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Heat in the Environment - Toronto District School Board

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1. Toronto District School Board Heat in the Environment Grade 7 Integrated Unit November 2009 sence STechnology J COSCHOOLS ca Heat in the Environment Heat in the Environment Grade 7 Integrated Unit 2009 Toronto District School Board Grade 7 Integrated Unit Reproduction of this document for use by schools within the Toronto District School Board is encouraged For anyone other than Toronto District School Board staff no part of this publication may be reproduced stored in a retrieval system or transmitted in any form or by any other means electronic mechanical photocopying recording or otherwise without the prior written permission of the Toronto District School Board This permission must be requested and obtained in writing from Toronto District School Board Tel 416 397 2595 Library and Learning Resources Fax 416 395 8357 3 Tippett Road Email curriculumdocs tdsb on ca Toronto ON M3H2V1 Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement Any omission will gladly be rectified in future printings This document has been reviewed for equity Acknowledgements Writer and Project Manager m Steve Bibla Instructional Leader TDSB Contributors Eleanor Dudar EcoSchools Specialist TDSB Daniel Foster Teacher Glenview MS TDSB Stewart Grant Instructional Leader TDSB Annelies Groen Instructiona
2. g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit forms of energy can be transformed from one type to another poe e g heat energy to light energy mw when materials absorb any form of energy heat energy is generated Different materials absorb different amounts of light energy an ss _Transmitted 3 Show students the Glass Exploration Kit and explain that each of ere g i the glass plates has different characteristics Display the following A chart and discuss the terms transmission absorption and reflection Focus on one column of data to explain how different the Outside Inside coatings are For example Silver 20 transmits 16 of visible light but IR 70 transmits 72 of visible light Solar energy Visible light only including infrared and visible light not including infrared Percent Percent Percent Percent Exterior Interior Film type Transmitted Absorbed Reflected Transmitted reflectance reflectance Bronze 35 Silver 20 IR 70 4 Review the classroom energy map made in Section 1 Activity 1 3 Mapping the Classroom and School Ground and review the roles of conduction convection radiation as they pertain to heat loss in the winter 5 Use the wooden board with slats to simulate different window situations for example single pane uncoated glass single pane coated glass double pane double pane with specially coated glass Ask studen
3. years ago The experts calculate that the snake was 12 8 metres long and weighed 1135 kilograms That s about as long as a school bus and as heavy as an average car Jason Head is a Canadian paleontologist someone who studies fossils from prehistoric times who was part of the team that analyzed the fossils He said that the snake s body would have been so wide that today it would have to squeeze to get through a doorway Maybe you re wondering why you are reading about a prehistoric snake in a unit on heat in the environment Here s where it gets really interesting Snakes are cold blooded meaning they don t produce their own body heat They depend on heat from the environment for their metabolism the process that changes food into energy and causes growth Their size is determined by the temperature of where they live Most large snakes today like anacondas and pythons live in tropical areas where the temperatures are high The scientists figure that for this giant snake to have grown that big the average temperature would need to be at least 30 34 degrees Celsius That s how the snake became a thermometer This important information helps scientists know more about the climate and environment of the tropics in prehistoric times and how they compared with climates of other regions of those times It also helps them study how ecosystems
4. Groups Members Check the product you were assigned J Soccer Ball l CD or DVD J Cell Phone Stage Energy Input Energy Output 1 waste heat noes A tech ai cPe Lads en Swans Lede E lactase lalate E p ae i EEEE E E E E AEE EEEE E EE E EE eee ea Sey one ene areere Le E ee eh a Ne ee ae are noatulscas ee PIETE cas a cease ee TAI AEE E ACEEEO A EEEE ate ae eee RE oats pees snes SDL eS de octane tects AER psec sD fed at eos adadec best tahiti sia athe EA co ed i PERE E EES ET A EE EA E E E A E ET pan g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Lignin Yeah Lignin sane Ee Highlight these ee words when you read them plant cell cell wall cellulose ligni pulp durable energy intensive organic compound ace The building blocks of plants are plants cells Plant cells are very different from animal cells Plants don t have bones but their structures are able to support a lot of weight just think of a sunflower stem what makes the stem so stiff The answer is found by looking carefully at plant cells They are surrounded by a thick cell wall Two important fibres found in the cell wall are cellulose and lignin Lignin is the second most abundant organic compound on Earth after cellulose Lignin makes up about one quarter to one third of the dry mass of wood Lignin provides the cell wall with a lot of strength It also plays
5. School Visit look fors 30 this year 2 1 11 Lighting is used only when necessary e g lights are turned off when adequate light is available from the sun or when rooms are not being used 2 1 12 Year long monitoring of lights off is recorded by students The 11 x 17 planning version of this EcoReview is in the Portfolio Binder amp 2009 Toronto District School Board Greater Toronto Area a Surface Temperature Map 2002 08 10 Several copies of this map are included in the TDSB s Science and Technology Kit called Heat in the Environment This temperature map is used in Activity 2 4 The Urban Heat Island Effect on page 87 Natural Resources Canada Te iy B Information derved from Landsat TM imagery Contact Matthew Maloley Natural Resources Ressources nalurelles Canada Peg Carada Secteur des sciences de la Tere Earth Scienoes Sector
6. e Tracing paper teung iy Lessons for Ecological Literacy at http ecoschools tdsb on ca gift bags light fabrics e jinx wood and accessories or other materials that can be used to construct framing e gluestick glue guns white glue and tape Q _______ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Improving Classroom Comfort in Hot Weather Scenario Many students and teachers complain about the conditions in their LY rooms Without access to air conditioning cooling these rooms is difficult because of the amount of direct light that enters the room Interior designers have been called in to explain to teachers and students what they can do to reduce the discomfort caused by the direct sunlight while still allowing enough natural light so that artificial lighting is not required Student designers prepare model frames that control light in different ways They demonstrate them for teachers and students in hot rooms Teachers interested in trying an ingenious solution commission the interior designers to scale their model up for use in their room Part1 1 Tell students that before they begin their work on improving the heat in the classroom they are going to explore the properties of various types of glass 2 Review with students that m sunlight is composed of different types of electromagnetic radiation some of which reaches the Earth s surface UV visible and infrared
7. Consult the software or manual for instructions if needed 3 Click on the Start Icon to begin logging 4 Turn on the light bulb 5 After 5 minutes switch off the bulb and continue to log the data for a further 5 minutes or until the recording finishes g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit name Log Your Data COE Inside Outside Temperature C Temperature C Heat source removed g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit name Analyze Your Data CEES 1 Examine the first 5 minutes of data Compare the inside and outside temperatures What was the greatest temperature difference and when did it occur 3 Examine the last 5 minutes of data Compare the inside and outside temperatures What was the greatest temperature difference and when did it occur 4 Compare the readings for the non insulated house and your insulated house Use the data to explain how insulation changed the way heat flows 5 By studying the summary of class data identify the house that reduced heat loss the most Why do you think this design was effective Q _______ii_ 2009 Toronto District School Board Heat in the Environment 3 2 Time 2 3 hours Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integra
8. Reusing items rather than buying new items every time also reduces the need for new items Purchasing used items for yourself or donating your used items to organizations that will reuse them is a good way to reduce the need for producing new items thus saving both materials and energy Recycling is an industrial process that uses energy So this R involves the least savings of the three Making products using recycled instead of new materials conserves energy It is important to be aware of the growing number of materials that are being collected for recycling in one s community Q ___ _ _____ 2009 Toronto District School Board Heat in the Environment Saving paper that has been used on only one side for re use is a small but important way to save paper in the classroom Grade 7 Integrated Unit With the class generate a list of questions related to the 3Rs for discussion and further research For example Why do we need to reduce our energy consumption Who should recycle What kinds of products can be recycled Why do we need to reduce our use of paper What does 30 recycled paper mean What does 100 recycled paper mean Why do we need to reduce our purchase of plastic products What are toner cartridges What are they made of How can they be reused g 2009 Toronto District School Board Grade 7 Integrated Unit Heat in the Environment BLM 2 6a Name No Fish Stor y Th
9. and then with your partner group Jot down any key words that you think you will use to summarize your discussion 7 Copy all the temperatures from the other groups onto your map 8 Based on your observations in the area you studied write a scientific explanation that explains the differences in temperatures at your location 9 Based on all the observations the class made what would you conclude is the average temperature outside the school Explain how you arrived at your conclusion 38 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 Map of Our School Ground Date BLM 1 3a Name of School Group Members Map of Your School Ground See planning notes 1 3 on page 33 39 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Microclimates ne D E Read the passa f ge below i ae eal sss microclimates Use the Word List to help you with unfamili use point form notes to write a summary of the key ideas in th amiliar words After n the passage A microclimate is the climate of a local or small scale area that differs from the climate of the larger surrounding area The term may refer to areas as small as a few square metres like a garden or as large as many square kilometres like a valley Weather variables such as temperature rainfall wind or humidity are slightly dif
10. are used The investigation is to see if the energy that comes off the sheet is due to its temperature or its type of surface The metal sheets are placed the same distance from a radiant energy source and allowed to heat up The temperature of the sheet and the energy it re radiates are measured Curriculum Connections Subject Area Expectations Science and Technology Overall Heat in the Environment m investigate ways in which heat changes substances and describe how heat is transferred m demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth s systems Specific m explain how heat is transmitted through radiation and describe the effects of radiation from the sun on different kinds of surfaces muse scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation m use appropriate science and technology vocabulary Language Arts m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of urposes 94 2009 Toronto District School Board Heat in the Environment Materials e EasySense Data Logger e infrared sensor e temperature sensor e radiant heat source with protective mesh e foil covered shutter or a heat resistant screen e several metal foils finished in different ways polished metal painted
11. lighting bodies of the residents of the house stoves waste heat from appliances such as dryers computers televisions and from outdoor heat energy entering the house or indoor heat energy leaving the house 3 Have a general discussion about insulation Ask students what they know about insulation and ask them to think of some examples of types of insulation buildings houses clothing footware sleeping bags animals coats body fat cooking utensils beverage cups picnic coolers 4 Assign students to groups to insulate a box In the end students will see which box kept the temperature the highest after the second 5 minutes of measurement The design of their box will have to allow for wires to connect to the bulb inside the box and allow for insertion of the thermometer itself 5 Create and post a chart like the following and ask the groups to fill in the data for their box Students can see and compare the results of all the groups designs Box Highest Lowest Temperature number temperature temperature difference after 5 minutes after 5 minutes of warming of cooling n EEA stag a EEE sh eal ach GAP a are ete E 2 Se eo is BN Se a ee ee ee Pe oe a 120 2009 Toronto District School Board Heat in the Environment 6 Grade 7 Integrated Unit Conduct the experiment with the non insulated house This is the control experiment for all of the students experiments Use a data logging sheet like BLM 3 1a Ass
12. Unit Name Comparing Bulbs Using Double Bubble M aps 3 Differences Similarities Differences ee Bulb ee MV Bulb ncan T u Differences Similarities Differences bed Bulb 00 a Bulb ncan T u 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Comparing Bulbs Using Venn Diagrams BLM 3 3c Halogen Bulb Incandescent Bulb l4 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit What s the Best Buy We TERN Comparing Bulbs by Calculating Total Cost of Use 1 Calculate the purchase price of each bulb for 9000 hours of light The first one is done Number of Purchase price bulb uibs needed Price per bulb for 9000 for 9000 hours hours of light of light Halogen Incandescent Compact Fluorescent 2 Calculate the energy cost for each bulb To fill in the first column convert power in watts to power in kW by dividing the power by 1000 Then multiply it by 9000 hours Finally multiply by the cost of energy which is usually written in dollars per kilowatt hour or kWh The first row is done for you Bub Energy used Price of Energy Energy Cost Halogen 0 075 kW x 9000 h 0 05 kWh 33 75 3 Now calculate the total cost of use of each bulb using the formula below Total Cost Purchase Price Cost of Energy Used Halogen 48 00 33 75 81 75 g 2009 Toronto District School Boar
13. You should have a chart that will look something like this at right This represents the heat profile of two bottles at right angles to each other hidden from the viewer by a layer of packing chips The grid was quite coarse at 3x 3cm 1inchx1 inch The orientation of the bottles is clearly revealed and some detail of size can be determined If the grid were made finer you would increase the resolution and get much more data You could also create heat maps of windows or doors as part of a study of insulation E Abdcounett Lucet Stave 31 2009 Toronto District School Board Heat in the Environment 1 3 Time 2 3 hours BLMs BLM 1 3a Mapping the School Ground BLM 1 3b Microclimates Subject Area Science and Technology Heat in the Environment Geography Language Arts Mathematics Data Management and Probability Grade 7 Integrated Unit Mapping the Classroom and School Ground Overview The basics of heat transfer are investigated with the classroom as a starting point The discussion is then extended to the school ground so that students can quantify how different the temperatures are within the school and in its immediate environment Understanding and identifying temperature differences is fundamental to understanding heat flow Curriculum Connections Expectations Overall m investigate ways in which heat changes substances and describe how heat is tra
14. adaptation strategies to address the impacts of climate change Reducing the effect of the urban heat island is one such adaptive action By reducing the urban heat island we will have cleaner air cooler more comfortable temperatures in the summer and we save energy as well as money 92 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Urban Planning Date m Imagine you have been asked to build an office building in downtown Toronto You want to plan the building and its site carefully so that it does not contribute to the urban heat island effect m Draw your plan for your building and its location site Label what you have done to help keep it cool Consider the elements listed below Refer to the reading The Urban Heat Island for more information rooftop parking lot e driveways trees vegetation walkways surfaces height of building ground cover construction materials wind 93 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 2 5 Surfaces Metal Foils Overview This activity experiments with different types of metal foils to see what types of surfaces absorb radiant energy The infrared sensor and the EasySense Data Logger are used to collect and record the data In this investigation several pieces of metal sheets that have different types of surfaces polished matte glossy paint black paint
15. an important role in forming vessels or tubes that allow water to reach the tops of trees through the trunk from roots in the ground Lignin does not break down easily It makes wood durable and protects trees from fungus and bacteria This is great news for trees but bad news for some papers When lignin is left in paper the paper changes colour pretty quickly Newsprint usually contains lignin and newsprint changes colour when exposed to sunlight So in order to make many kinds of paper the lignin must be removed and this requires a lot of energy and a lot of special chemicals So wood is mashed up into a pulp and chemically treated to remove the lignin It is then washed away to leave paper friendly fibres such as cellulose from which the paper is made Recyled fibres do not need to be treated for lignin the lignin has already been removed so a gentler process less energy intensive is all that is needed to break the fibres apart And they can be broken apart about a dozen times before they are too short to make into more recycled paper 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Matter and Energy Tracing a Product s Life Stor y Here are some guiding questions to help you to organize your information from your research Include any other interesting information you discover in your
16. and alternative forms of energy e g geothermal solar wind wave biofuel m assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe how humans acquire manage and use natural resources and identify factors that affect the importance of those resources m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes m generate gather and organize ideas and information to write for an intended purpose and audience m makeand evaluate convincing arguments based on the analysis of data 110 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Materials Planning Notes e physical map of m You will need to judge the timing of these activities with respect to Canada your math program and the possible field trip to the wind turbine at Exhibition Place e computer lab m Prepare copies of BLM 2 7a Winds of Canada to provide students with experience using a computer model e pencil crayons for m Arrange for time at your computer lab Students could work in pairs colouring in the map for the activity e website http www trec on ca reeducation tours html Prior Knowledge understanding of function of wind turbines construction
17. and concentration of the greenhouse gases m Methane comes from decay of plant and animal material like in landfills from wetlands from livestock farming from leakage during the processing of fossil fuels like coal and gas m Carbon dioxide CO2 comes from the burning of fossil fuels m Nitrous oxide comes from soils and nitrogen fertilizers m We have also added new synthetic gases like chlorofluorocarbons CFCs Are humans responsible for climate change The Earth s climate is a big system and it s affected by smaller systems such as the atmosphere the hydrosphere oceans and rivers and the biosphere plants forests soil and the way they interconnect So the climate does have many natural changes and variations For example there have been natural changes from warmer periods to cooler periods Natural events like volcanic eruptions or solar activity can cause changes to the climate However scientists have tracked and compared human activity against trends in climate over many years They have found that the rate of global warming and climate change is much more than can be attributed to natural changes 77 2009 Toronto District School Board Heat in the Environment Facts about Climate Change Draw lines to match the questions with the answers carbon dioxide methane and nitrous oxide Where did the 2007 UN Climate Change Conference take place What type of heat transmittal occurs when
18. and prepare and heat the food that is served The sports team not the fans pays for repairs gJ made to a stadium Plants and green spaces that are created to decrease city smog and global warming can J change the temperature of the air significantly It costs more to tear down a building that loses g too much heat than to repair it Not using your car doesn t really save fossil fuels J and reduce carbon dioxide emissions Paying more for green technology doesn t save g money in the long term Everyone always ends up paying for the waste created by others J L L G L L L L 48 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Waste Diversion at Exhibition Place T Date E Read the followin g passage as a group Check the Word List see rev i i erse side if you come across unfamiliar word ER s Work as a group to discuss and answer the i your answers on the page in point form E ieee Together identify the k i i ey points in the passage SE A cbc ge Choose a spokesperson from your group to Since 2001 Exhibition Place has been part of the City of Toronto Waste Diversion Task Force 2010 This group set aggressive waste diversion targets of 40 by 2006 and 60 by 2007 In 2005 Exhibition Place generated 2299 metric tonnes of waste and diverted 1156 metric tonnes This is a 50 waste diversion ra
19. areas Rural Commercial Urban Suburban Residental Residential Suburban Downtown Park Rural Residential Farmland http www cleanairpartnership org cool_toronto_urbanprofile_large htm Is this a negative thing Yes Higher ambient surrounding air temperatures make heat waves worse Higher temperatures also speed up the chemical reactions that produce smog This in turn increases suffering by people with respiratory problems and increases health costs In addition the warmer a city is in the summer the greater the demand for air conditioning which increases the amount of electricity used Energy costs go up and to meet growing demand power plants must increase their use of fossil fuels which has a negative impact on air quality and leads to climate change 91 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 The Ur ban Heat Island cont d What can we do to counteract the urban heat island effect 1 We can promote the use of cooler surfaces and shade trees 2 Cities can be cooled by creating strategically chosen areas where plants are grown Trees and other vegetation can shade buildings pavements parking lots and roofs and naturally cool a city by releasing moisture into the air through evapotranspiration 3 By protecting buildings from wind trees can reduce heating costs in winter and through direct shading and evaporative cooling can contribute to reductions in air c
