Energy ProjectEnergy Project

A collaboration between A collaboration between Middlefield Collegiate InstituteMiddlefield Collegiate Institute

and and Vaughan Secondary SchoolVaughan Secondary School

Presented by Camille Hunte and Anita Drossis

Summary of the ProjectSummary of the Project

♦ The focus of the project was for students to research and The focus of the project was for students to research and present issues surrounding energy production or energy present issues surrounding energy production or energy resources. resources.

♦ The main aspects of the project were:The main aspects of the project were:• An individual on-line discussion about energy (response to two An individual on-line discussion about energy (response to two

Tutor Buddy videos) Tutor Buddy videos) • A group proposal for the research topic chosen through e-mail A group proposal for the research topic chosen through e-mail

(there was to be no duplicate topics)(there was to be no duplicate topics)• A group research project presented on Bristol board A group research project presented on Bristol board • A group oral presentation (some groups presented on A group oral presentation (some groups presented on

videoconference with both classes for the audience) videoconference with both classes for the audience)

♦ Link to the website: Link to the website: www.physicsnet.cawww.physicsnet.ca

Preparing for the ProjectPreparing for the Project

The teachers met via videoconferencing for theThe teachers met via videoconferencing for the

following:following:♦ To develop the format of the assignment (ie. To develop the format of the assignment (ie.

discussion, research and presentation, discussion, research and presentation, marking scheme)marking scheme)

♦ To view and edit information on the websiteTo view and edit information on the website♦ To perform a test run to check the physical To perform a test run to check the physical

set-up and the function of the technologyset-up and the function of the technology

Objectives of the ProjectObjectives of the Project

♦ Collaboration between teachers at different Collaboration between teachers at different schools using videoconferencing technologyschools using videoconferencing technology

♦ Interaction between students in different schools Interaction between students in different schools and gradesand grades

♦ For students to see how another class For students to see how another class approaches the same projectapproaches the same project

♦ Use of innovative technology to peak students’ Use of innovative technology to peak students’ interest and to encourage them to strive for interest and to encourage them to strive for excellenceexcellence

Curriculum LinksCurriculum Links Grade 9 Electricity Unit Grade 9 Electricity Unit

Overall Expectations:Overall Expectations:

• Evaluate the social, economic, and environmental costs and Evaluate the social, economic, and environmental costs and benefits arising from the methods of electrical energy production benefits arising from the methods of electrical energy production used in Canada.used in Canada.

Specific Expectation – Understanding Basic Concepts:Specific Expectation – Understanding Basic Concepts:

• Compare methods of producing electrical energy, including their Compare methods of producing electrical energy, including their advantages and disadvantages (eg., voltaic cells; primary and advantages and disadvantages (eg., voltaic cells; primary and secondary cell; photoelectric cells and thermocouples; hydro-secondary cell; photoelectric cells and thermocouples; hydro-electric and fossil-fuelled power; wind and tidal power).electric and fossil-fuelled power; wind and tidal power).

Curriculum LinksCurriculum Links Grade 11 Physics Energy Unit Grade 11 Physics Energy Unit

Overall Expectations:Overall Expectations: • analyse the costs and benefits of various energy sources and analyse the costs and benefits of various energy sources and

energy-transformation technologies that are used around the energy-transformation technologies that are used around the world, and explain how the application of scientific principles world, and explain how the application of scientific principles related to mechanical energy has led to the enhancement of related to mechanical energy has led to the enhancement of sports and recreational activities.sports and recreational activities.

Relating Science to Technology, Society, and the Relating Science to Technology, Society, and the Environment:Environment: • analyse, using their own or given criteria, the economic, social, analyse, using their own or given criteria, the economic, social,

and environmental impact of various energy sources (e.g., wind, and environmental impact of various energy sources (e.g., wind, tidal flow, falling water, the sun, thermal energy and its transfer tidal flow, falling water, the sun, thermal energy and its transfer [heat]) and energy-transformation technologies (e.g., [heat]) and energy-transformation technologies (e.g., hydroelectric power plants and energy transformations produced hydroelectric power plants and energy transformations produced by other renewable sources, fossil fuel, and nuclear power by other renewable sources, fossil fuel, and nuclear power plants) used around the world. plants) used around the world.

