Page 175 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

d2.3 use a research or inquiry process to compare the efficiency of different types or brands of a common household appliance (e.g., different brands of kettles, fans, or refrigerators; natural gas and electric water heaters) or of audio-visual equipment (e.g., different types of computer monitors), and report their findings [IP, PR, AI, C]
d2.4 conduct a risk-benefit analysis of different types of electricity generation (e.g., fossil fuel, hydro, nuclear, wind, and/or solar power) [PR, AI]
D. Understanding Basic Concepts
By the end of this course, students will:
d3.1 explain the basic principles and characteristics of various types of power generation from non- renewable sources (e.g., coal, oil, natural gas, nuclear) and renewable sources (e.g., hydro- electric, tidal, geothermal, solar, wind, hydrogen fuel cells)
d3.2 compare and contrast renewable and non- renewable energy sources, using criteria such as availability, cost, and environmental impact (e.g., compare a fossil fuel and geothermal energy, using a graphic organizer)
d3.3 describe methods of energy conservation (e.g., the replacement of incandescent bulbs with compact fluorescent bulbs, the replacement of a manual thermostat with a programmable one, the installation of more energy-efficient win- dows) and some policies that are intended to manage energy demand in the home and the workplace (e.g., variable pricing, which increases the price of electricity during peak hours)
d3.4 describe several criteria used in the construc- tion of energy-efficient buildings (e.g., “smart homes”, in which the use of light, heat, and power for equipment can be programmed; R-2000 homes; straw-bale houses)
ENERGy CONSERVATION
1
Environmental Science
SVN3E