20. balance between different components of an ecosystem m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use Speaking skills and strategies to communicate for a variety of purposes 73 2009 Toronto District School Board Heat in the Environment BLMs BLM 2 2a Greenhouse Gases BLM 2 2b Facts about Climate Change Matching Game BLM 2 2c Arctic Ice You might wish to show a related DVD or video or other visuals to prompt discussion about what students already know about the greenhouse effect and climate change Climate Change Effect Rising sea level More sunshine heat energy Increase in precipitation rainfall or snowfall Decrease in precipitation rainfall or snowfall Grade 7 Integrated Unit Planning Notes m Read over the BLMs for this activity and plan whether you want students to work in pairs or larger groups Make copies accordingly m You might want to gather various resources such as DVDs books photos and websites on climate change and Arctic ice for students to study Prior Knowledge m review terms such as emissions ecosystems and the difference between weather and climate Teaching Learning Strategies 1 Use BLM 2 2a Greenhouse Gases either as a handout for pairs of students to read or read it aloud from an overhead while students follow alon
21. catalyst platinum 65 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 Hydr ogen Fuel Cell Demonstration Pr oject cont d BLM 1 4i When split the electrons are forced to flow one way creating an electrical current that can be captured before the electrons reach the cathode side of the catalyst When the protons and electrons join again on the cathode side of the fuel cell they are mixed with oxygen to produce water and heat By putting a number of individual fuel cells together in a stack and then building an operating system around the stack you can make enough power to turn a motor which can drive a vehicle The Exhibition Place hydrogen refueling station was the first such refueling station within the City of Toronto The Hydrogenics HyLYZER 65 Electrolyzer uses the Exhibition s renewable energy and with water produces hydrogen and oxygen The hydrogen is stored in a specially designed cylinder The John Deere ProGators can drive up to the hydrogen dispenser and be refueled It s just like a gas station except that it supplies hydrogen and then the ProGators are ready to go Benefits of hydrogen fuel cells m It s clean using hydrogen in an energy conversion devise produces zero emissions only electricity and water are produced It s abundant hydrogen is the most abundant element in the universe It promotes energy security hydroge
22. examine their initial opinions Introduce the seven stations 44 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit PART 2 Stations 1 2 Assign students to their group by giving them their letter number or symbol and have them move to the corresponding station Distribute BLM 1 4b Anticipation Guide for Exhibition Place either to each student or one per group and have students read and discuss the statements and check Agree or Disagree for each one Note that there does not need to be consensus within the groups Instruct the groups to m read the passage that is posted at their station point out the Word List that will help them with any challenging vocabulary answer the set of questions for their reading in point form m identify the key points of their reading and discussion and prepare to present them to the other groups Each group should choose a speaker 3 Circulate to help students with their reading and discussions PART 3 Whole class Debrief 1 Have students remain with their groups for a class debriefing session Have the representatives from each group present the key ideas from their reading Then ask students to re examine the Anticipation Guide and ask them to indicate in the column on the right any changes they have had in their thinking Encourage them to think about the information they have learned from the readings as they re examine the An
23. from an area of about 15 cm in diameter so the test surface of the foil must be more than 15 cm in diameter e g 20cm The infrared sensor should be placed so it does not receive any heat from the radiant heat source only from the metal foil Tape the temperature sensor to the first metal foil Turn on the radiant energy source and allow it to reach its operating temperature Make sure the shutter is stopping radiant energy from reaching the infrared sensor Place the first metal foil to be tested between the radiant heater and the shutter so it is being warmed by the heater Start the EasySense logger and select Snapshot from the Home page Click on Start Remove the shutter from between the sensor and the foil and left click in the graph area to record the value Place the shutter back between the sensor and the foil Replace that foil with a different foil in the same position with a temperature sensor attached and wait 2 3 minutes for it to reach temperature Remove the shutter to record the next value 10 Repeat until all foils have been tested Stop the data recording 11 Use Add Text to label each value with the foil that produced each result and then Save Results and Analysis The bar chart will show two bars for each foil one will show the temperature of the foil and the other will show the energy being radiated off the back surface of the foil Place the information from the graph in a table as shown
24. image of your face Materials m EasySense Data Logger m Smart Q infrared sensor without the filter m drawn outline of a face m set of pencil crayons black blue red orange yellow white Instructions 1 Find an area to work in that is not getting a lot of heat from the sun or other heat source 2 Connect the Infrared sensor to Input 1 of the logger 3 Start EasySense and select Meters from the Homepage Meters will open with a numeric display of the infrared sensor Check that the range is set to 20w r 4 Point the sensor at an object to see how quickly the sensor responds This will give you an idea of how long you need to point it at an area of the face to get a good reading 5 Use your face outline the drawing to work out which areas of the face you will measure and in which order It may help to make a 2 column key or chart for recording the numbers from the sensor against the area of the face being tested 6 Point the sensor to the first area of the face to measure Wait until the readings are settled and note them down 7 Work out a colour code to produce the infrared image if you use the colours suggested in the Materials list page 24 then every 3 watts of infrared will need a new colour Colour the face in using your colour code 27 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 2 of 2 Name Hot Stuff Mapping Your Face BLM 1 22 Questions 1 Which ar
25. into space They are increasing the temperature of our planet The consequences for ecosystems and societies may be severe Teaching Learning Strategies 1 Introduce the activity by asking students why a thermos works and why car interiors get really hot in the summer Then ask how they think a pizza box could be transformed into a solar cooker or oven 2 Organize students into their groups and hand out copies of BLM 2 3a How to Make Your Pizza Box Oven Review the instructions with them and then invite them to proceed with constructing their oven Circulate to assist as required Or consider the alternative option sidebar 3 Invite students to think of improvements they could make to the basic design to increase the inside temperature of the pizza box to make it more effective for baking 4 Expect cooking times to be at least twice as long as normal cooking times While the food is cooking hand out BLM 2 3b Pizza Box Oven Summary and have students complete it 5 Eating the food fresh from the oven is a great reward 6 To end the activity have a class debriefing Invite students to discuss their oven s temperatures and performance and their ideas for improving the design Ask some questions such as m What did you learn about heat from making the pizza box oven m What type of heat transmission was demonstrated m Why do you think the black construction paper was used The aluminum foil m What other types of hea
26. locations in the classroom Have students record the temperatures in a chart indicating the locations as in the sample that follows Then use the nifty non contact infrared thermometer to determine the temperature of various surfaces in the classroom The thermometer is ideal for hard to reach areas such as the ceiling Have students record the measurements in a third column of the chart and compare their predictions with the actual temperatures When you have studied the results together invite students to offer reasons for the variations in the temperatures Sample Temperatures for Typical Classroom Location Predicted Measured Temperature Temperature in C in C Floor exposed to direct sunlight 27 Floorintheshade 2 20 South wallatim 2 oo 20 South wallata m 2 4 22 Ceilingnearthe window ki 2B Celling near the heating vent 26 Outside wall at 2 m 20 Interior wallat2m ssf i 21 34 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 2 Tell students that they are going to think about heat in their classroom and ask them how their classroom obtains its heat in the winter Map the sources of heat on a net diagram of the classroom Following is a sample net diagram that assumes that the room is the shape of a box This room is on the second floor The major sources of heat are labelled South facing wall m sunlight through the windows m warm walls Ceiling Internal F
27. of bar graphs navigating a website understanding of mean in data Teaching Learning Strategies 1 Present a physical map of Canada to students and explain what it is ASk them to consider where winds will be highest and compare this to where populations are highest Introduce students to the wind speed map at http www windatlas ca en maps php to highlight regions of Canada that are windy Many questions can be posed and answered based on comparisons such as these a Where do you find the highest winds Over water far north prairies mountains b Where do you find the lowest winds Mountains boreal forest 2 Walk through the features of the wind speed map at the website and then hand out copies of BLM 2 7a Winds of Canada Review the BLM with students and then have them proceed Circulate to assist with any challenging vocabulary and to monitor progress 8 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 3 To conclude the activity invite students to share ideas that arise from their exploration Starter questions could include Where in To engage students more southern Ontario could wind farms be located What features make immediately in these theses areas suitable for wind farms Should local citizens have an discussions point to their opportunity to be part of any decisions being made about the real world application construction of wind farms Consider having students
28. of energy m assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe how humans acquire manage and use natural resources and identify factors that affect the importance of those resources m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes Planning Notes Read over the BLMs for this activity an overview of Exhibition Place an Anticipation Guide and seven readings about Exhibition Place BLMs 1 4c to 1 4i to be posted at seven different stations in the classroom Photocopy and post the seven readings at seven stations around the room and identify the stations with a letter number or pictorial symbol e g tree sun wind turbine Plan seven student groups of mixed reading abilities and decide which reading station you will assign each group 43 2009 Toronto District School Board Heat in the Environment For more information on Exhibition Place visit www explace on ca Grade 7 Integrated Unit Make copies of the worksheet BLM 1 4b Anticipation Guide for Exhibition Place you could have one per student or one per group You might collect photos of Exhibition Place and some of the activities associated with it such as the annual Ca
29. place for healthy enriched learning Its a big job School Services curriculum Facility Services school operations and Purchasing departments all devote staff time to helping schools move toward more environmentally aware and sound practices At the school level the EcoSchools program is spearheaded by an EcoTeam made up of representatives from all areas of school life from principal and caretaker to teachers parents guardians and students The 2009 10 EcoSchools Certification Guide and Planner can help you complete the online application form and is an excellent planning tool for your program It is especially helpful for schools new to the program providing a simple way to explain the different EcoSchools action categories and to decide where to concentrate your school s environmental efforts 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit The new EcoSchools Certification Toolkit brings together in one place all of the tools that schools require to help them access the services materials and equipment needed to achieve their goals The toolkit is closely aligned with the EcoSchools Certification Guide and Planner and the new online application form Teaching Learning Strategies Certification Toolkit 7009710 1 Review BLM 3 4e Energy Conservation EcoReview with the class Place students into teams to address the three major energy impacts of your school a
30. produce their own energy will result in approximately 13 7 million kilowatt hours of energy The reduction in carbon dioxide emissions resulting from all the actions they have taken will be approximately 10 970 tonnes per year Exhibition Place s Environmental Plan shows a huge commitment to applying green technologies and for being a leader in sustainable development g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Anticipation Guide for Exhibition Place BLM 1 4b Date m Read the statements Make a checkmark in the boxes on the left to show whether you agree or disagree with each statement m After learning about Exhibition Place at the stations reread the statements Make a checkmark in the boxes on the right to show whether you agree or disagree with each statement In the margin or on the back jot down some notes explaining how your learning about Exhibition Place affected your decision BEFORE the Learning AFTER the Learning Agree Disagree gJ The cost of an object should include the cost of gJ not only the materials in the object but also the safe disposal of the object Sending waste to a landfill is an acceptable way of disposing of it When you attend an event you expect there to be working washrooms and running water that is drinkable At sporting events tickets include the cost of electricity to light the field heat the dressing g rooms and washrooms
31. school receives natural gas and electricity What systems are in place to deliver these energy sources to the school What are the impacts of these delivery systems think of the land impacts of long distance pipelines and hydro corridors Collaborate with your EcoTeam to ensure that your class s work is included by the EcoTeam in the school s application for EcoSchools certification _ Qo ______ __ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Education for the Environment Monitoring Our Use of Finite Resources To download a pdf of these posters visit ecoschools ca gt certification toolkit To order print copies in colour see the order form on page 4 of the EcoSchools Certification Toolkit Keep the Heat In Conserve fossil fuels Use this monitoring poster to highlight our dependence on limited and CO2 producing fossil fuels Closing the blinds makes a difference Keep the HEAT In Fieiiew LEGEND oO All Blinds Closed oO Some Blinds Closed oO No Blinds Closed UA COSCHOOLS ca It is said that you can only improve what you can measure The three monitoring charts shown below give students a system for checking and recording classroom recycling and energy conservation practices throughout the year These posters provide a way to gather primary data fo
32. through the sensors or options Built in RED SQUARE Humidity sensor press to Stop or Exit grid visible Data can be collected with this instrument in the same way we use any digital measuring instrument Looking at the front of the Q5 data logger you ll notice that there are three buttons on the lower right 11 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit When the green button is pressed once the LCD displays four modes Select the Meter option by pressing the green button a second time gt Meter Snapshot EasyLog Timer In Meter mode students can measure five different quantities Simply use the Q5 data logger in this mode read the LCD screen and record the data on paper The readings for the internal sensors will be displayed in the following order sound light temperature pressure and humidity On the LCD display the sensor s value and units will be displayed but not its name They are numbered from 3 to 7 and appear as listed below Numbers 1 and 2 are reserved for the plug in sensors 3 46 7 dBA sound 4 245 Ix light 5 25 2 C temperature 6 101 0 kPa pressure You ll need to scroll down one line to see humidity which will be displayed as 7 45 6 RH humidity Plug in Sensors Each unit comes with two plug in temperature sensors and an infrared sensor The temperature sensors have a Stainless steel tube on one end and a 3 foot 1 m cable with a DIN
33. to help cut down that area s high winds Do you know where to go in your school yard to get out of the wind Then you know about microclimates 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Word List BLM 1 3b reradiate to give out energy in the form of radiation after absorbing it urban heat island an urban area that is significantly warmer than its surrounding area slope a slant a surface that goes up or down at an angle aspect the direction a slope faces flora the plants of a region solar energy energy from the sun Microclimates Summary use point form notes 41 2009 Toronto District School Board Heat in the Environment 1 4 Time 1 3 hours BLMs BLM 1 4a Exhibition Place Environmental Plan an Overview BLM 1 4b Anticipation Guide for Exhibition Place BLM 1 4c Waste Diversion at Exhibition Place BLM 1 4d Green Roof at the Horse Palace BLM 1 4e S M A R T Movement BLM 1 4f Generating Alternative Energy BLM 1 4g The Trigeneration System in the Direct Energy Centre BLM 1 4h Urban Forestry Initiatives BLM 1 4i Hydrogen Fuel Cell Demonstration Project Grade 7 Integrated Unit An Excursion to Exhibition Place Overview Toronto s Exhibition Place has an ambitious sustainability plan that addresses many different issues related to environmental stewardship A field trip to Exhibition Plac
34. to the CYCLEPATH existing network of 130 locations for bicycle parking for we employees and visitors For people who carpool there will eventually be priority parking spaces 54 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 In 2006 working with Moving the Economy S M A R T installed Mobility hub a transportation hub on the grounds and at the Exhibition Place GO station The hubs allow visitors to easily transfer between GO trains the TTC and the BikeShare bicycles or CarShare vehicles In addition S M A R T also operates a bike fleet that employees may use to travel between locations on the Exhibition Place grounds Word List commuting travelling from your home to your work or school hub centre of activity fleet a group of vehicles operating under one owner initiatives strategies to resolve a problem or improve a situation minimize lessen priority something that has more importance single occupancy vehicle a vehicle that has just a driver and no passengers 1 What are some incentives or rewards that employees could be given to help them change their commuting habits and reduce air pollution Give one example of an incentive and why you think it might work 2 What other benefits might the employees experience by riding bikes taking public transportation or walking instead of using their cars to commute 3 If you were an employee how w
35. window coverings Dimensions of window or windows that allow greatest amount of direct light into the classroom indicate this on your floor plan g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Ener gy Conservation in the Classroom Summar y BLM 3 2c Names of Group Members Diagram of Device 13 2009 Toronto District School Board Heat in the Environment 3 3 Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit Energy Conservation Selecting a Light Bulb Overview This activity allows students to apply their knowledge of the importance of conserving energy through the simple act of choosing a light bulb Students analyze product data for different bulbs to learn about the factors size light output cost power consumed purchase price disposal lifetime of bulb to consider when buying a light bulb They will calculate the total cost of a light bulb over its lifetime The true cost is obscured by the way goods are marketed and the way people think about cost Total Cost Purchase Price Cost of Energy Used Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat i
36. with black gloss paint painted with black matte paint e tape to secure the temperature sensor to the metal foil ruler Grade 7 Integrated Unit Planning Notes Read through the instructions and gather the equipment needed Radiant Temperature heat source Metal Sensor foil Heat a pew Infrared AENA sensor Radiated Re Radiated heat heat be Prior Knowledge m use ofthe EasySense Data Logger and sensors m Safety in using hot objects Teaching Learning Strategies Following are the steps of the experiment You may want to conduct the investigation as a demonstration or have selected students do so 1 Connect the infrared and temperature sensor to the EasySense Data Logger The Data Logger does not need to be connected to a computer Check to make sure the silica glass filter in the end cap of the infrared sensor has been removed 2 Set up the apparatus as shown in the diagram above Each of the metal foils will need to be placed at the same distance from the radiant heat source The infrared sensor will need to be kept at the same distance from the metal foil The distance that the infrared sensor can be from the metal foil will depend on the size of the metal foil 95 2009 Toronto District School Board Heat in the Environment 9 Grade 7 Integrated Unit The target area of the sensor is the same diameter as the distance For example if the infrared sensor is 15 cm from the foil then it will detect
37. 009 Toronto District School Board Heat in the Environment Sensor Sensor Name number 1A Input A 2B Input B 3 Sound 4 Light 5 Temperature internal 6 Barometric pressure 7 Relative humidity Grade 7 Integrated Unit Summary of the Q5 Internal Sensors Name of Unit Symbol Range Option to Metric Unit Change Range Depends Depends Decibels 40 110 dBa No Light level 0 1000 Ix Yes in lux 0 100 000 Ix Degrees 30 110 C No Celsius Kilopascals No Percent No f the sensor has ranges then there will be an option to change the range For example the infrared sensor has three ranges Infrared Thermometers A Quick Review 1 How do infrared thermometers work All objects emit infrared energy The hotter an object is the more active its molecules are and the more infrared energy it emits An infrared thermometer houses optics that collect the radiant infrared energy from the object and focus it onto a detector The detector converts the energy into an electrical signal which is amplified and displayed IR thermometers capture the invisible infrared energy naturally emitted from all objects Infrared radiation is part of the electromagnetic spectrum that includes radio waves microwaves visible light ultraviolet gamma and X rays 16 2009 Toronto District School Board Heat in the Environment 4 a 4 Reflected gt Transmitted gt gt gt Emitted Infrared collection
38. CC The transparent top lets sunlight in and prevents heat escape especially at night Based on the p m when light levels fell to Without the data sunset occurred about top the heat would escape because of the flow of heat from a warm region to a cold region This heat transfer is called Basically a cold frame is a miniature greenhouse 22 2009 Toronto District School Board Heat in the Environment 1 2 Time 1 2 hours BLMs BLM 1 2a Hot Stuff Mapping Your Face BLM 1 2b Mapping Infrared Energy to reveal structure and shape enrichment activity Subject Area Science and Technology Heat in the Environment Language Arts Grade 7 Integrated Unit Hot Stuff Mapping Your Face Overview This activity provides a fun way of introducing the kit s infrared sensor and its ability to detect hot spots Most students will not have experienced how infrared works although they may have seen the result of infrared imaging In this experiment students use an infrared sensor to measure the heat coming off their face They create a colour code to match the various heat measurements and then use their code to colour in a drawing of a face to make an infrared image Curriculum Connections Expectations Overall m investigate ways in which heat changes substances and describe how heat is transferred m demonstrate an understanding of heat as a form of energy that is associated with the movement of p
39. Lake Ontario and Lake Erie a Click on the cell to expand it eon os a ar 7 _ 8 lt m sl Q _______ _ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 4 Exploring Canadian Winds cont d b You should now see several windows Locate the windows listed below and explain what they allow you to do Navigation c The Height buttons allows us to ask the question How does the wind change at different heights Use the Height buttons to explore this question and then record your observations below d Think about the kinds of questions that the Display Field buttons and Display Option buttons allow you to ask Brainstorm 3 4 questions with a partner Write down one of the questions below and then answer it by studying the changes in the map Question i ee ee se co Answer o 2 2 2 3 Make sure that your map is set back to southern Ontario Provinces Mean Wind Speed a Set the Display Field to Mean Wind Speed Mean Wind Energy Roughness Length Topography Land WYater Mask What is a synonym for mean 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 4 of 4 Exploring Canadian Winds cont d b Select a title for your map Study the legend and then colour the map below to show how the wind speed changes across southern Ontario Simplify the map so you will have fewer colours than sh
40. Logger You will be testing the houses one at a time and one group will be observing their data collection The whole class could all observe all groups testing and data collecting or you could have other groups begin a related activity see Ideas for Further Activities Prior Knowledge safety procedures for handling hot materials understanding of the terms insulation and voltage 2009 Toronto District School Board Heat in the Environment Safety In your discussion about creating the boxes and while you are conducting the testing be sure to remind students about the safety procedures you are following for handling hot materials Also be sure to talk about potential fire hazards Do not use an open flame to heat the house Grade 7 Integrated Unit Teaching Learning Strategies 1 Introduce this activity by saying To keep houses warm in winter and cool in the summer we need to keep the temperature inside the house different from the temperature outside To do this energy is used within the house either to add heat to the house or to remove heat from the house Unfortunately not all of this energy is used exactly for this purpose some of the energy is lost We re going to look at how insulation helps slow down the rate at which heat energy leaves or enters the house 2 Ask students to think of ways that heat is created within a house or ways that it enters or leaves a house Ideas are heating
41. Natural gas consumption b Electricity consumption c Embedded energy or resources consumed 2 Discuss each in turn to identify the impacts on the environment Remind students that a Natural gas is a non renewable fuel source and that its consumption has local and global impacts b Electricity is generated from nuclear hydro and coal and that its consumption has varied local and global impacts c Resources consumed at the school require energy of extraction production and disposal Consumption of resources both renewable and non renewable has varied local and global impacts 3 Have each group develop a campaign to reduce these impacts Take advantage of opportunities to integrate language studies and data management into the students work Provide each group of students with one of the monitoring posters described on page 149 g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Some ideas are m create a brochure leaflet bookmark or fridge magnet to hand out to the school community create a series of radio ads for morning announcements create a page linked to the school s website create posters for display in the school create a Powerpoint presentation video or music video create a T shirt design create a school calendar Collaborate with your school s caretaker to take students on an energy tour of the school Help students understand how the
42. a Thermometer for display or as a handout Prior Knowledge difference between cold blooded and warm blooded animals meaning of fossils and paleontology Teaching Learning Strategies 1 2 Display BLM 2 1a The Snake that Became a Thermometer and read it aloud as students follow along Ask students what more they would like to know about the snake or related topics Record their questions on a chart Have students research to find answers to the questions they have raised You could assign questions to groups of students or have one group of students conduct all the research and report back Provide time for sharing the research results If you don t have time for students to research have a class discussion about the article on the BLM using questions such as the following m Are humans warm blooded or cold blooded m Why don t really large snakes live naturally in our part of the world How is the snake a thermometer How does knowing about climates in prehistoric times help scientists today Z 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit The Snake that Became a Ther mometer In February 2009 scientists reported an amazing discovery skeletal remains of the biggest snake the world has ever known The fossilized remains of the snake were discovered in Colombia South America Researchers think that the giant lived between 58 and 60 million
43. al cost of an electrical device will be over its entire life Ask students Why not Prices of electricity are not the same in all provinces and sometimes the price of energy rises so the total cost of use is often left to the consumer to find out 7 Ask students to complete one of the other comparisons Halogen Compact Fluorescent and Incandescent Compact Fluorescent Consider supplying them with either a double bubble map BLM 3 3b or a Venn Diagram BLM 3 3c Samples on the next page have been completed for teacher s information They can also use BLM 3 3d to calculate a comparison costs 13 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Dif ferences Dif ferences Similarities Power 75 Watts Voltage 120 V Light out put 1 100 lumens Light out put 750 lumens Length 7 8 cm Lif etime 1500 hours ncandescent bulb Halogen bulb Lif etime 750 hours Light output 750 lumens Light output 1100 lumens Lifetime 1500 hours Power 75 W Lifetime 750 hours Length 7 8 cm Volts 120 V Length 10 5 cm Cost 8 00 Cost 1 00 Halogen Bulb Incandescent Bulb 8 Provide time for students to use number line scales to weigh the factors for each bulb See BLM 3 3e Compare Bulbs Using Number Line Scales for a sample Some of the scales increase when read from left to right Some of them decrease In all cas
44. ant for students to understand how they can make a difference here and now by paying attention to issues such as heat loss in their homes and schools Education about the Environment At the core of learning about the environment is the study of how land air and water ecosystems work and the knowledge that human well being is dependent on ecosystem health Climate change is a consequence of our soaring increase in burning fossil fuels to supply our energy needs it provides the context within which we study heat and learn about the interconnections between human activity and the environment 3 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Education for the Environment Education for the environment helps students develop skills to examine human impact on the environment research ways to reduce that impact through conservation adaptation and innovation and advocate for change and actions that will reduce individual and collective ecological footprints Structure of the Resource To mirror the three elements of environmental education this resource is structured in three parts Education in about and for the Environment m Education in the Environment has four activities including a series of investigations that introduce the EasySense probes and Data Logger part of the kit and get students thinking about heat transfer and heat loss Students move outside to engage in a study of hea
45. area Incorrect Bost Good T F 2mm Some Wmme i 150mm 300mm 608mm Grade 7 Integrated Unit 2 Do different materials at the same temperature emit different amounts of infrared radiation The infrared radiation of an object is transferred in three ways it is reflected transmitted and emitted Only the emitted energy can be used to measure the actual surface temperature of the object When IR thermometers are used to measure surface temperature they can potentially sense all three kinds of energy therefore all thermometers have to be adjusted to read the emitted energy only This calibration is accomplished by tuning the IR thermometer to a quantity called a material s emissivity The emissivity of a perfectly emitting black surface is 1 0 Most substances that are organic or painted have an emissivity of 0 95 This is the value set in the IR thermometer This means that the IR thermometer will not correctly measure the temperature of shiny metallic surfaces Tip If you are using a thermometer to measure the surface temperature of a shiny object compensate by covering the surface to be measured when it is cool with masking tape or flat black paint Allow time for the tape or paint to reach the same temperature as the material underneath Then from close range measure the temperature of the taped or painted surface For example the metal fixture of a bright incandescent light like the one in the kit could be measured u
46. area is the temperature the highest Why What does a commercial area look like How does its temperature compare with the downtown area What are some reasons for the difference 4 Ask students to complete BLM 2 4b Urban Planning individually or in pairs Afterward have students share their designs and ideas and explain the reasoning behind their decisions in terms of heat absorption and reflection 90 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Name The Urban Heat Island What is the urban heat island The graph below shows how human cities affect the temperature of the local environment Notice that right above the most developed part of the city the temperature is about 33 C The temperature outside the city is 29 C The idea of an island is a metaphor for cities but instead of being surrounded by water cities are surrounded by cooler areas For this reason we say that cities are urban heat islands Heat islands develop in cities when Il rf n r AE EE EA SAO Sketch of an Urban Heat Island Profile replaced with asphalt concrete 5 C rooftops and other artificial materials The artificial materials store the sun s energy during the day and remain hot long after sunset This makes air temperatures over a city Late Afternoon Temperature much higher than air temperatures barina a a pm r EE AA r over nearby rural or suburban
47. articles and is essential to many processes within the earth s systems Specific m use scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation m use appropriate science and technology vocabulary m use a variety of forms to communicate m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes 23 2009 Toronto District School Board Heat in the Environment Materials EasySense Data Logger e infrared sensor without the filter e student drawn picture of a face simple line drawing e set of pencil crayons black blue red orange yellow white Grade 7 Integrated Unit Planning Notes m This experiment uses a very simple setup just start the EasySense Data Logger and click on Meters on the Homepage m Review the material about the EasySense Data Logger and the infrared sensor in the EasySense Manual and on pages 11 15 atthe beginning of this resource m Don t worry too much about the range of the infrared sensor as long as it is on the lowest range 20W or 30W The experiment is comparative and focuses on using normally invisible parts of the spectrum to produce visible images The point of the experiment is to see the use of infrared to reveal hot spots structures and residual heat traces not the absolute measurement of energy You might want to modify the purpose howe
48. assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m generate gather and organize ideas and information to write for an intended purpose and audience g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit BLMs Prior Knowledge BLM 3 2a m Students should be able to do addition and multiplication using Visual and Thermal decimals Comfort Survey BLM 3 2b 3 Window Survey Planning Notes BLM 3 2c Identify 1 to 3 teachers in advance who would be willing to Energy Conservation in participate in this ingenious solutions task Do not reveal to the Classroom Summary students that you have secured the teachers for this task Yes be sneaky Make it clear that window inserts will be very light and will not damage any existing frames or window coverings This is a Materials learning experience EasySense Data m Gather the requested materials and read through the activity and Logger its BLMs e infrared sensor m Plan the student groupings and make copies of the BLMs e Glass Exploration Kit Teaching Learning Strategies e potato chip bags silvered on the inside You might want to structure the activity to support your application for Ecoschools certification See GRASP A Strategy for Developing
49. ate to another state Changes can be visually obvious like a change in position or they can be invisible like a change in pressure or temperature Here are two simple examples It takes energy to move a box 1 metre to the left It also takes energy to change the temperature of the box from 102C to 202C or from 402C to 37 C We build devices that use energy to make these kinds of changes for us Unfortunately we will never be able to build a perfect device that uses all of the energy we provide it without some degree of waste Whenever we use energy to do work some of the energy will be wasted as heat Systems both mechanical and biological have elaborate built in or designed mechanisms to get rid of waste heat These mechanisms become most apparent to us when they fail For example when someone forgets to drink sufficiently the mechanism of cooling off by sweating stops working If the cooling system of a car malfunctions the car breaks down from overheating No system is completely efficient All systems produce some waste But you might ask When a child rides a bike leg muscles do work to move the pedals This work causes a change in position of the bike As a system where is the waste The waste appears as heat in many different ways Whenever mechanical parts move against each other there is some waste heat produced Where the wheels rub against the road there is waste heat And the child too produces waste heat as the ch
50. ations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred m demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth s systems Specific m assess the environmental and economic impacts of using conventional and alternative forms of energy m describe the role of radiation in heating and cooling the earth and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere m identify common sources of greenhouse gases and describe ways of reducing emissions of these gases m investigate interactions within the environment and identify factors that affect the balance between different components of an ecosystem m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes 100 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit BLMs Planning Notes BLM 2 6a z No Fish Story The Making of an Aluminum Can a BLM 2 6b What Is Embedded Energy a BLM 2 6c Lignin Yeah Lignin BLM 2 6d Matter and Energ
51. ave students monitor their project and then share and compare their findings as a class Discuss what worked and what was less successful and invite students to explain why Have students prepare a report and presentation to present to the teachers involved or to the whole school They might prepare a Powerpoint presentation demonstration video photograph display or essay or illustrated report to summarize the experiment and the results 139 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Visual and Ther mal Comfort Sur vey BLM 3 2a Draw your classroom floor plan m windows and doors carpets desks or tables blackboards m direction and penetration of sunlight at times like 10 00 am 12 00 pm and 2 00 pm ee 131 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Window Sur vey EFT Windows m single pane J double pane J m glazed yes J no J operable yes J no J m easily opened and closed yes LJ no LJ explain 22 approximate proportion of window to wall on southern wall 1 5 J 1 4 E 1 3 E 1 2 E m approximate proportion of window to wall on western wall 1 5 J 1 4 LJ 1 3 E 1 2 E m What are the overall conditions of the windows Window Coverings m vertical I horizontal I curtains I pull down I m free of clutter yes E no E m easily adjusted yes E no E explain m What is the condition of the
52. ay those same fields on a precise area and overlay information such as power lines roads towns lakes and rivers It is also possible to download high resolution images and mid mif or fst files to compare with observations at stations and to display wind roses and wind speed histograms For more details on the navigation interface please see the help page The history page gives an overview of all the tiles and shows the correspondence with the quadrangle i aN iJ J Oe system See also the map in pdf format giving an 5 overview of the simulation results on Canada for the Ove view of the humer cal Sim Jjlatlors 4 Candia Tarator mean wind speed at 50m Deploy Fivid Height Prov neces gt Ainol Mran wad Spora a2 dintor M1 Mren Wiid Faery Z Ronghross beng h Z Tapegraphy Laadi Water Mask a Ear ng hew u Eimter ray o Fal Ecu Cap Bee E Boe er woes Se de Girt n eo wlial eae Find the Display Field and then click on the Provinces button Click back and forth between the Mean Wind Speed and the Provinces buttons Study the legend of colours so Display Held you can figure out the wind speed changes in different parts of the country 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 4 Exploring Canadian Winds cont d a Which provinces have the highest winds 2 Find the cell that shows southern Ontario by looking for
53. cess Biological Process Inputs Process air gasoline combustion Industrial Processes e h r Prod a gas wastes sunlight carbon dioxide water Need inputs Grade 7 Integrated Unit Outputs waste heat carbon dioxide nitrogen dioxide sulphur dioxide trace pollutants motion Car engine sugar oxygen Biological Processes Need inputs yday g p p igh pressures e everyday pressures lot of energy and water e free sunlight and small amounts of water uce outputs Produce outputs lot of solid liquid and e no wastes PART TWO Learning about product life cycles 1 Display BLM 2 6a No Fish Story The Making of an Aluminum Can and use it to explain the basic process of making an aluminum can Emphasize that fact that between each stage there is consumption of fossil fuels for transportation since each manufacturing stage occurs in a different place Most of the damage to Earth is done at the first two stages mining the bauxite and processing the ore At each stage energy water and chemicals are inputs At each stage waste water and waste heat are outputs g 2009 Toronto District School Board Heat in the Environment Materials m Life Cycles Posters Cell Phone Soccer Ball CD DVD m wood chips from garden centres hardware stores enough for 4 5 large ziplock bags m recycled paper enough f
54. ctory activity have a class discussion about the unit the Data Logger and sensors Ask questions that will help students understand goals for the unit such as What do you hope to learn in this unit What do you think you will be able to do well in this unit What skills do you think you will be able to improve in this unit 21 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Under standing Temper atur e Differ ences BLM 1 1a Temperature Inside and Outside of a Cold Frame Time Temperature Temperature Light p m Thermometer 1 Thermometer 2 lux C Inside C Outside 6 15 983 6 30 744 6 45 439 ce aed to et e E oe ate ee Cold Frame 7 00 225 7 15 67 7 30 0 745 OY 0 goo oof 19 To 0 OBIS es SO ily ees ee R Use data from this chart plus your own knowledge to fill in the blanks in the text below To protect plants from cold weather gardeners use something called a cold frame It is a box witha transparent top built low to the ground Sensors were used to gather data about one gardener s cold frame The thermometers first measurements occurred at ______ _ p m At that time Thermometer 1 recorded air inside the cold frame at_ C Thermometer 2 recorded the air temperature AUTE Se ee the cold frame and had a reading of 0 0 C The lowest temperature outside the cold frame reached C The lowest temperature inside the cold frame was
55. d Heat in the Environment Grade 7 Integrated Unit Compare Bulbs Using Number Line Scales o You can use number line scales to help decide which kind of light bulb to buy Make a symbol for each bulb type and draw it in the proper locations WORSE BETTER Brightness Lumens pt i ee ee el 500 600 700 800 900 1000 1100 1200 1300 Power Used Watts Pe aN ee S E S d 100 90 80 70 60 50 40 30 20 10 0 Average Lifetime Hours L ee eee eee eee eee ee Se eee eee 0 1000 2000 3000 4000 5000 6000 7000 8000 9000 10000 Purchase Price 10 9 8 7 6 5 4 3 2 1 0 l4 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Thinking about Comparing BLM 3 3 1 Think about which method of comparison was easiest most difficult or most useful This part of inquiry thinking about what worked best for you is very important 3 Why might some people ignore the cost of electricity when making a decision to buy an electrical device such as a light bulb 4 In your opinion are electrical products labelled well enough to help consumers make wise decisions 5 What would you recommend to make it easier for customers to see the true cost of each light bulb g 2009 Toronto District School Board Heat in the Environment 3 4 Time 2 3 hours Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geo
56. d technology language arts mathematics geography and EcoSchools The topic of Heat is difficult to teach because so many of the processes related to heat are invisible To address this challenge the Grade 7 Heat in the Environment kit includes two special pieces of equipment an infrared sensor that permits teachers and students to have fun measuring and exploring infrared radiation and an_ infrared thermometer that allows instantaneous temperature measurement of a surface that is out of reach These technical capacities allow students to explore more deeply and concretely the nature of energy transfer both inside and outside the classroom Tell your students that heat is everywhere Then show them the cover of this resource Ask them to describe what they see and to connect their observations to heat At first this may feel too open a task After an initial discussion ground students ideas by reminding them that wherever the sun shines we have heat wherever we burn fuel we have heat Continue the discussion by asking students to use the cover drawing as the starting point to talk about heat in contrasting settings night and day built and natural environment summer and winter and urban and rural Students will now be ready to undertake a study of Heat in the Environment 2 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Getting Started Ecological Literacy Ecological lit
57. e M aking of an Aluminum Can 04 SP00 puo suv A 23045 W pjo Bo d y i Apapo asn a oq m ay u VOS ayy MAL G6 GZ aun sumos p p a u pe hes J uoj ou auo sdays ysab6iq omy ay be s ng ssumsuco ssam a smo sauodwo pA dst yup 04 SUGO Of jan puo sdiys puo pyu apn SANLO ae p sdi s asn r SyUIID y pM 4 suD gt SUD fpf Oa unune ayo s unpow asn 04 Sa pow aan pajypaday aq of spaau ssaz0ud ajoym ay Pepeau si ayixnDg M N 543045 WNUAUN O Pow Of AOPA puo Avauryj20 asn wnawuno Of apxnog 390020 OL p PUD suey amn Lugd fussaposd Dg aymoq mow OL panj puo Sdiys om 230 apxnog ww 04 Jany jpu saaw asn 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Name Whatls Embedded Ener gy When you buy a product you are not only buying the materials used to make the product You are also actually buying all the energy that was used to make and assemble the parts of the product as well as the energy used to transport all the parts and final product to the store The energy that you are buying is called embedded energy For the product life cycle that you were assigned brainstorm the forms of energy that may have been used at the different stages in the life of your product Record the forms of energy in the chart below Remember at each stage of every process waste heat is an output
58. e provides students with concrete experience of technologies and initiatives that are at the heart of the Science and Technology Heat in the Environment unit In this activity which can be done prior to or following your visit to Exhibition Place students work in groups to read passages about some of the environmental initiatives They answer questions about their reading and then share the key points with the other groups See the Toronto Renewable Energy Co operative website for a description of the Grade 7 Solar Systems workshop http www trec on ca reeducation grade7 html 42 2009 Toronto District School Board Heat in the Environment Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit Curriculum Connections Expectations Overall assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred m demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth s systems Specific m assess the social and environmental benefits of technologies that reduce heat loss or transfer m assess the environmental and economic impacts of using conventional and alternative forms
