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MODULE OVERVIEW Unit 1 – The power of the sun Ultimately, all energy is derived from the sun. Learners trace the path of energy and investigate a number of different sources of energy. Unit 2 – The story behind the switch In this unit learners build a model showing how electricity is generated. The principles discovered during this process are used as a platform to discover how electricity is and could be generated in South Africa. Unit 3 – Counting the cost to the environment As electricity is generated and distributed to consumers, there are impacts on the environment. Learners explore these impacts. Unit 4 – Why do I have to pay for electricity? Payment for services is a controversial issue. Learners examine case studies and are asked to draw their own conclusions. Unit 5 – What costs us the most? We pay for the electricity that we use. Some electrical equipment consumes more than others. Learners explore the varying costs and their implications for the homeowner. Unit 6 – How can we use insulation to cut the cost? Lost of heat means a waste of energy. Learners explore ways of reducing heat loss through insulation and thereby saving money. Unit 7 – How can we use technology to cut the cost? There are many devices that are designed to save energy. Learners put some of these technologies to the test. Unit 8 – Taking action to cut the cost By changing the way we do things, we can save a lot of money. Learners use what they have learned up to this point to compile a presentation that could be used as a tool for summative assessment.

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What are the key skills, knowledge, values and attitudes developed by this module? This module provides learners the opportunity to develop the following key skills:

Make their own informed judgments on environmental issues or actions by weighing evidence and arriving at a reasoned conclusion.

Propose solutions and make recommendations on a range of environmental issues and questions.

Reflect on and evaluate their own actions.

Communicate effectively about such things as:

ideas and feelings;

information;

attitudes and values; and

objectives and intentions.

Draw conclusions after implementing a well-designed research project or other activity.

Plan, implement, monitor and evaluate a research project or other activity.

Anticipate the effects of decisions and actions on:

the natural environment; and

human health and well being.

Analyse an environmental problem by identifying what the problem is and its causes and effects.

Take decisions on a course of action appropriate for themselves by identifying and evaluating a range of options. This module provides learners the opportunity to develop the following key concepts:

Different sources of energy

The sun as the origin of all energy

The generation of electricity

Electricity supply in South Africa

The environmental impact of the generation and supply of energy in South Africa

Payment for services

The measurement of electricity usage

Insulation as a preventative measure to energy loss

Energy saving technologies

Conserving energy through behavioural change This module provides learners the opportunity to develop the following key values and attitudes:

An appreciation of the right of everyone to a safe and healthy environment

An attitude of meeting one's own needs while minimising one's impact on the environment

A belief that individual and group action can lead to positive results for the environment and the community

An appreciation of the fact that humans depend on natural resources for their survival

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How does this module link to curriculum policy? Some of the links to the Natural Sciences learning area where learners:

conduct explorative investigations in which:

phenomena are identified

investigative questions are formulated

a plan of action is formulated

data are collected

data are analysed, evaluated and interpreted

findings are communicated (SO1);

use scientific knowledge, concepts and principles to inform action (SO 2);

apply scientific knowledge to problems (SO3);

demonstrate an understanding of ethical issues (SO8); and

demonstrate an understanding of the interaction between the Natural Sciences and socio-economic development (SO9). Some of the links to the Technology learning area where learners:

apply technological process to solve problems (SO1);

access, process and use data for technological processes (SO3);

select and evaluate products and systems (SO 4); and

review technological impacts in a variety of contexts (SO 6). Additional Links: Although this module focuses on the Natural Science and Technology learning areas, it could also be extended to encompass the MLMMS learning area. This module lends itself towards team-teaching where more than one teacher could be involved in the learner‟s activities. In the macro-planning period of your school, you can easily work across the learning areas with other teachers teaching the same grade 7 group of learners. You can incorporate Language Literacy and Communication (e.g. if the activity requires the writing of a letter) as well as Mathematical literacy, Mathematics and Mathematical Sciences (e.g. when calculations are required) over and above the Technology and Natural Sciences links.

How does this module link to the National Environmental Education Project (NEEP)? NEEP works to support teachers in implementing environmental education within South African Schools. It considers the major aim of environmental learning to be the development of the ability to identify, analyse and respond to environmental issues in context. This module aims to work within the parameters of NEEP and its aims.

