STELR Renewable Energy & Climate Change


  Last updated October 31, 2017 at 12:03 pm

STELR Renewable Energy


Unit 1: Investigating Energy



  • Students investigate global warming and climate change, energy types, transfers and transformations, renewable and non-renewable energy resources and careers.


They:



  • discuss global warming and climate change,

  • find out about types of energy and how energy can be transferred from place to place and transformed from one type to another

  •  investigate energy resources both renewable and non-renewable

  • find out about careers in the renewable energy industry


Maps to year 6 Physical sciences


Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)


Elaborations



  • investigating how moving air and water can turn turbines to generate electricity

  • investigating the use of solar panels

  • considering whether an energy source is sustainable


Maps to year 7 Earth and space sciences


Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable  (ACSSU116)


Elaborations



  • considering what is meant by the term ‘renewable’ in relation to the Earth’s resources

  • considering timescales for regeneration of resources

  • comparing renewable and non-renewable energy sources, including how they are used in a range of situations


Maps to year 8 Physical sciences


Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems(ACSSU155)


Elaborations



  • recognising that kinetic energy is the energy possessed by moving bodies

  • recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy

  • investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature

  • recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes

  • using flow diagrams to illustrate changes between different forms of energy


Unit 2: Understanding Energy


Students revise global warming and investigate energy efficiency, batteries and electric circuits. They



  • revise global warming and energy concepts,

  • find out about energy conservation and efficiency

  • investigate batteries and electric circuits,

  • find out about careers in the renewable energy industry


Maps to year 10 Physical sciences


Energy conservation in a system can be explained by describing energy transfers and transformations  (ACSSU190)


Elaborations



  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation

  • recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient

  • comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping

  • using models to describe how energy is transferred and transformed within systems.


Unit 3: Powering Earth


Students investigate the use of batteries, solar electricity and wind turbines using inquiry-based hands-on activities. They



  • revise global warming,

  • investigate the use of batteries,

  • study solar electricity and wind turbines using inquiry-based hands-on activities,

  • find out about careers in the renewable energy industry

  • design and run investigations to answer their own inquiry questions


Maps to year 10 Physical sciences


Energy conservation in a system can be explained by describing energy transfers and transformations.  (ACSSU190)


Elaborations



  • recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation

  • recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient

  • comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping

  • using models to describe how energy is transferred and transformed within systems.



About the Author

Inoka Amarasekara
Inoka Amarasekara joined ATSE in June 2017 as Women in STEM Entrepreneurship (WISE) Project Officer. A recent graduate of the Centre for the Public Awareness of Science at ANU, her Master's thesis explored the YouTube science communication gender gap. Inoka has had previous experience in admin, research and advertising.

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