59. ea of your face gives out the most heat 28 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 1 of 3 Name Mapping Infrared Ener gy to Reveal BLM 1 2b Structure and Shape You can lay a grid over the hot object s and create a 3D temperature map after transferring the collected data to Excel This is a basic method that can be modified to measure a number of objects Materials additional to those used in Mapping Your Face laboratory tray deep 2 plastic bottles filled with hot water packing chips a grid of 10 cm x 10 cm squares to cover the surface of the tray Instructions 1 Place at least 2 hot objects in a laboratory tray small plastic bottles filled with hot water are ideal Make sure the bottle occupies at least 4 of the grid squares you are going to use 2 Cover the bottles with packing chips Level them off and make sure the bottles can t be seen Place the grid over the surface of the packing chips Label or identify one corner square as Al 4 Set the Logger software to record in Snapshot Have Overlay selected Click on Start and place the Sensor over square Al Move the mouse pointer over the graph area and click to make a recording Move the sensor to the next grid square A2 or B1 and snap the next reading Repeat working your way along the column 5 When the end of the column is reached click on Stop you will only have to do this on the first column it defines the
60. edia texts for different purposes and audiences g 2009 Toronto District School Board Heat in the Environment BLM 3 4 Reduce Impact on the Environment Energy Conservation and Efficiency Materials e EcoSchools Certification Guide and Planner 2009 10 e EcoSchools Certification Toolkit 2009 10 Certification Guide and Planner 2009 10 ie Ane Wo at tes Ae a Ph j Ripa Yed with it Sts ene t Or AG Mae Sie SCHOOLS Grade 7 Integrated Unit Planning Notes m Consult your school s environment club advisor or EcoTeam to see if anyone in the school has completed the EcoSchools Energy Conservation EcoReview If yes obtain a copy of the EcoReview If not prepare a blank copy to work through with your students m Schedule time with the school caretaker to take students on their energy tour of the school m Make displays or copies of the BLMs and organize student groupings Background EcoSchools is a school greening program with a very broad scope It addresses what is taught how we run our schools and how we design and use our schools grounds Its central focus is supporting students and staff in caring for and protecting the environment where they spend so many hours every week EcoSchools asks us to examine the decisions we make in our schools inside and out from modifying practices in our classrooms offices and boiler rooms to designing the school ground as a
61. educe Impact on the Environment Energy Conservation and Efficiency GUIDING QUESTION Does your school implement daily routines and operational practices that significantly reduce its impact on the environment Hold this question in mind as you rate your performance E Initial A Final No evidence Emerging Credible Accomplished Comprehensive Team Self Assessment and Documentation AD 70 this year G Reducing energy use in instructional areas Are portable electric heaters used only as a short term emergency measure with the principal s approval until heating problems are resolved Reducing energy use across the whole school To what extent is lighting used only when necessary e g not in stairwells and corridors with extensive natural lighting outside lights adjusted seasonally and turned off during daylight hours and at night after caretakers leave the school Has your school found solutions to reduce energy use in over lit areas in all parts of the school e g implement and maintain de lamping use task lighting where appropriate Are electrical energy losses kept to a minimum throughout the school e g standby power losses from TVs DVDs VCRs modems and adaptors evening and weekend electricity waste from vending machines Does your school have an appliance consolidation plan to save energy by using less equipment e g replace a large number of bar refrigerators with fewer standard sized Energy Sta
62. ellite images can detect the temperature of land and sea surfaces Teaching Learning Strategies 1 Show students the kit s laminated poster called Temperature Map of Southern Ontario Have them locate Toronto on the map Ask students about the various colours on the map and what they represent Ask why they think some areas are hotter than others Remind students of their previous study of the urban heat island effect in Activity 1 3 Mapping the Classroom and School Ground and Activity 1 4 An Excursion to Exhibition Place if you did those two activities 89 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 2 Ask students to locate various cities in southern Ontario on the map such as Brantford Woodstock Guelph Kitchener Waterloo Cambridge Milton Hamilton Burlington Oakville Mississauga Etobicoke Toronto Alliston Orangeville Brampton Pickering Ajax Oshawa Markham Aurora Newmarket Uxbridge Bradford Richmond Hill Scarborough 3 Present BLM 2 4a The Urban Heat Island either as an individual handout or on display for the whole class Read the BLM out loud while students follow along explaining any challenging vocabulary as you go Draw students attention to the graph and ask them some questions about it such as the following m What is the lowest temperature on the graph and in what type of area does it occur Why is the temperature lower in that area In what
63. ening all the windows cools the car This is exactly how a greenhouse works A greenhouse admits the sun s energy and then reduces or eliminates cooling by cutting off air circulation that would allow for the cooling process So the greenhouse heats up This idea of heat being trapped is the basis for the comparison of the greenhouse to the Earth s atmosphere Although the actual process is quite different the analogy helps people understand the basic idea of heat being trapped which is what building the solar oven will allow students to do 82 2009 Toronto District School Board Heat in the Environment Alternative option Do not provide detailed instructions as outlined in BLM 2 3a Instead have students assemble and examine their materials as outlined in BLM 2 3a Provide students with questions that will be the basis for the construction project e g How could you use the materials collected to build an oven that uses the Sun s rays to cook food Direct your students to brainstorm a solar oven design Have them get permission before proceeding to the construction phase When students are testing their ovens encourage them to use a two column format to record their observations and questions see BLM 2 3b Grade 7 Integrated Unit The outputs of many human activities are gases such as carbon dioxide and methane Once in the atmosphere these gases called greenhouse gases block heat from escaping
64. eracy is about seeing beneath and above what we humans are creating beneath to reveal the impacts that lie out of sight and out of mind above to go beyond politics sports wars and trade agreements Ecological literacy involves understanding that the Earth behaves as a single ecological system It is profoundly affected by human activity As with all systems a disruption in one part has an impact somewhere else in the system Over time local actions of people and economies everywhere do have global consequences We re all in this together The Ontario Ministry of Education s Shaping Our Schools Shaping Our Future Environmental Education in Ontario Schools J une 2007 calls for greater attention to the role that schools can play in preparing students to be aware informed and empowered citizens who can help shape the global environment The report says environmental education is education about the environment for the environment and in the environment p 6 EcoSchools goal is to make this triad part of the everyday language of lesson planning Education in the Environment Education in the environment means making use of the environment as a context and a setting It denotes direct observation and experiential learning For the topic of heat students connect their studies of heat to their homes and classrooms their school grounds the City of Toronto and to the global challenge of reducing the greenhouse effect It is import
65. erated made or produced internal on the inside within minimized lessened sustainable able to keep going without being weakened or damaged task force a group of people working for a particular objective or project 1 What is waste diversion 50 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 3 Green Roof atthe Horse Palace ee rg BLM 1 4d Date m Read the followin g passage as a group Check A the Word List see rev i i erse side if you come k Together identify the k i ey points in the passage group to present them to the rest of the Ti E een In Summer 2004 Exhibition Place constructed a green roof on the historic Horse Palace building at a cost of 44 000 This 232 square metre 2 500 square foot meadow roof is a demonstration i project or a testing project for Exhibition Place They plan to use what they learn from this project and build more green roofs on other buildings when their roofs need to be replaced In a highly urbanized place such as the City of Toronto most of the natural landscape has been replaced by hard non permeable surfaces This creates an urban heat island effect The hard reflective surfaces absorb the solar radiation and reradiate it as heat At Exhibition Place 56 hectares 139 acres of the total 77 hectares 192 acres falls into this hard non permeable category and 20
66. erm embedded energy Students will focus on energy inputs or embedded energy as they become familiar with life cycle analysis by studying the life cycle posters of a soccer ball a cell phone anda DVD The students then apply their learning through researching the life cycle of another product Students become equipped to transform their new knowledge into a 3Rs information campaign for promoting general understanding of what is involved in making the stuff around us directed at one or more audiences in the school Or it could be used more specifically to promote their school s greening efforts 2009 Toronto District School Board Heat in the Environment Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit The experiential dimension of learning about energy inputs or embedded energy will come through having the students make paper We know that paper comes from trees but how does it get from one form to the other Students will learn more about paper making through making it and then reading a short article about one of the fibres found in wood The focus is quite deliberately on the energy required to make the paper The order in which these learning activities take place may not be strictly linear The paper making may occur over time as the other activities are pursued Curriculum Connections Expect
67. es values on the left of the scale indicate a poorer choice than values on the right 9 After students have analyzed the light bulbs in several different ways ask them to think about which method of comparison was easiest most accurate quickest or most likely to be used in a store This part of inquiry metathinking is very important We have to teach students to reflect on how different methods have worked well and why G 2009 Toronto District School Board Heat in the Environment The Light Bulb Data Sheet Grade 7 Integrated Unit name EEE The packaging on light bulbs usually has quite a bit of information The information below was taken from the packages of different kinds of light bulbs Study the information carefully to m Compare the halogen bulb with the incandescent bulb m Compare the incandescent bulb with the compact fluorescent bulb 1 Brightness Power Used Volts Length 2 Brightness Power Used Average Lifetime Volts Length 3 Brightness A P Power Used EPIR fi Average Lifetime Shy A Volts O Length Average Lifetime Purchase Price Purchase Price Purchase Price 750 lumens 75 watts 1500 hours 120 V 7 8 cm 8 00 Each 1100 lumens 75 watts 750 hours 120V 10 5 cm 1 00 Each 1150 lumens 15 watts 9000 hours 120 V 15 5 cm 8 00 Each 13 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated
68. es direct sunlight The purpose is to help students understand the greenhouse effect by experiencing the basic idea of heat being trapped The activity leads to discussion about greenhouse gases and the consequences of their increase Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred Specific m assess the environmental and economic impacts of using conventional and alternative forms of energy m describe the role of radiation in heating and cooling the earth and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere m identify common sources of greenhouse gases and describe ways of reducing emissions of these gases m investigate interactions within the environment and identify factors that affect the balance between different components of an ecosystem m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes 81 2009 Toronto District School Board Heat in the Environment Materials m clean used pizza boxes m black construction paper m aluminum foil or inside out potato chip bags m c
69. es off so much heat that it has a light that we can see Objects and humans also give off heat it s just that it is infrared light which is not visible to the human eye An infrared sensor must be used to detect it m You may have seen images of people taken with special infrared cameras In the image areas of the body appear in different colours each colour represents the amount of heat coming out of the body White is usually used to show the hottest parts and blue black to show the coldest parts The infrared camera detects this infrared light The infrared sensor you are about to use measures power per unit area watts m2 2 Hand out BLM 1 2a Hot Stuff Mapping Your Face to the class and review it with them Introduce the infrared sensor and explain the basics of how to use it See the SmartQ Infrared Sensor manual and page 15 of this resource for more information Have them create the simple line drawing of a face or you could draw one and photocopy it 25 2009 Toronto District School Board Heat in the Environment British astronomer Sir William Herschel discovered infrared radiation around 1800 He detected invisible light found just below the red portion of the electromagnetic frequency spectrum The term infrared means below red describing where it is found on the spectrum Grade 7 Integrated Unit Organize students into small groups and have students take turns to conduct the experime
70. esolution 0 1W m If you want to measure a 150W light bulb at various distances then the third irradiance range Irradiance 0 2000W m Resolution 1W m7 will be needed Safety Never bring the infrared sensor closer than 30 cm to a heat source Selecting the Sensor Range The infrared probe has more than one range The range can be altered either on the data logger itself or through the EasySense software Once selected EasySense Q will use this range or units until they are reselected In the main menu hold down the red square Stop button and then the yellow arrow Scroll button and keep them both held down for 2 seconds The display will alter to show the System menu i e Battery Level Set Sensor Range and Factory reset Use the yellow arrow to scroll the cursor until it is pointing at Set Sensor Range Press the green triangle button to select Use the yellow arrow button to scroll the cursor until it is pointing to the relevant sensor i e the internal light sensor or the Smart Q Sensor connected to external 1A or 2B Press the green triangle Enter to select An asterisk will indicate the currently selected range Use the yellow arrow to scroll the cursor down until it is pointing at the required range Press the green triangle Enter to select The asterisk will move to indicate the selected range Press the red square Stop to return to the system menu and then again to return to the main menu 15 2
71. eter Method of logging computer and EasySense cables if using EasyLog method temperature sensors retort stand and clamps identical large boxes 15x12x12 cm with lids low voltage bulbs and power supply 1 5 V bulb powered by one D cell or 6 V bulb powered by a 6 V lantern battery or 4 D 7 cells in series using a battery holder as shown below insulating materials such as Styrofoam paper cardboard bubble wrap Grade 7 Integrated Unit Planning Notes Choose your method of data logging The Meter can be used as a regular thermometer Every 30 seconds you or volunteer students will have to read the Meter and record your results in a table and then graph the results The EasyLog method logs the data to a file which can be retrieved by a computer set up with the EasySense software This is explained in more detail on the Log Your Data BLM on page 122 Anticipate a graph that looks like the following 60 Temperature changes in a non insulated house Inside Temperature C Temperature C Outside Temperature C 0 1 2 3 4 6 7 8 9 10 Time Minutes The first part of the experiment can be done as a whole class activity with the teacher demonstrating Students can then work in groups to design an insulated box The teacher should conduct the testing Gather the materials needed Plan how to manage class time when you are testing the groups houses and gathering the data on the Data
72. f heat The first test house is a simple cardboard box with visible gaps in the joints Students then construct another house that has insulation to investigate how energy loss from enclosed spaces can be reduced and if insulation helps slow down the rate at which heat energy leaves or enters the house Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related Impacts on the environment Specific m assess the social and environmental benefits of technologies that reduce heat loss or transfer e g insulated clothing building insulation m follow established safety procedures for using heating appliances and handling hot materials m usetechnological problem solving skills to identify ways to minimize heat loss muse scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation m assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes TN ______ 2009 Toronto District School Board Materials Heat in the Environment EasySense Data m Logger stopwatch if using M
73. f ocean with at least 15 sea ice P D 5 x g 3 2 3 rs 6 i f Lia 2009 Q 6 ft 2007 5009 2000 Averag d z j 4 Apr May Jun Jul http nsiac org arcticseaicenews 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Arctic Ice cont d BLM 2 2c Read the following four steps that are part of a cycle of climate change and melting Arctic ice Place the steps in their correct order in the chart below This type of diagram is called a feedback loop The first step has been provided Share and compare your answers with another pair of students Exposed ocean absorbs more heat Less solar energy is reflected back to space Increased global warming More Arctic ice melts in summer Arctic Melting Feedback Loop 1 Increased greenhouse gas emissions from human activity 80 2009 Toronto District School Board Heat in the Environment 2 3 BLMs BLM 2 3a How to Make Your Pizza Box Oven BLM 2 3b Pizza Box Oven Summary Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit Trapping Energy Building a Solar Oven Overview In this activity students construct a pizza box solar oven and use it to bake a snack This activity needs to be done on a sunny day ina place that receiv
74. f surface should face the a fire or b the firefighter m What type of surface would you coat a building with to keep the heat out m What type of surface should a building have if it is to absorb heat from sunlight What surface should be inside to transfer heat into the space inside the building a Why is the inside of a thermos silver or white 98 2009 Toronto District School Board Heat in the Environment 2 6 Time 2 4 hours Inputs Outputs Grade 7 Integrated Unit Life Cycle Analysis Embedded Energy Overview This activity has students consider the environmental impacts of product manufacturing and the energy inputs that manufacturing entails In three related tasks students explore life cycles by studying the kit s three laminated posters on life cycles of products They research the life cycle of another product They also make paper to get hands on experience in the cycle of a product Background To understand the impacts of manufacturing products more clearly and to see how much energy is needed students will learn that the most basic pattern of making anything can be described in terms of the inputs and outputs required In reviewing the 3Rs students will learn that when they save product materials matter inputs they are also saving energy inputs at every stage of the manufacturing process The energy needed to make a product can be considered to be embedded in each stage of its making hence the t
75. ferent from that in the larger area Areas near bodies of water are usually a microclimate because the water may cool the local atmosphere In heavily urban areas brick concrete glass and asphalt absorb the sun s energy They heat up and then reradiate that heat to the surrounding air the resulting microclimate is called an urban heat island Another factor contributing to a microclimate is the slope of an area and in particular the slope s aspect Aspect means the direction the slope faces A south facing slope in the Northern Hemisphere is exposed to more direct sunlight than its north facing slope So it is warmer for longer periods of time Think of the difference between a forested park and an industrial park The natural flora in parks absorb light and heat in their leaves In an industrial park the buildings roofs and parking lots just radiate the heat back into the air Some people argue that overheating of urban environments could be lessened if that absorbed sunlight was put to use as solar energy Knowing about microclimates can help farmers create the best growing regions for crops It helps gardeners know where to place plants in their garden such as in an area they know gets less wind and more sunlight City planners might choose a certain area in the city for a park or structure because they want it
76. fully glue into place m Cover the aluminum foil with a piece of black construction paper and tape into place Diagram 4 m Close the pizza box top window and prop open the reflecting flap of the box with a wooden dowel straw or other device and face towards the sun m Adjust the reflecting flap until the aluminum reflects the maximum sunlight through the window into the oven interior AG A ye f 4 J r J m Your oven is ready You can try heating s mores English muffin YN ee pizzas or hot dogs or even try baking cookies or biscuits Test TeS ri how hot your oven can get using two thermometers one inside and one outside the pizza box 85 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Pizza Box Oven Summar y BLM 2 3b Names of Group Members Observations Questions 86 2009 Toronto District School Board Heat in the Environment 2 4 BLMs BLM 2 4a The Urban Heat Island BLM 2 4b Urban Planning Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit The Urban Heat Island Effect Analyzing Temperature Maps Overview Students will study the patterns of urban development as seen through the lens of a temperature map Since urban areas are hotter than their surroundings students can use a temperature map to identify majo
77. g 2 Hand out BLM 2 2b Facts about Climate Change Matching Game and have students complete it on their own or with their partner 3 Introduce the fact that climate change causes many complex changes to both natural and human systems Ask students to offer examples rise in sea levels increase in global precipitation thawing of frozen ground extreme temperatures and drought effects on ecosystems On the board or chart paper use their responses to create a chart like the following and build the chart together as aclass Part of the third row has been filled in as an example What Might Result Effects on Animals Plants and or Humans flooding fish in rivers might not reproduce successfully problems with drainage damage to homes and buildings erosion less soil for farmlands 74 2009 Toronto District School Board Heat in the Environment You might want to show students a map of the current extent of Arctic sea ice and the amount by which it has diminished The following website posts current images http nsidc org arcticseai cenews Grade 7 Integrated Unit Tell students that they will now focus on one effect of climate change the loss of Arctic ice Distribute BLM 2 2c Arctic Ice to whatever groupings you decided on earlier and have students read the material and do the activity The answer to the Arctic Melting Feedback Loop is as follows Increased greenhouse gas emissions from human act
