Page 174 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 11,Workplace Preparation
D1. evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment;
D2. investigate various methods of conserving energy and improving energy efficiency;
D3. demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.
D1. Relating Science to Technology, Society, and the Environment
D2. Developing Skills of Investigation and Communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Science
SPECIFICEXPECTATIONS
By the end of this course, students will:
D1.1 assess, on the basis of research, the impact that initiatives for reducing energy consump- tion and waste have on personal lifestyles, societal attitudes, and the environment (e.g., local, provincial, or national initiatives by gov- ernment, business, or non-governmental organizations) [IP, PR, AI, C]
Sample issue: Home energy audit and retrofit rebate programs have been established by many provincial governments to help homeowners re- duce their energy bills. Although these programs raise awareness of the environmental impact of wasting energy and provide practical ways of reducing waste, not all homeowners take advantage of them.
Sample questions: What types of incentives exist to encourage consumers to purchase energy-efficient products and services? How effective are such incentives? What methods do energy companies use to encourage consumers to conserve energy? What are some of the non-governmental organizations in Canada that raise awareness of the environmental costs of energy consumption? Are there any groups in your local community that focus on energy conservation? How effective are they?
D1.2 evaluate, on the basis of research, some of the advantages or disadvantages of techno- logical innovations that contribute to the production of renewable energy and/or aid in conservation (e.g., bio-oil, biodiesel, wind tur- bines, improved insulation, programmable thermostats) [IP, PR, AI, C]
Sample issue: Tankless water heaters heat water only when it is needed. They save energy over traditional water heaters, which keep a large tank of water hot at all times. However, tank- less water heaters may not be able to supply enough hot water for multiple uses.
Sample questions: What technologies are used to produce biofuels? How do these fuels help to reduce use of non-renewable energy? What problems might be associated with the use of agricultural crops for fuel rather than food? In what ways has the design of wind farm tech- nology improved over the years? What are the advantages and disadvantages of replacing old appliances with more energy-efficient ones?
By the end of this course, students will:
D2.1 use appropriate terminology related to en- ergy conservation and consumption, including, but not limited to: conventional source, alternative source, efficiency, watt, kilowatt-hour [kWh], joule, BTU, gas meter, electric meter, thermostat, and EnerGuide [C]
D2.2 determine the energy consumption of their household over a given time period by reading and interpreting gas and/or electric meters, calculate the cost of consumption (e.g., the number of kWh × cost per kWh, cubic metres of gas × cost per cubic metre), and suggest ways in which the household could conserve energy [PR, AI, C]
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D. ENERGY CONSERVATION OVERALL EXPECTATI ONS
By the end of this course, students will: