Thermal energy

Alternatives for obtaining thermal energy

Alternatives for obtaining thermal energy - content of pedagogical programme: understanding of resources and environmentally-friendly heat supply (Age: 15 – 19 years) Grade: 9th-12th grade Relation to curriculum 9th -12th grade (general education)

Physics. Understanding of physical phenomena and processes. Notions: resources, fuel, thermal energy, non-renewable/renewable energy resourses. Physics and sustainable development Development of physically substantiated technologies and their impact on the quality of life.

Duration: 1 astronomical hour to prepare pupils for the project. 2 weeks for pupils’ project work in groups. 1-2 astronomical hours for project presentation. Keywords: Resources, thermal energy, fuel, renewable energy sources, energy

efficiency. Content with theoretical background: Thermal energy is one of the most widely used types of energy. It is comparatively easy to obtain by using electric energy. However, electric energy is often obtained from fossil fuel that can be directly burned and turned into heat. Both depletion of fossil fuel supply and the fact that this kind of fuel pollutes the environment calls for development of public understanding, especially among senior pupils, about implementation of alternative, environmentally friendly heat supply technologies. Alongside with learning about alterative heat supply technologies, pupils are given an opportunity to acknowledge the role of physics and engineering science in promoting sustainable development. Educational objective:

- Pupils are to deepen understanding of the notion ‘resources’ and understanding of the use of environmentally friendly alternative technologies of heat power industry for heating buildings.

- Pupils are to learn about the local heat supply systems. - Pupils are to evaluate ecological gains from using alternative heat supply technologies.

Learning ambiance: Household, private house, school, municipality, heating systems accessible to pupils, trade and production units of heating plants/technologies/resources. Material:

- coloured stick-on notes - felt pens - A3 paper


- blackboard - information on project organisation and worksheets with evaluation criteria - computer - projector

Plan of course Time Stage I of module 10´ Introduction: Discussion about resources 15´ Making a collage about resources and their classification 10´ Setting research problem: Heat production and supply 25´ Preparation for the project: Selecting project topic etc. Stage II of module 2 weeks Project week: Pupils work in groups Stage III of module 5´ Introduction 30´-45´ Project presentations 10´ Project evaluation and summary

Stage I. Introduction to the project Time/station Contents Material 10´/Introduction Teacher and pupils begin to discuss the things we

need in our everyday life in order to lead a wholesome existence, contribute to social wellbeing and promote development for the future. Teacher asks pupils to name the most important things and conditions without which neither individuals, nor society at large could exist. Pupils’ ideas are written on the board. Pupils will certainly mention many different things and conditions that could rather be related to specific domestic issues. Teacher’s further task is to direct the discussion so that pupils would finally come to understanding of resources as the most significant condition for the existence of an individual and society.

Coloured stick-on notes Blackboard

15´/Making a collage

Pupils are invited to get into groups of 3-4. Groups are encouraged to list the things (or conditions) which could be labelled as ‘resources’. Teacher distributes stick-on notes and asks the groups to write one resource on each note. Teacher distributes A3 sheets of paper and asks pupils to group the enumerated resources and create a collage. Groups are advised to independently choose features/criteria for grouping the listed items. Pupils are asked to arrange the groups of resources according to their significance, starting from the most significant resource. Each group is invited to present their collage and comment on the groups of resources in order of their significance. Pupils’ work and their choice of the most significant

Stick-on notes, A3 paper, felt pens


resource are summarised. If pupils have not identified such groups as human resources and natural resources, teacher directs the discussion so that pupils would come to this idea themselves. Groups are advised to write down the phrase ‘human resources’ and stick it to the collage. During the discussion, a conclusion should be reached that quality of social life depends on the available amount of resources per person today and for future generations.

