Energy

After today’s input, we covered the importance of energy/renewable energy and the important role that it plays throughout day to day life. The main areas that we covered were:

• Sustainability
• Global Warming
• Fossil Fuel Dependency
• Global Dimming
• Fossil Fuel Alternatives

It is essential that going forward as a student teacher, we have a deep understanding of renewable energy and how it can be depicted in several different ways. The majority of the input was very practical and we covered various ways to create energy without using electricity. The learning outcome for today’s experiments would be; I can now create static energy through various experiments without using electricity.

Although the experiments were enjoyable, it is important to take into account the implications too. In one of the experiments, we used a fuse against wire wool which created fire. One of the fuse boxes was less powerful therefore it took longer to burn the wool however the other fuse box was a lot more powerful and when it met the wire, it became a ball of sparks almost instantly. As this was a controlled experiment, we knew how to deal with this however if the sparks had dropped or landed on clothes then this could have become dangerous. Most of the implications related to these experiments would be linked to health and safety therefore we would need to have alternatives depending on what age group these experiments were being delivered too.

Having studied this science area and completing several experiments regarding how energy can be created, it is clear that this is an area in which the Curriculum for Excellence are looking to see more of. It is very common to see numeracy, literacy and language lessons, however it is becoming apparent that many teachers are somewhat uneasy when it comes to delivering a science lesson due to their depth of knowledge. Maybe this is because there are implications along with health and safety fears however it is a significant area of learning that children must have. According to the Curriculum for Excellence, “science and the appliance of science are central to our economic future, and to our health and well-being as individuals and as a society” (CfE, 2016). This is why as future teachers it is essential to broaden our understanding of science become confident with the different ways it can be taught/delivered.

The above pictures display one of the experiments that were carried out during the input. The key idea was to identify that electric currents create magnetic fields. Using various objects, we had the ability to make a toy crane that uses an electromagnet to life metal objects. We had to make the electromagnet with a 6 V torch battery and many turns of thin wire around a large nail or iron/steel rod. When the switch was turned on, the nail or iron rod becomes temporarily magnetised therefore has the ability to lift the paperclips when held hovering over them. An implication of this experiment would be that if the wire is left connected to the battery for too long it will heat up very quickly and the battery will become flat almost immediately.

The teaching point of this experiment was to identify  that magnesium and electricity are very closely linked. The battery creates an electric field in the wire which in turn moves electrons and a current is produced. The current creates a magnetic field producing an electromagnet. When the current stops, the magnetic field increases and this phenomenon also works in reverse too. Moving a wire near a wire creates an electric field in the wire which in turn moves electrons. This is the principle by which electric generators produce electricity.

In relevance to the topic covered today, the appropriate CfE learning experience would be:

“Learners explore types, sources and uses of energy and develop their understanding of how energy is transferred and conserved. They consider the relevance of these concepts to everyday life. They explore the nature and sustainability of energy sources and discuss benefits and assess possible risks to form an informed view of responsible energy use.” (CfE, Energy & Sustainability)

References

http://(2016b) [Online]. Available: http://www.educationscotland.gov.uk/learningandteaching/curriculumareas/sciences/index.asp [Accessed 15 Nov 2016]. (2016b)

http://LTS (2009) Sciences: Experiences and outcomes sciences experiences and outcomes [Online]. Available: http://www.educationscotland.gov.uk/Images/sciences_experiences_outcomes_tcm4-539890.pdf [Accessed 15 Nov 2016].

BA2 Learning Log – Disasters – 26/10/16

BA2 Learning Log – Interdependence – 19/10/16

BA2 Blog Task – Climate Change

After familiarizing myself with the Climate Change Scotland Act 2009, it is clear that in order for Scotland to reach the ‘2050 target’ there has to be a decision made to make a severe change, however this can only be successful if the population reacts positively to this and reinforces this change. The 2050 target is that ‘the Scottish Ministers must ensure that the net Scottish emissions account for the year 2050 is at least 80% lower than the baseline.’

