Energy Cooperation

Prior to the implementation of this section, students have studied platetechtonics, energy
cycles and atomic structure. This section brings their learning together for the study of
alternative energy sources. Students have completed Internet searches for information on energy sources and then composed 250 word themes that summarized their learning; including benefits and
disadvantages of each souce. Students will collaborate in groups to cover one alternative
energy source in depth and present their information orally to the class. As a class, students
will determine the best energy source that could be used at the school. Students will
summarize the information gained by preparing a statement about the advantages and
disadvantages to the economy of either renewable or nonrenewable resources). Students will
create a plan for reducing water or air pollution in school, work and at home.

Scientists in different disciplines ask different questions, use different
methods of investigation, and accept different types of evidence to support
their explanations. Many scientific investigations require the contributions of
individuals from different disciplines, including engineering. New
disciplines of science, such as geophysics and biochemistry often emerge
at the interface of two older disciplines.
Science often advances with the introduction of new technologies. Solving
technological problems often results in new scientific knowledge. New
technologies often extend the current levels of scientific understanding and
introduce new areas of research.
Creativity, imagination, and a good knowledge base are all required in the
work of science and engineering.
Science and technology are pursued for different purposes. Scientific
inquiry is driven by the desire to understand the natural world, and
technological design is driven by the need to meet human needs and solve
human problems. Technology, by its nature, has a more direct effect on
society than science because its purpose is to solve human problems, help
humans adapt, and fulfill human aspirations. Technological solutions may
create new problems. Science, by its nature, answers questions that may
or may not directly influence humans. Sometimes scientific advances
challenge people's beliefs and practical explanations concerning various
aspects of the world.

Students must have completed research on the alternative energy sources. Students should have some instruction on collaboration and discussion techniques.

The instructor will place students together in small groups and assign each group to discuss the advantages and disadvantages of one of the alternative energy sources. Students should present their summary orally to the class. Students will then write 150 word essay. Finally, the instructor should fascilitate a discussion where the entire class discusses the characteristics of their area to determine which energy source would be best. It is not necessary to the class to reach a consensus, but they should be able to apply their knowledge to a real situation.

Informal assessment techniques should be used by the instructor as students work together in collaborative teams and then present their information to the class.

As a formal assessment, students will write an essay that summarizes their understanding of the alternative energy sources. The instructor should check student work for scientific accuracy as well as writing quality.

A class discussion should occur where students share their ideas, taking into consideration the advantages and disadvantanges of each alternative energy source to determine the best alternative for their area; homes and school.

Student Self Evaluation Form

Your Name:___________________________________________________________

Alternative Energy Source: _______________________________________________

Brief description of presentation:
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Would your energy source work well in our area?
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Group Strengths:

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Group Weakness:

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Self Evaluation (comments or suggestions to help YOU improve):

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If students are sufficiently intriqued, they may again be divided into teams to contact businesses that provide products to determine the actual cost of changing the school from its current supplier to some other source such as geothermal. Once the cost has been assessed, student might also look into grants and funding available to determine if their suggestions might be implemented.