10´/Setting research problem 25´/Preparation for the project

They say that during the last 50 years, owing to the extensive use of means of transport, fossil fuel resources are being spent quite rapidly. Pupils are informed about the prognosis that the supply of coal, oil and natural gas will soon be spent. Each group is asked to remove the stuck slips of paper with examples of fossil fuel from their collage and formulate 1-3 problems that would appear in this situation in our private house (city, village). How could these problems be solved? Probably pupils might mention the problem of heat supply and transport fuel and discuss types of fuel that is used for heat production on the local level. As a possible solution, pupils might suggest renewable energy sources and modern heat supply technologies. Teacher motivates pupils for further activity by reminding that each of us is responsible for helping humanity find alternative solutions in crisis situations. The significance of human resources, int. al. pupils and their knowledge, for further existence of humanity is emphasised. Therefore, pupils are encouraged to deepen their knowledge by creating a group project whose aim is to find a solution for the problem of thermal energy supply during the winter season to their private home, school or houses within or outside the central heating system of their village/city. Each group is encouraged to discuss:

1) their project idea and research problem; 2) what knowledge and skills are necessary

for this project; 3) what information they would need and

where they could find it. Each group is invited to give a brief description of the main idea of their project. Possible project topics that can be suggested to


students if they have problems with formulating their own ideas:

• Solar collectors in our school. • Solar power plant in every house. • What is more effective – heat pump or

Solar batteries. • Biomass – source of thermal energy for my

house. In groups, pupils are encouraged to discuss and write a project work plan, as well as distribute responsibilities. Teacher suggests that students examine the chosen object, gather data about the average amount of heat that it consumes during the heating season, determine the provisional capacity of the appliances that function on alternative energy resources, study the expenses etc. Additionally, pupils could evaluate energy efficiency of the building and the influence of heat supply technologies on the environment. Teacher informs pupils that at the end of the project each group will be evaluated. Groups are encouraged to agree on the content and design of the project (report, poster, booklet). Teacher and pupils agree on the form of presentation and evaluation criteria. Each group agrees on time and place of consultations when they are to report on their progress.

Stage II. Project week Time/station Contents Material 2 weeks/Pupils work in groups

Pupils work independently to accomplish project tasks and report on their progress. Teacher consults pupils if they have any questions.

Stage III. Presentation of project results Time/station Contents Material 5´/Introduction Introduction to project presentation. Pupils are reminded

about the aim of the project. Worksheets with evaluation criteria are distributed and pupils are invited to make records about every project which is presented by other groups.

Worksheets with evaluation criteria

30´-45´/Project Each group presents their project. Computer,


presentations The audience ask questions if any arise and evaluate correspondence of the project to the proposed criteria.

projector

10´/Summary Each group is asked to evaluate the heat supply project presentations of other groups by stating which conclusion they found the most valuable. Pupils are encouraged to summarise what difficulties they faced when working on their projects, what helped and what hampered them. In conclusion, teacher emphasises the role of human resources and their competence, physics and engineering science in finding solutions for future problems. The most significant aspects of sustainable development are emphasised: economical use of resources, preservation of the quality of environment, every individual’s and society’s competence.


Background information: Alternatives for obtaining thermal energy - content of pedagogical programme: understanding of resources and environmentally-friendly heat supply

1. Resources, renewable energy sources, modern heating technologies 2. Fossil fuel and consumption of its resources 3. Role of human resources, physics and engineering science in solving future

problems 4. Main principles of sustainable development.