78. graphy Language Arts Grade 7 Integrated Unit Using the EcoSchools Program Overview One goal of the EcoSchools program is to highlight the environmental impact of our schools and provide schools with the tools to reduce this impact The Energy Conservation EcoReview was developed to support this goal Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred m demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth s systems Specific m assess the social and environmental benefits of technologies that reduce heat loss or transfer m assess the environmental and economic impacts of using conventional and alternative forms of energy m assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m usespeaking skills and strategies to communicate for a variety of purposes m generate gather and organize ideas and information to write for an intended purpose and audience m create a variety of m
79. h energy prices going up all the time you probably want to buy a light bulb that doesn t consume too much energy Which would you buy The cheapest How do you know which bulb is really the cheapest bulb Distribute BLM 3 3a The Light Bulb Data Sheet and ensure that students understand the terms in the chart opposite the pictures As a class generate questions from the data sheet m Which kinds of bulbs are the most expensive to purchase m Why are they expensive m Which use the least power m Which last the longest Write their answers on the board Then show students examples of halogen bulbs incandescent bulbs and compact fluorescent bulbs Let them see and hold these bulbs l3 2009 Toronto District School Board Heat in the Environment 4 Materials e various types of light bulbs to show the class halogen incandescent compact fluorescent Grade 7 Integrated Unit Show students how to complete a Total Cost calculation for the halogen bulb See BLM 3 3d What s the Best Buy Remind them that there are two costs for the consumer the purchase price P and the cost of the energy used over the lifetime of the bulb E Ask them to complete their own calculations for the other two bulbs As a word equation Total Cost Purchase Price Cost of Energy Used Using symbols Total Cost P E To compare the cost it is important to compare the same amount of time for each bulb Since the compact flu
80. h their measurement activity and the concept of microclimates You might ask the following questions If the questions are not applicable for your school ground use another area nearby such as a park or grounds of a local recreation centre m If you were planning an outdoor event on the school ground in winter what would be the best location and time of day Why What about an event in J une m What spot in our classroom would you Say is the prime seat in terms of microclimates Why m f we were to plant a vegetable garden on the school ground what area would have the best microclimate 36 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 3 Mapping the School Ground Cor 3 Look at the 10 locations marked on your map of the school ground Using your knowledge of heat transfer predict the average temperatures of these 10 locations Record your predictions in the chart below 37 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 Mapping the School Gr ound cont d BLM 1 3a 5 Go to your assigned area Identify 3 specific locations near your area that you predict will have very different temperatures Measure the temperature in these three locations and record the temperatures below Show the precise locations on the map 6 Using your knowledge of radiation conduction and convection discuss the differences with your group
81. hectares 49 acres is roofing p Recent studies have shown that greening just 6 of the City of Toronto s rooftops could reduce summer temperatures by 1 to 2 degrees Celsius This would ae i aoe iia We result in a 5 decrease in electricity demand for ne A E cooling saving an estimated 1 0 million in energy costs per year It could also possibly reduce the number of smog days by 5 to 10 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 Green Roof at the Horse Palace cont d Benefits of Green Roofs 1 Improve air quality A green roof filters particles from the air moving across it Through photosynthesis the plants and grasses convert carbon dioxide CO2 into oxygen It takes just 1 square metre 10 76 square feet of uncut grass to produce enough oxygen per year to supply one human with his or her yearly oxygen intake requirement This amount of foliage can also remove approximately 0 2 kilograms of tiny particles from the air every year 2 Regulate temperature This reduces the urban heat island effect Through the evaporation cycle plants on green roofs use heat energy and cool cities at the same time One square metre 10 76 square feet of foliage can evaporate over 0 5 litres of water on a hot day In one year the same area can evaporate up to 700 litres Evaporative cooling is what happens when a liquid evaporates typ
82. ically into surrounding air and cools an object or a liquid in contact with it Latent heat describes the amount of heat that is needed to evaporate the liquid this heat comes from the liquid itself and the surrounding gas and surfaces A simple example of natural evaporative cooling is perspiration or sweat which the body secretes in order to cool itself The amount of heat transfer depends on the evaporation rate which in turn depends on the humidity of the air and its temperature which is why one sweats more on hot humid days 3 Insulate buildings Green roofs insulate buildings by preventing heat from moving through the roof They also provide shade to a building envelope a building s outer shell which is found to be more effective than internal insulation for cooling a building On a summer day the temperature of a gravel roof can increase from 25 C to as much as 60 to 80 C Covered with grass the temperature of the roof would not rise above 25 C 4 Retain stormwater Water is stored on a green roof in the soil and taken up by the plants rather than running off the building into the storm sewer system In Summer depending on the type of plants green roofs retain 70 to 80 of the precipitation that falls on them In the winter they retain between 25 to 40 Green roofs also act as a natural filter for any stormwater that runs off them For further information on green roofs visit www greenroofs org 52 2009 Toro
83. ign this as acommon graphing task so all students have the control information While this experiment is running consider discussing the idea of thermal mass Some buildings such as house trailers are quite well insulated but feel as if they get hot and cold quickly They suffer from having no real mass to absorb heat and then slowly release it later Homes with thick dense walls keep a much more even temperature than those built with lightweight but strong materials Heat ponds are ways of compensating for this e g a large water reservoir or brick mass can be placed within the building it will absorb heat during the summer months and lose heat during the winter months Have students work in pairs or groups to complete BLM 3 1b Analyze Your Data To wrap up the activity have a class debriefing session Invite students to discuss the results and state whether they were what they predicted they would be Ask some questions such as the following m What type of heat was involved in the experiment convection radiation or conduction a Why is it important financially to have well insulated homes and buildings Why is it important environmentally m What can you do in your own home to be more energy efficient with heating and cooling Don t let heat or cool air escape through open windows when appropriate don t leave the door open turn down the heat or adjust the air conditioning when not at home shut blinds and curtains to help i
84. ild s body gets hot from the activity All the waste heat is released to the environment _ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit A major goal in energy conservation is to design our devices for efficiency so that they use as little energy as possible to perform the functions they are designed for We need to pay close attention to how the devices produce waste heat Why the concern Climate change Climate change means that the temperatures are changing around the globe This will cause changes in ecosystems which will affect humans For example if our summers become hotter we will use air conditioning more often which will increase the pollution from coal fired plants used to supply the necessary electricity It also means our energy bills will be higher Another effect is that at higher temperatures soil does not hold onto its moisture as well so soils will be drier Drier soils mean it will be tougher on plants and trees seeking water that is needed to help keep them cool Our crops will be affected and the vegetation that helps keep the planet cool and that feeds animals will be threatened The effects of global temperature increases are widespread and Serious Prior Knowledge m knowledge of satellite images photographs of the Earth taken from high in space by satellites Sensors can detect information such as elevation topography and weather systems Infrared sat
85. illions of dollars to install 3 Explain how the generator works Draw a picture if it helps Why is this considered an alternative energy For more information on solar photovoltaic plants visit www cansia ca 58 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 3 The Trigeneration System Name a inthe Dir ect Ener gy Centr e ae Date m Read the followin g passage as a group Check i the Word List see rev i i erse side if you come across unfamiliar words W Work as a group to di down your ans p to discuss and answer th i we e que rs on the page in point form questions at the end Jot Together identify the k i i ey points in the passa presen them to hereter herie p ge Choose a spokesperson from your group to The Direct Energy Centre at Exhibition Place is one of the largest trade centres in North America and it features a number of environmental initiatives One of them is the trigeneration system which does three things at once produces electricity generates heat and provides cooling The construction of the trigeneration system will cost approximately 4 4 million The Exhibition Place Trigeneration System will be one of the largest in Canada It is estimated that this system will produce about 12 million kilowatt hours of electricity per year and that it will eventually become the Centre s only sou
86. in the following example 96 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Description of surface Description of the Temperature on Radiant energy facing the radiant heat surface facing the the foil 2C from the foil source infrared sensor W m sr polished metal black paint black paint polished metal matte paint gloss paint Data At this point the data will look confusing but as long as the data has been recorded in data sets that correspond to a grid column all will be revealed as the analysis continues Use the File Transfer to Excel command to open Excel and place the data into Excel For a quick reveal of the data in Excel highlight all the data except the reading number column Click on the Chart icon and select the 3D Surface chart the exact name and location in sub menus will vary with editions of the software Data Selected for 3D Surface Chart oe a p ee be il o ia al i i mT 97 2009 Toronto District School Board Source Data Harvest Heat in the Environment Grade 7 Integrated Unit 12 To conclude the lesson have a class discussion based on the following questions What type of surface let the foil become hottest What type of surface let the foil stay coolest m Which type of surface facing the infrared sensor showed the most radiant energy m f you were to design a heat protective shield for a firefighter what type o
87. ings using a variety of materials Test them on the windows of your classroom or with a flashlight to demonstrate their effectiveness in reflecting or diffusing light At a staff meeting announce the nature of this task that you would like to set for your students Ensure that you have sufficient support before you invite a small group of students to make a brief staff presentation to identify teachers willing to try an ingenious solution in their own rooms This gives students an opportunity to explain how their window coverings work Ask small groups of students to arrange visits to the classrooms of the teachers who have volunteered Ask students to complete BLM 3 2a Visual and Thermal Comfort Survey and BLM 3 2b Windows Survey for the classrooms that they are working with The support of the caretaker will be highly beneficial especially to find the dimensions of the windows Caretakers may have this information so that tall heights need not be measured ___ ______ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 9 Carry out the construction and install the window covering Think through issues of safety related to the installation of the window coverings Existing window coverings may serve to hold constructed window coverings in place Window coverings need not cover the entire window 10 Ask students to complete BLM 3 2c Energy Conservation in the Classroom Summary 11 H
88. ivity Increased global warming More Arctic ice melts in summer Less solar energy is reflected back to space Exposed ocean absorbs more heat Gio Sar To conclude the lesson have a class discussion about actions humans can take to cut down on greenhouse gases Include discussion of both local and global initiatives You could organize the discussion by separate topics Transportation use vehicles less by biking walking taking public transport sharing transport develop more fuel efficient vehicles have trucks transport goods on return trips rather than travelling with no load Recreation choose low impact activities like hiking and canoeing rather than using motorized sports vehicles Shopping choose goods that have used less energy in their production and transport buy local goods buy less and reuse more buy items with less packaging 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Gr eenhouse Gases BLM 2 2a What are greenhouse gases You probably know that a greenhouse is one of those buildings with a glass or plastic roof and walls and that they are used for growing plants because they absorb the warmth from the sun s rays So when we say greenhouse we simply mean a place that has a very warm atmosphere The Earth has a similar atmosphere that surrounds the globe and keeps it and us warm The atmosphere is made from a mixture of gases ni
89. ivity 1 1 Introducing the Unit and the EasySense Data Logger Activity 1 2 Hot Stuff Mapping Your Face Activity 1 3 Mapping the Classroom and School Ground Activity 1 4 An Excursion to Exhibition Place 19 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 1 1 Introducing the Unit and the EasySense Data Logger BLM 1 1la Overview Understanding Temperature Differences In the first part of this activity students use data that have been gathered by the EasySense Data Logger plus their knowledge of heat transfer to fill in the blank exercise The second part of the activity introduces students to the EasySense instruments through a series of brief activities about temperature Understanding and identifying temperature differences is fundamental to understanding heat flow Curriculum Connections Subject Area Expectations Science and Technology Overall Heat in the Environment m investigate ways in which heat changes substances and describe how heat is transferred Specific muse scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation Language Arts m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes Planning Notes m Make a transparency of BLM 1 1a Understanding Temperature Differences or write it on the board m Select one or more activities from
90. l Leader TDSB Vanessa Mo Teacher Fisherville JHS TDSB This guide was developed under the auspices of the EcoSchools Department of the Toronto District School Board in consultation with the Science and Technology Department and the TDSB Science Kit Centre As well we would like to thank Joanna Slezak Toronto Renewable Energy Co operative Diane Young CEO The Exhibition Place and Craig Ecclestone Data Harvest Education Ltd for their support in contributing to a successful outcome of this project i 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Table of Contents Introduction 1 Getting Started 3 Ecological Literacy 3 Structure of the Resource 4 What s in the Kit 5 Component 1 EcoSchools Climate Change Powerpoint Presentation CD 5 Component 2 Laminated Posters 7 Component 3 Scientific Probes 8 Component 4 Other Equipment 11 Using the Q5 EasySense Data Logger 11 Infrared Thermometers A Quick Review 15 Section 1 Education in the Environment 19 Activity 1 1 Introducing the Unit and the EasySense Data Logger 20 Activity 1 2 Hot Stuff Mapping Your Face 23 Activity 1 3 Mapping the Classroom and School Ground 32 Activity 1 4 An Excursion to Exhibition Place 42 i 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Section 2 Education about the Environment 69 Activity 2 1 The Snake that Became a Thermometer 70 Activity 2 2 Climate Cha
91. lear plastic heavy plastic laminate works best m non toxic glue tape scissors rulers magic markers m wooden dowels or straws m temperature probes m prepared cookie dough or ingredients for s mores graham crackers chocolate marshmallows Try making cookies English muffin pizzas or s mores Be sure you are aware of any allergies students may have and be mindful of dietary restrictions when making food choices Also be sure that food is fully cooked before eating Grade 7 Integrated Unit Planning Notes m Review the background material below and the process for making the pizza box ovens m Send home a letter to parents guardians several weeks in advance so that students can bring the necessary materials to class a Find out about any food allergies in the class m Gather the materials required Decide on the student groupings you will use and photocopy the necessary number of BLMs Prior Knowledge m review the key ideas about greenhouse gases and climate change from Activity 2 2 Climate Change The Big Picture Background A common analogy to explain global warming is the greenhouse Anyone who has ever walked into a greenhouse or entered a car parked in the sun on a hot day has felt the greenhouse effect Why is it hotter inside the car than outside It is because the air inside the car cannot circulate with the outside air and get dispersed So the heat inside the car increases That s why op
92. ll generate approximately 120 000 kilowatt hours of electricity per year which is enough to power 35 homes Exhibition Place will save more than 10 000 in hydro costs each year When the project is fully built it will be the one of the largest in North America How do solar photovoltaic plants produce energy Solar photovoltaic plants convert sunlight into electricity The word photovoltaic means light energy Sunlight E Anti reflection coating pFront electrode P type silicon L Back electrode 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 Gener ating Alter native Ener gy cont d BLM 1 4f Photovoltaic PV panels are often referred to as solar panels because they are made up of several small sections called solar cells Most solar cells are made of silicon and each cell is designed with a positive and a negative layer to create an electric field just like in a battery Every minute enough sunlight reaches the Earth to meet the whole world s energy demand Sunlight is made up of tiny particles called photons A stream of these photons shines on the solar cells is absorbed in the cells and cause the electrons in the silicon layers to move Through this movement an electrical current is created The current then passes through the electrode at the back of the solar cell and exits through the connecting wire The connecti
93. loor Internal m fluorescent lighting adds some west wall m people are a source of heat east wall heat to the room m houses a m the classroom is on the second m no obvious heating vent floor and so gets heat from heat source the class below Interior wall beside hallway m no obvious heat source 3 Spend some time discussing the differences and similarities among the heat sources For each source question students until you have drilled down to fundamental scientific concepts This is a great way to diagnose students prior knowledge about heat concepts This activity will also provide students with a concrete context for learning the three processes of heat transfer radiation conduction and convection Review the processes in the class discussion of the questions you present Sample questions are a How is sunlight a heat source b How does the sunlight get into the classroom c Which source of heat is most similar to sunlight as a source of heat d Where does the energy for the fluorescent tubes come from e Why are people a source of heat The power rating of a typical adult is about 60W similar to a 60W incandescent light bulb which produces 95 heat and 5 light f Where does the heat from the vent come from g Canheat come into the classroom through the walls 35 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Use the same net diagram or create a new one to ex
94. ls that can lead to new behaviours new designs and new lower impact ways of meeting our energy needs The activities comprising this unit involve both cross curricular and integrated learning For example students use language skills in their reading and communication throughout the unit The activities also provide links to expectations in subject areas such as math geography and other science strands Understanding heat is crucial for students future success in science and for heightening their awareness of the ways that heat affects our world This resource in combination with the accompanying Heat in the Environment Kit can help teachers make a timely contribution to students ecological literacy by showing the connections between energy use energy transfer heat loss and climate change 1 2009 Toronto District School Board Heat in the Environment Heat In the Environment Grade 7 Integrated Unit Grade 7 Integrated Unit The Heat in the Environment Kit is a powerful means to help students develop their hands on science and technology skills It is hoped that this kit will m provide expanded opportunities for Grade 7 students to engage in hands on learning and with links to action oriented projects in their schools m widen the use of best practice strategies at the middle school level m provide teachers with theoretical and practical support in the development of Grade 7 curriculum that integrates science an
95. m Press the yellow arrow to Scroll Down the menu list Select the Snapshot option In this mode you can record measurements by pressing the green Enter button gt Meter gt Snapshot EasyLog Timer m Each time the Enter button is pressed a single value for all sensors internal as well as plug in will be recorded like taking a snapshot Each additional press of the Enter button will add measurements to the data set Press the Enter button several times m The Q5 will always record readings from all sensors The software will allow you to quickly filter out the data that is of particular interest 13 2009 Toronto District School Board Heat in the Environment Tip As data collection begins immediately in EasyLog mode make sure the investigation is ready to go before hitting the Enter button Grade 7 Integrated Unit No Taken 3 1 25 6 C 3 54 8 dBA 4 178 1x E Press the red stop button W to end the recording The Q5 can store up to four separate recordings data sets There is no practical limit as to how many sensor measurements can be stored within each data set However when four data sets have been stored the next saved data set will automatically overwrite the oldest data set EasyLog Mode Retrieving data collected by EasyLog is explained on pages 8 to 9 of the EasySense Q3 and Q5 manual In the EasyLog mode the Q5 will continuously sample measurements for as long as you choose As with
96. n can be produced in a variety of ways from water natural gas biomass and ethanol to name only a few Word List abundant very plentiful catalyst a substance that speeds up a reaction without being permanently changed itself cathode a fuel cell s positively charged electrode combustion burning extracted taken out or obtained by a process generated made or produced urban to do with a town or city 66 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 Hydr ogen Fuel Cell Demonstration Pr oject cont d BLM 1 4i 1 What is hydrogen Why is it a climate friendly fuel 3 How do these hydrogen fuel cell demonstration projects that Exhibition Place designed help the greater community For more information on hydrogen fuel cells visit www hydrogenics com 67 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 68 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Section 2 Education about the Environment Activity 2 1 The Snake that Became a Thermometer Activity 2 2 Climate Change The Big Picture Activity 2 3 Trapping Energy Building a Solar Oven Activity 2 4 The Urban Heat Island Effect Analyzing Temperature Maps Activity 2 5 Surfaces Metal Foils Activity 2 6 Life Cycle Analysis Embedded Energy Activity 2 7 Exploring Canadian Winds 69 2009 Toronto Dis