Samples of Students’ WorkSamples of Students’ Work Discussion Samples Discussion Samples

Part of a discussion written by a grade 11 student:Part of a discussion written by a grade 11 student:““Fossil fuels have revolutionized the way people live. They have Fossil fuels have revolutionized the way people live. They have provided an abundant source of energy for a massive and ever-provided an abundant source of energy for a massive and ever-growing world population. Yet projections indicate that our supplies growing world population. Yet projections indicate that our supplies of oil and natural gas will be gone within the next hundred years, of oil and natural gas will be gone within the next hundred years, and many conjecture that within fifty, gas prices will be so high that and many conjecture that within fifty, gas prices will be so high that there will be economic chaos. And through all these apocalyptic there will be economic chaos. And through all these apocalyptic predictions, people hold to themselves a blissfully ignorant optimism predictions, people hold to themselves a blissfully ignorant optimism for the future. However, the problem so starkly stated by the video is for the future. However, the problem so starkly stated by the video is that “all the alternate energy sources combined can’t provide a that “all the alternate energy sources combined can’t provide a fraction of our current let alone our projected energy needs.” In my fraction of our current let alone our projected energy needs.” In my naiveté, I once believed that alternate energy sources were readily naiveté, I once believed that alternate energy sources were readily available, just waiting for implementation. More recently, and much available, just waiting for implementation. More recently, and much affirmed by these videos, I have realized that the alternatives are affirmed by these videos, I have realized that the alternatives are not even accessible as of yet. Nonetheless, I still believe the not even accessible as of yet. Nonetheless, I still believe the problem lies in money.”problem lies in money.”

Samples of Students’ WorkSamples of Students’ Work Discussion Samples Discussion Samples

Part of discussion written by a grade 9 student:Part of discussion written by a grade 9 student:

““The choices that we have to replace coal and oil energy are not The choices that we have to replace coal and oil energy are not practical for our society. The first choice is inexhaustible energy practical for our society. The first choice is inexhaustible energy sources such as water, wind and solar energy. This would be a sources such as water, wind and solar energy. This would be a good idea seeing as it is environmentally friendly but all the good idea seeing as it is environmentally friendly but all the inexhaustible forms of energy put together is only equal to a small inexhaustible forms of energy put together is only equal to a small fraction of the energy that coal and oil produce. Nuclear energy fraction of the energy that coal and oil produce. Nuclear energy could match the energy quota that is needed for our lives but it is could match the energy quota that is needed for our lives but it is highly costly and creates nuclear waste that is difficult to dispose. I highly costly and creates nuclear waste that is difficult to dispose. I personally was shocked after I watched the second video because I personally was shocked after I watched the second video because I have had little exposure to this extremely difficult problem that could have had little exposure to this extremely difficult problem that could drastically change the way we live for a long time.” drastically change the way we live for a long time.”

Samples of Students’ WorkSamples of Students’ Work Pictures of Bristol Board Pictures of Bristol Board

Samples of Students’ WorkSamples of Students’ Work Pictures of the Event Pictures of the Event

Effect on Student AchievementEffect on Student Achievement

♦ Linking grade 9’s with grade 11’s was a great Linking grade 9’s with grade 11’s was a great learning experience for both. Why?learning experience for both. Why?

♦ Grade 11: learned how much they grew since Grade 11: learned how much they grew since grade 9grade 9

♦ Grade 9: saw how senior students can presentGrade 9: saw how senior students can present

♦ Students that were on video conference put Students that were on video conference put more effort into their presentation.more effort into their presentation.

♦ Students video conferencing were more aware Students video conferencing were more aware of their audience when presenting.of their audience when presenting.

Teachers’ ReflectionTeachers’ ReflectionWhat Worked:What Worked:

The process –The process – The collaboration between the two teachers The collaboration between the two teachers was extremely successful. The videoconference technology was extremely successful. The videoconference technology was great for this.was great for this.

Student learning –Student learning – The students learned a lot about energy The students learned a lot about energy production and conservation. They also became aware of the production and conservation. They also became aware of the differences between grade 9 and grade 11 students (for differences between grade 9 and grade 11 students (for example, how much students mature in two short years).example, how much students mature in two short years).

The technology –The technology – It was great to expose the students to It was great to expose the students to videoconferencing. This is a new and exciting technology in videoconferencing. This is a new and exciting technology in the classroom and the students were intrigued by it.the classroom and the students were intrigued by it.

