Energy, Water & Material Resources — Extension · Physics & Environmental Science, Grade 12
Evaluate resources through conservation, replenishment, life-cycle boundaries, and equal service.
Energy Portfolio and Life-Cycle Budget
Investigate
Which energy option serves equal demand under supplied assumptions?
Use two dedicated sessions: first define the model, boundary, variables and comparison, then collect suitable records or analyze the complete supplied-data route; second complete calculations/graphs, compare alternatives, revise and prepare the report. Extend collection time where needed. Supplied-data work does not certify supervised laboratory minutes or mandated investigations.
Materials
- Notebook, graph paper, and calculator
- The supplied data table is sufficient for analysis
Before you begin
Use only the listed household materials or analyze the supplied data. An adult should review setup. No flames, strong acids/alkalis, unknown chemicals, household mains, radiation sources, or high-speed projectiles are needed. Keep food-study materials separate from eating and wash hands afterward.
Plan a fair test
Compare equal demand of 1000 kWh using explicitly hypothetical life-cycle factors. Include the supplied storage term.
Method
- Write a prediction and the mechanism that supports it.
- Draw the setup or boundary; label axes, quantities, and units.
- Calculate impact totals using the same functional unit.
- Distinguish capacity factor from conversion efficiency.
- Change the storage assumption and identify whether the ranking changes.
- Record independent repetitions where possible, raw values, and instrument resolution.
- Write a claim citing numerical evidence, a limitation, and a follow-up test.
Example data — for analysis when materials are unavailable
Illustrative teaching data, not measurements from a real district laboratory. Analyze these when materials are unavailable and identify them as provided data. Do not claim to have performed a measurement you did not make.
| Option | Suppliedimpact (units/k Wh) | Additionalstorageimpact (units) |
|---|---|---|
| A | 0.8 | 0 |
| B | 0.1 | 100 |
| C | 0.2 | 0 |
Analyze and explain
- Find modeled totals for 1000 kWh.
- Which options tie in the base case?
- Which omitted criteria matter?
- Link the pattern to a labeled particle, structure, energy or amount model from the chapter.
- Distinguish supplied illustrative records from measurements actually collected.
- Identify uncertainty and propose a comparison that would test an alternative explanation.
What a strong explanation includes
- A stated prediction, conditions, and controlled variables or explicit model boundary.
- A labeled table/graph with units, calculations, and attention to repeated values or uncertainty.
- A claim citing numerical evidence and a scientifically accurate mechanism.
- A limitation, alternative explanation, and useful follow-up test.
- Preserve initial reasoning and an evidence-supported revision.
- Check units, object/material identity, system boundary and physical assumptions.
Parent / teacher guide: discuss after the investigation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Compare this model with the learner’s actual evidence. Different measurements can support a different conclusion; check the reasoning and limitations, not matching wording.
Extend the chapter investigation by evaluating its evidence and proposing a better test.
Problem 1
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Problem 2
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Problem 3
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Problem 4
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Problem 5
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Problem 6
Answer and explanation
Totals are 800, 200, and 200 impact units. B and C tie; a higher storage term would change B’s ranking. Reliability, land, water, cost, materials, and affected communities also matter. These numbers are teaching assumptions, not current technology rankings. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.