At the moment, there is an interim target whereby  ‘the Scottish Ministers must ensure that the net Scottish emissions account for the year 2020 is at least 42% lower than the baseline.’ The annual target is where the Scottish Ministers must aim for each year in the period 2010–2050, set a target for the maximum amount of the net Scottish emissions account and ensure that the net Scottish emissions account for each year in that period does not exceed the target set for that year. To understand this more clearly, I looked further into emissions and how they are really affecting us.

The word ’emission’ is commonly known as the production and discharge of something, especially gas or radiation when it is being released into the atmosphere.  The target regarding these emissions is that ‘for 2010,  there must be set at an amount that is less than the estimated net Scottish emissions account for 2009′ and also ‘for each year in the period 2011–2019, it must be set at an amount that is consistent with a reduction over that period of net Scottish emissions accounts which would allow the interim target and the 2050 target to be met’. It also states that ‘for each year in the period 2020–2050, must be set at an amount that is consistent with a reduction over that period of net Scottish emissions accounts which would allow the 2050 target to be met; and at least 3% less than the target for the preceding year’.

In order to understand more about my lifestyle and actions and how they contribute to climate change, I used the ‘WWF Measure Your Footprint Tool’ to find out my carbon footprint. As I was completing the test, I answered the questions honestly and I believed that my percentage would be quite low because I do not travel by train, or bus and I always recycle. However after my score was calculated I was extremely shocked to discover it was sitting at 164%! When this is compared to the 2020 target, I need to make a lot of changes as I am a clear distance away from this target.

I looked further into how to shrink my carbon footprint as I am keen to make conscientious changes. There are 6 simple and healthy amendments I can make to my  diet which will help the planet. These are;

1) Eat more plants – enjoy vegetables and whole grains!

2) Eat a variety of foods – have a colourful plate!

3) Waste less food – one third of food produced for human consumption is lost or wasted.

4) Moderate your meat consumption, both red and white – enjoy other sources of proteins such as peas, beans and nuts.

5) Buy food that meet a credible certified standard – consider MSC, free-range and fair trade.

6) Eat fewer foods high in fat, salt and sugar – keep foods such as cakes, sweets and chocolate as well as cured meat, fries and crisps to an occasional treat. Choose water, avoid sugary drinks and remember that juices only count as one of your 5-a-day however much you drink.

All of the above points are realistic and I feel I could easily adapt my diet to be more planet friendly. Another is to know more about forest certification and know where my stuff is coming from. Forest certification is a system of inspecting and tracking timber, paper pulp and other forest products to make sure they’ve been harvested according to a strict set of guidelines. It’s about more than just which trees are cut down – forest certification is also about the well-being of workers and local communities. I will also aim to be more conscious of where my food is coming from.

As a consumer, we can make a difference to the way our fish stocks are managed. By only choosing fish from healthy, responsibly managed sources, caught using more sustainable methods which minimise damage to the marine environment and reduce bycatch, I can help drive the market towards sustainable seafood. Our choices can help ensure the sustainable use of our marine resources.

I learned that WWF co-founded the Marine Stewardship Council (MSC) and theAquaculture Stewardship Council (ASC) which are credible certification standards that assess the environmental sustainability of a fishery or farm. By looking out for products carrying these logos, I can be assured that they are being responsibly managed and transparently monitored.

There are millions of things we can do to change and amend our lifestyles, and although they may be little, they make a huge difference. I am aware of waste and try hard to not waste any of my food and also to dispose of waste properly. It is becoming a regular thing to see animals and wildlife killed or injured due to non-degradable waste/plastic being dumped. When the carrier bag charge was introduced, this was to try and reduce the amount of plastic carrier bags being left/dumped. I believe that it has reduced the rate a little, however as the charge is only 5p, a lot of individuals including myself still pay the charge instead of carrying my individual items. If I have just paid maybe £50 for a food shop, then I would not hesitate to pay a small extra of 5p to be able to hold my items. This is something I could change though by investing in a bag for life.

All in all, it is important that we realise just how important our planet is and that we need to look after it before climate change causes irreparable damage.  All the animals that are becoming endangered and extinct is because of how we have treated the planet. Studying this theme has opened my eyes to the reality of just how endangered different species, wildlife, and areas are becoming. There are many options to donate to the WWF and different organisations to help protect our planet. I know that now, I will always make an effort to try to reduce my carbon footprint and when I go into schools, I think this will be a very interesting subject to teach and it will make the children more aware of the current issues we are facing and how they can contribute to reduce these issues.