97. nadian National Exhibition the Royal Winter Fair the Toronto Marlies junior hockey team the Toronto FC soccer team and stadium to engage students and aid in recognition of the Exhibition grounds You might also find photos of the environmental initiatives and place them at the appropriate stations Prior Knowledge Review some terms such as sustainable development waste diversion emissions and energy efficiency Teaching Learning Strategies PART 1 I ntroductory Class Discussion 1 Show students photos of Exhibition Place and invite them to discuss its various purposes features and events Invite them to share experiences they may have had of visiting there Ask students to guess how many visitors they think Exhibition Place has per year tell them they can check their prediction later Have them think of some challenges that having such a large number of people temporarily in one area can cause Focus their thinking on issues of waste and environmental concerns and have them propose some ideas for addressing these issues Read aloud to students BLM 1 4a Exhibition Place Environmental Plan An Overview Tell students that they will now have a chance to learn more about some of these environmental initiatives Explain to students that they will be working in groups first to get their opinions on some issues then to read about Exhibition Place then to present the key points of the reading and finally to re
98. ng manufacturing transportation use and finally disposal Emphasized in the posters is the fact that at each stage energy and water are used and waste heat is produced The posters work well with The Story of Stuff see the sidebar for more information The posters can be used in various ways m as exemplars for student generated life cycle posters m as reading assignments students can learn about the interconnectedness and complexity of production systems m to emphasize the actual value and nature of the goods that we may take for granted students could keep track of their own consumption of goods over a period of time m as Starting points for social studies research students could trace the stages for particular goods Canadian exports and or imports m as Starting points for writing or media literacy activities journal letter to the editor video storyboard public service announcement political cartoon These life cycle posters are used in Activity 2 6 Life Cycle Analysis Embedded Energy on page 99 2 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit gt COMPONENT 3 Scientific Probes There are two types of scientific probes included in the Kit the Q5 EasySense Data Logger which has built in sensors as well as two inputs for external temperature and infrared sensors and an infrared thermometer Both these probes are explained in detail in the next few pages as well as in the pr
99. ng wire is attached to an inverter where the power is converted from DC direct current to AC alternating current power The AC power is sent to a transformer where the voltage is increased from 208 to 600 volts to match the building s electrical service The electrical lines are then attached to the building fuse panel to supply the building with electricity Benefits of a solar photovoltaic plant m Produces pollution free electricity m The reduced fuel consumption will displace fossil fuels and make energy bills lower m Green energy generation is noise free m Provides a secure source of energy for Exhibition Place m This pilot project will help create new markets for this technology Word List alternative offering another choice emissions gas or other substances released into the air generate make or produce initiative strategy to resolve a problem or improve a situation monitored observed and reviewed over a period of time phase a distinct stage in a process photovoltaic to do with electric current produced by means of light or other radiant energy pilot project an experimental or sample project silicon non metallic crystalline element that has semi conducting properties 57 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 Gener ating Alter native Ener gy cont d BLM 1 4f 1 Why do you think alternative energy systems such as this cost m
100. nge The Big Picture 73 Activity 2 3 Trapping Energy Building a Solar Oven 82 Activity 2 4 The Urban Heat Island Effect Analyzing Temperature Maps 87 Activity 2 5 Surfaces Metal Foils 94 Activity 2 6 Life Cycle Analysis Embedded Energy 99 Activity 2 7 Exploring Canadian Winds 110 Section 3 Education for the Environment 117 Activity 3 1 Why Insulate Houses 118 Activity 3 2 Energy Conservation in the Classroom 125 Activity 3 3 Energy Conservation Selecting a Light Bulb 134 Activity 3 4 Using the EcoSchools Program 145 iii 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Introduction This resource was created in conjunction with a science and technology kit for the Heat in the Environment unit in Grade 7 Science and Technology Understanding Earth and Space Systems It was written by the EcoSchools department with support from science teachers science and technology Instructional Leaders and with the contribution of some stakeholders in science education and environmental literacy This resource helps students learn about heat in the environment through the use of technology and activities developed by DataHarvest Education The resource also offers additional readings and hands on activities and a guide for a field trip to Exhibition Place which with support from the YESS Program of the Toronto Renewable Energy Co operative helps to foster the development of knowledge attitudes and skil
101. nsferred Specific m use scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation m use a variety of geographic resources and tools to gather process and communicate geographic information m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes m collect and organize categorical discrete or continuous primary data and secondary data and display the data using charts and graphs including relative frequency tables and circle graphs 32 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Planning Notes m Finda site map of your school ground To locate your school s site map you must use a TDSB networked computer School site plans of all schools can be found in the Principal s section of the Facility Services home page a part of TDSBweb not often frequented by teachers For your convenience a link to your school s site plan can also be found as follows E a a School Site Plan a a Tip Your head caretaker may also have a print copy of your school s site plan z The caretaker may also be able to give you suggestions about areas around the school that will yield good data Go to the School Services EcoSchools program page at http tdsbweb program ecoschools Click on the School Site Plan icon shown here at left Select your school to get acce
102. nsulate I deas for Further Activities Have students find out about various types of home insulation Which is the most cost effective method of insulation What are the pros and cons of the different insulation materials Ask students to monitor and keep track of the number of different types of insulation they observe in one day Have students create a brochure for homeowners to make them aware of the importance of proper insulation They should include the results of their experiment in the brochure as convincing evidence 121 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Log Your Data Instruction Sheet m Assemble the apparatus as shown in the diagram The box is the model of a house and the bulb represents the heating system Place one of the temperature probes inside the box and the other near but not touching the outside of the box Meter Method 1 Provide students with a data logging sheet BLM 3 1la and stopwatch Ensure that students are measuring and recording the temperatures every 30 seconds After 5 minutes be sure to turn off the light bulb Students then continue taking readings every 30 seconds 2 Ask students to graph both sets of data on the same graph and then answer the questions on BLM 3 1b EasyLog Method 1 Connect the EasySense Data Logger to the computer 2 Use the Setup Remote function to program the Data Logger to record data for 10 minutes
103. nt Work with them to operate the infrared sensor Then provide time for them to create their images While groups wait for their turn with the sensor encourage them to reread the experiment and the information about the sensor in the SmartQ manual Conclude the activity by having a class discussion of infrared energy You could ask the following to guide the discussion How is infrared imaging used weather forecasting monitoring climate change astronomy to detect warm dust around stars not hot enough to give off visible light medicine e g detection of tumours manufacturing e g finding weak spots or leaks in the military e g night vision goggles TV remotes finding hot spots in forest fires 26 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 1 of 2 Name Hot Stuff Mapping Your Face BLM 1 22 Read the following introduction Then follow the instructions below You may have seen images of people taken with special infrared cameras In the images areas of the body are in different colours Each colour represents the heat coming out of the body White is usually used to show the hottest parts and blue black is used to show the coldest parts In this experiment you will use an infrared sensor to measure the heat coming off your face You will then create a colour code to show the various measurements and colour in a drawing of a face You will have made an infrared
104. nto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 Green Roof at the Horse Palace cont d Word List foliage the leaves of a plant insulate keep heat sound cold in or out internal on the inside within non permeable not able to let liquids or gases pass through photosynthesis the process by which plants use the energy from sunlight to convert carbon dioxide and water into nutrients with oxygen as the byproduct reradiate to give out energy in the form of radiation after absorbing it urban heat island an urban area that is significantly warner than its surrounding area urbanized made into cities or towns 1 Why do you think they didn t go ahead and install green roofs on every building at Exhibition Place instead of just the one on the Horse Palace 3 How much of the land at Exhibition Place is roofing Describe this as a percentage of the total land 4 If we can lower the temperature of the city s air just by installing green roofs why not do it everywhere immediately 53 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Name S M A R T Movement D e i e Date m Read the following passage as a group Check the Word List if you come across unfamiliar words Work as a group to discuss and answer the questions at the end Jot down your answers on the page in point form m Together identify the key points in the pa
105. number of samples in the data set 6 Move the sensor to the first grid square of the next column and repeat Work your way across the box recording an infrared value for every grid square 7 You should have collected data that will look something like this a wv n v gt T o wv Q v iw 5 e N 29 2009 Toronto District School Board Heat in the Environment Mapping Infrared Ener gy to Reveal Structure and Shape cont d At this point the data will look confusing but as long as the data have been recorded in data sets that correspond to a grid column all will be revealed as the analysis continues Use the File Transfer to Excel command to open Excel and place the data into Excel For a quick reveal of the data in Excel highlight all the data except the reading number column Click on the Chart icon and select the 3D Surface chart the exact name and location in sub menus will vary with editions of the software 30 2009 Toronto District School Board Grade 7 Integrated Unit 2 of 3 BLM 1 2b Data Transferred to Excel wort re tid hires Lees i ja j O47 Stew tt r m Set js Lal Ht Sessa cess E EEr ENEN Source Data Harvest Source Data Harvest Heat in the Environment Grade 7 Integrated Unit 3 of 3 Mapping Infrared Ener gy to Reveal Structure and Shape cont d BLM 1 2b Click on OK and finish
106. oard of Governors of Exhibition Place a local board of the City of Toronto governs Exhibition Place In 2004 the Board of Governors adopted a new plan and environmentalism was a key part of it Its main goal was to make Exhibition Place more environmentally friendly both for people who visited it and for the community around it Since then Exhibition Place has received a number of environmental awards The most important idea behind the Exhibition Place environmental plan is to promote sustainable development and environmental initiatives The Board of Governors wants to use resources carefully and not have the site create more waste than can be safely disposed of It wants to deal with its own waste and energy needs without looking to outside sources In its 130 year history Exhibition Place has always showcased new ideas Over the years the Canadian National Exhibition has brought new technology to Toronto and has educated people about the newest inventions of the times The environmental plan allows Exhibition Place to continue this tradition by introducing and using the newest green technologies and practices The Direct Energy Centre opened in 2006 is an award winning convention centre that is a model for energy efficiency and environmental technologies 46 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Goals of the Environmental Plan for Exhibition Place m To be a leader in u
107. oduct manuals and activity booklet that are included in the Data Logger set Science probes such as these are useful for many reasons m They permit measurement of quantities that can t be measured easily in any other way a They permit remote recording of data that can be triggered either manually or automatically This allows for investigations that can be run at night or on weekends when the school is closed m Recorded measurements are very quickly displayed in meaningful charts and graphs providing more opportunity for students to interpret experimental data and better comprehend fundamental science concepts m The calculation time saved enables students to repeat investigations or spend that time in more educationally beneficial ways such as discussing their results m The technology is more accurate and precise than conventional measuring tools For example a temperature probe can measure to 0 1 of adegree Celsius m Many more quantities can be measured simultaneously and therefore investigations move more quickly to the analysis and connection making stage m Students are exposed to the same type of tools that working scientists use in their research laboratories O 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 1 Data Harvest Q5 EasySense Data Logger Set The Kit within the Kit The Q5 is a data logger from Data Harvest Educational an educational company founded by teacher
108. oject and the development of a naturalized garden The Sakura project in partnership with the Committee of the Japanese Consul General s Office in Toronto resulted in the planting of 68 Japanese Sakura cherry trees at Exhibition Place The naturalized garden surrounds the base of the wind turbine and the hydrogen fuel plant It is planted with low maintenance native plants and trees 62 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 Urban Forestry Initiatives cont d A further aim of the reforestation commitment at Exhibition Place is to green the hard surfaces that cover much of Exhibition Place and are a necessary part of the site s trade shows and businesses Through the strategic planting of trees however these surfaces can be shaded to reduce or eliminate the urban heat island effect Benefits of the urban forest Trees improve the air quality each tree can reduce airborne dust particles by as much as 7000 particles per litre of air m Trees absorb carbon dioxide m Trees help prevent soil erosion and provide effective insulation against noise m One large tree can provide a day s oxygen for up to 4 people m Trees help reduce energy costs by shading buildings in the summer and protecting against winter winds Irrigation As part of its environmental approach Exhibition Place uses Lake Ontario water delivered through 8 8 kilometre
109. onditioning use in summer 4 The use of reflective surfaces such as light coloured roofs roads and parking lots are another way to cool cities Light coloured surfaces reflect rather than absorb heat The more solar radiation a surface absorbs the hotter it gets The more radiation it reflects the cooler it stays and cooler surfaces can be achieved with little or no additional costs 5 Strategically placed areas of vegetation and the use of reflective surfaces will not only help cool cities during summer months but also lower energy bills by reducing energy use a hot roof translates into much higher air conditioning costs This in turn reduces greenhouse gas emissions and ultimately improves air quality What is the link between the urban heat island effect and air quality Smog is a photochemical reaction of nitrogen oxides NOx and volatile organic compounds VOCs NOx and VOCs react in sunlight and produce smog The reaction rate is highly temperature sensitive The hotter it gets the more quickly smog forms By lowering ambient air temperature it is possible to slow the process of smog formation and improve air quality Why should we make efforts to combat Toronto s urban heat island effect According to scientists climate change will result in more frequent and extreme weather events such as summer heat waves These effects will be made worse in urban areas where concrete and pavement re radiate heat We need to develop
110. ons by 7400 tonnes per year 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 3 The Trigeneration System in the Dir ect Ener gy Centr e cont d Present Heating System Trigeneration System Air Air Natural Gas Fuel Natural Gas Exhaust Fuel Exhaust 100 l fl 20 Loss 100 f Loss 40 Engine gt Electrical Power Generators Hot Water Boilers l 80 AA AE Heat Exchanger amp sorption Chille i 10 Loss in Piping Dis tribution iad System 7 J J Cooling Demand Heating Demand Heating Devices Summer Winter Radiant Fan Coils Word List 40 Recovered Waste Heat absorption chiller a cooling device that is driven by heat energy augment increase or add to emissions gas or other substances released into the air generates makes or produces initiative strategy to resolve a problem or improve a situation phase a distinct stage in a process secondary next after the first in importance or order site place or location trade centres buildings where trade shows are held business offices or complexes trigeneration generation of three tri things 60 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 The Trigeneration System in the Dir ect Ener gy Centr e cont d 1 What are the three forms of secondary energy that are generated in the trigeneration system 2 When you read abo
111. or 4 5 large ziplock bags materials for making paper see Part 3 Step 2 m various tools for crushing wood chips hammers mortar and pestle m goggles m Material Fact Sheets from Recycling Council of Ontario http www rco on ca m City of Toronto Works and Emergency Services http www toronto ca garbage Waste a Minimization Standards of the TDSB http ecoschools tdsb on ca Grade 7 Integrated Unit Post the three laminated posters in accessible locations in the classroom Invite students to scan all three posters moving in groups from poster to poster Then assign pairs or small groups of students to study each poster more closely One group could use the aluminum can life cycle instead of a poster As a way to focus their thinking on the energy embedded in these products have them complete BLM 2 6b What Is Embedded Energy with their partner or group Have them compare their responses with a another pair or group PART THREE Making Paper Takes Energy 1 Tell students that they are going to learn first hand about the energy involved in making paper Explain to students that you want them to think about how they can make their own paper from scrap material In this section explain that some groups will receive wood chips and that others will receive recycled paper Treat their ideas seriously as they brainstorm how to achieve the end result Let them carry out their plans as far as pos
112. or to see how long it takes to warm up e Have students measure various objects in the classroom e Use a digital camera that has infrared to take a picture of a face have students compare a real image with the ones they created e Students may have their own extension ideas e For an activity on mapping infrared energy see BLM 1 2b Mapping Infrared Energy to Reveal Structure and Shape You could do this as a class experiment or as an extra challenge for a group of students Grade 7 Integrated Unit Prior Knowledge procedures for using the infrared sensor electromagnetic frequency spectrum radiance and irradiance range see page 2 of the Infrared Sensor manual Teaching Learning Strategies 1 Tell students that they are going to be conducting an experiment using an infrared sensor Invite students to share what they already know about infrared Tell students m Infrared radiation is a type of light or energy and is part of the electromagnetic spectrum that also includes radio waves microwaves visible light ultraviolet X rays and gamma It has a longer wavelength and less energy than light that is visible to the human eye m An object s molecules and electrons are always in motion vibrating and radiating electromagnetic waves When the object heats up and its temperature increases the motion will increase and so will the average wave frequency and the intensity of the radiation A candle flame giv
113. orescent lamp lasts the longest about 9000 hours use it as the standard The question then becomes What is the cost of lighting a room for about 9000 hours with a halogen bulb Since the halogen bulb lasts 1500 hours we will need to use 6 halogen bulbs over the 9000 hours The cost of electricity is found by multiplying the power used 75 Watts 0 075 kW by the number of hours 9000 hours by the price of electricity about 5 cents kWh 0 05 kWh Total Cost halogen bulb Purchase Price of Bulbs Cost of Energy P E Number of Bulbs x Cost per Bulb Amount of Energy x Cost of Energy 6 bulbs x 8 00 bulb 0 075kW x 9000 hours x 0 05 kWh 48 00 33 75 81 75 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit All the calculations can be organized in chart form as shown below Number of Price for 9000 bulbs needed Price per bulb hours of light Halogen Incandescent Compact Fluorescent Energy used Price of Energy Energy Cost Total Cost of Use 0 075 kW x 9000 h 0 05 kWh 48 00 33 75 71 75 0 075 kW x 9000 h 0 05 kWh 12 00 33 75 45 75 0 015 kW x 9000 h 0 05 kWh 8 00 6 75 14 75 5 Compare the halogen bulb and the incandescent bulb with your students to model your thinking and to teach or review with students how to use a compare contrast graphic organizer 6 Remind students that the typical product label may not tell the consumer what the tot
114. ots and slow the winds of a changing climate Making paper from recycled paper uses about 75 less energy and 50 less water than making paper from wood Basically the recycled paper is already in place where it needs to be so fuel for transportation is saved Also recycled paper is already processed It is much easier to shred and whiten recycled paper than to process wood which is hard and contains other fibres such as lignin that need to be removed Grade 7 Integrated Unit PART FOUR Researching the Life Cycle of a Product 1 Distribute BLM 2 6d Matter and Energy Tracing a Product s Life Cycle to partners or small groups and have them research a product of their choice The activity will help solidify their understanding of matter and materials how energy is part of the production process and their own awareness of these processes PART FIVE Review the 3Rs 1 To conclude this series of activities have a class discussion about the meaning of the 3Rs so that students understand the connection between each R and matter cycles and energy flows Reducing the number of products that we purchase means we save not only materials matter but also the energy that is embedded in them This reduces the energy and materials extracted from the Earth and also reduces the fuel used to transport the energy and materials Before purchasing an item it is important to consider whether or not the item is really needed