The experts –The experts – Having experts available for students to email Having experts available for students to email questions to (Ms. McKie Grenier a Geological Engineer from questions to (Ms. McKie Grenier a Geological Engineer from Galileo and Mr. Drossis a Mechanical Engineer in the Nuclear Galileo and Mr. Drossis a Mechanical Engineer in the Nuclear industry) was a great resource for the students.industry) was a great resource for the students.

Teachers’ ReflectionTeachers’ ReflectionWhat Didn’t Work:What Didn’t Work:

The website –The website – Because the project was not a hard copy it was Because the project was not a hard copy it was easy to forget to check the website. Students may have had easy to forget to check the website. Students may have had this problem too. Also, difficult to mark some of the this problem too. Also, difficult to mark some of the discussions on-line. The tone and style of writing in the discussions on-line. The tone and style of writing in the discussion tended to be very informal.discussion tended to be very informal.

Time –Time – There was no time to have a preliminary There was no time to have a preliminary videoconference meeting between the two classes. This videoconference meeting between the two classes. This would have helped students to know how to present would have helped students to know how to present themselves.themselves.

Coordinating –Coordinating – When collaborating with different grades it is When collaborating with different grades it is difficult to ensure that both classes are in the relevant unit.difficult to ensure that both classes are in the relevant unit.

Videoconferencing etiquette –Videoconferencing etiquette – The students needed some The students needed some preparation on how to speak and present themselves during a preparation on how to speak and present themselves during a videoconference. This leads back to time as an issue.videoconference. This leads back to time as an issue.

Students’ ReflectionsStudents’ Reflections

Positives:Positives:

Liked interacting with other students by means of Liked interacting with other students by means of videoconferencing – would do it againvideoconferencing – would do it again

Liked seeing others’ opinions in the discussion sectionLiked seeing others’ opinions in the discussion section

Online format of the project taught independence – not Online format of the project taught independence – not dependent upon teacher’s remindersdependent upon teacher’s reminders

Cannot lose project informationCannot lose project information

An online project saves time and is easier than a An online project saves time and is easier than a traditional projecttraditional project

An opportunity to see students from another school An opportunity to see students from another school presentpresent

All projects should be onlineAll projects should be online

Negatives:Negatives:♦ The technology didn’t always work (ie. couldn’t The technology didn’t always work (ie. couldn’t

view video, microphones not working well)view video, microphones not working well)♦ Didn’t like doing everything at homeDidn’t like doing everything at home♦ Forgot about the project deadlinesForgot about the project deadlines♦ Felt like work was doubled because had the Felt like work was doubled because had the

project and regular classesproject and regular classes♦ Presenting by videoconference is the same as Presenting by videoconference is the same as

presenting to your own classpresenting to your own class

Students’ ReflectionsStudents’ Reflections

The Technology - ProblemsThe Technology - Problems

♦ Viewing a Tutor Buddy video at home:Viewing a Tutor Buddy video at home:• students need to have a high speed connection at home to view videos students need to have a high speed connection at home to view videos

(not just a fast modem)(not just a fast modem)• Ensure that students test this out well in advance (some students just Ensure that students test this out well in advance (some students just

think they have high speed)think they have high speed)• Make arrangements at school for students to view the videos and make Make arrangements at school for students to view the videos and make

sure that students are aware of the arrangementssure that students are aware of the arrangements

Video Conferencing with the classes:Video Conferencing with the classes:• Video was great but we need a better microphoneVideo was great but we need a better microphone• Students could not project their voices well for the table top microphone Students could not project their voices well for the table top microphone

that comes with the VIGOthat comes with the VIGO• We started late due to technical problems (tried to set up videotaping at We started late due to technical problems (tried to set up videotaping at

one school) therefore one less presentation done one school) therefore one less presentation done

Would we do it again?Would we do it again?

♦ YES – with some improvementsYES – with some improvements

• Have an interactive online discussion for Have an interactive online discussion for students (e.g. Community Zero)students (e.g. Community Zero)

• Involve classes from Alberta as well as Involve classes from Alberta as well as Ontario (already discussed yesterday)Ontario (already discussed yesterday)

• Ensure better sound (improve the quality of Ensure better sound (improve the quality of microphones)microphones)

A New VisionA New Vision

♦ How would we do it again?How would we do it again?

♦ How do we take this and make it better?How do we take this and make it better?

♦ How do we put a new spin on it?How do we put a new spin on it?

♦ What changes and/or improvements?What changes and/or improvements?

♦ How do we take it where no man has gone How do we take it where no man has gone before?before?