SPH3U Energy and Society

Transcription

1 SPH3U Energy and Society The strands in this section will be assessed on their importance using the following scale: - This expectation is highly important and must be taught. It is essential for student learning to be continued in the future - This expectation is moderately important. Concepts should be taught as they are beneficial to student learning but not entirely necessary in full. They can often be taught through more efficient ways, or not in as much detail, and still have the same benefit to student learning. - This expectation has minimal importance compared to the others. Students can still be successful if this expectation is only briefly covered or missed entirely. Overall Expectation 1 analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies social and environmental impact 2 3 investigate energy transformations and the law of conservation of energy, and solve related problems demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat) from class and remember it for years to come. However expectations involving the impacts of science and technology on society and the environment require basic understanding of concepts before the impact can be fully explained. from class and remember it for years to come. from class and remember it for years to come. 1. D1.1 analyse, using the principles of energy transformations, a technology that involves the transfer and transformation of thermal energy (e.g., a power station, an air Students need to learn the principles of energy and the conservation of energy before they can fully understand how it is transformed. Provides real world context.

2 conditioner, a fuel cell, a laser printer) D1.2 assess, on the basis of research, how technologies related to nuclear, thermal, or geothermal energy affect society and the environment (e.g., thermal regulating units, radiopharmaceuticals, dry-steam power plants, ground-source heat pumps) Students need to learn the concepts of how energy is produced through these processes before their impacts on society can be assessed. Provides real world context. 2. D2.1 use appropriate terminology related to energy transformations, including, but not limited to: mechanical energy, gravitational potential energy, kinetic energy, work, power, fission, fusion, heat, heat capacity, temperature, and latent heat D2.2 solve problems relating to work, force, and displacement along the line of force D2.3 use the law of conservation of energy to solve problems in simple situations involving work, gravitational potential energy, kinetic energy, and thermal energy and its transfer (heat) D2.4 plan and conduct inquiries involving transformations between gravitational potential energy and kinetic energy (e.g., using a pendulum, a falling ball, an object rolling down a ramp) to test the law of conservation of energy D2.5 solve problems involving the relationship between power, energy, and time D2.6 conduct inquiries and solve problems involving the relationship between power and work (e.g., the power of a student using different Vitally important that students use correct terminology and language in order to avoid confusion and misconceptions during learning. The concepts need to be understood before attempting practice problems. Practice problems are good for reinforcing existing knowledge. The law of conservation of energy is a fundamental principle in physics and therefore it is very important that students know how to implement it properly. Fundamental concepts need to be in place before students can understand the purpose of performing an inquiry. This is somewhat important as it draws ideas together but requires the concepts of energy to be understood fully. This is somewhat important as it draws ideas together but requires the concepts of energy to be understood fully.

3 types of fitness equipment) D2.7 compare and contrast the input energy, useful output energy, and per cent efficiency of selected energy generation methods (e.g., hydroelectric, thermal, geothermal, nuclear fission, nuclear fusion, wind, solar) D2.8 investigate the relationship between the concepts of conservation of mass and conservation of energy, and solve problems using the mass energy equivalence D2.9 conduct an inquiry to determine the specific heat capacity of a single substance (e.g., aluminum, iron, brass) and of two substances when they are mixed together (e.g., the heat lost by a sample of hot water and the heat gained by a sample of cold water when the two samples are mixed together) D2.10 solve problems involving changes in temperature and changes of state, using algebraic equations (e.g., Q = mcδt, Q = mlf, Q = mlv) D2.11 draw and analyse heating and cooling curves that show temperature changes and changes of state for various substances This requires an understanding of what efficiency is and how to calculate it. The mass-energy equivalency can be very difficult for students to understand. This particular inquiry can have cross curricular connections to chemistry and give students additional lab experience. Being able to solve these problems is necessary for performing the previous expectations inquiry. Drawing and analysing these curves can help students decipher word problems that require calculations and involve multiple changes in states of matter. 3. D3.1 describe a variety of energy transfers and transformations, and explain them using the law of conservation of energy D3.2 explain the concepts of and interrelationships between energy, work, and power, and identify The law of conservation of energy is a fundamental concept that students need to fully understand. By providing a variety of examples, students can better understand the law itself. Energy alone is one of the most important concepts in physics as it is needed for more advanced physics principals learned in later years. Work and power just solidify this point as they are both connected directly to energy.

4 and describe their related units D3.3 explain the following concepts, giving examples of each, and identify their related units: thermal energy, kinetic energy, gravitational potential energy, heat, specific heat capacity, specific latent heat, power, and efficiency D3.4 identify, qualitatively, the relationship between efficiency and thermal energy transfer D3.5 describe, with reference to force and displacement along the line of force, the conditions that are required for work to be done D3.6 describe and compare nuclear fission and nuclear fusion D3.7 explain, using the kinetic molecular theory, the energy transfer that occurs during changes of state D3.8 distinguish between and provide examples of conduction, convection, and radiation D3.9 identify and describe the structure of common nuclear isotopes (e.g., hydrogen, deuterium, tritium) D3.10 compare the characteristics of (e.g., mass, charge, speed, penetrating power, ionizing ability) and safety precautions related to alpha particles, beta particles, and gamma rays D3.11 explain radioactive half-life for a given radioisotope, and describe its applications and their consequences D3.12 explain the energy transformations that occur within a nuclear power plant, with reference to the laws of thermodynamics (e.g., nuclear fission results in the liberation of energy, which is converted into thermal energy; the thermal energy is converted into electrical This is important as this is where students initial understanding of a concept comes from. Furthermore, using proper units help students to work with the associate equations. As it states qualitatively, students just need to understand that the more inefficient a device is, the more thermal energy is produced as a by-product. This expectation is moderately important as it can save students time in figuring out problems if they can figure out what kind of work is done without calculations. A complex topic that can be simplified down to splitting or fusing atoms to create energy. This is the most fundamental way of looking at changes of state in terms of the energy of the particles in a material. It is also cross curricular with chemistry. A very brief comparison chart of the three can be used to cover this expectation This is another cross curricular expectation with chemistry. It also has real world applications like carbon dating when used in radioactive decay. An understanding of these particles and rays are essential for more advanced nuclear physics courses. It also has real world implications in terms of health and safety. This expectation has some excellent real world applications that can get the students involved and researching more information. A good real world example of the laws of thermodynamics and how we use them to generate the power we use everyday.

5 energy and waste heat, using a steam turbine)