Dakota Mattson.

Corey Hornick, & Craig McCarthy

Stage 1 Desired Results
Established Goals GLO(s):
STS-K1 - Analyze and illustrate how technologies based on thermodynamic principles were developed
before the laws of thermodynamics were formulated.
STS-K2 - Explain and apply concepts used in theoretical and practical measures of energy in mechanical
systems
STSK3 - Apply the principles of energy conservation and thermodynamics to investigate, describe and
predict efficiency of energy transformation in technological systems
Understandings: Essential Question:
Students will understand that
Should coal power plants be phased out in Alberta?
1) varying perspectives contribute to
current scientific and technological Sub-topics/Sub-questions:
understandings - Introduction: How does coal effect life in
2) Energy generation in Alberta, Canada Alberta?
and the world takes a variety of forms - Power Plants: How does a power plant work?
3) No form of electrical generation is 100% - Efficiency: What are pros and cons of different
efficient types of energy production?
4) Human actions have the potential to - Environmental Impact: How does energy
impact the environment production contribute to climate change?
Students will be able to (Attitude SLOs): Students will be able to (Knowledge SLOs):
10-B1A: Interest in Science 10-B1.1k: illustrate, by use of examples from natural and
- Show interest in science-related technological systems, that energy exists in a variety of
questions and issues, and pursue forms (e.g., mechanical, chemical, thermal, nuclear,
personal interests and career possibilities solar)
within science-related fields
10-B2A: Mutual Respect 10-B1.2k: describe, qualitatively, current and past
- Appreciate that scientific understanding technologies used to transform energy from one form to
evolves from the interaction of ideas another, and that energy transfer technologies produce
involving people with different views measurable changes in motion, shape or temperature
and backgrounds (e.g., hydroelectric and coal-burning generators, solar
10-B3A: Scientific Inquiry heating panels, windmills, fuel cells; describe examples
- Seek and apply evidence when of Aboriginal applications of thermodynamics in tool
evaluating alternative approaches to making, design of structures and heating)
investigations, problems and issues
10-B4A: Collaboration 10-B1.3k: identify the processes of trial and error that
- Work collaboratively in carrying out led to the invention of the engine, and relate the
investigations and in generating and principles of thermodynamics to the development of
evaluating ideas more efficient engine designs
10-B5A: Stewardship
- Demonstrate sensitivity and 10-B2.1k: describe evidence for the presence of energy;
responsibility in pursuing a balance i.e., observable physical and chemical changes, and
between the needs of humans and a changes in motion, shape or temperature
sustainable environment
10-B6A: Safety 10-B2.2k: define kinetic energy as energy due to motion,
- Show concern for safety in planning, and define potential energy as energy due to relative
carrying out and reviewing activities position or condition
Students will be able to (Skills SLOs):
10-B1S: Initiating and Planning
1.1 - design an experiment, identifying and
controlling major variables
10-B2S: Performing and Recording
2.3 - use library and electronic research tools
to collect information on a given topic
10-B3S: Analyzing and Interpreting
3.3 - interpret patterns and trends in data,
and infer or calculate linear and
nonlinear relationships among variables
3.4 - compare theoretical and empirical
values and account for discrepancies
3.5 - state a conclusion based on
experimental data, and explain how
evidence gathered supports or refutes
the initial hypothesis
3.7 - propose alternative solutions to a given
practical problem, identify the potential
strengths and weaknesses of each and
select one as the basis for a plan
10-B4S: Communication and Teamwork
4.3 - work cooperatively with team members
to develop and carry out a plan and to
troubleshoot problems as they arise
Prior understandings
Science 7:
- Unit A: Interactions and Ecosystems
(4.1: Intended and unintended consequences
of human activity on the environment)
- Unit C: Heat and Temperature
(1.3: Generation, transfer, and control of
energy)
Science 8:
- Unit E: Freshwater and Saltwater Systems
(4.2: Identify human effects on aquatic
ecosystems)
Science 9:
- Unit C: Environmental Chemistry
(2.3: Identify chemicals that affect health of
living organisms)
- Unit D: Electrical Principles and Technologies
(4.3: Identify uses, benefits, and impacts of
electrical technologies)
10-B2.3k: describe chemical energy as a form of
potential energy (e.g., energy stored in glucose,
adenosine triphosphate [ATP], gasoline)
10-B2.8k: recall, from previous studies, the operational
definition for force as a push or a pull, and for work as
energy expended when the speed of an object is
increased, or when an object is moved against the
influence of an opposing force
10-B2.9k: define gravitational potential energy as the
work against gravity
10-B2.10k: relate gravitational potential energy to work
done using Ep= mgh and W = Fd and show that a change
in energy is equal to work done on a system: E = W
10-B2.11k: quantify kinetic energy using Ek = 1/2 mv2
and relate this concept to energy conservation in
transformations (e.g., for an object falling a distance "h"
from rest: mgh = Fd = 1/2 mv2)
10-B2.12k: derive the SI unit of energy and work, the
joule, from fundamental units
10-B3.1k: describe, qualitatively and in terms of
thermodynamic laws, the energy transformations
occurring in devices and systems (e.g., automobile,
bicycle coming to a stop, thermal power plant, food
chain, refrigerator, heat pump, permafrost storage pits
for food)
10-B3.2k: describe how the first and second laws of
thermodynamics have changed our understanding of
energy conversions (e.g., why heat engines are not 100%
efficient)
10-B3.3k: define, operationally, "useful" energy from a
technological perspective, and analyze the stages of
"useful" energy transformations in technological systems
(e.g., hydroelectric dam)
10-B3.4k: recognize that there are limits to the amount
of "useful" energy that can be derived from the
conversion of potential energy to other forms in a
technological device (e.g., when the potential energy of
gasoline is converted to kinetic energy in an automobile