Themes

• Climate Change (Global Warming)
• Global Warming and Weather
• Politics of Global Warming

Climate Change

Today, we were asked, what is climate change and what do we perceive climate change to be?

There are several different topics that contribute towards climate change such as our ice core records, fossil fuels, global warming, greenhouse gases and carbon dioxide. All of which are key issues in the topic of climate change.

There is some confusion to what it actually means and today I learned that the word ‘climate’ is the average weather at a given point and time of year, particularly over a long period of time such as 30 years. Where we expect the weather to change a lot from day to day, the climate should remain relatively constant and when it is not constant, this is better known as climate change.

In today’s lecture with Andrew, we identified ways to collect evidence of climate change. This can be done through:

• weather recordings
• ice cores
• rocks and fossils
• analysis of pollen and trees

It was also made clear to us today that there is evidence to suggest that at other times the world’s ice cover was a lot greater than it is today.

Global Warming and Weather

Climate change is believed to greatly contribute to Global Warming which in turn is having a negative effect on the planet. Agriculturally, crops are being wiped out in low-lying areas that suffer from flooding as well as significant amounts of agricultural land on the edge of deserts becoming unusable due to desertification. It has been identified that the sea levels are at an increase and coastal land is at risk, especially land on deltas  which is then causing more stress on sea defenses.

It is essential to understand the importance of our climate system as it determines the weather, affects long-term decisions by humans and also affects trends in plants and animals.

Due to the increase in temperatures caused by Global Warming, this is contributing towards the ‘Greenhouse Effect’ whereby heat is trapped inside the earth’s atmosphere.

Today’s lecture made me more aware of the ongoing impact climate change and global warming is having on our planet. It is something that is progressively becoming worse and although there are no set facts, we must prepare for more changes that are yet to come.

In the practical workshop with Andrew,  we carried out a few different experiments. Two experiments which I found interesting and contained key learning points were where we firstly created a cloud within a jar and secondly, tested the density of water evaporation when it was hot and cold.

When creating a cloud, we used a small glass jar and filled it with around an inch of water ensuring the outside of the jar was covered by black paper. A match was then lit and the flame burned for as long as we could hold it before dropping it into the water. Quickly, we covered the top of the jar with ice and slowly a cloud began to form. This was significant as this occurs when hot air meets cold air. The second experiment involved us filling up two cups with some pebbles, one with cold water and one with hot water. The cold water contained blue food colouring and the hot water contained red food colouring. We then placed both cups into a tank of water and the blue water remained in the cup however the red water evaporated due to hot air rising and the density being lower which was the key aspect of learning in this activity.

To further my knowledge in these areas, I aim to read the additional materials that we have been provided by Louise and Andrew. By doing so, this will help me engage in further tasks and activities that I will be given which in turn allows me to link my study tasks with what I have gained in lectures and this will create an opportunity for me to understand these themes better.

BA2 Blog Task – My Urban Environment

My Urban Area – Directed Study Task

Urban populations account for 82% of the UK total and the populations are still growing so much so that since 1984 there has been an increase of 18.7%.  Our urban area impacts our physical environment on a daily basis and also supports human growth through physical, social and skill development. It provides lifelong care and resources and enables us to interact with nature.

I live in a small village called Gatehead which is situated in the outskirts of Kilmarnock. The village is very small and does not have many things in it other than lovely little cottages, one pub/restaurant, a play park and a community centre. Most of Gatehead is surrounded by rolling green fields and plenty of farms and farm animals.

Most of the houses in Gatehead have been standing for many many years. The majority are bungalows and cottage however there are more recently renovated council houses that are situated further into the village. I live on the Main Road of Gatehead in a renovated barn. My parents bought the little barn and additional land surrounding it and converted it into a house before doubling the cottage in size after building an extension. As you drive out of the village, there is one turning which leads you into Milton View which is where some council houses are situated along with more cottages. In this area, there is a small play park and large grassy area which sits next to the local community centre. At the top of the road just along from my house is where our lovely pub/restaurant called The Cochrane Inn sits. The restaurant is owned by the ever well known Mr. Bill Costley and is extremely popular among the locals of the village and also many passers-by. The Cochrane is also where I work as a waitress which is extremely close by therefore I can simply walk to work.