115. ould you feel if your employer put the S M A R T program into place How would it affect you What would be your reasons for supporting it or not supporting it For further general information about the S M A R T program visit http www pollutionprobe org whatwedo Smart htm 55 2009 Toronto District School Board Heat in the Environment Gener ating Alter native Ener gy Grade 7 Integrated Unit Page 1 of 3 Name Eta Date m Read the following passage as a group Check the Word List if you come across unfamiliar words Work as a group to discuss and answer the questions at the end Jot down your answers on the page in point form m Together identify the key points in the passage Choose a spokesperson from your group to present them to the rest of the class Photovoltaic Power Generation Plant In the summer of 2006 Exhibition Place constructed a 100 kilowatt solar photovoltaic power generation plant on the roof of the historic Horse Palace The cost was 1 1 million Part of the plan was to test and evaluate four different subsystems Each subsystem is monitored to compare the electrical performances In addition the local weather conditions are tracked Using the data from this project a much larger 1 5 to 2 million megawatt generation system is being constructed for the grounds The system will reduce the annual carbon dioxide CO2 emissions of the Horse Palace by approximately 115 tonnes per year It wi
116. ound from File SE Hyperini Play CD Audio Track Record Sound Q 2009 Toronto District School Board Heat in the Environment The Story of Stuff The Story of Stuff project was sponsored by Tides Foundation and Funders Workgroup for Sustainable Production and Consumption Narrator Annie Leonard presents a 20 minute fast paced video with animation that details six stages of production of goods and appeals for a more sustainable approach The video is web based and free it was first released online in December 2007 Note that there is also an international web page that offers the video with subtitles for 10 different languages See m http www storyofstuff com m http www storyofstuff com international Grade 7 Integrated Unit gt COMPONENT 2 Laminated Posters Temperature Map of Southern Ontario This remarkable map illustrates the urban heat island effect urban microclimates that are significantly warmer than their surrounding rural areas Satellites in space can use infrared sensors to identify cities as small as Cambridge Ontario because they are at a higher temperature than their surroundings This temperature map is used in Activity 2 4 The Urban Heat Island Effect on page 87 Life Cycles Posters Cell Phone Soccer Ball CD DVD These visually appealing laminated posters illustrate the six to seven stages in the life of a product extraction of natural resources processing shippi
117. own in the legend Draw your own legend beside the map c What are the best places to build wind turbines in southern Ontario Besides wind speed what other reasons need to be considered before building a wind turbine 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Section 3 Education for the Environment Activity 3 1 Why Insulate Houses Activity 3 2 Energy Conservation in the Classroom Activity 3 3 Energy Conservation Selecting a Light Bulb Activity 3 4 Using the EcoSchools Program g 2009 Toronto District School Board Heat in the Environment 3 1 Time 1 2 hours BLMs BLM 3 1la Logging Sheet BLM 3 1b Analyzing the Data Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit Why Insulate Houses Overview Students will learn that a well insulated house should be able to be kept warm in winter and cool in summer with very little additional energy expenditure In this experiment the temperature of an enclosed space is measured every 30 seconds for 5 minutes as heat from a small incandescent bulb is added After the heat source is removed the temperature is measured for a further 5 minutes to see how the space loses heat The use of a light bulb to heat the house is useful as it teaches that tungsten filament lamps are a source o
118. plore how the classroom loses heat Answers should include through the ceiling heat rises through the windows low thermal resistance or R Value through the walls and through the door Connect these forms of heat loss to the three processes of heat transfer radiation conduction and convection Once you see that students have a grip on some of the concepts however tenuous extend the activity and concepts to the outdoors Have the students work in small groups Identify partner groups for later comparison of results Hand out BLM 1 3a Mapping the School Ground For this part of the activity groups complete page 1 of the BLM by recording the current temperature and location of the sun and then studying the map and making predictions about the temperatures at the 10 locations A to J that you marked on the map Assign groups to various locations on the school ground such as near parked cars in the shade in the full sun on the asphalt Have them find out the temperatures at these various positions and heights Ask them to devise some way of recording the temperatures in an organized way so that they will be able to study their data at a future time Back in the classroom hand out BLM 1 3b Microclimates Have students read the passage and summarize the key points either on their own or with a partner Review the main points and then have a discussion to help students make connections between what they learned throug
119. r refrigerators reduce number of computer printers through networking To what extent is heat loss in the winter and heat gain in the summer reduced to a minimum e g keep outside doors closed close blinds curtains at the end of the day clear vents on walls and or window sills to reduce energy needed for proper ventilation To what extent has your school purchased energy efficient devices and machines e g LCD monitors duplex double sided printers Energy Star refrigerators dishwashers clothes dryers compact fluorescent bulbs Conserving energy through specialized practices of caretakers Are regular inspections of the building conducted and notifications submitted as required e g fix broken valves check roof vent seals dampers louvers filters for school and portables motors compressors thermostats window and door seals as indicated in the TDSB Caretaking Handbook Does the EcoTeam work collaboratively to review the building automation system BAS schedules for instructional and non instructional days to ensure that the BAS is used to reduce the school s energy consumption as much as possible the BAS is set to automatic mode the BAS schedules equipment off in zones when heating cooling is not needed Performance Indicator 0 this year 2 1 10 Is there an overall pattern of continued decrease in the school s electricity consumption year after year level 1 5 level 2 10 level 3 15 level 4 20
120. r authentic data management lessons And of course they are a great way to communicate progress or slippage visually to the whole school These posters come highly recommended from teachers and students who use them they are suitable for both elementary and secondary schools Attractive colour copies are available on 11 x 17 sheets See the Order Form on page xx Let the Sunlight In Save Our Resources Conserve electrical Maximize resource use energy We are still burning Use this monitoring poster to coal to produce light in our learn how well your school is classrooms Use this poster keeping recyclables like to remind people to let free paper cans and bottles from sunlight do the job whenever reaching landfill possible CONSERVE ELECTRICAL ENERGY f n window coverings in the C p moming and tun off the lights 2 Save Our Resources syy vide each room numer please includ the recon WE S or WI the windows face 5 NO recyclables SOME recyclables MANY recyclables teceno D asor E some tights of L no tigres of LegenD C NOresicaties 7 SoMErecyctatles 7 MANY rocyclabi UA COSCHOOLS ca COSCHOOLS ca Bd ________ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit 2 1 R
121. r cities within a two hour radius of Toronto See map on back cover of this guide Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred Specific m assess the environmental and economic impacts of using conventional and alternative forms of energy m describe the role of radiation in heating and cooling the earth and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere m identify common sources of greenhouse gases and describe ways of reducing emissions of these gases m investigate interactions within the environment and identify factors that affect the balance between different components of an ecosystem m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes 87 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Planning Notes Read the following background information and the BLMs Study the laminated poster to familiarize yourself with the location of various cities Background Heat Is Everywhere Energy is essential for changing a system from one st
122. rce of power and heat and most of the cooling It will displace 7400 tonnes of carbon dioxide CO2 emissions and it will supply approximately 30 of the energy needs of all of Exhibition Place This project is just the first phase of a district energy system that will be expanded across the whole Exhibition Place site and that can be a model for other sites How does a trigeneration system produce energy Trigeneration is a system that burns natural gas to generate three forms of secondary energy heating cooling and electricity The waste heat produced by the engine is recovered and supplied in the form of hot water to the absorption chiller This in turn provides cooling through a chemical process for the Direct Energy Centre in the summer In the winter the waste heat is supplied to augment the heating boilers The recovered heat improves overall plant efficiency from 40 typical of a standard engine to an 80 level Benefits of the trigeneration system a Energy security More than 30 of the energy needs of Exhibition Place will be met by the trigeneration system Even if there is a power outage it can provide its own energy Energy cost savings It is estimated that there will be energy savings of 30 million over the life of the trigeneration system a Emission reductions It should reduce carbon dioxide CO2 emissi
123. research 1 What product matter have you chosen to learn more about 6 What is the recycled product made into after recycling What are benefits of recycling this product g 2009 Toronto District School Board Heat in the Environment 2 7 Time 1 3 hours BLMs BLM 2 7a Winds of Canada Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Mathematics Grade 7 Integrated Unit Exploring Canadian Winds Overview This activity relates to the Exhibition Place Turbine Tour and builds upon what students have learned and experienced about wind energy If you took the tour in Activity 1 4 An Excursion to Exhibition Place you can review the experience at this point with students or you could arrange a visit now Also details about the turbine can be found at the website listed under Materials on the next page Students study state of the art modelling software that displays a map of Canada and the wind speeds in different locations of the country Using the site they focus on southern Ontario and create a colour legend for a map to show the wind speeds Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment Specific m assess the environmental and economic impacts of using conventional e g fossil fuel nuclear
124. respond to climate change and what happens when temperatures increase and decrease information that is highly relevant to us today 2009 Toronto District School Board Heat in the Environment 2 2 Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Geography Language Arts Grade 7 Integrated Unit Climate Change The Big Picture Overview In this activity students learn about greenhouse gases and their effects on climate change They examine the effects of climate change on Arctic ice and how it affects a particular species polar bears To conclude students discuss various solutions to cutting down on greenhouse gas emissions Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred Specific m assess the environmental and economic impacts of using conventional and alternative forms of energy m describe the role of radiation in heating and cooling the earth and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere m identify common sources of greenhouse gases and describe ways of reducing emissions of these gases m investigate interactions within the environment and identify factors that affect the
125. s of piping across the site Word List advocacy the act of publicly supporting or defending something Consul General a government official in a foreign city initiatives strategies to resolve a problem or improve a situation lobbying trying to persuade or influence public officials insulation material used to keep heat sound cold in or out naturalized garden a garden that has native plant species reforestation replanting of trees strategic carefully designed or planned to achieve an outcome urban to do with cities or towns urban heat island an urban area that is significantly warmer than its surrounding area 63 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 3 of 3 Urban Forestry Initiatives cont d BLM 1 4h 1 What is an urban forest 3 Compare the benefits of planting trees on the ground with installing a green roof on buildings How do both help eliminate the urban heat island effect 4 How can having more trees help save energy Write your answer or draw a picture to illustrate how planting trees in special places can protect buildings For further information about tree advocacy visit www toronto ca tapp g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 3 Name Hydr ogen Fuel Cell Demonstration Project BLM 1 4 Date m Read the following passage as a group Check the Word Li
126. s and specializing in probe technologies for Grades K 12 The Q5 is a rugged easy to use data logger featuring five built in sensors sound light temperature humidity and air pressure In addition to the five internal sensors there are two inputs for connecting additional sensors One additional sensor included in the kit is an infrared sensor that measures power per unit area watts m2 The software allows data to be displayed in real time or to be downloaded from the Q5 data logger when it is used in remote mode The complete data logger set includes the following More detail about using the data logger appears in the manual that comes with the set as well as on pages 11 to 15 of this resource m EasySense Q5 Sensing Science software for Windows m Q5 data logger with 5 internal sensors mw Q5 data logger USB cable m 2 plug in temperature sensors m 1 plug in infrared sensor and an 8 pin DIN cable m AC power supply m Sensor cables m Data Harvest EasySense Q3 and Q5 User Manual m Data Harvest Primary Curriculum Activities for EasySense m Data Harvest EasySense Quick Start Guide The sensors and data logger are used in the following activities Activity 1 1 Introducing the Unit and the EasySense Data Logger Set Activity 1 2 Hot Stuff Mapping Your Face Activity 1 3 Mapping the Classroom and School Ground Activity 2 3 Trapping Energy Building a Solar Oven Activity 2 5 Surfaces Metal Foils Activity 3 1 Why Insulate Hou
127. s and temperature probes are used in the following activities Activity 1 1 Introducing the Unit and the EasySense Data Logger Set Activity 1 2 Hot Stuff Mapping Your Face Activity 1 3 Mapping the Classroom and School Ground Activity 2 3 Trapping Energy Building a Solar Oven Activity 2 5 Surfaces Metal Foils Activity 3 1 Why Insulate Houses 10 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit gt COMPONENT 4 Other Equipment 1 Glass Exploration Kit m 5 10cmx10cm 4 x 4 pieces of coated glass m wooden board with grooves for the glass m tealight candles as heat sources This equipment is used in Activity 3 2 Energy Conservation in the Classroom 2 HeatLamp A lamp an incandescent bulb with an attached clamp is provided for use with the infrared sensor and the infrared thermometer Using the Q5 EasySense Data Logger The following diagram outlines the features of the Q5 EasySense data logger Built in Light sensor visible in square slot Inputs for plug in sensor Built in dual labeled as 1A and 2B Sound sensor a grid visible Built in Temperature sensor not visible gt Meter UBS input gt ace Snapshot Bas og GREEN TRIANGLE Power light gt Connection for power supply gt Built in Barometric Pressure sensor not visible Timer RAN EACL press to Enter or Select ENSE Q5 aA LASER YELLOW ARROW press to Scroll Down
128. s transferred Specific m assess the social and environmental benefits of technologies that reduce heat loss or transfer m assess the environmental and economic impacts of using conventional and alternative forms of energy m assess the impacts of human activities and technologies on the environment and evaluate ways of controlling these impacts m describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes Q ______ __ 2009 Toronto District School Board Heat in the Environment BLMs BLM 3 3a The Light Bulb Data Sheet BLM 3 3b Comparing Bulbs Using Double Bubble Maps BLM 3 3c Comparing Bulbs Using Venn Diagrams BLM 3 3d What s the Best Buy BLM 3 3e Compare Bulbs Using Number Line Scales BLM 3 3f Thinking about Comparing Grade 7 Integrated Unit Planning Notes Carefully read through the activity and the BLMs to appreciate the prior mathematics knowledge and skills that your students will need to complete the exercise Prepare copies of the BLMs Prior Knowledge Students should be able to do addition and multiplication using decimals Teaching Learning Strategies 1 3 Create a context for the activity These days choosing a light bulb can be overwhelming There are so many choices Wit
129. search for recent local 4 Encourage them to conduct further research into wind energy You media coverage of wind could use one of the following ideas farms and where they m Invite students to write a journal entry in role as a citizen of the should be sited e g off fuure their writing should incorporate their predictions about Scarborough Bluffs Wolf what type of energy is being used Island This can lead to a m Have students create an advertisement for wind energy lively debate about m Have students role play a scenario in which a community something close to home debates the construction of wind turbines in their area g 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 4 Name Exploring Canadian Winds BLM 2 7a The Canadian Wind Energy Association has developed a program to show people what wind looks like across Canada Visit the website http www windatlas ca en maps php to complete this assignment You are at the right site when you see the image below So Cunadha Yin anys Oth treta Halar T O I See Ios laes xb lt gt Gp c PE Wtsgenca Hn chess de s were ciad kram a anada J erarecon Sap Tya A Click on the ap fo start brovenig through the was Tiles Section By clicking on the map you can access to the navigation interface of the tile section which gives a better view of the simulation results There you will be able to displ
130. ses Activity 3 2 Energy Conservation in the Classroom 9 2009 Toronto District School Board Heat in the Environment 2 Grade 7 Integrated Unit Infrared Thermometer The second scientific probe included in the Heat in the Environment Kit along with the Q5 data logger is an infrared thermometer The infrared thermometer in the kit IR is a non contact thermometer that allows users to quickly and conveniently measure the surface temperature of objects without physically touching the objects You simply aim pull the trigger and read the temperature on the LCD display The IR thermometer can safely measure hot hazardous or hard to reach surfaces without contaminating or damaging the object Regular contact thermometers are difficult to use in these situations because of access shape and range of measurement With IR thermometers the temperature of very hot objects such as car engines furnaces and light bulbs can be measured Another advantage of infrared thermometers is their ability to provide several readings per second unlike contact methods in which each measurement can take several minutes The distance to spot ratio for the thermometer in the kit is 6 1 This means that the distance from the surface will always be six times the size as the diameter of circle of the collection area You can read more about this ratio in the Infrared Thermometers A Quick Review section on page 15 The infrared thermometer
131. sible and ensure their safety at the same time This might be done over several days or even weeks This activity has the potential to change the way students think about paper for the rest of their lives Anticipate the kinds of materials and tools that students might need for example hammers for crushing blenders for mixing water for mixing rollers trays for drying The point is for students to feel how much energy is required to mash up pieces of wood Realize that usable paper will likely not be a product of students efforts When students have finished their paper making efforts display and read aloud BLM 2 6c Lignin Yeah Lignin The information furthers their understanding of why paper production is so energy intensive Then have students work in pairs to interview each other about the paper making process and how successful they were As part of the interview students should ask whether the process has made them think differently about paper As an alternative to the interviews you could have students write about the experience ina paragraph journal entry or comic strip L0 2009 Toronto District School Board Heat in the Environment Reducing paper consumption reduces the need to cut down trees Therefore less energy is expended in cutting the trees finishing the wood and shipping it to market Those spared trees create habitats for birds and insects prevent erosion by holding soil in place with their ro
132. sing energy efficient technologies m To find all opportunities for improving sustainability of the site through better waste management building improvements transportation improvements and greening plans m Achieve net energy self sufficiency by 2010 m Achieve 80 waste diversion by 2010 Environmental Actions Taken by Exhibition Place Constructing the first urban wind turbine in North America producing 1 2 million kilowatt hours of energy annually m Participating in a hydrogen fuel cell project installing a hydrogen refuelling station and using hydrogen fuel powered J ohn Deere utility vehicles and a hydrogen fuel powered mini bus m Introducing a S M A R T Saving Money and the Air by Reducing Trips commuting program for employees m Constructing a trigeneration project within the Direct Energy Centre that will generate 30 of that building s energy needs m Starting a Green Roof Project on the historic Horse Palace building m Planting trees and other plants to create green surfaces m Using light emitting diodes LED streetlights m Creating a 100 kilowatt Solar Photovoltaic Power Generation Plant on the roof of the Horse Palace building m Making older buildings more energy efficient through improvements in lighting water heating systems m Installing a Geothermal Plant in the historic Press Building to replace the old heating cooling system The actions that Exhibition Place has taken both to reduce energy use and to
133. sing this method 3 Whatarea does the IR thermometer measure It measures the average temperature of the surface within a circle that is the thermometer s infrared collection area The incorrect situation in the diagram illustrates what happens when you try to measure the temperature of a small surface from too great a distance The circle becomes larger the greater distance you are away from the surface to be measured In the diagram if you were collecting data from the third surface the infrared collection circle area falls outside the area The thermometer will collect infrared radiation from the further surface as well giving you an incorrect reading The distance to spot ratio D S of an infrared thermometer allows you to estimate how big the infrared collection area will be for any given distance The distance to spot ratio for the thermometer in the kit is 6 1 meaning that the distance from the surface will always be six times the size as the diameter of circle of the collection area 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Within the framework of EcoSchools ecological literacy without action is like music without sound How will students take their experiences from this unit and make a difference in their homes and schools 18 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Section 1 Education In the Environment Act
134. ss to your school s site plan and floor plans Click the first box to see your site plan and use the magnifying tool to make adjustments to the image size to suit your purposes Electronically or physically cut and paste the map of your school ground onto the third page of BLM 1 3a Mapping the School Ground fie Ede wew Favortes Took Help On this map label 10 points A to O a a 2 J that you think will give you a good range of temperature 2E E NtpiifowebirPlencts setrranes readings consider different E Mioor conditions that will yield different i Dirtict tp results such as wind sun shade Board lans DA MORRISON MIDDLE SCHOOL and ground coverings such as asphalt FLOOR Make copies of BLM 1 3a Serine ai Mapping the School Ground Basement Floor include your own school map lt Pst fer along with BLM1 3D 6 second Floor Microclimates Third Floor Plan student groupings and Rost floor identify a specific area on the _ school ground for each group for step 5 O Mezzanine Floor 33 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Prior Knowledge use of the infrared thermometer mapping and map reading skills skill in enlarging and reducing two dimensional shapes understanding the watt as a measurement of energy Teaching Learning Strategies Begin the activity by having students make predictions about temperatures at various