engine, some is also converted to heat; when electrical
energy is converted to light energy in a light bulb)
Where does this lead?
Science 20:
- Unit D: Changes in Living Systems
(D2.2k: Artificial and natural factors affecting
biogeochemical cycles)
Science 30:
- Unit B: Chemistry and the Environment
(B1.8k: Outline chemical reactions that
produce air pollutants)
- Unit D: Energy and the Environment
(D1.5k: Describe environmental impact of
various energy sources)
Biology 20:
- Unit A: Energy and Matter Exchange
(A3.2sts: Describe how human activity can
disrupt balance)
- Unit B: Ecosystems and Population Change
(B1.1sts: Evaluate ways human activity can
impact an ecosystem)
Chemistry 30:
- Unit A: Thermochemical Changes
(A1.2sts: explain technological problems and
processes with intended and unintended
consequences)
Physics 20:
- Unit C: Circular Motion, Work, and Energy
(C2.3k: Analyze the conservation of energy in
a mechanical system)
*Additional past, future, and cross curricular
connections can be found on our comprehensive
curriculum map:
https://mm.tt/832792403?t=5MPFnixlwG
10-B3.5k: explain, quantitatively, efficiency as a
measure of the "useful" work compared to the total
energy put into an energy conversion process or device
10-B3.6k: apply concepts related to efficiency of thermal
energy conversion to analyze the design of a thermal
device (e.g., heat pump, high efficiency furnace,
automobile engine)
10-B3.7k: compare the energy content of fuels used in
thermal power plants in Alberta, in terms of costs,
benefits, efficiency and sustainability
10-B3.8k: explain the need for efficient energy
conversions to protect our environment and to make
judicious use of natural resources (e.g., advancement in
energy efficiency; Aboriginal perspectives on taking care
of natural resources)
Cross Curricular Connections
Social Studies 10-1/-2:
GLO 3: Students will assess economic, environmental
and other contemporary impacts of globalization.
ELA 10-1/-2:
1.2.1b: identify own ideas, perspectives and
interpretations and evaluate them for depth of
explanation, evidence or support; and consider
the ideas, perspectives and interpretations of
others to broaden own understandings
Math 10C:
C1.1: Interpret and explain the relationships among data,
graphs and situations.
Career and Life Management:
P13: investigate how science, technology and media
affect wellness
 Stage 2 Assessment Evidence
Pre-Assessment
Introductory Discussion
With our introductory class we will have a class discussion of what they understand energy to be, after this
discussion we will show examples from the world as to how some of the different forms of energy can be
distributed or collected.
This will lead into a class discussion as to how we use electricity in our lives.
Is it a necessity?
Could we live without it?
Quizzes, Tests, Assignments
Quiz #1: Coal in Alberta and Power Plants
- This quiz will cover the first two topics
of the unit. This will be used as
summative and formative assessment.
Formatively, students will receive
feedback on their learning part way
through the unit.
Field Trip Reflection
- After covering information on power
plants, we will be taking a field trip to a
local site so students can draw real
world applications to their learning. This
will be a short write-up where students
can identify connections to in class
content, new information that they have
learned, and any benefits they perceived
from participating in this off campus
experience. This will be used as both
summative and formative assessment.
Energy Game Reflection
- Towards the end of the unit, students
will be engaged in an interactive activity
where they invest in different forms of
energy to experience consequences and
payoffs associated with the energy
industry. After participating in the game,
students will write a short reflection on
their experience. As with the reflection
above, this will be used as summative
and formative assessment.
Performance Tasks, Projects
Should Coal Power Plants be Phased Out in Alberta?
This inquiry based project will include three components:
1) Research Journal
Throughout the inquiry process, students will record
the information, thoughts, and analysis of research.
This will be used as both formative and summative
assessment (assessment of, for, and as learning).
Formatively, students will be able to keep track of
their learning, discover further questions to ask, and
draw connections to past learning. Summatively, this
journal will be marked to consider if sufficient
research has been conducted and properly informed
the proposal.
2) Position Rationale
Students will write a well-informed position paper on
the essential question based on their conducted
research. This component of the project will be
summatively assessed (of learning).
3) Proposal
As a culminating activity, students will create and
present their proposal. This can be done through a
variety of modalities to allow learners to depict their
knowledge in a way they are comfortable with. This
will also be summatively assessed. This gives students
the opportunity to share their research and opinion
with peers.
Quiz #2: Efficiency and Environmental Impacts
- This quiz will cover the final two topics
of the unit. Like the quiz above, this will
allow students to gauge their
understanding of the content for
formative assessment. It will also be
used as summative assessment.
Other Evidence (observations, work samples, Student peer and self-assessment
dialogues)
Peer and Self-Assessment of Final Project
Perpetual Motion Designs - As the unit nears completion, students will be
- As a means to introduce and discuss given class time for peer and self-assessment of
efficiency and conservation of energy, project progress. Peer feedback provides a strong
students will explore perpetual motion opportunity for assessment as and of learning.
machines and try and create their own. For assessment of learning, students will be given
This will not be summatively assessed, constructive feedback on what they have done
but will be used to formatively assess well and areas for improvement. For assessment
essential science attitudes such as as learning, students will be able to compare their
scientific inquiry and collaboration. progress to the progress of others and determine
Science skills, such as initiating and if they are meeting the expectations of the
planning will also be encompassed assignment.
within this work.