Gatehead is mostly a farming village and as you turn off onto the little single track roads there are vast green fields that flow on and on as far as the eye can see. Many farms have dairy cows and there are sheep too. There are lots of green spaces in my village and also surrounding it and this something that I have grown up with which I have been very grateful for. At night, it is quiet as there is little traffic passing which is something I would not have if I lived closer to the town. As an owner of two dogs, the landscape is perfect for long walks through the country side, up and down big hills, along the rivers and the disused railway line while passing fellow dog walkers. Again, there is little noise or disruption from traffic other than the odd tractor rumbling along the road.

Transport in Gatehead can be an issue if you do not drive or have a car. Although there are buses that pass through and can take you into the town centre of Kilmarnock, or Glasgow or Troon, they are not very frequent so if you miss one you may have to wait another hour or so before another one arrives due to Gatehead being removed off of the route of one of the service buses. On a sunny day, it is a lovely walk in to Kilmarnock and may only take around 30 minutes. With the village of Crosshouse being around a 15 minute walk/2 minute drive away, this is a better option if you are in need of the morning paper or some fresh rolls. The transport to and from does not appear to cause any issues as it is regular enough and if there are no buses then it is very easy to call a taxi.

In our community space in Gatehead, the only thing we have is the local community centre. Many years ago, the community centre was used more frequently as it is today. It is very rare that there is an event on unless it is time to vote then that is used as our polling station but other than that there is never any community events. With Crosshouse being our neighbouring village and only a short drive/walk away, we still have access to a local library and there is a primary school located there too. Gatehead is simply not big enough to host those within our community space.

For Gatehead being such a small village,  we have a variety of different industries and work. Mostly, the working industry in the village is agricultural and manufacturing. Just along from the village there is a large industrial estate at Moorfield which is home to several different manufacturers including DHL, DM Roofing, McCallum’s Bagpipes and many more. Unfortunately there is no retail or even food shops in Gatehead as we do not have a big enough population for a shop to survive. On two occasions there has been a convenience store opened but the earnings were not enough to stay open and they both closed. With The Cochrane Inn being so popular, they are always looking for bar staff, waitresses and chefs which again adds to the different lines of work available. We also have a car sales garage called Lang Brothers which has been owned by Mr. Lang for several years and is a family run business. Furthermore, there is a small vehicle servicing garage which fits in perfectly with Mr. Lang’s business.

Unfortunately Gatehead does not have any recreational spaces such as a sport/health centre as it is a small drive through village. However we can easily access many different recreational areas within a short drive to either Kilmarnock, Crosshouse or even Dundonald.

Peri-urban areas (also called rurban space, outskirts or the hinterland) are defined by the structure resulting from the process of peri-urbanisation. It can be described as the landscape interface between town and country, or also as the rural—urban transition zone where urban and rural uses mix and often clash. It can thus be viewed as a landscape type in its own right, one forged from an interaction of urban and rural land use. Gatehead has not been affected by this in any great deal as the rural space between our rural areas and the towns has not changed much in the whole time I have lived here. All of the farm land, roadside hedges and bushes are always well maintained and looked after.

Scotland has the lowest population density at 68 people per sq km. However, there are huge variations across each country. In East Ayrshire, where Gatehead is situated, there is a population density of 97 people per square kilometer which reinforces that this is quite a low population density however still slightly higher than the average in Scotland.

After studying the air pollution levels within the area, Gatehead has a level 3 of air pollution which is a low rating.

Below are

The Level Crossing

The Viaduct

The Disused Viaduct

The Railway Line Which Passes Through The Village

The Cochrane at Night

some images of my village.

The Cochrane Inn

Reference

https://www.east-ayrshire.gov.uk/CouncilAndGovernment/About-the-Council/Information-and-statistics/Population.aspx

http://www.scottishairquality.co.uk/latest/?postcode=ka2+0an&postcode-submit.x=0&postcode-submit.y=0&postcode-submit=Search