*Note in L. Cayman has a good example of Can use computer –CCMI renewable energy with solar water heater panels for their room, or have showers, PV cells and a bank of batteries to the lighting materials that and a bio toilet. Tom Sparke is the Education manager students can research there who may be able to talk about their renewable from. energy solutions over skype. Also there is a company Card sort cards that may be able to talk about solar and PV panels Pro – Solar - contact: Neil De Vere. Students can then research the definitions of renewable Interactive white and non-renewable energy sources in pairs, then board collaborate in teams to create a clearer definition, this can be expanded to deciding on class wide definitions of both. Students can then work in pairs to complete card sort activity to organise different examples of energy sources into either renewable or non-renewable, and explain their choices Teacher can then show a series of video clips that Students can For PV cell demonstrate different vehicles, 1 of a normal car, 1 support their investigation: lamps, supercar and a scooter. This can open up a discussion understanding using meter rules/tape with students about which of the 3 has the best fuel locally relevant measurers, small PV economy, and what fuel economy means. This can then examples. cells, voltmeters, be expanded to look at other examples where fuel is wires, crocodile clips. used, such as at the power plant diesel generators. – For wind turbine Do they run them constantly a full power? Why not? investigation: hair When do you think CUC need to increase the output? dryers, meter Students can rules/tape measurers, analyse and Inquiry: Students in groups can investigate how changing small wind turbine collaborate on one variable, changes the output of the device. For kits, voltmeters, definitions, example the distance away from a light source for a PV crocodile clips, wires comparing the cell, or the speed of the wind for a wind turbine. (the kits for these may differences between
*Note –CCMI in L. Cayman has a good example of renewable energy with solar water heater panels for their showers, PV cells and a bank of batteries to the lighting and a bio toilet. Tom Sparke is the Education manager there who may be able to talk about their renewable energy solutions over skype. Also there is a company that may be able to talk about solar and PV panels – Pro Solar - contact: Neil De Vere. Students can then research the definitions of renewable and non-renewable energy sources in pairs, then collaborate in teams to create a clearer definition, this can be expanded to deciding on class wide definitions of both. Students can then work in pairs to complete card sort activity to organise different examples of energy sources into either renewable or non-renewable, and explain their choices Teacher can then show a series of video clips that demonstrate different vehicles, 1 of a normal car, 1 supercar and a scooter. This can open up a discussion with students about which of the 3 has the best fuel economy, and what fuel economy means. This can then be expanded to look at other examples where fuel is used, such as at the power plant – diesel generators. Do they run them constantly a full power? Why not? When do you think CUC need to increase the output? Inquiry: Students in groups can investigate how changing one variable, changes the output of the device. For example the distance away from a light source for a PV cell, or the speed of the wind for a wind turbine. Can use computer room, or have materials that students can research from. Card sort cards Interactive white board For PV cell investigation: lamps, meter rules/tape measurers, small PV cells, voltmeters, wires, crocodile clips. For wind turbine investigation: hair dryers, meter rules/tape measurers, small wind turbine kits, voltmeters, crocodile clips, wires (the kits for these may Students can support their understanding using locally relevant examples. Students can analyse and collaborate on definitions, comparing the differences between
Year%204%20Draft%20Science%20guidance.docx