How is learning assessed in this module? At the beginning of each unit, a list of key outcomes is provided against which the learner‟s achievements can be assessed. The first part of each unit also gives information about who will the do the assessment and the kind of evidence that will be used. Where appropriate, further details about how the assessment will be done and what to look for in the evidence of learning are given in the sections that describe the activities. As the learners work through the activities, you will undertake formative assessment, based on observing how the learners cope with the task, and on the „hard‟ evidence produced, such as some written work or drawing. This ongoing formative assessment involves providing immediate feedback that reassures encourages or corrects learners before they journey further on the learning path.

Where appropriate, assessment tips are given with the activities and are indicated by the following icon:

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Unit 1 – The power of the sun Activity outcomes and curriculum links By the end of this unit, learners will be able to:

identify where energy is being used;

identify sources of energy; and

trace a source of energy back to its source. The learners are introduced to the theme of energy as a whole in this unit. The activities allow the learners to demonstrate an understanding of key concepts and principles within the Natural Sciences‟ theme Energy and Change. Learner will apply this knowledge in later units.

Assessment of outcomes This unit can be used for baseline assessment as the activities are designed to find out what learners already know. The table on page 3 will give evidence of the learners‟ ability to identify where energy is being used in the picture provided. Learners are required to identify forms of energy whilst doing the crossword puzzle on page 4. The questions in Activity 3 on page 5 will show whether learners are able to trace all energy forms back to the sun.

Preparation and Resources You will need:

Learner‟s material pages 2 - 5.

Activity 1: Where is energy being used? About 20 minutes Here are some of the areas for which energy is being used:

Movement Cooking Lighting Work Entertainment

train gas braai street lights wind pump boys playing soccer

truck food vendor floodlights welding (exhaust

vendor) flying kite

yacht solar cooker house lights computer radio

bicycle 3-legged pot on fire digging a hole

aeroplane industry

electricity generation

solar water heating

drying washing

About 10 minutes Let the learners share their answers and let them add more correct examples to their columns in pencil or a different colour.

Learners assess themselves as they as they listen to one another and add to their lists.

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Activity 2: Different forms of energy About 20 minutes

After the learners have completed the crossword puzzle, you can go through the answers one by one and ask them to correct themselves.

1N 2S

3S U N 4B I O G A S

C L

5B L 6P A 7W

A 8E L E C T R I C I T Y

T A T N 9W A T E R R

10W 11O O D

E 12C O A L I

R L L

Y

Activity 3: Where does energy come from? About 20 minutes Go through the first column with the learners to clarify the activity and let them complete the rest. On completion of the activity, explain the flow of energy in the diagram as shown on the following page.

Learners compare their answers with your explanation.

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Water evaporates

Water condenses & falls as

Water flows toward the sea

Water stored in dams isreleased to turn

Electricity distributed

Electricity powers TV in the

Tree growth Grass growth

Wood isCattle eat grass

and grow

Meat from cow iscooked by burning

the wood

Young man eatsstew and gets

energy to do work

Prehistoric plant growth.Prehistoric animals feed on

Prehistoric plant and animalsdie and decompose

Dead plants and animalsform a layer of coal over

Coal is mined

Coal is burned in a coalstove

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Unit 2 - The story behind the switch Activity outcomes and curriculum links By the end of this unit, learners will be able to:

demonstrate how electricity is generated; and

show an understanding of how coal, nuclear fuel and water are used to generate electricity. Tech SO1: Understand and apply the Technological Process to solve problems and to satisfy needs and wants

NS SO3: Apply scientific knowledge and skills to problems in innovative ways In Technology (SO1 AC1) and Natural Sciences (SO3 AC1 - 2), the learners are required to identify problems. In this unit, learners explore the principles of electricity generation and knowledge of these principles is essential to the problem identification process in later units. Learners also consider different possibilities for the gneration of electricity in South Africa (Tech S01 AC2).

Assessment of outcomes

As groups build their miniature generators, you can use your observations to assess their grasp of the principles. The assessment will be formative, as you will be correcting and assisting the groups in their quest to generate electricity. The learners‟ drawings in Activity 2 (page 8) and answers given in Activity 3 (page 9), will provide evidence of the learners understanding of how electricity is generated in South Africa and it will provide evidence of their ability to consider a range of possible solutions.

