Course Profile
Geography of Canada, Grade 9 academic, Public
Unit 3
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen's Printer for Ontario
Public District School Board Writing Team - Canadian and World Studies
Lead Board
Kawartha Pine Ridge District School Board
Fiona White, Manager
Course Profile Writing Team
Rob Andrews, Kawartha Pine Ridge District School Board
Charlotte Barnoski, Kawartha Pine Ridge District School Board
Ron Chasmer, York Region District School Board, OAGEE Representative
Doug Hinan, Kawartha Pine Ridge District School Board
Kim Kasperski, Kawartha Pine Ridge District School Board
Mark Lowry, Toronto District School Board, OAGEE Representative
Anthony Lynn, Trillium Lakelands District School Board
Dan McMaster, Kawartha Pine Ridge District School Board
Todd Pottle, Kawartha Pine Ridge District School Board
Brian Schouten, York Region District School Board, OAGEE Representative
Jeanette Van Loon, Kawartha Pine Ridge District School Board
Internal Review and Support Team
Laina Andrews, Kawartha Pine Ridge District School Board
Bruce Brydges, Kawartha Pine Ridge District School Board
Carol Carr, Kawartha Pine Ridge District School Board
Leigh Facey-Crowther, Kawartha Pine Ridge District School Board
Mike Filip, Kawartha Pine Ridge District School Board
Cec Knight, Kawartha Pine Ridge District School Board
Gale May, York Region District School Board, OAGEE Representative
Sonja Vandermeer, Trillium Lakelands District School Board
Unit 3: Humans in the Environment
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 |
Activity 6 | Activity 7
| Activity 8 | Activity 9
Development Date: August 12, 1999
Students develop research skills as they explore the relationship between humans and their environment with a focus on the interaction of human and natural systems. Students use case studies and analysis of systems management to investigate issues related to natural resources. Building on the concept of ecological footprint the culminating activity brings the global concerns related to human and environmental interaction into a local and personal focus.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.03B, SSV.04B, SSV.05B, HEV.01D, HEV.02D, HEV.03B, HEV.04D, GCV.03B, UMV.01B, UMV.02B, MIV.01B, MIV.02B, MIV.03D.
Specific Expectations: SS1.03B, SS1.04B, SS3.01D, SS3.04D, HE1.01B, HE1.02B, HE1.03B, HE1.04B, HE2.01D, HE2.02D, HE2.O3D, HE2.04D, HE2.05B, HE3.01D, HE3.02D, HE3.03D, GC2.01D, GC3.03D, UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.03D, MI1.01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D, MI2.04B, MI2.06B, MI2.07B, MI2.08B, MI2.10D, MI2.11B, MI2.14B, MI3.01B, MI3.02D, MI3.04D.
|
Activity 1 |
Valuing the Environment |
60 minutes |
|
Activity 2 |
Determining Our Ecological Footprint |
90 minutes |
|
Activity 3 |
Exploring Water Management |
210 minutes |
|
Activity 4 |
Making a Presentation on an Energy Source |
240 minutes |
|
Activity 5 |
Researching Automobiles and Alternatives |
120 minutes |
|
Activity 6 |
Investigating Urbanization and Loss of Agricultural Land |
240 minutes |
|
Activity 7 |
Creating a Bulletin Board on Waste Management |
180 minutes |
|
Activity 8 |
Examining Resource Use Through Case Studies |
180 minutes |
|
Activity 9 |
Developing an Environmental Futures Tree |
180 minutes |
This unit builds on concepts and skills developed in the elementary curriculum and throughout the first two units of this course. The strands, from Grade 7 Geography, of geographic inquiry, patterns in physical geography and natural resources provide important prior learning. Also important is the Earth and Space Science Strand from the Science and Technology curriculum, especially the expectations for Grade 8 which address Water Systems.
· Review information on waste management, ecological footprint and carrying capacity.
· Review the activities prior to detailed lesson planning, as some activities require completion of tasks prior to class. Consider modifications to the activities appropriate to your class, your facilities, and your community.
· Plan to introduce the culminating activity early in the unit, so students are aware of the focus for their studies.
· Plan to collect samples of student work during the unit that demonstrate achievement at different levels for use in the future.
