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Integrating Renewable Energy and Climate Change into Curriculum at Viborg Tekniske Gymnasium

This project involved students in activities related to renewable energy and climate change, offering opportunities to learn through practical experiences, visits, and presentations. Students engaged in making websites, exploring energy situations, and understanding climate concepts.

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Integrating Renewable Energy and Climate Change into Curriculum at Viborg Tekniske Gymnasium

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  1. Renewable Energy and climatechange:Integration into the Curriculum Viborg Tekniske Gymnasium

  2. Note • Most of the activitieswerealso done within the framework of the Comeniusproject, but couldalsobeen done without the project • Therewereotheractivitieswithin the Comeniusproject, thatare not reportedhere, becausetheywere not done by the wholeclass

  3. Classes involved: • Class 1.4 (2009/2010) • Class 1.3 (2009/2010), class 2.3 (2010/2011) • Class 1.2 (2010/2011)

  4. Energy and communication ”Theme 2: Energy” This is a normal part of the curriculum wheredifferentsubjectsareinvolved. • Training in making websites • Information onenergy situation in Denmark • In physics and communication/it: • Making a website onrenewableenergy in English

  5. Example of a website

  6. Takingpictures of the energy situation at home • Thiscouldalsobe done at normally, but is not likely. Thiswassomethingspecial for the Comeniusproject • Pictures wereshown in the class of the energy situation at home in Cyprus and Italy

  7. Education in climate (2 hrs) • Information on: • radiation from the sun • absorption of radiation • greenhouse gas effect • global warming potential • effect of volcanoes

  8. ClassexchangewithBBSII, Leer (1) • During 3 days mixed groups of a class from eachschool have beenworkingtogetheronrenewableenergy and climatechange in Leer. • Concept: • General excursion (Wind turbine factoryEnercon) • Differentgroupswerevisitingdifferentinstitutions/companiesworkingwithrenewableenergy • Power point presentations in English were made together • The presentationswereshown in a common meeting and therewaslimiteddiscussion • Thiscouldalsobe done within a schoolor just in cooperationbetweentwoschools in the future

  9. ClassexchangewithBBSII, Leer (2) Visited/Made: • Biogas plant • Thermalheating system • LocalenergysuppliedEWE • Gas/watercompany • Wind turbine park planningcompanyENOVA • Municipality Leer • Schoolbuilding (energy) • Interview teachersaboutenergy • Interview pupils aboutenergy

  10. ClassexchangewithBBSII, Leer (3)

  11. Makingenergysurvey at home • Makingenergysurvey at homewith the prototype inquiry first version

  12. ClassexchangewithBBS II, Viborg (1) • During 3 days mixed groups of a class from eachschool have beenworkingtogetheronrenewableenergy and climatechange in Viborg. • Concept: • General excursion (Wind turbine factoryEnercon) • Differentgroupswerevisitingdifferentinstitutions/companiesworkingwithrenewableenergy • Power point presentations in English were made together • The presentationswereshown in a common meeting and therewaslimiteddiscussion • Thiscouldalsobe done within a schoolor just in cooperationbetweentwoschools in the future

  13. ClassexchangewithBBS II, Viborg (2) • Visited: • Grue & Hornstrup: CO2 emission reductions in developingcountries • Aarhus University: Biogas plant • Aarhus University: Biomass • Municipality Viborg: New townhallwithenergysavings • Municipality Viborg: Policy to have 100% renewableenergy in 2020 • Hydrogen Innovation and Research Center: carson hydrogen • Måbjergværket: Power plant onbiomass

  14. ClassexchangewithBBS II, Viborg (3)

  15. Comenius visit to Viborg (1) Designing future housings • During the visit of the Comeniusproject to Viborg with pupils from otherschools future housingsweredesigned

  16. Comenius visit to Viborg (2) • Visiting the University of Aarhus: biogas and biomass

  17. Comenius visit to Viborg (3) • Visiting the electricity museum and getting information onclimatechange

  18. Additional information (1) • Within the normal curriculum we have a themeonenergy and this gives goodopportunities to workonrenewableenergy and climatechange. Period 1-2 weekswithindifferentsubjects • There is time for subjectsthatare not part of the normal curriculum: estimate 10% of the time • Whetherthis time is reallyavailabledependsonhow fast the class is. In classesthatareslowthis time is not available. The classwhichwas most active in the Comeniusprojectwasslow and for thatreasonwe had a problem of finishing the normal physics curriculum in time.

  19. Additional information (2) • Although the pupils have beenworking in English (during the exchangewithBBSII and whenmaking a website in English), English as a subjectwas not involved. It wouldbebetterifthatwas the case and information onrenewableenergy and climatechangewouldbe part of it so that the pupils getused to the terminology.

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