Preparation and Resources You will need to collect the following materials for each of the small groups in the class: 1. 25 meters of thin insulated copper wire (0.3 mm thick) 2. A long iron nail (10 – 15 cm long and 6 mm thick) 3. A large magnet 4. A torch bulb 5. A roll of insulation tape

Learners will be working from pages 6 – 9 in the learners‟ guide. Activity 1: Generating your own electricity About 30 minutes This activity gives learners the opportunity to reproduce on a small scale what happens in a power station. The very simple generator described in the learner‟s guide is primitive, but shows the basic operation. It has been deliberately left as simple as possible so that there is maximum scope for using it in imaginative designs and inventions. It can, therefore, form the basis for a more complex device as shown a little further on.

The light bulb will glow if the generator has been assembled correctly.

The picture below shows a simple hand cranked generator that was built using two of these nail-generators wired together (to give twice the power). This way both the North and South poles of the magnet are used at once. One needs to get the wiring between the coils correct otherwise the voltage will cancel and you won‟t get any power from the generator! The coils are wired one after the other rather than one across the other (i.e. a series circuit rather than in parallel). A simple wooden gear system was used so that you can comfortably generate electricity without having to turn the handle too fast.

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piece of wood

small wooden wheel

larger wooden wheel

wooden handle

both nails secured in a wooden block

strong rubber band used as a 'fan-belt'

AC or DC This simple generator is called an AC (alternating current) generator. This means that the voltage appearing at the two wires alternates between + and -, and – and + each time the magnet makes a complete revolution. As a result the generator can light a bulb or an LED without you having to worry about which way round the connections need to go (as they are effectively reversing all the time anyway). However, this simple generator is not good for running radios, calculators or other devices that need a direct current (DC) that is produced for example from a battery. You can grab the interest of your learners further by connecting up speakers to the generator output, as you can hear the electricity alternating – but please don‟t use your

best Hi-Fi speakers!, try using walkman type headphones.

Activity 2: How can we keep the generator working? About 20 minutes The question posed by this unit encapsulates the main challenges of providing energy to people around the world.

The focus of this activity is to stimulate as many ideas as possible. After the groups have come up with their three ideas, initiate a class discussion or brainstorming session in order to stimulate further ideas about how to keep the generator turning. An exciting extension to this activity would be to get the learners to practically demonstrate ways of keeping the light bulb burning without them touching the generator. This will give them valuable insight into the challenges facing Eskom, which are covered in the next activity.

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Activity 3: How does Eskom generate enough electricity for South Africa’s needs? About 30 minutes This activity aims to show how the theory is applied practically. There are presently two ways in which generators are kept turning in South Africa. Water is boiled (by burning coal or by nuclear reactions). The high temperature and high pressure steam that results, is used to turn turbines which then turn generators. Alternatively, water is stored in dams and allowed to flow via turbines, which turn generators. Answers to types of power stations matched to descriptions: A – 2 B - 1 C - 3 D - 2 E – 2

The pairs of learners can correct themselves as you give them the answers. You might want to highlight the fact that description 2 (water is heated and converted into steam to turn the turbine) is used more than once in the answers, showing the predominance of this form of electricity generation in South Africa.

Answers to the interpretation of the graph:

Coal-fired power station

Nuclear

SA does not have enough water resources

Wind, waves, tides, solar are potential ways of turning large generator

Possible answers o Pumped-storage: with pumped storage you spread the demand for electricity (make use of electricity in off-peak

times and generates electricity when the demand is high); o The following have great potential for providing energy for South Africa and are being explored at present:

Wind power

Solar power

Wave power The learners should be challenged to look beyond what is currently happening in South Africa to alternative ways of turning generators.

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Unit 3 - Counting the cost to the environment Activity outcomes and curriculum links By the end of this unit, learners will be able to:

describe how the generation of electricity impacts on the environment Tech SO6: Demonstrate an understanding of the impact of technology In this unit, learners explore the impact of the technology employed in electricity generation in the context of the environment from a national perspective (Tech SO6 AC 1).

