AP Topics



Task 3, Lesson 1: Energy Use and Climate ChangeAP TopicsFossil Fuel Resources and Use(World reserves and global demand; synfuels; environmental advantages/disadvantages of sources) Nuclear Energy (Nuclear fission process; nuclear fuel; electricity production; nuclear reactor types; environmental advantages/disadvantages; safety issues; radiation and human health; radioactive wastes; nuclear fusion) Hydroelectric Power(Dams; flood control; salmon; silting; other impacts)Energy Conservation(Energy efficiency; CAFE standards; hybrid electric vehicles; mass transit)Renewable Energy(Solar energy; solar electricity; hydrogen fuel cells; biomass; wind energy; small-scale hydroelectric; ocean waves and tidal energy; geothermal; environmental advantages/disadvantages) Air pollution(Sources-primary and secondary; major air pollutants; measurement units; smog; acid deposition-causes and effects; remediation and reduction strategies; Clean Air Act and other relevant laws) Global Warming(Greenhouse gases and the greenhouse effect; impacts and consequences of global warming; reducing climate change; relevant laws and treaties)Learning ObjectivesStudents will understand the benefits and consequences of various energy sources and how varied access to these resources in different parts of the country and the world influence use habits and policies.Students will learn about the causes and impacts of climate change and the range of responses to itLesson Steps in BriefPacing 1: Framing In 52: Introduction to Task Assignment103: Energy Use30-604: Energy Use, Your Country, and Climate Change30Total time: 75-105 (This will vary widely depending on your choices below)Materials: GCS_T3_L1_Task 3 Assignment.docxOptionalGCS_T3_L1_Potential Energy LabsGCS_T3_L1_Great Energy Debate copy.pdfOptional FRQs (files not included)1999, Q3: Outdoor Air Pollution2000, Q1: Power Plant Calculations2002, Q1: Electric Vehicle Calculation2004, Q2: Electricity Use Calculation 2004, Q3: Radioactive Waste 2005, Q4: ANWR2006, Q1: Solar Power2008, Q1: Microalgae as Fuel2009, Q1: Nitrogen Pollution2011, Q3: Energy Consumption By Country2012, Q1: Fracking2012, Q2: Carbon OffsetTeacher Background and Planning Notes: In this task, students will determine their country’s current and future energy needs. They will conduct research to understand how and where their country currently obtains energy and what the ecological, economic, and social/cultural consequences of that sourcing is. They will then determine what the most viable sources of energy are to meet future needs in their country, weighing the various benefits and consequences of that sourcing. Finally, they will analyze expected greenhouse gas emissions that may result from their country’s energy use plans. All of this information will be shared in poster format during a gallery walk similar to Task 2. This is a task that needs to be completed prior to the AP exam. Your students will need access to computers for this lesson. You will need to decide how you want to cover the material. There are many optional labs, textbook readings, the great energy debate, and FRQs. Choose what would work best for your students to learn about how different energy sources contribute to climate change.Lesson Steps in Detail Step 1: Framing InNow that you have some information about your population, you need to learn about their energy needs and consumption patterns. In this task, you will again research your country and make posters to help educate the other countries’ representatives, in preparation for the Global Climate Summit.Step 2: Introduction to Task AssignmentTo start this task, pass out the task assignment, GCS_T3_L1_Task 3 Assignment.docx, which is a poster communicating information about the energy use of their country. To be able to create this poster, they will need to learn more about the varied energy use, sources and quantities and GHG production, in different countries.Step 3: Energy Use and Climate ChangeGenerally there is a lot of information about energy resources and the pros/cons of each in their textbooks, so this may be a task where some guided textbook reading supported by some direct instruction would be useful. Working through several of the associated FRQs in small groups (jigsawing and having each group present out) has also proven to be a good activity in past years as there are many to choose from on these topics. There are also hands on lab that you could use, but be sure to tie it to what they are learning (GCS_T3_L1_Potential Energy Labs).The Great Energy Debate activity (GCS_T3_L1_Great Energy Debate copy.pdf)has also been used in the past to jump-start or summarize this info. You can choose to structure Task 3 like Task 2, using part of each day for reading/other instruction and the other part for poster work/research or providing instruction and then give a few days for the poster creation. Step 4: Energy Use and Your CountryAfter learning more about energy consumption, give your students time (approximately 30 min.) to begin their research on their country’s population. The questions they need to answer (from their assignment) are: What energy needs does your country have? How do you currently meet those needs? What are the consequences of this energy use? Who is being impacted? What do you think your country’s future energy needs will be? How do you propose to meet those needs? Why are these particular proposed energy solutions better than other possible solutions for your country?If these energy solutions are implemented, how will you know if they are successful? What will you have to measure? Are these solutions something your country can enact alone or do they require cooperation with other countries? What challenges do you foresee in the implementation of the solutions? Teacher Notes on this lesson: ................
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