· Teachers ensure:
· appropriate bookings of technology facilities;
· an adequate supply of textual and graphic resources on ecological footprints, waste management, water management, common and alternative energy sources, information related to the resource and energy costs of transportation, loss of agricultural land in Ontario and materials related to the case studies as well as information on local development;
· preparation of materials for activities (e.g., chart paper, graph paper, tracing paper);
· arrangements and accommodations for field study and field trip.
Student learning takes place in this unit through involvement in a variety of the following:
· Socratic lessons;
· brainstorming;
· concept web development;
· map and graph construction and analysis;
· multimedia production and presentation;
· simulation and role playing;
· co-operative learning;
· oral and visual presentation;
· research of secondary sources.
While many of these activities can be done in pairs and groups, they can also be carried out as individual activities.
During this unit checklists and rating scales, often involving self- and peer-assessment, are used to provide frequent feedback. This provides opportunities for students to set individual goals and improve their learning. Students need guidance from teachers to carry this out. Some assessments are also used to provide data on learning skills, which are reported separately from achievement of expectations on the report card, but are critical for student success.
More complex tasks are assessed using rubrics (some rubrics are included in the appendix as models, and demonstrate connections between their criteria and the categories in the achievement charts). Share rubrics with students beforehand and encourage student input into their creation. Give students the opportunity to view exemplary student work to support improving student learning.
The learning activities are designed to meet a cluster of expectations, and the variety of assessment tools used to assess the learning tasks allow for students to demonstrate their achievement of the expectations at all levels and in all categories of the achievement charts. While self- and peer-assessment of individual and group activities are used for formative assessment, teacher-assessment of individual student work is used for summative assessment and evaluation.
In addition to the listings in the Resources section of Phase I, the following resources are useful for this unit:
Canada and the World Backgrounder: Our Threatened Planet. R/L Taylor Publishing Consultants Limited.
Imprints: Developing Canada’s Resources. Prentice Hall Ginn Canada. ISBN 0-13-240011-1
Wackernagel and Rees. Our Ecological Footprint: Reducing Human Impact on the Earth. New Society Publishers. ISBN 1-55092-251-3
Yamada, Karen. Ecoquest: Reducing Our Ecological Footprint. Toronto: Lever-Pond’s, 1996.
ISBN 0-9698878-3-3
The approved textbooks for this course are also useful for this unit, and are referred to in many of the activities.
Cartwright, F., G. Birchall, and G. Pierce. Contact Canada 3rd Edition. Oxford University Press Canada, 1999. ISBN 19-5414-896
Clark, B.W. and J.K. Wallace. Making Connections: Canada’s Geography. Prentice Hall Ginn, 1999. ISBN 0-7702-6633-9
Draper, G. and W. Andrew. Perspectives: Canadian Geography. Irwin Publishing, 1999.
ISBN 0-7725-2757-1
Wright, I.A., L.A. Swatridge, W. Hildebrand, C.A. Oliver, and G.D. Pyzer. Canada: Exploring New Directions. Fitzhenry & Whiteside, 1999. ISBN 1-55041-377-5
Resources useful for specific activities are listed under the Resources heading for each activity.
Time: 60 minutes
Students brainstorm the topic “Elements of the Environment”. Students draw from their previous knowledge of what makes up the environment and then determine what value each of these elements has in the world. Students then create a web to identify the interconnections between these elements. Students are asked to generate their own definition of the concept of our ecological footprint, so they may realize the impact that their way of life has on the environmental elements.
Strand(s): Human-Environment Interactions
Overall Expectations: HEV.01D, HEV.03B.
Specific Expectations: HE1.01B, HE2.01D.
· Prepare materials for brainstorming activity.
Students draw upon prior learning in Grade 7 and 8 in which they demonstrated an understanding of geographic inquiry and the different methods in which to communicate geographic information, the ability to identify factors that affect the use and value of natural resources, and an understanding of how human activity affects the environment.
1. Individually, students generate a list of the different elements of the environment, writing each element on a separate post-it note. In groups, students each post their elements on a piece of chart paper and then move them into identifiable categories. The students share the elements they have agreed on with the rest of the class. They may add categories to their chart once they have heard ideas from the other groups.