Assessment of outcomes Class discussions around activity 1 on page 10 will give you an indication of the learners‟ ability to explain the impact of electricity generation through interpreting the illustrations and data. Furthermore, the plan of action that the learners come up with in activity 2 on page 11 will indicate the level of understanding of the impact.

Preparation and Resources Learners will be working from pages 10 – 11 in the learners‟ guide.

Activity 1: How does the generation of electricity impact on the environment? About 30 minutes

Possible answers to activity 1:

depletion of non-renewable resources (e.g. the mining of coal)

water and noise pollution

soil erosion (as a result of mining activities)

ground water pollution (e.g. water leaching from ash dumps)

loss of habitat such as grassland and thus loss of species like butterflies or birds (e.g. blue swallow)

air pollution – the emission of carbon dioxide, sulphur dioxide and nitrous oxide

wild life being affected by power-lines through electrocutions and collisions

the creation of waste such as ash and dangerous spent nuclear fuel

huge volumes of water are taken out of rivers

Activity 2: What can YOU do? About 30 minutes

For activity 2, encourage the learners to:

use the newly discovered facts in activity 1 in their plan;

be realistic; and

focus on community involvement as many small contributions add up and can make significant changes. Options to consider in the plan are:

to promote the wise use of energy - the less people use, the less coal is burnt

cleaner power stations could be built such as wind turbines, hydro-electric power stations

alternatives in the households could be promoted e.g. the use of solar lighting, solar water heating and gas for cooking

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Unit 4 - Why do I have to pay for electricity? Activity outcomes and curriculum links By the end of this unit, learners will be able to:

appreciate the need for all electricity users to pay for their electricity use

take a variety of viewpoints into account when considering an ethical issue NS SO8: Demonstrate knowledge and understanding of ethical issues, bias and inequities related to the Natural Sciences The unit also provides learners with an opportunity to reason and argue about the issues of illegal electrical connections and the payment of services. In this process they will demonstrate a knowledge and understanding of ethical issues related to the use of energy (NS S08 AC1, 3 & 4). NS SO9: Demonstrate an understanding of the interaction between the Natural Sciences and socio-economic development In this unit, learners explore the way in which technological developments in the sphere of energy supply, have changed the lives of people. This investigation of socio-economic factors links to the Natural Sciences (SO 9 AC 1 & 2).

Assessment of outcomes The module focuses on the development of values related to payment of services. The assessment of values is no easy matter. However, the debate in Activity 2 on page 13 will give an indication of the learners‟ engagement of the issue. The mindmap and the letter in Activity 1 (page 12) will show the learner‟s understanding of how technology is used in society and how it has changed the lives of people.

Preparation and Resources Learners will be working from pages 12 -13 in the learners‟ guide.

Activity 1: Simon’s story About 20 minutes

Here are some of the costs that the learners should consider:

The cost of building power stations.

Salary and other benefits for employees. At the end of 2001, Eskom were employing 29,969 people.

Coal needs to be purchased. 92,136,000 tons of coal were burned in 2001.

The water used in power stations needs to be paid for. In 2001 239,233,000 litres of water were consumed.

Repairs that need to be done on all power stations, transmission lines and other equipment (In 2001, there were 316634 km of power lines).

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Activity 2: Illegal connections About 20 minutes The issue of illegal connections provides an ideal opportunity to initiate a debate. To do this, divide the class into two groups – one for the statement “People involved in connecting electricity illegally should be prosecuted” (Hester‟s view) and the other “People involved in connecting electricity illegally should not be prosecuted” (Simon‟s view). This activity is also an opportunity where more than one learning area could be assessed by different teachers, e.g. the content of the letter could be assessed by the Natural Sciences teacher while the presentation of the problem could be assessed by the Language Literacy and Communications teacher.

The debate should focus on issues such as:

Simon

Not everyone can afford electricity.

It is creating “jobs” for local people.

The government does not have the capacity to help people who are struggling.

It improves the lives of people such as pensioners who cannot afford electricity.

And more …

Eskom

Electricity is expensive to generate and get to the consumer.

If people do not pay their electricity bills, Eskom would go out of business.

Illegal connections are dangerous.

It is theft and therefore against the law.