1. Resources, renewable energy sources, modern heating technologies. The resources are wealth, supplies of gods or raw materials which a person or country has or can use. Resources can be divided in material resources and human resources. Material resources are all kinds of natural resources, including energy resources as the most important kind of resources for a society with high-level living standards. Consumption of energy in the world is rapidly increasing. The most widely used energy sources are fossil fuels (asphalt, coal, oil, natural gas), which have been in use for about 8000 years. However, it was the industrial revolution and the later advent of motorised transport that brought explosive increases in the demand for energy and consequently for fossil fuels. These demands have steadily increased during the 20th century, especially with the spread of technology throughout the world. The total world energy consumption is of the order of 4 x 10 21 joules per year, nearly 93 % of which is provided by fossil fuels. However reserves of fossil fuels are declining and their price is bound to rise as they become increasingly scarce. 2. Fossil fuel and consumption of its resources. At present, the main energy resource is fossil fuels: 38.6% oil, 27.3% coal, and 21.7% natural gas. Concern about both the exhaustion of fossil fuel reserves and 2.5 x 1010 tons of CO 2 they produce each year is directing attention to alternative energy sources and nuclear energy. 3. The role of human resources, physics and engineering science in dealing with future problems. Human resources are a major factor in solving any kind of problems that humanity faces in the course of its development. Human resources are characterised by state of health, age, level of education, talent, ability to make bold and right decisions in due time and approach problems creatively and innovatively. The current level of global technological development has been reached only owing to people who have been searching for new ways of solving traditional problems and have discovered more rational approaches. Certainly, in development of human resources and maintenance of their sustainability, the sphere of technologies is determined by the collective input of the entire global civilisation in development of mathematics, physics, chemistry, biology, cybernetics and social sciences.


Research and comparison of living standards of various nations at the end of the 20th century revealed that high living standards were achieved not by nations that have the greatest abundance of natural resources, but by those who have reached high educational standards and have plenty of talented people.

4. Principles of sustainable development

• The original idea of development was based on a straight-line progression from traditional to modern mass-consumption society. Within this framework, a tension developed between the promotion of economic growth and the equitable provision of basic needs. Development as it has proceeded over the last half-century has remained inequitable, and has had growing negative environmental impacts.

• A concept of sustainable development must remedy social inequities and environmental damage, while maintaining a sound economic base.

• The conservation of natural capital is essential for sustainable economic production and intergenerational equity. Market mechanisms do not operate effectively to conserve natural capital, but tend to deplete and degrade it.

• From an ecological perspective, both population and total resource demand must be limited in scale, and the integrity of ecosystems and diversity of species must be maintained.

• Social equity, the fulfilment of basic health and educational needs, and participatory democracy are crucial elements of development, and are interrelated with environmental sustainability.

Resource: http://ase.tufts.edu/gdae/publications/Working_Papers/Sustainable%20Development.PDF Other resources: Latvijas Ilgtspējīgas attīstības pamatnostādes (MK 15.08.2002. rīk. Nr.436). Skat. http://www.vidm.gov.lv/lat/darbibas_veidi/ilgtspejiga_attistiba/ [Sustainable development approach in Latvia (Regulations of the Cabinet of Ministers 15.08.2002. No. 436). See http://www.vidm.gov.lv/lat/darbibas_veidi/ilgtspejiga_attistiba/] http://www.oas.org/dsd/publications/Unit/oea83e/ch10.htm http://www.ams.mod.uk/aofcontent/tactical/sd/content/sd_keyprin.htm

http://ase.tufts.edu/gdae/publications/Working_Papers/Sustainable%20Development.PDF�

http://ase.tufts.edu/gdae/publications/Working_Papers/Sustainable%20Development.PDF�

http://www.vidm.gov.lv/lat/darbibas_veidi/ilgtspejiga_attistiba/files/text/Darb_jomas/pamatnostadnes.doc�

http://www.vidm.gov.lv/lat/darbibas_veidi/ilgtspejiga_attistiba/�

http://www.vidm.gov.lv/lat/darbibas_veidi/ilgtspejiga_attistiba/�

http://www.oas.org/dsd/publications/Unit/oea83e/ch10.htm�

http://www.ams.mod.uk/aofcontent/tactical/sd/content/sd_keyprin.htm�


Information and worksheets about Project Method and its organisation at school

Nowadays projects and the project method have become an integral part of our life. Our everyday life, schooling, work and personal development are unimaginable without projects. They permit to take active participation in the processes around us, do research, get involved in decision making and solving various problems.

Project is a specific action plan for reaching a particular aim, solving a particular problem, answering a particular question. It is characterised by:

- specific components: introduction and conclusion/specific end-result/ team that implements it; - interdisciplinary content: oriented towards a particular problem; - the result and procedures for its achievement are equally significant; - project answers socially topical problems.