2. In groups students then place values on each of the elements on their chart paper to identify why they are important (e.g., Forests - valued as a natural resource, a place for wildlife, a source of oxygen).
3. Each group then posts their chart paper, reporting on one of their elements.
4. The teacher then summarizes and uses the student charts to generate a web showing the interconnections.
5. At this point, the teacher identifies how an ecological footprint can be used as a way for students to consider the impact that their way of life has on the different elements of the environment. Students create their own definition of “my ecological footprint”. The teacher has students share definitions in order to reinforce the concept and provide a transition to the next activity.
|
Tool |
Purpose |
Who |
Activity |
|
Observation |
diagnostic |
teacher |
Group Charts |
· Work with a peer/buddy or scribe.
· Use the textbooks (Making Connections and Perspectives) to generate ideas.
· Provide expectations in written form.
Textbooks
Time: 90 minutes
Students develop the concept of ecological footprint through discussing renewable and non-renewable resources, carrying out a one-day inventory of their personal behaviours and habits (their ecological footprint), and identifying how they affect resource depletion and resource sustainability. Individual results become part of a class set of data from which they can determine how they can work towards reducing their ecological footprint.
Strand(s): Human-Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: HEV.01D, HEV.02D, UMV.02B, MIV.02B, MIV.03D.
Specific Expectations: HE1.01B, HE1.02B, HE2.05B, UM2.02B, MI1.02B, MI2.03D, MI2.04B, MI2.10D.
· Ensure chart paper, markers, and graph paper are available.
Students need to draw upon prior learning in Grade 7 and 8 to focus their inquiry to the theme of environment; gather, process, and communicate geographic information through graphing and written skills, demonstrate an understanding of how human activity affects people and the environment.
1. With a partner, students create a list of classroom objects and identify those that are not made from natural resources. They quickly recognize that all items are made from natural resources. The teacher can create a chart to identify the different resources used in making the various items.
2. Students develop the concept of a renewable versus a non-renewable resource by creating definitions in their notebook. Then students write a brief paragraph to outline the impact that their way of life and consumption has on resource depletion and sustainability. They can share their paragraphs with the class. (This also serves as a way of predicting their consumption patterns before they complete the inventory activity.)
3. Students keep a one-day inventory (could extend the inventory up to 7 days), of their personal behaviours according to the five ecological footprint areas: water, food, garbage, energy use, and transportation (see Appendix 3.2.1 for sample inventory). The teacher gathers all of the data from the students
4. Once the data is collected for each area, the teacher divides the class into five groups, with each group assigned to one set of class data.
5. Each group creates a graph of their data (suggestions are bar graphs or circle graphs). The graph can be done on chart paper or on graph paper to create a visual analysis.
6. Each group then examines their results and determines ways in which they could reduce their consumption or practices (e.g., Food - eat more fruits and vegetables to decrease the amount of packaging, or Garbage - recycle more items) and summarizes their conclusions on chart paper.
7. Each group briefly presents their results to the class and identifies ways to work towards resource sustainability in their designated area.
8. The teacher posts the graphs and the summaries in the classroom and has each student write a response to summarize the class results, focussed on working towards resource sustainability and decreasing the impact of our ecological footprint.
9. The teacher explains that the rest of the activities in the unit explore the components of the ecological footprint, leading up to the culminating activity in which students are able to identify personal actions to reduce their ecological footprints.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
formative |
teacher |
Graph |
|
Rating scale (teacher-generated) |
formative |
student |
Group Participation (learning skills) |
|
Checklist (teacher-generated) |
formative |
teacher |
Written Summary of Class Results |
· Extend the activity by increasing the inventory up to seven days in length and have the students graph and analyse their own individual results.
· Encourage students to get help from a parent or guardian to complete the inventory or work with a partner to complete the summary of the class results.
· As an extension, expand the inventory to itemize all foods and their sources, in order to relate food consumption to the energy involved in production and transportation.