And more …

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Unit 5 - What costs us the most? Activity outcomes and curriculum links By the end of this unit, learners will be able to:

show an understanding of how electricity is measured; and

work out which appliances use the most energy on a monthly basis Tech SO3: Access, process and use data for technological purposes In this unit, data on electrical usage is accessed, processed and used to show the impact on a household budget. This unit links to the Technology learning area (SO 3 AC 1-3).

Assessment of outcomes The questions in Activity 1 on page 14 will assist you to determine whether the learners have a grasp of the measurement of electricity. This understanding is foundational to this unit as well as future units - so be prepared to spend more time on this element. The table in Activity 2 on page 15 provides you with an opportunity to assess the learners‟ ability to evaluate, compare and arrange electrical appliances in terms of cost to a household. The questions following the table allow the learners to communicate their findings. Use this as formative assessment as again – this activity will be built on in future units.

Preparation and Resources Learners will be working from pages 14 - 15 in the learners‟ guide.

Activity 1: What is a watt? About 30 minutes

An understanding of how electricity usage is measured is fundamental to being able to manage ones energy use.

How many hours does a 100w light bulb have to burn to make one kilowatt-hour?

Use the summary box in the Learner‟s guide (page 14) extensively in this activity.

One kilowatt-hour is a 1000 watts used for the period of one hour. Our light bulb only uses 100 watts in one hour. We therefore need to multiply the 100 watts by 10 to reach 1000 watts (or 1 kilowatt) and by doing so; we have to multiply the hours it has to burn by ten as well, making the answer 10 hours.

Number of hours x 100 W = 1000W.h (1 kW.h)

Number of hours = 1000W.h 100 W Number of hours = 10h If a geyser (2000W) runs for 4 hours, how many kilowatt-hours (units) have been used?

Again, use the summary box in this activity (Learner‟s guide page 14)

Units = kW (number of watts 1000) X hours

Units = (2000 W 1000) X 4 hours Units = 2kW X 4hours Units = 8 kW.hours

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Activity 2: Finding the energy hungry appliances About 30 minutes

It might be a good idea to let the learners copy the table provided into their exercise books.

Please note that the learners‟ estimations of appliance use are not the critical factor here. These estimations are used as a basis on which to their calculations. Check that the groups have correctly calculated the number of kilowatts hours used for the month - for EACH appliance. Answers to the questions:

The cost of the groups electricity “usage” is calculated by multiplying the total number of kW.hours by 30c and then dividing by 100 to get the Rand value of the cost.

The geyser works continuously and the kettle only if and when you need boiled water.

The least expensive appliance to run would be that appliance using the least number of kW.hours in a month. This is a product of the power rating of the appliance and the time that the appliance is used.

This answer will depend on how the learners in the group allocate time to each of the appliances. However, they will most probably find that the five most expensive appliances to run are the geyser, heater, stove and lights and fridge.

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Unit 6 - How can we use insulation to cut the cost? Activity outcomes and curriculum links By the end of this unit, learners will be able to:

show an understanding of how insulation prevents energy loss; and

demonstrate how insulation can be used to prevent energy loss. Tech SO1: Understand and apply the Technological Process to solve problems and to satisfy needs and wants Learners explore the application of technological processes to solve problems and to satisfy needs and wants. This unit links directly with Technology (SO 1 AC 1-4).

Assessment of outcomes Following the story in Activity 1 on page 16, learners are required to interpret and communicate the principles of insulation as applied to cooking. Their answers to the questions will help you assess their understanding. The model building exercise in Activity 2 on page 17 is designed to allow the learners apply the principles learned in Activity 1 to a different problem scenario. In their design they consider a range of possible solutions and make informed choices. The learners then communicate their design to the rest of the class.

Preparation and Resources Learners will be working from pages 16 -17 in the learners‟ guide.

Activity 1: The boiling pot About 30 minutes You can spend 10 minutes on the first part of the activity regarding the pot on the stove:

No, the energy from the stove does not stay in the pot.

The kitchen becomes warmer from all the energy (heat) escaping from the stove plate, from the outside of the pot as well as from the heat of the escaping steam.

