Sustainable Development – Learning Log: Energy

Before this studying this theme, I believed energy was only related to physics, a subject I did not particularly like in school. However, the Oxford Dictionary gave a very helpful definition of energy to prove that energy is not all about physics:

“Power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines” (Oxford Dictionaries, 2018)

This definition sums up the topic of energy and allows it to relate to a broad range of sub-topics. Energy is the foundations of fossil fuels, sustainability, biodiesels and electricity although that is only a short list. As author M.M Awad said, “energy is everything” (Awad, 2016) It is simple to say, but nonetheless it is exactly what energy is. Energy is everywhere and is needed in everything for anything to be possible. Regarding fossil fuels, they involve natural gas, coal and oil. Right now, they are the global dominant dependence of energy. Fossil fuels are created from biological matters which are left for a substantial period (Chepkemoi, 2017) Fossils fuels are in almost everything we do as well. For example, electricity, transport fuels, cooking and heating and plastics are all dependent on fossil fuels. However, a source believes that oil only has 45 years of production left, gas with 72 and coal with 252 years. (Oil & Gas Journal, World Oil, 2005) This could mean as production years are on a decline, it may be time to move to more renewable energies and use viable alternatives to fossil fuels, such as new fuels like hydrogen and biodiesel.

I knew some information about energy and fossil fuels, however finding out actual statistics and how we are running out of valuable resources can be a scary prospect. We also focused on electricity in one workshop. This was very interesting as we got a chance to try our own experiments and see exactly how electricity was so intricate and the different stages of building an experiment. For example, we made circuits which consisted of positive and negative wires, switches, parallel rods and buzzers which all connected to give and light bulb enough energy to turn on. Another experiment was a Lego car attached to wires which were attached to a small light. This car only moved if the light was shining, which gave off a solar panel effect which was clearly linked to solar energy. Relating different types of energy and making links with all parts of electricity made the theme enjoyable and fascinating to learn.

Within this theme, skills which are both generic and related to primary teaching were gained by studying this subject. These skills are beneficial to have for teaching these topics in the future. Being analytical, a problem solver and driven are some generic skills which could be gained from this theme. These skills are essential as it would allow the individual who is studying to be successful in their field of work and it aids them to develop more skills like these in the future. Being analytical is a very useful skill to have while doing the theme of energy as it is important to analyse every piece of information and material you are given to achieve good results in this topic. Being a problem solver is also essential as when it comes to the practical side it will be easier to try new and different things and experiences yourself and the class you will be teaching in the future. This does not just help with science, but also with literacy, numeracy and lots of other areas of the curriculum. Regarding helping the environment to become more sustainable, being driven in fundamental to making a change to our world and helping create a better place for future generations. Being driven can happen in any aspect of life and is an important skill to obtain as it will keep you striving for the best possible results either in education or in any form of work. In term of skills related to primary teaching, there are a few that are very well linked. According to the GTCS, it is important to acquire an understanding of research and its contribution to education. Research is required to make any lesson accurate and educational, therefore for children to learning properly and hopefully teach others about their own learning, research is fundamental for successful teaching and learning. Another Element of the Standards say work effectively in co-operation with other professionals, staff and parents in order to promote learning. (GTCS, 2006) Working with collaboratively with other people is beneficial to your own teaching and learning. This is because they may have other expertise that they can implement within with class which will be advantageous to the children’s education which can then be spread to other areas of the curriculum which will take a holistic approach to teaching in a class.

As energy comes under science, there are a lot of useful resources this will aid your teaching to primary aged children. In terms of electricity, there are numerous experiments you can do within the classroom:

• https://www.youtube.com/watch?v=-w-GoSJpvdw This experiment is on static electricity and is easy to do with children. It only involves a balloon and tissue paper, which are cheap and easy to get and use.
• https://www.youtube.com/watch?v=0Ojq-0KKOL0 This video consists of 3 experiments that are easy to do within the class. The first one is creating a magnet, the second is using potatoes to source energy and the last is using a water bottle to create ‘disappearing water’

From an autobiographical point of view, this has been a very fascinating theme and it has helped give me lots of important and useful information to use with my class in the future. By learning from others and observing others teaching, I can produce effective learning for my own class when it comes to teaching a science lesson.

From the point of view of a pupil, learning about energy can be exciting. Even though there can be theory involved, the practical side will always make a topic more interesting and fun to learn. Pupils may be encouraged to participate more if they are shown an experiment, they find very interesting and intriguing. The practical side of science can sometimes be more interesting than the theory side.

In terms of peers and colleagues, working together is essential to produce the most beneficial lessons for the whole school. A teacher who specialised in science or who has a interest in the subject could take the lead and give some guidance on how to make experiments exciting and different for the pupils.

In terms of theory and policy, science is part of STEM education (science, technology, engineering, mathematics.) This means that it is already a focus within the curriculum and is very relevant in teaching in almost every school. Therefore, throughout Scotland, science is needed and should be taught in some depth.

 

References

Awad, M. (2016). The physics of life: The evolution of everything. Energy, 114, p.568.

Chepkemoi, J. (2017). Countries Least Dependent On Fossil Fuel Sources For Energy Needs. [online] WorldAtlas. Available at: https://www.worldatlas.com/articles/countries-least-dependent-on-fossil-fuel-sources-for-energy-needs.html [Accessed 13 Nov. 2018].

General Teaching Council for Scotland (2006). Professional Standards | General Teaching Council for Scotland. [online] Available at: http://www.gtcs.org.uk/professional-standards/professional-standards.aspx [Accessed 13 Nov. 2018].

Oxford Dictionaries. (2018). Oxford Dictionaries. [online] Available at: https://www.oxforddictionaries.com/ [Accessed 13 Nov. 2018].