Why the project is significant? - It helps purposefully plan and organise work; - It develops skills necessary for everyday life – plan and organise work, make the common

decisions, solve problems and independently implement own ideas; - It develops teamwork skills.

Project steps: Step 1 – selecting project idea Identifying the situation, “brainstorm” (What do I like/don’t like in my surroundings? What would I like to change?). Setting the problem one wants to solve or research and selecting project idea (Do I have an idea that I want to implement?), determining possible information sources (What do I need to do to implement the idea?). Agreeing on the end-product of the project, time schedule and evaluation criteria (How will the results be reflected? What are the time limits for each activity? What additional materials are needed? What will the evaluation criteria be?). The course of the project is outlined (How will I depict the end-product?)

Step 2 – information gathering and analysis Information gathering to learn more about the scope of the selected problem, its causes and elaboration foreruns (questionnaire, “spider-gram”):

- What information do I need in order to understand research problem and find the most appropriate solution?

- Where and how can I obtain this information? Using various information sources; - Evaluation of different opinions. Has the problem been researched before? By whom? - Analysis and summary of the obtained information. What is the clearest and most varied way of

presenting the information? - Data processing, designing annexes for the project folder.

Step 3 – selecting and implementing the most appropriate solution Discussion and evaluation of the obtained information and results (What data were particularly significant for research of the problem? What conclusions can be drawn?). Selecting the most appropriate solution for the problem (Which idea would best suit this project? What are the possible solutions?), accepting and designing a joint action plan (What needs to be done to implement the selected solution and obtain the particular product?). Determining the estimate costs. Proving the hypothesis. Step 4 – presentation of the end-product


Processing project results, displaying the obtained information (What is the best way of presenting research results, findings etc.?). Preparing presentation materials (What do I need to consider when preparing for the presentation?). Project presentation. Organising exhibition of project works. Methods of presentation: lecture, panel, symposium, presentation, discussion, drama, sketch, etc. Remember: Research shows that we only retain one fifth of audibly perceived information. However, if audible information is supported by visuality, our memory will retain more than half of what we have heard. Visual auxiliary means: blackboard, broadsheets, slides, graph projector materials, handouts, natural objects or models, pictures, posters, exhibition stands, audiotapes, films, videotapes, photos, maps, charts, diagrams, books. Step 5 – evaluation Evaluation of course and results of the project – self-evaluation (Did we manage to do what we had planned to? Are we satisfied with the result? Did we manage to cooperate/what would we change if we repeated the project?). Compatibility of the actual and envisaged result – evaluation provided by others.

Suggested worksheets: 1. Selecting project idea:

• Mind map, “spider-gram” – create a project mind map, “spider-gram” of ideas, which would include all possible activities and highlight those that will be implemented during the project.

• Selecting project ideas – individually and in groups pupils search for different possible ideas about the suggested topic that they would like to implement.

2. Work with different information sources – problem identification, research and analysis of possible information sources, opportunity to work with different information sources.

3. Project planning:

• Identifying stages of activity. Pupils can discus in groups, fill in the worksheet and answer questions – work in project groups.

• Problem analysis worksheet – greater attention is paid to the problem of the project. Finding answers to the suggested questions through negotiation, group work, discussion. Thus different ideas about what activities to include in the project are found.

• Worksheet for planning project stages: aims, objectives, necessary resources, project results, etc. are identified.

• Analysis of project stages: opportunity to plan or evaluate the implemented project, remembering/planning the chief activities, responsibilities and results of every stage.

4. Project evaluation:

• Self-evaluation and group-evaluation – by using various ideas from cooperative and active learning (Silova & Grigule, 1998; Lapiņa & Rudiņa, 1997) – participation pizza, exercising project responsibilities, etc.

• Talking object – everyone sits in a circle and an object is passed around. The one who receives the object can say one sentence to express what they liked most during project implementation. Other possibility: when holding the object in the right hand – what should have been done differently, when holding it in the left hand – what one enjoyed best.