Textbooks
Time: 210 minutes
In this activity, students investigate water consumption and management in Canada and in their local region. First they review their own use and examine statistics on water consumption. Then they carry out an exercise to simulate the management of a watershed using dams and reservoirs. This is followed by a field study of their local watershed.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: SSV.03B, SSV.05B, UMV01B, UMV.02B, HEV.01D, HEV.02D, HEV.03D, HEV.04D, MIV.01B, MIV.02B, MIV.03D.
Specific Expectations: SS1.03B, SS1.04B, SS3.01D, SS3.04D, HE1.01B, HE1.02B, HE2.01D, HE2.04D, HE2.05B, UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.03D, MI1.02B, MI2.03D, MI2.04B, MI2.08B, MI3.01B, MI3.04D.
· Visit your local Public Works Department and obtain a guide to water efficiency - this provides local data on consumption.
· Contact the local Conservation Authority for information on local water management issues and floodplain controls.
· Prepare the equipment required for the water management simulation as outlined in Appendix 3.3.1.
· Refer to the resources listed for a more detailed explanation of this experiment.
· Using a topographic map of your region, prepare this Watershed Field Study by locating certain water resource sites. The Public Works department or local Conservation Authority may be of great help.
· Be sure to visit the sites and construct a valid and informative worksheet of questions.
· Provide a local map so that the students can follow the route precisely.
· On the worksheet, include questions such as: list the names of lakes and rivers that we pass; what kinds of businesses do you see along route and how many of these businesses depend on water activities; stop at a flood plain and discuss the effects of a rise in water levels; stop at a hydro electric installation and discuss who operates the dam, what kind of resources does it create, what has been lost or changed by building this dam; stop at a wetland and ask in what way is a wetland like a sponge, what role do wetlands play in the quantity and the quality of water; stop at a wild life preserve and discuss and note the lack of development and the amount of management visible; stop at a natural spring of groundwater and discuss how this water might become contaminated by nearby sources; stop at a trout spawning shoal and observe how a trout ladder works and ask whether this type of technique is worthwhile; stop at a watershed divide and ask if the students can envision the natural flow of water; stop at a detention pond and discuss why these are required now that infrastructure has been built.
· Depending on your area, you may also include such sites as reservoirs, canals, irrigation streams, ditches constructed for heavy rain, water treatment plants, harbours, and the mouth of rivers as they enter a lake (perhaps testing temperature, acidity, or water quality).
· Choose a nice setting (beside a lake or river) to eat lunch, allowing students to appreciate the aesthetic value of water resources.
· If cost for the field trip is a concern, try visiting some local water management sites within walking distance. Most creeks and streams have regulating dams, and storm ditches are located beside most roads to catch a surplus of precipitation.
Students draw on their understanding of the themes that geographers use to organize their inquiries such as location, environment, region, and interaction as well as locate relevant information from a variety of primary sources, of how human activity affects the environment and how technology has affected natural resources, and of how people use renewable, non-renewable, and flow resources in a variety of ways to meet their needs. They also use their ability to communicate results through graphs and charts.
1. The teacher introduces the topic of water management using reference to the data collected as part of their personal inventory in Activity 2. Students gather data for their household consumption of water and then compare their use of water. The activity in Making Connections (p. 442) may be used as a guide.
a. Construct a graph with Daily Water Use (L) on the vertical axis and Family Size (people) on the horizontal axis. Each student in the group plots the data.
b. What is the relationship between the number of people in a household and the amount of water used?
c. Determine per person consumption by dividing the total water consumption of each household by the number of people in that household
d. What are some of the similarities and differences between students and their water uses?
e. What things could you and your family do to reduce the amount of water you use?
(Adapted from Making Connections, Prentice Hall Ginn)
2. The teacher discusses water consumption on a national level (reminding them that this is only personal use and does not include industrial, commercial, recreational or agricultural usage, which increases Canada’s per capita use to over 950L!) using the following data:
|
Average Daily
Household Water Use (per capita). |
||||
|
United States |
425L |
|
France |
150L |
|
Canada |
350L |
|
Germany |
150L |
|
United Kingdom |
200L |
|
Israel |
135L |
|
Sweden |
200L |
|
|
|
3. The teacher discusses water consumption at a regional level, using local information, if possible, and asks students what the impact of this is. The following statistics are a sample of what can be obtained from a local guide to water efficiency in litres per person per day.
|
Pickering |
950 |
Oshawa |
964 |
Newcastle |
936 |
|
Ajax |
968 |
Orono |
609 |
Bowmanville |
732 |
|
Whitby |
973 |
Uxbridge |
809 |
Courtice |
736 |
4. Students create a bar graph using these or local statistics, and suggest reasons why their regional statistics are high or low. The teacher provides students with the following information: most of the water in southern Ontario is used for domestic purposes (61.8%); other uses are commercial (24.5%), industrial (11.1%), and institutional (2.6%). Almost 50% of our water is used during the summer months putting stress on municipal water supply and treatment systems.
