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Renewable Energy and climate change : Integration into the Curriculum

Renewable Energy and climate change : Integration into the Curriculum. Viborg Tekniske Gymnasium. Note. Most of the activities were also done within the framework of the Comenius project , but could also been done without the project

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Renewable Energy and climate change : Integration into the Curriculum

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  1. Renewable Energy and climatechange:Integration into the Curriculum Viborg Tekniske Gymnasium

  2. Note • Most of the activitieswerealso done within the framework of the Comeniusproject, but couldalsobeen done without the project • Therewereotheractivitieswithin the Comeniusproject, thatare not reportedhere, becausetheywere not done by the wholeclass

  3. Classes involved: • Class 1.4 (2009/2010) • Class 1.3 (2009/2010), class 2.3 (2010/2011) • Class 1.2 (2010/2011)

  4. Energy and communication ”Theme 2: Energy” This is a normal part of the curriculum wheredifferentsubjectsareinvolved. • Training in making websites • Information onenergy situation in Denmark • In physics and communication/it: • Making a website onrenewableenergy in English

  5. Example of a website

  6. Takingpictures of the energy situation at home • Thiscouldalsobe done at normally, but is not likely. Thiswassomethingspecial for the Comeniusproject • Pictures wereshown in the class of the energy situation at home in Cyprus and Italy

  7. Education in climate (2 hrs) • Information on: • radiation from the sun • absorption of radiation • greenhouse gas effect • global warming potential • effect of volcanoes

  8. ClassexchangewithBBSII, Leer (1) • During 3 days mixed groups of a class from eachschool have beenworkingtogetheronrenewableenergy and climatechange in Leer. • Concept: • General excursion (Wind turbine factoryEnercon) • Differentgroupswerevisitingdifferentinstitutions/companiesworkingwithrenewableenergy • Power point presentations in English were made together • The presentationswereshown in a common meeting and therewaslimiteddiscussion • Thiscouldalsobe done within a schoolor just in cooperationbetweentwoschools in the future

  9. ClassexchangewithBBSII, Leer (2) Visited/Made: • Biogas plant • Thermalheating system • LocalenergysuppliedEWE • Gas/watercompany • Wind turbine park planningcompanyENOVA • Municipality Leer • Schoolbuilding (energy) • Interview teachersaboutenergy • Interview pupils aboutenergy

  10. ClassexchangewithBBSII, Leer (3)

  11. Makingenergysurvey at home • Makingenergysurvey at homewith the prototype inquiry first version

  12. ClassexchangewithBBS II, Viborg (1) • During 3 days mixed groups of a class from eachschool have beenworkingtogetheronrenewableenergy and climatechange in Viborg. • Concept: • General excursion (Wind turbine factoryEnercon) • Differentgroupswerevisitingdifferentinstitutions/companiesworkingwithrenewableenergy • Power point presentations in English were made together • The presentationswereshown in a common meeting and therewaslimiteddiscussion • Thiscouldalsobe done within a schoolor just in cooperationbetweentwoschools in the future

  13. ClassexchangewithBBS II, Viborg (2) • Visited: • Grue & Hornstrup: CO2 emission reductions in developingcountries • Aarhus University: Biogas plant • Aarhus University: Biomass • Municipality Viborg: New townhallwithenergysavings • Municipality Viborg: Policy to have 100% renewableenergy in 2020 • Hydrogen Innovation and Research Center: carson hydrogen • Måbjergværket: Power plant onbiomass

  14. ClassexchangewithBBS II, Viborg (3)

  15. Comenius visit to Viborg (1) Designing future housings • During the visit of the Comeniusproject to Viborg with pupils from otherschools future housingsweredesigned

  16. Comenius visit to Viborg (2) • Visiting the University of Aarhus: biogas and biomass

  17. Comenius visit to Viborg (3) • Visiting the electricity museum and getting information onclimatechange

  18. Additional information (1) • Within the normal curriculum we have a themeonenergy and this gives goodopportunities to workonrenewableenergy and climatechange. Period 1-2 weekswithindifferentsubjects • There is time for subjectsthatare not part of the normal curriculum: estimate 10% of the time • Whetherthis time is reallyavailabledependsonhow fast the class is. In classesthatareslowthis time is not available. The classwhichwas most active in the Comeniusprojectwasslow and for thatreasonwe had a problem of finishing the normal physics curriculum in time.

  19. Additional information (2) • Although the pupils have beenworking in English (during the exchangewithBBSII and whenmaking a website in English), English as a subjectwas not involved. It wouldbebetterifthatwas the case and information onrenewableenergy and climatechangewouldbe part of it so that the pupils getused to the terminology.

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