135. ssage Choose a spokesperson from your group to present them to the rest of the class In Fall 2002 Exhibition Place partnered with Pollution Probe to introduce the S M A R T Saving Money and Air by Reducing Trips movement to its employees to minimize single occupancy Mm vehicle SOV trips S M A R T provides employees with ways and reasons to change their commuting habits to reduce air pollution S M A R T promotes car pooling using public transport biking or walking and changing work schedules to allow working at home Employees are encouraged to S M A R T commute to improve their health and the environment If an employee is at work without a car and needs to get home because of a family emergency or illness or has to work late unexpectedly the programs offers a Guaranteed Ride Home that provides taxi fare The S M A R T program at Exhibition Place is headed by a volunteer coordinator and has expanded into a larger environmental group of employees responsible for many different initiatives Under the program Exhibition Place takes part in the City of Toronto s annual Bike Week Employees ride in the City s Group Commute that features hundreds of cyclists riding together to City Hall S M A R T also hosts an annual Bike Week BBQ celebration at Bandshell Park called Let s Bike to the Ex In co operation with the City of Toronto 35 new post and ring bicycle stands were installed on the grounds to add
136. st see reverse side if you come across unfamiliar words Work as a group to diScuss and answer the questions at the end Jot down your answers on the page in point form m Together identify the key points in the passage Choose a spokesperson from your group to present them to the rest of the class In the summer of 2003 Exhibition Place launched the Fuel Cell Demonstration Project This project is part of the City of Toronto s Hydrogen Village Initiative Over the years it has demonstrated the following hydrogen fuel cell projects m A 50 kilowatt hour HySTAT fuel cell generator adding to the existing electricity sources in the Direct Energy Centre a fuel cell forklift Hydroges Oxygen O2 The GEM a small urban vehicle M4 m Hydrogen refuelling station m 4 John Deere fuel cell Work ProGators Be Water What is hydrogen Hydrogen is a colourless odourless gas that is 14 Anode Cathode times lighter than air It does not exist in its pure state in nature but must be extracted from other compounds Hydrogen is the ultimate climate friendly fuel with zero carbon content It is the carbon content in fuels that contributes greatly to air pollution and climate change How do hydrogen fuel cells work A hydrogen fuel cell is an electrochemical device that produces energy by combining hydrogen and oxygen without combustion Hydrogen enters the fuel cell on one side and is split into protons and electrons by a
137. t as it relates to the classroom and school grounds That activity is followed by a study of a variety of initiatives taking place at Toronto s Exhibition Place including The Toronto Renewable Energy Co operative s Youth Energy and Sustainability YESS program A trip to Exhibition Place can effectively raise student awareness of critical energy issues m Education about the Environment features seven activities that explore heat in the context of climate change Students study climate change urban heat islands embedded energy in the life cycle of products and the potential for wind power from Canadian winds m Education for the Environment has four activities that ask students to explore the impact they and their school can have on the environment They use the EasySense probes and Data Logger in their investigations of energy conservation in the classroom and at home 4 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Each lesson plan provides an overview of the activity curriculum expectations addressed a list of required materials and BLMs planning notes the teaching learning strategies BLMs which appear directly after each lesson plan What s in the Kit The Heat in the Environment Kit contains the following items each of which are described in more detail in the next few pages m Compact Disc EcoSchools Climate Change Powerpoint Presentation m Posters four laminated pos
138. t transmission do we use to cook food 83 2009 Toronto District School Board Heat in the Environment How to Make Your Pizza Box Oven Materials m clean used pizza box m black construction paper m aluminum foil or inside out potato chip bags m clear plastic heavy plastic laminate works best non toxic glue tape scissors ruler magic marker m wooden dowel or stiff straw Diagram 1 Draw a three centimetre border all around the sides of the top of the pizza box Cut along only the dotted lines shown to make a large reflecting flap The solid line at the back of the box is uncut m Score the back solid line by drawing over the line with a sharp pencil Diagram 2 m Fold the flap backwards along the solid line Cut a piece of aluminum foil to fit on the inside of the flap Smooth out any wrinkles and glue into place m Cover the opening with transparent plastic Tape it down so that the top of the pizza box can still be opened The plastic cover should be tightly sealed so air cannot escape through the window when the top of the pizza box is closed Grade 7 Integrated Unit Page 1 of 2 a Name i f Z f ANI foil S PR r A r 1 N f 4 at plastic Y Y Pe Sie x R E 7 2 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Diagram 3 ETES Cut another piece of aluminum foil to line the bottom of the pizza box and care
139. te well ahead of the City s target In 2006 the Recycling Council of Ontario recognized both Exhibition Place and the Direct Energy Centre in 2006 for their recycling successes Exhibition Place was awarded a Gold Facility Management Award The Direct Energy Centre received a Silver Award for Sustainable Technology and a Bronze Award for Facility Management These awards recognize the achievements of facilities that have adopted an internal waste minimization program improved resource management and minimized environmental impacts To meet their waste diversion targets Exhibition Place is now recycling organic waste batteries cardboard lamps fine paper rubber tires wood hand towels manure clean fill steel hazardous waste ink cartridges cooking grease engine oil anti freeze car batteries concrete and asphalt street sweepings dry wall plastic electric wire and plumbing copper wire Future initiatives include introducing compostable drinking cups installing more efficient washroom fixtures and reducing paper product waste by using electronic documentation 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Word List aggressive active or forceful diversion the act of turning aside or avoid something from reaching facility a building designed for certain activities gen
140. ted Unit Energy Conservation in the Classroom Overview Ingenious solutions involve creativity Often solutions will lie in the area of what is sometimes called social engineering a big term for building teams and relationships within the school In order for this activity to succeed teachers will need the support of their colleagues principal and caretaker In May June and September many classrooms with south and west exposure receive direct sunlight The heat and glare caused by this direct sunlight makes these classrooms uncomfortable for learning In this activity students first observe an exploration of the properties of types of glass They then explore ways to make such rooms more comfortable by constructing window inserts to diffuse reflect or block the sun s rays Curriculum Connections Expectations Overall m assess the costs and benefits of technologies that reduce heat loss or heat related impacts on the environment m investigate ways in which heat changes substances and describe how heat is transferred Specific m assess the social and environmental benefits of technologies that reduce heat loss or transfer e g insulated clothing building insulation green roofs energy efficient buildings m use technological problem solving skills to identify ways to minimize heat loss muse scientific inquiry experimentation skills to investigate heat transfer through conduction convection and radiation m
141. ters m Scientific Probes Q5 EasySense Data Logger Set includes an infrared sensor and an Infrared Thermometer m Equipment Glass Exploration Kit and Heat Lamp gt COMPONENT 1 EcoSchools Climate Change Powerpoint Presentation CD This presentation can be used to introduce students to the Heat in the Environment unit It is highly visual and includes several engaging animations The presentation connects climate change to some of the basic science of carbon cycles and can be used to underscore the imperative to take action How the Presentation Works Notes for each slide are embedded in the presentation If you wish to preview these notes before students see the presentation you can do so by selecting the Notes option within the View menu If you want to run the presentation from your hard drive you will have to create a folder called Grade 7 Heat in the Environment and then insert the animations into the appropriate slides of the Powerpoint file using the Movie from File option of the I nsert menu See the steps in the screen capture following 5 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit ee pte E 68 X Duplicate Slide z Desig ew Slide Slide Number 5 pen i Date and Time Symbol Comment Slides from Files Sides From Outline Picture gt 2 Diagram AJ Text Box tie fom Gp Oromia chat Table Sound From Clip Organizer Object S
142. the Data Harvest Primary Curriculum Activities for EasySense guide included in the EasySense Data Logger Set 20 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Some related activities from the EasySense guide are Activity 3 How warm How cold Activity 4 Are your hands warmer than mine Activity 5 How warm is our classroom Activity 11 The Temperature Game Activity 13 Hot Drinks Activity 14 Too hot Activity 15 Keeping warm Activity 16 Goldilocks Prior Knowledge use of temperature and light sensors the lux aS a measurement of light hitting or passing through a surface Teaching Learning Strategies 1 Have students use the information in the table to fill in the blank exercise Working with a partner or individually they record their answers in a numbered list in their notebooks The answers are 1 6 15 p m 2 2 1 C 3 outside 4 1 9 C 5 0 0 C 6 7 30 7 0 8 convection Tell students that the data in the table were gathered with temperature and light sensors from the EasySense Data Logger and that they will have a chance to use the sensors in a variety of activities about temperature and heat Choose one or more activities from the Data Harvest Primary Curriculum Activities guide that is included in the EasySense Data Logger Set see the Planning Notes above The activities introduce students to the sensors and the software To conclude this introdu
143. the Snapshot option all sensors will be recorded In the software you ll have the option to filter out the desired data In the main menu press the Yellow button W to scroll down to EasyLog Meter Snapshot gt EasyLog Timer Pressing the green Enter button gt will instantly cause the Q5 to sample measurements at an initial rate of 40 samples per second for each sensor At various points the Q5 will automatically reduce its sampling rate to avoid collecting an excess of data Press the Enter Button to see the status of the current recording start time and date sampling interval and number of samples Press the Enter button again to return to the previous screen 14 2009 Toronto District School Board Heat in the Environment Tip Make sure that the surface of your target is larger than the collection area The smaller the target the closer you should be to it Grade 7 Integrated Unit Understanding the I nfrared Sensor The infrared probe measures in two different units across three different ranges Radiance 0 30W m sr 1 Resolution 0 02W m sr 1 Radiance 0 300W m sr Resolution 0 2W m sr 1 Radiance 0 3000W m sr Resolution 2W m sr 1 I rradiance 0 20W m2 Resolution 0 01W m 2 rradiance 0 200W m7 Resolution 0 1W m Irradiance 0 2000W m7 Resolution 1W m If you want to see how a warm cup of water cools down then use the second irradiance range Irradiance 0O 200W m R
144. the sun heats the Earth the burning of fossil fuels chloro fluorocarbons CFCs What is a type of synthetic gas What are some greenhouse gases that humans have increased radiation Grade 7 Integrated Unit Name EEE Date By how much has the Earth warmed over the last hundred years Bali Indonesia What is a major source of carbon dioxide 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Arctic Ice Name RG Date Read the following pa g passage and study the graph Then complete the activity on the next ext page Climate change has a serious impact on our oceans The increase in global temperatures melts Arctic ice and glaciers The melting of Arctic ice will cause a rise in sea levels If Arctic ice thins and melts there is less white ice and snow to reflect the sunlight or the solar energy back to space The larger expanses of dark water of the oceans absorbs the heat leading to further increase in global temperatures The following graph shows the changes in the extent of Arctic sea ice between April and August from 1979 to 2009 The extent is measured in millions of square kilometres Notice the drop in sea ice extent over the summer months Scientists measure ice extent with satellites Arctic Sea Ice Extent Area o
145. ticipation Guide Afterward ask them to think back to their introductory discussion and the ideas they had for handling large crowds Ask m Were any of your own ideas reflected in the environmental action plan at Exhibition Place How do the environmental initiatives at Exhibition Place help the immediate community Local community Global community To conclude review the 3Rs and remind students that the first R Reduce makes the biggest difference 45 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 2 Date Exhibition Place Envir onmental Plan An Over view BLM 1 4a Exhibition Place is a very valuable piece of land on Toronto s waterfront The site hosts over 5 2 million visitors a year on its 77 hectares 192 acres It features the annual Canadian National Exhibition CNE which celebrated its 130th year in 2008 It is also home to the Royal Agricultural Winter Fair Canada Sports Hall of Fame Toronto Football Club an equestrian centre and the Toronto Marlies junior hockey team The Prince s Gate marks the entry to a number of large buildings both historic and modern The buildings are used for conferences entertainment and trade shows With so many buildings events and visitors Exhibition Place faces many environmental challenges Imagine the amount of garbage produced by 5 2 million people Imagine the energy needed to keep all those facilities going The B
146. trict School Board Heat in the Environment 2 1 Subject Area Science and Technology Heat in the Environment Science and Technology Interactions in the Environment Language Arts Grade 7 Integrated Unit The Snake that Became a Thermometer Overview This is a brief activity that introduces the Education about the Environment section and the topic of climate change Curriculum Connections Expectations Overall m demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earth s systems Specific m describe the role of radiation in heating and cooling the earth and explain how greenhouse gases affect the transmission of radiated heat through the atmosphere m investigate interactions within the environment and identify factors that affect the balance between different components of an ecosystem m read and demonstrate an understanding of texts m use speaking skills and strategies to communicate for a variety of purposes 70 2009 Toronto District School Board Heat in the Environment BLMs BLM 2 1la The Snake that Became a Thermometer Materials e preselected websites see Planning Notes e Nature journal Vol 457 Feb 5 2009 p 715 Grade 7 Integrated Unit Planning Notes Preselect some related websites using the key words titanoboa and poikilotherm Prepare BLM 2 1a The Snake that Became
147. trogen oxygen and argon are the big three plus there are others such as carbon dioxide methane ozone nitrous oxide and water vapour They re called greenhouse gases because they create a warm environment for our Earth How you ask The sun radiates through the atmosphere to warm the surface of the Earth The Earth absorbs the radiation But the Earth also cools its surface by sending heat energy in the form of infrared radiation back to space On its way back though the greenhouse gases absorb some of that radiation and then reradiate it in all directions throughout the atmosphere and also back to the Earth s surface And that makes the Earth s temperature higher than it would be without those gases It s sort of like the sun and Earth are playing catch and the greenhouse gases intercept Earth s throws and then make a toss back to Earth So what s the problem with greenhouse gases Well you learned that greenhouse gases can make the Earth s temperature higher So it makes sense that if the greenhouse gases increase in quantity or concentration they absorb more of the Earth s outgoing radiation And that increases the Earth s temperature that much more The more greenhouse gases the hotter the Earth 76 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 2 of 2 Greenhouse Gases cont d BLM 2 2a Why are greenhouse gases increasing Human actions can cause increases in the quantity
148. ts to predict which arrangement of the glass you choose will admit the most light and which will admit the most heat 6 Use the Data Logger to measure both the light and the infrared energy of each setup and record the data for the class to review and discuss 7 Use different materials with a single pane of uncoated glass to simulate the role that a curtain or other type of window covering has on heat loss in the winter Q ______ 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Part 2 1 Discuss the role of an interior designer in the construction and renovation industries Explain why it is worthwhile for an interior designer to understand the importance of natural light and how light interacts with different materials Provide time for students to complete BLM 3 2a Visual and Thermal Comfort Survey and BLM 3 2b Window Survey for their own classroom Invite the caretaker to your room to obtain support in completing the survey Discuss the basic properties of materials and their ability to reflect or diffuse light Consider the advantages and disadvantages of a variety of materials If time permits identify stores in the community that have southern and western exposures Arrange for someone from the store to visit the classroom to discuss visual and thermal comfort in their store and how they have solved issues related to glare and heat Construct prototype window cover
149. type connector on the other end When plugged in to the inputs at the top of the data logger the temperature sensor is automatically identified and ready to take measurements The infrared sensor has also been added to the Q5 set It connects in the same way as a temperature sensor Choose Input 1A or 2B For detailed technical information on the infrared sensor read the infrared sensor manual in the kit s binder 12 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Tip It is a good idea to write down where and what was being measured for each snap This way you ll be able to identify the values when uploaded to a computer Notice how the Q5 keeps track of how many measurements have been recorded Additional Data Collection using a Computer The Q5 data logger features two more sophisticated ways of obtaining data when it is connected to a computer Both the Snapshot mode discrete data collection and the EasyLog mode continuous data collection store the data which can then be retrieved only by connecting the Q5 to a computer Data acquired using the EasyLog mode can be retrieved by uploading it and using the EasySense software for graphing Snapshot Mode Snapshot data collected remotely cannot be viewed on the LCD screen To see the recorded measurements you must upload the data to a computer See the EasySense manual pages 47 48 for information on retrieving remote data
150. ut the benefits of the trigeneration system which one is most important to you Which might be most beneficial to Exhibition Place Explain your reasons 61 2009 Toronto District School Board Heat in the Environment Grade 7 Integrated Unit Page 1 of 3 Name Urban Forestry Initiatives BLM 1 4h Date m Read the following passage as a group Check the Word List if you come across unfamiliar words Work as a group to discuss and answer the questions at the end Jot down your answers on the page in point form m Together identify the key points in the passage Choose a spokesperson from your group to present them to the rest of the class Exhibition Place is playing its part in the urban forestry initiatives being led by the City of Toronto s Tree Advocacy Planting Program TAPP TAPP has the job of cultivating and caring for the City s entire urban forest by planting trees spreading awareness and lobbying for increased protection for trees Exhibition Place is doing its share to preserve and renew the City s urban forest In a special ceremony in 2004 Exhibition Place paid tribute to its oldest elm tree still standing in the City of Toronto it s over a hundred years old With 2570 trees on the site and over 20 hectares 51 acres of parkland Exhibition Place plans to spend 50 000 annually on its forestry program Recently Exhibition Place has also been part of two very special projyects the Sakura Tree Pr
151. ver if you want to change the focus of the lesson m The sensor should be used without the glass filter m Thesensor detects over an area that is the same diameter as the distance from the object for example 10 cm away from the object has asensing area of 10 cm in diameter m It will help if the subject is not having the face warmed by sunlight or the heat from a nearby heat source m The colour scale used should be even divisions of the range with a colour to match each division For example on a 50 W m range using 6 colours gives each 8 W m its own colour make the first division and the last division slightly bigger to use up the remainder from the division Black 0 9 W m Blue 10 17 W m and so on You might want to prepare the scale and print it on the face m Instead of using a drawn face it might be more fun to take the students portraits with a digital camera and have them use Paintshop or any photo editing package to edit the colours on their own image Some digital cameras have an infrared setting and can take infrared images allowing students to make comparisons Some cameras also have filters that you could experiment with 24 2009 Toronto District School Board Heat in the Environment Extension I deas e Have students measure the heat loss from the top of their head How does this change if a hat is worn e Have students place their hand in cold water for a few minutes and use the sens
152. y Tracing a Product s Life Cycle Read over the lesson and the BLMs Decide on the student groupings for the various activities Make copies of the BLMs Note that the paper making activity can be spread out for several days or even weeks as students discover the process and work it requires Gather the materials and look at the suggested websites for any additional resources Find a source of wood chips and recycled paper to prepare 8 10 large ziplock bags depending on your class size Half the bags should contain only wood chips and the other half should contain only recycled paper Make sure that the bags have roughly the same mass Prior Knowledge understanding of the terms consumption life cycle review of the 3Rs Teaching Learning Strategies PART ONE Product inputs and outputs 1 Teach students the words input and output Focus on a product familiar to students such as bread or a chocolate chip cookie Ask students to list m theinputs ingredients of the baked good m the method of manufacturing baking which uses fuel and requires an oven made mainly of metal m the outputs waste heat waste water from washing and the baked good for consumption Help students understand input output diagrams that allow them to compare an industrial process to a natural process Use visuals and charts such as on the following page 101 2009 Toronto District School Board Heat in the Environment Industrial Pro

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