5. The teacher reviews the hydrological cycle and assigns homework to define the following terms: run-off, groundwater, water-table, flood plain, and wetlands in preparation for the water management simulation.
6. The teacher introduces the simulation exercise by asking the students why it is important to learn about water management in a province that contains ½ of Canada’s abundant fresh water supply.
7. Students brainstorm the advantages and disadvantages of dams and reservoirs (one of the most common means of managing water resources) by considering both large scale (Hoover Dam) and local scale (regulating dams on your local creek) examples.
8. The teacher reviews the importance of water supply to a community and discusses sources of water in Ontario communities, including the impact of settlements on flood plains, with local examples if possible.
9. The teacher explains that the goal of this problem-solving simulation exercise is to prevent the river and lakes from flooding the town.
10. The teacher explains the set-up as follows:
Attach each funnel to a clamp so that the large one is on top (referred to as funnel #1) and the small one is second from the bottom (referred to as funnel #4). All funnels should be over top of each other, equally spaced, and the plastic container at the very bottom to catch the water. The container top with a hole in it will sit on funnel #5 (this is the flood plain) and the houses are built on this flood plain. Funnel #1 represents nature, the input of water into a watershed system. This abundance of water may be due to a heavy rain, or snow melt. This volume of water demands the placement of dams (stoppers) in all three lakes (funnels) to prevent the river and town (bottom funnel) from flooding. Funnel #5 represents a river moving through your town - most settlement are situated on a flood plain (because of the good soil) and beside a river (because of all the uses discussed in the earlier class). Funnels #2, #3, and #4 represent lakes and smaller bodies of water illustrating the water storage capacity. One of the funnels should be smaller to show that not all lakes have the same storage capacity and that the design of a flow management system is dictated by the physical variables of the watershed. The stoppers represent dams, because the rate of flow across a dam can be controlled to a certain degree. Since each stopper has a different size hole in it, a certain amount of water flows through. Just as a dam operator can control how quickly or slowly a water body drains, the students have control over the drainage of the funnels by choosing from the five available stoppers. The students discover that the only stopper order that prevents all flooding is as follows: 11 mm, 7.2 mm, and then 5.5 mm.
11. The students use the same, designated volume of water in the top funnel during each trial. (Use a fingertip to plug the top funnel spout to allow filling the funnel to the correct level. Remove the finger abruptly and cleanly to begin every water trial and observe the flow of water.) When the lakes (funnels) overflow, the town below is washed out, and a new management system must be devised. The teacher encourages the students to approach the task trying to use the least number of stoppers to prevent the flooding, even though the students will realize they need all three dams to properly manage the river. Students add and arrange stoppers in the three lakes until all flooding is prevented.
12. Students complete a reflection paper on the exercise, including discussion about costs and benefits of dams and alternatives to control flooding.
13. Students prepare for the field study by locating the route and sites on a topographic map on the day prior to the trip. The teacher explains the purpose and process of each human-made site and the importance of each natural site.
14. The teacher distributes the worksheet that the students complete during their field study. The teacher may begin by asking what a watershed is, which national watershed we live in, and which regional watershed we live in (usually each one has a name). Students locate distinct watershed boundaries (high ridges of land) on the map and discuss the direction of water flow.