Topic Outline Unit B: Energy Flow in Technological Systems

Topic 1 = Why do we have coal power plants?(1.1,2 3.8)
10-B1.1k: illustrate, by use of examples from natural and technological systems, that energy
exists in a variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)
10-B1.2k: describe, qualitatively, current and past technologies used to transform energy from
one form to another, and that energy transfer technologies produce measurable changes in
motion, shape or temperature (e.g., hydroelectric and coal-burning generators, solar heating
panels, windmills, fuel cells; describe examples of Aboriginal applications of thermodynamics in
tool making, design of structures and heating)
10-B3.8k: explain the need for efficient energy conversions to protect our environment and to
make judicious use of natural resources (e.g., advancement in energy efficiency; Aboriginal
perspectives on taking care of natural resources)

Topic 2 = How do power plants work?(2.1,2,3,8,9,10,11,12 3.1,3,6,)

10-B2.1k: describe evidence for the presence of energy; i.e., observable physical and chemical
changes, and changes in motion, shape or temperature
10-B2.2k: define kinetic energy as energy due to motion, and define potential energy as energy
due to relative position or condition
10-B2.3k: describe chemical energy as a form of potential energy (e.g., energy stored in glucose,
adenosine triphosphate [ATP], gasoline)
10-B2.8k: recall, from previous studies, the operational definition for force as a push or a pull,
and for work as energy expended when the speed of an object is increased, or when an object is
moved against the influence of an opposing force
10-B2.9k: define gravitational potential energy as the work against gravity
 10-B2.10k: relate gravitational potential energy to work done using E p= mgh and W = Fd and
show that a change in energy is equal to work done on a system: E = W
10-B2.11k: quantify kinetic energy using Ek = 1/2 mv2 and relate this concept to energy
conservation in transformations (e.g., for an object falling a distance "h" from rest: mgh = Fd =
1/2 mv2)
10-B2.12k: derive the SI unit of energy and work, the joule, from fundamental units
10-B3.1k: describe, qualitatively and in terms of thermodynamic laws, the energy
transformations occurring in devices and systems (e.g., automobile, bicycle coming to a stop,
thermal power plant, food chain, refrigerator, heat pump, permafrost storage pits for food)
10-B3.3k: define, operationally, "useful" energy from a technological perspective, and analyze
the stages of "useful" energy transformations in technological systems (e.g., hydroelectric dam)
10-B3.6k: apply concepts related to efficiency of thermal energy conversion to analyze the
design of a thermal device (e.g., heat pump, high efficiency furnace, automobile engine)