You can spend the 20 minutes left on the story of Sabalala Nolwazi‟s project:

Note the answers to the questions in the learners‟ guide.

It cost the group nothing but commitment and creativity to make the “cook boxes” as they collected “waste” cardboard, fabric and polystyrene.

For insulation – to make sure the energy (heat) stays trapped inside and allows the food to cook further.

Cooking time is reduced. Refer back to Unit 5, Activity 2 on page 13 in the learner‟s guide where the stove is found to be one of the more expensive appliances to run. A saving in electricity means a saving in money and the environment too!

Activity 2: Home, sweet home About 60 minutes You can spend 10 minutes with the learners comparing the heat loss in the picture to the boiling pot in the previous activity.

The similarity is that heat (energy) escapes everywhere if the house is not properly insulated: through the ceiling, through the windows, through the gaps underneath the door as well as through the floor.

The next 20 minutes the learners could begin to plan and build their cardboard houses.

For step 1, it works well to use photocopy paper boxes to build the houses.

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The last 30 minutes could be spent on step 2 and 3. The goal in step 2 is to insulate the house in order to keep the heat (energy) inside. Ideas could be to:

put a ceiling in the house;

insulate the ceiling;

hang curtains in front of the windows;

come up with an idea to insulate the gap beneath the door; and

put carpets in the house

The ideas listed above are not complete and should be added to using creativity and innovation. Learners can learn from each other and assess one another as they present their models to the rest of the class and explain their changes to the house. Activity 3: Hot water on tap About 10 minutes You could insulate the geyser on the outside to make sure that the heat (energy) is trapped inside. You can get a commercially made “geyser blanket” or cover the geyser with insulating material such as polystyrene or fibreglass insulation.

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Unit 7 - How can we use technology to cut the cost?

Activity outcomes and curriculum links By the end of this unit, learners will be able to:

evaluate technologies that are designed to save energy; and

demonstrate at least two low cost technologies designed to save energy. Tech SO4: Select and evaluate products and systems The evaluation of energy efficient technologies, such as light bulbs, links to Technology (SO 4 AC 1-2).

Assessment of outcomes Learners‟ experiments and calculations, will provide them with an opportunity to draw comparisons on the basis of:

costs and value

durability

life expectancy Checking their observations and calculations, and observing their experiments will provide evidence of the learners‟ ability to select and evaluate products.

Preparation and Resources Learners will be working from pages 18 -19 in the learners‟ guide. Activity 1: Seeing the light About 10 minutes

This activity introduces the learners to the benefits of Compact Fluorescent Lights (CFL‟s). Guide the learners to at least spot the following differences:

Picture 1 Picture 2

Light fitting contains a regular (incandescent light bulb).

Light fitting contains a compact fluorescent light. (CFL)

Thermometer indicates a higher temperature than picture 2

Thermometer indicates a lower temperature than picture 1

Dustbin contains used regular bulbs Dustbin is empty

Electricity bill is R173. 80 Electricity bill is R96.10

From the pictures, the benefits of a CFL are thus:

Emits less heat

Lasts longer

Uses less electricity

Activity 2: Light number challenge About 10 minutes

This activity is a challenging mathematical exercise! You will need to be aware of the level of your learners. If you feel that your learners are not able to do the maths on their own, it will be a valuable exercise to do the maths together on the board.

The object of the exercise is not to assess the learners‟ mathematical ability but for the learners to be able to evaluate products on the basis of cost.

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Answers to the Number Puzzles in Activity 1

How many hours must each of the lamps burn to use one kWh (one unit) of electricity? Incandescent: Number of hours x 60 Watts = 1000Wh (1 kWh) Number of hours = 1000Wh / 60W Number of hours = 16.67 hours CFL: Number of hours x 15 Watts = 1000Wh (1 kWh) Number of hours = 1000Wh / 15W Number of hours = 66.67 hours

If one unit of electricity costs 40 cents, how much does it cost to run a) an incandescent light bulb and b) a CFL? Incandescent bulb cost per hour: Cost per hour = 40 c / 16.67 hours Cost per hour = 2.4c /hour CFL cost per hour: Cost per hour = 40 c / 66.67 hours Cost per hour = 0.9c /hour

What is the saving per hour when one uses a CFL instead of an incandescent light bulb?

