal fired) Poplar River (coal fired) Shand (coal fired) Queen Elizabeth (natural gas fired) Natural gas turbine stations Landis Meadow Lake Success Water turbine (hydraulic or hydroelectric) stations Athabasca (3 stations) Coteau Creek E.B. Campbell Nipawin Island Falls Other Sunbridge and SaskPower wind generation Cory Potash Mine co-generation Students may have mapped these facilities in Module 1 (L.O. 1.4). At this point, emphasis should be placed on a more detailed understanding of the various methods of electricity generation, the production capacity of each Saskatchewan facility and the role each facility plays in generating electricity for the province.
9.5 To model or construct and explain the operation of a simple water turbine, steam turbine, or gas turbine.	If facilities and safety considerations permit, working models rather than stationary or scale models might be constructed and demonstrated by teams of students. If rotational energy from a turbine shaft can be harnessed to drive a small generator that powers a bulb or buzzer, so much the better. Generators used to power bicycle lights are easy to adapt for this purpose.
9.6 To collect and present information on the details of the design and operation of one specific electrical generation facility in Saskatchewan.	This objective would most appropriately be met by a guided tour of an electrical generation facility, including taking photographs or videotaping aspects of the visit and interviewing key personnel. If such a tour is not possible, a film or video, combined with a guest speaker, might be substituted. Either way, students might be expected to prepare displays or presentations on the technology, the kinds of jobs and training requirements and worker safety and environmental protection provisions. Because this project is correlated with learning objectives in Modules 9, 10 and 11, the teacher may wish to complete the appropriate portions of Modules 10 and 11 before completing L.O. 9.6.
9.7 To make and support predictions about future trends in Saskatchewan's electrical production and consumption.	Through examination of statistics on patterns and projections of domestic and industrial electrical consumption, potential export markets for Saskatchewan surplus electrical production and/or potential costs of importing electricity to meet future shortfalls, students could explore possible future scenarios. How might increased domestic demand or increased export potential be addressed by government? What kinds of generating facilities would be most likely to be built? Where would they be located?