• Wastepaper basket and bread basket: a wastepaper basket is drawn in the left corner of the sheet, a bread basket – in the right. Pupils should write down everything that they liked, that went well and that they would like to take with them for the next projects – these items are put in the bread basket. Everything that went wrong and that pupils would like to change is written below the wastepaper basket.


• Project presentation and evaluation – this worksheet is to be filled individually by each participant of project presentation in order to do an individual evaluation of each group’s performance. Following the presentation of each group, a corresponding row is filled in, taking into consideration all criteria in the table.

• Through negotiation or discussion with pupils, the suggested questions could be answered (cf. worksheet); the questions in the worksheet can be replaced by some other personally significant questions:

• What was your chief success during the project and what didn’t go well?

• What people were involved in the project? What will further happen to your project results?

• How did your opinion or understanding of the research topic change during the project?

• What did you learn during the project? How will you use it in future?

• What would you advise to pupils who want to implement a similar project?

• Making a project folder – include information about all steps of the project, reflect your chief achievements and failures.

• Use the opportunity to videotape the course of the project – use the tape for project evaluation asking pupils to discuss their gains and losses during the project.

• Essay – invite pupils to write a concluding essay about their feelings and impressions when working together with others during the project. The above-mentioned questions can serve as grounds for the essay.

• Evaluation of aims and objectives: ask students to evaluate if the aims and objectives set at the beginning of the project were eventually reached. Did they change during the project?

• The most important thing is celebrating pupils’ success in order to motivate them for further projects and search for new solutions.

Literature: Albrehta Dz. (1998) Pētīšanas metodes pedagoģijā [Research methods in Pedagogy]. Rīga: Mācību grāmata. Geske A. & Grīnfelds, A. (2001) Izglītības pētījumu metodoloģija un metodes [Methodology and methods of educational research]. Rīga: RaKa. Kroplijs A. & Raščevska M. (2004) Kvalitatīvās pētniecības metodes sociālajās zinātnēs [Qualitative research methods in Social sciences]. Rīga: RaKa. Lapiņa L. & Rudiņa V. (1997) Apgūsim demokrātiju. Skolotāja rokasgrāmata: interaktīvās mācīšanas metodes [Let’s master democracy. Teacher’s handbook: Interactive teaching methods]. Rīga: Zvaigzne ABC. Lapiņa L. & Rudiņa V. (1999) Projektu metode skolā [Project method at school]. Rīga: Zvaigzne ABC. Latvijas Pieaugušo Izglītības apvienības materiāli www.metodes.lv Markausa M.I. & Hamčanovska I. (1997) Aptauju izmantošana vides izglītībā [Questionnaires in Environmental Education]. Rīga: LR VARAM. Silova I. & Grigule I. (1998) Mācīsimies sadarbojoties [Let’s learn through cooperation]. Rīga: Mācību grāmata. Oliņa Z. (1997) Brīnums notiek… saskares vietā. Par projektu metodi mācību darbā [Miracles happen ... in contact. On project method in instructional work]. Rīga: BVS. Oliņa Z. (2001) Mana projekta rokasgrāmata [My project handbook]. Rīga: BVS.

http://www.metodes.lv/�


Worksheet for selecting project idea: individually Write down the issues or ideas pertaining to this topic that seem interesting to you (at least 7-8)! Choose two ideas that you would like to research deeper. Answer the questions and summarise all information in the table!

What would I like to research deeper, what could my project

be about?

What do I already know about this topic?

What else should I get to know? Where could I find it?

Idea 1

Idea 2


Worksheet for selecting project idea: in a group

What will our project be about?

Discuss your ideas in group and answer the questions in the table!

Idea What do we already know about this topic?

What else should we get to know?

Where and how could we do it?


Work with different information sources Information sources

If I need to know anything about something, I go to: 1. 2. 3.

I search information: 1. 2. 3.

If I need information, I ask:

1. 2. 3.

In the library, reading hall

1) When do you attend a library or a reading hall?

Regularly If I have nothing else to do Never Other possibility

2) Why do you use library services?