Saving = 2.4 cents per hour – 0.9 cents per hour Saving = 1.5 cents per hour

If you use the CFL for 5 hours in a day, how many days would it take to make up the extra cost of the CFL?

Price difference = R27.50 Time to pay back the difference = 2750cents / 1.5 cents per hour Time to pay back the difference = 1833.33 hours Time to pay back the difference = 366.66 days

How much will you save over the period of the CFL‟s life-span (5 Years)?

365 days x 5 = 1825 hours used in one year 1825 x 5 = 9125 hours used in five years Saving = 9125hours x 1.5 cents/hour Saving = 13687.5 cents Saving = R136.88

Activity 3: Cooking with less One hour Ideally this activity should be done in groups, but due to the nature of the activity and equipment required, it is possible for the activity to be done as a class. In step 1, the rice should be cooked in approximately 20minutes. The stove would be on for the entire cooking time. In step 2, although the rice would only be cooked in an hour, the stove will only be on for approximately 2 minutes.

The lessons that could be learned from this activity are: 1. Insulation of a pot can reduce energy used in cooking. 2. Some ways of saving energy can increase cooking time and thus cooking needs to be planned accordingly. The evaluation of this technology is based on its effectiveness in saving energy.

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Unit 8 - Taking action to cut the cost Activity outcomes and curriculum links By the end of this unit, learners will be able to:

acknowledge and appreciate that individual and group action can lead to positive results for the environment and community;

calculate the benefit of implementing energy saving behaviours NS SO3: Apply scientific knowledge and skills to problems in innovative ways In this unit, learners demonstrate an understanding of how scientific knowledge and skills contribute to the management and utilisation of natural and other resources. This activity gives the learners an opportunity to apply the knowledge gained in the modules and to generate innovative options, make decisions and communicate their plan of action (NS SO3 AC 1-8).

Assessment of outcomes During the development of their action plans, learners must take into consideration all the information they were exposed to during the course of this module. Each group of learners will assess each of the other presentations as well as themselves guided by the assessment sheet.

Preparation and Resources Learners will be working from pages 20 -21 in the learners‟ guide. Each of the groups should receive enough copies of the assessment sheet to assess each of the other groups.

Activity 1: Improving our performance About one hour In this activity, the groups revisit Activity 2, from Unit 5 and re-evaluate the cost (financial and environmental) of the commonly used

appliances in the home. All the areas where costs could be cut are identified and evaluated in order inform a plan of action.

Observe the groups as they work in order to find out how they are getting along in the decision making process. Give them feedback and support during the process.

Activity 2: Showing that we can make a difference About one hour The groups will be presenting their action plans to the other groups in the class.

This activity provides a good opportunity for group assessment. The sheet , on the next page, can guide the groups as they assess one another and themselves. 1. Indicate that each group will be given not more than 5 minutes for their group presentation. 2. Give each group a name or number for reference on the assessment sheets. 3. After each presentation, allow another 3 minutes for groups discussion and the filling in of the sheet. 4. Collect all the sheets from the groups and keep each group‟s separate to hand them out to the group being assessed. 5. After all the presentations, the groups assess themselves. 6. Hand out all the assessment sheets so that the group has all the assessments of their presentation with them 7. Give each group the opportunity to ask questions regarding the assessment of their presentation. 8. Give learners an opportunity to re-evaluate their action plans and revise them in the light of their peers‟ comments. 9. If you have time, the groups can present the changes to the action plans.

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Taking action to cut the cost of energy

Group Assessment Sheet Group presenting their action plan: ______________________________ Assessed by group: __________________________________________ Date: _______________________

Criteria

Rating

Not achieved Partially

Achieved Achieved Well Achieved

Did the group identify most of the problem areas where energy could be saved?

1 2 3 4

Did the group choose the best places to make changes?

1 2 3 4

How well did the group use insulation to cut the cost?

1 2 3 4

How well did the group use technology to cut the cost?

1 2 3 4

How well do you think the plan will work?

1 2 3 4

Do you think the plan will a save a fair amount of money?

1 2 3 4

How clear was the benefit to the environment?

1 2 3 4

How convincing was the plan?

1 2 3 4

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