Topic 3 = How do energy conversions happen and how does efficiency affect them?( 1.3 3.2,3,4,5)
10-B1.3k: identify the processes of trial and error that led to the invention of the engine, and
relate the principles of thermodynamics to the development of more efficient engine designs
(e.g., the work of James Watt; improved valve designs in car engines)
10-B3.2k: describe how the first and second laws of thermodynamics have changed our
understanding of energy conversions (e.g., why heat engines are not 100% efficient)
10-B3.3k: define, operationally, "useful" energy from a technological perspective, and analyze
the stages of "useful" energy transformations in technological systems (e.g., hydroelectric dam)
10-B3.4k: recognize that there are limits to the amount of "useful" energy that can be derived
from the conversion of potential energy to other forms in a technological device (e.g., when the
potential energy of gasoline is converted to kinetic energy in an automobile engine, some is also
converted to heat; when electrical energy is converted to light energy in a light bulb, some is
also converted to heat)
10-B3.5k: explain, quantitatively, efficiency as a measure of the "useful" work compared to the
total energy put into an energy conversion process or device

Topic 4 = What other power sources are there and what are their advantages and disadvantages? (3.7,8)
10-B3.7k: compare the energy content of fuels used in thermal power plants in Alberta, in terms
of costs, benefits, efficiency and sustainability
10-B3.8k: explain the need for efficient energy conversions to protect our environment and to
make judicious use of natural resources (e.g., advancement in energy efficiency; Aboriginal
perspectives on taking care of natural resources)
Assessment Tool Overview Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Students will be required to state their stance on
the essential questions of Should coal power
plants be phased out in Alberta?. Once they
Position Rational Yes
state their position, students will be required to
justify it based on research conducted, while
noting opposing perspectives also.
Students will be required to keep a journal of
the research that has been done throughout the
unit while they are forming their opinion..
Students will be required to reference the
Research Journal articles or sites that they have obtained their Yes Yes Yes
information from. This will allow students to
depict the progression of their understanding,
ask questions to direct future learning, and
record varying perspectives.
Students will prepare and deliver a class
presentation on their viewpoint of the essential
question and also give suggestions of way to
Unit Presentation Yes
improve Albertas Utility sector. Students will be
able to present in various forms comfortable to
them, ie. Video, PowerPoint, etc.
The students will be aware of the final
presentation/project. We will give the students
scheduled class time to work on their
assignments, during this time there will be
scheduled check ins with the teacher to ask
Teacher Feedback questions or just update on the teacher on their Yes Yes
project.
At these times the students will be required to
hand in their research journal entries for
formative assessment, allowing the teacher to
redirect learning or give suggestions if needed.
During our unit there are scheduled classes for
peer review. At the scheduled intervals, the
Peer and Self
student groups will pair up and show the each Yes Yes
Assessment
other some interesting things they have learned
and what their project and presentation looks
 like. Their peers will allow them feedback as to
whether an area is clear or suggestions to make
their presentation more interesting.

The lab will be a chance for the students to

demonstrate their knowledge of what they have
learned during the unit. We placed the lab later
Lab in the unit so students will have a good Yes Yes Yes
understanding of the knowledge they obtained
but will also allow them to solidify their
knowledge using real world examples.
There will two written quizzes that cover the
content delivered in class. These will be used to
Quizzes Yes Yes
assess students summatively but will also give
information to guide teaching.
Students will be required to give a brief write up
of the things that they learned on the field trip
and after the class game. This will be given as
Reflections Yes Yes Yes
marks for completion but will work as a
formative assessment for the teacher to get an
idea of the students understanding at that time.
We will have a guided class discussion in our first
class to gain insight into how much our class
Unit Pre-
knows about the unit. This will not only be about Yes
Assessment
the curriculum content but also about power
plants, current events and politics.
 Assessments
Unit Pre- Peer Teacher
Title Quizzes Reflections Lab Final Project
Assessment Assessment Feedback
Learning Outcomes
Type Formative 2-Summative 2-Summative Summative Formative Formative Summative
(Formative/Summative)

Weighting 0% 20% 5% 15% 0% 0% 60%

Topic 1: Why Coal?
(10-B1.1k, 10-B1.2k, 10-B3.8k, 10- X X (#1) X (#1) X X X
B1a, 10-B2a, 10-B3a, 10-B2.3s)
Topic 2: Power Plants
(10-B2.1k, 10-B2.2k, 10-B2.3k, 10-
B2.8k, 10-B2.9k, 10-B2.10k, 10-
B2.11k, 10-B2.12k, 10-B3.1k, 10- X X (#1) X (#1) X X X
B3.3k, 10-B3.6k, 10-B1.0a, 10-
B6.0a, 10-B3.7s)

Topic 3: Conversions and Efficiency

(10-B1.3k, 10-B3.2k, 10-B3.3k, 10-
B3.4k, 10-B3.5k, 10-B3a, 10-B4a, X X (#2) X (#2) X X X X
10-B5a, 10-B1.1s, 10-B3.4s, 10-
B3.5s, 10-B3.7s, 10-B4.3s)

Topic 4: Coal Alternatives

(10-B3.7k, 10-3.8k, 10-B2a, 10-B5a, X X (#2) X (#2) X X X
10-B3.3s)