It’s a place to relax To get the necessary information When I have a particular need To read the latest issues Other possibility _______________________

3) What of the suggested have you read in a library?

Newspapers; Magazines; Audio tapes Other possibility (what?) _____________________________

4) How long do you stay at the library?

Until I receive and hand over the materials I stay for a considerable while I look through and read all the novelties

5) If you cannot find what you need, you

Leave; Ask for help; Use the catalogues; Other variant

6) Is the catalogue system clear to you?

Yes No

7) Do you feel comfortable when asking the librarian to help you?

Yes No

If you answered No to questions 6 and 7, think why! How could you change the situation? Task 2 Please mark which of the suggested items are available in your school/city reading hall/library. What of the suggested items will you use for your project topic? Audio and video materials

Internet access

Dictionaries Books about tourism and travelling

Photocopying Latest newspapers

Technical and special

Reviews, almanacs

Books for children

Materials on specific

Books in foreign

Magazines


literature topics languages When you visit the library, please consider the following questions:

Where can I find the necessary information? – books, newspapers, handbooks How will I start to look for information? – asking somebody, viewing the catalogues,

other possibility? How will I preserve the obtained information – copying, making notes, etc.

What is the most effective way of using literary sources, handbooks? There are two ways of searching: 1) Using the content page; 2) Using the index page. Task:

1. Be able to use the content page and find particular topics. 2. Basic principles of content formation – titles of chapters, subchapters, pages. Page numbers,

sometimes a short outline of the chapters. 3. Study how extensive is the impression that the content leaves of the book, how much and what

information you can get, whether it is possible to tell if this information is useful or not. 4. In what cases do we study the content page of a book?

Using the index page:

1. Study several books that have index pages at the end. Find out in what cases we study the index page.


Project planning QUESTIONS TO YOURSELF ABOUT THE PROJECT: What do I want to achieve with this project?

What, how and when will be done?

How much time do I need for that?

What will be the end-results of the project?

How will I evaluate it?

How will I know that the project has been a success?

Who will implement the project?

What is the distribution of duties?

What will I gain from the project?

How much will it cost? How can I participate in funding the project?


Project planning: problem analysis worksheet

1. Who are the people that are having a problem?

2. Where are they?

3. What is the problem? When and how has it appeared?

4. How, with what methods has the problem been identified?

5. What are the manifestations of the problem?

6. Can you substantiate the scope and manifestations of the problem with facts from some

research, documents or statistic reports?

7. Who and how is solving this or a similar problem?

8. How are such problems solved elsewhere?

9. What will be the consequences of not solving the problem?

10. Why are you the most appropriate candidates for solving this problem?


Worksheet for planning project stages: each group plans their idea and all project stages

Our action plan: Researchers:

What could we research?

Research title: Assumption (what would we like to check?)

Where shall we do our research? What do we need to consider?

What methods shall we use?

What shall we do?

What do we need?

What kind of results shall we obtain?

How shall we show it to others?

How shall we check if we have succeeded?


Analysis of project stages Project planning and evaluation worksheet: summary

Preparation Planning Implementation Presentation Evaluation

What are the objectives of this

stage?

What are the chief activities that

ought to be done?

Who participates in these

activities?

What is

done by

teacher?

pupils?

others (who)?

What is the result of this stage?

Project stages were analysed by:


Evaluation of project presentation Following the presentation of each group, please evaluate it according to each of the 6 criteria by using the suggested evaluation scale:

3 – outstanding; 2 – good 1 – average 0 – nonexistent

Project group 1. Presentation 2. Involvement of the audience

3. Practical application,

solution

4. Topicality of the

theme, idea

5. Involvement of group in the presentation

6. Project folder

Notes, comments

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0

3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0


Questions for project evaluation: Project title: Project implemented by: Grade, group: Project aim and objectives: Has(-ve) the envisaged aim(s) been reached? What qualitative and quantitative information (facts, observations) proves it?

Have the envisaged objectives been reached? What qualitative and quantitative information (facts, observations) proves it?