15. The teacher leads the field trip and the students complete the field trip worksheet.
16. The teacher facilitates follow up discussion at the start of the next class to tie in some of the key concepts and management techniques examined.
|
Tool |
Purpose |
Who |
Activity |
|
Checklist (teacher-generated) |
formative |
peer |
Group Water Use Graph |
|
Checklist (teacher-generated) |
formative |
teacher |
Local Consumption Graph and Questions |
|
Rating Scale (teacher-generated) |
formative |
self or peer |
Management Experiment |
|
Rubric (teacher-generated) |
formative |
teacher |
Reflection Paper |
|
Checklist (teacher-generated) |
formative |
teacher |
Watershed Field Study Worksheet |
· Draw the outline for Water Use vs. Family-Size graph
· Provide the following extension: The teacher tells the students that the sponges represent wetlands. They can insert the 7.2 mm stopper into funnel #4, moisten the sponges so that the surface tension of incoming water is broken allowing proper absorption, insert sponges (wetlands) into funnels #2 and #3 so that the spout is slightly stuffing into the sponge below and then gently pour the 2 cups of water into the top funnel. Ideally, the water flows through the simulator without causing the bottom funnel and flood plain to flood. The teacher can ask students to notice how the wetlands (sponges) swell to absorb the water, then slowly release the water over an extended period of time. Students can remove the sponges to simulate draining the wetlands for development of that area (golf course, shopping mall, subdivision) and then conduct another water trial. (The activity “Wetland Metaphors” from Project WILD! would be a valuable follow up exercise.)
· Provide students with a sketch of the water management set up, complete instructions, and a checklist.
· Structure the groups so there is a range of abilities.
· Work through the exercise step by step as a class.
Textbooks
The Green Teacher, June-September 1996 (“Floods and Dams”, p.13)
Large scale maps of the field study route.
Topographic maps of the region.
The Waterworks: A Water Management Simulation produced by Leslie M. Frost Natural Resource Center.
Time: 240 minutes
In this activity, students work in small co-operative groups to produce a model and deliver a presentation on an energy source.
Strands: Geographic Foundations: Space and Systems, Human - Environment Interactions, Methods of Geographic Inquiry
Overall Expectations: SSV.04B, HEV.02D, MIV.01B, MIV.03D.
Specific Expectations: SSI.04B, HE1.02D, HE1.04B, HE2.03D, MI1.01B, MI1.02B, MI2.03D, MI2.08B, MI2.10D, MI2.13B, MI3.02D, MI3.04D.
· Consider doing the activity using multi-media software such as Corel Presentations or Microsoft PowerPoint. (If so, the teacher may wish to provide a template for all groups to follow.)
· Ensure a variety of resources on each energy source and available materials for student models.
· Make reservations of the library/resource centre/computer lab for research.
· Consider having a science and/or technology teacher come in to talk about the mechanics of electrical power generation or discuss connections with the Grade 9 Science curriculum (Electricity unit).
· Consider having a representative from a local utilities company or power plant come in to talk to the class and/or help assess the presentations.
· Consider taking students on a tour of a local power-generating station.
From the elementary curriculum in Science and Technology students draw on their general understanding of energy and its sources, measurement of energy, and energy production.
1. Referring to students’ personal inventories from Activity 2, and the items for which they use energy, the teacher introduces this project as a way of finding out more about the energy systems in use. The teacher divides the class into groups of four students and assigns each group one of the following energy sources: biomass, coal, energy from waste, geothermal, hydroelectricity, hydrogen, natural gas, nuclear fission, nuclear fusion, ocean thermal, oil, photovoltaic cells (solar), tidal, wind.
2. The teacher assigns the following roles to students in each group:
|
Role |
Responsibility |
|
Researcher |
Researching: · the energy production process of the assigned source and providing this information to the designer/engineer; · the distribution of the power plants that use the source; · data illustrating the percentage of electrical power in Ontario, Canada, North America and/or the World that is generated from the source and providing this information to the cartographer; · the pre-requisite conditions necessary for the successful generation of power using the source; · the benefits/disadvantages of using the energy source to generate power; · information on a Megaproject related to the energy source and providing this information to the writer. |
|
Writer |
Use the information and data provided by the Researcher to write a brief report outlining: · the energy production process of the source; · pre-requisite conditions and benefits/disadvantages of the energy source; · the feasibility of generating power in this manner in the local region; · an overview of a Megaproject related to the energy source. Incorporate the maps and graphs provided by the cartographer into the report. |