Grade 10 - Energy and Power

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

design systems that multiply, reduce, and transmit power, and assess their social and environmental implications
analyse the function of systems used in machines and equipment
construct devices to convert, store, and distribute energy in usable forms
explain the transfer and conversion of energy within a mechanical system

To view the prescribed learning outcomes for Energy and Power in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Applying devices and processes to convert, transmit, and conserve power and energy sources helps students understand both traditional and innovative applications for power and energy and their technical functions. Students can investigate the application of these underlying principles through the design, construction, and analysis of systems and devices.

Using models or diagrams, demonstrate products and systems that convert energy from one form to another (e.g., wind generators, wind-up toys, solar vehicles). After students decide on systems or products to construct, have them develop design brief that include explanations of how their products use energy and power. (See Appendix D for a description of design briefs.)
Present a variety of mechanisms and help students analyse them by asking questions such as:
- What is the function of this mechanism in terms of energy storage, transmission, or conversion?
- Suggest how two or more of these mechanisms could be combined to form a more complex system.
Have students design and construct energy-efficient devices (e.g., aerodynamic CO2-powered vehicles, energy-efficient housing, solar-powered wheelchairs).

SUGGESTED ASSESSMENT STRATEGIES

As students design complex, interrelated mechanical systems, they demonstrate their abilities to apply engineering principles by solving problems that occur during the design process, and recording their ideas.

Question

To assess the extent to which students associate purpose and design, have them design mechanical devices (e.g., to scare birds away from a garden). In a conference, ask questions such as:
- How did you decide on the system you are using to operate your device?
- What other system could you have used?
- What do you think the advantages and disadvantages of your system are?

Collect

Collect student design brief, and look for evidence that students are able to:
- identify and describe task issues
- focus and detail each task clearly
- explore a variety of solutions
- use prior knowledge to develop their designs
- investigate relevant areas of the task

Self-Assessment

Students develop criteria to evaluate their own products. Assess student-developed criteria for evidence they are able to:
- identify criteria relevant to their products
- consider possible users for their products when developing criteria
- identify appropriate methods to evaluate their products