Course of the project (planning, time limits, material selection) Where there any changes, why? What was the most complicated, the easiest?

Has everything you planned been realised? If not, what were the deviations from plan and why did they occur?

How were the necessary materials selected?

Presentation (the envisaged) What methods did you intend to use?

Presentation (evaluation): How did you manage to capture the interest of the audience, what visual materials did you use?

What was the most difficult/the easiest? Why?

Results

What results were achieved?

What are your personal gains?

What would you do differently?

Suggestions for improving the organisation of the project week:


Project Evaluation Worksheets

Self-evaluation worksheet

The project is finished, what remains is to answer these questions! What was your chief success during the project?

What would you want to do differently if you repeated the project?

What will further happen to your project results?

Did you thank everybody who participated in implementation of your project?

What did you learn during the project? How will you use it in future?

What would you advise to pupils who want to implement a similar project? What other project on a similar topic would you want to do next?


Self-evaluation worksheet The project is finished, what remain is to finish these sentences! During the project I particularly enjoyed...

The most difficult thing was... In our group my task was to...

Our group particularly succeeded in...

In our presentation we particularly succeeded in...

Next time we would change...

If others wanted to do a similar project I would advise them to...


Participation pizza Split the pizza in parts that would reflect every group member’s degree of participation during the project! Wastepaper basket and bread basket In the bread basket, write down everything that was good, that went well and that you would like to take with you for your next projects. In the wastepaper basket, write everything that went wrong and that you would like to change.


Self-evaluation worksheet Evaluate your contribution to project work by using this scale: 1 – not at all, 2 – almost never, 3 – sometimes, 4 – nearly always, 5 – always. Creative and original ideas 1 2 3 4 5 Energy and enthusiasm 1 2 3 4 5 Support to other’s ideas 1 2 3 4 5 Participation in all activities 1 2 3 4 5 Organisational work 1 2 3 4 5 Doing the assigned duties 1 2 3 4 5 Participation in summarising project results

1 2 3 4 5

Participation in presentation 1 2 3 4 5 Group work evaluation worksheet Evaluate your contribution to project work by using this scale: 1 – unsatisfactory, 2 – poorly, 3 – satisfactory, 4 – well, 5 – excellent. Creative and original ideas 1 2 3 4 5 Energy and enthusiasm 1 2 3 4 5 Support to other’s ideas 1 2 3 4 5 Quality of project idea 1 2 3 4 5 Organisational work 1 2 3 4 5 Doing the assigned duties 1 2 3 4 5 Originality and diversity in project presentation

1 2 3 4 5

Participation of audience in your presentation

1 2 3 4 5


Group presentation evaluation worksheet Observer: Title of the observed project: Yes No Comments Group was well prepared for the presentation

Various methods of presentation were used

Both process and results were reflected Project implementation was clear All group members participated Group involved the audience Presentation was particularly successful in... Next time the group could improve... Group presentation evaluation worksheet Observer: Title of the observed project: 1 2 3 4 5 Comments General impression of the presentation

Variety of presentation methods Information quality Visuality Creative ideas Exposition of the material Project’s sustainability Presentation was particularly successful in... Next time the group could improve...


Project evaluation worksheet Project: Project implemented by: Time of project implementation: Evaluation criteria Maximum

number of points

Obtained number of points

Comments

Project originality (Idea, personal contribution – are the achievements and presentation the original idea of the group?)

25

Awareness, knowledge and its implementation (Is the topic understood, is the existing knowledge implemented?)

30

Presentation (How interesting and varied the presentation is, how it reflects the process and results?)

25

Project clearness, accuracy (Is the project understandable for the audience, are the concepts and their explanations clear, etc.?)

20

Project evaluation worksheet Project: Project implemented by: Time of project implementation:

Evaluation criteria Maximum number of points

Obtained number of points

Comments

Necessity of project (for the class, school, city)

25

Accuracy and amount of information

15

Visual methods used 15 Research work 25 Originality of the idea 10 Originality of the presentation 10

Thermal energy

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