Tell students that Activity 1 (Constructing an Argument) of the lesson What are our Energy Choices? introduces the structure of the scientific argumentation they will be asked to do in the rest of the lesson. Tell students that Activity 1 will give them practice with analyzing a data set and making a good scientific argument from the evidence. Encourage students to review the questions and example best answers provided in Activity 1 before starting on the current activity.
Subjects & Disciplines
- create a good scientific argument in the context of energy
- Inquiry-based learning
- Self-directed learning
- Self-paced learning
Critical Thinking Skills
What You’ll Need
Materials You Provide
- Computers with Internet connection
The resources are also available at the top of the page.
- Internet Access: Required
Recommended Prior Activities
to state as the truth.
dark, solid fossil fuel mined from the earth.
set of physical phenomena associated with the presence and flow of electric charge.
capacity to do work.
data that can be measured, observed, examined, and analyzed to support a conclusion.
power generated by moving water converted to electricity. Also called hydroelectric energy or hydroelectric power.
equal to 1,000 kilowatt hours (Kwh), or 1,000 kilowatts of electricity used continuously for one hour. One megawatt-hour equals one million (1,000,000) watt-hours or 3,600,000,000 joules.
energy obtained from sources that are virtually inexhaustible and replenish naturally over small time scales relative to the human life span.
This material is based upon work supported by the National Science Foundation under Grant No. DRL-1220756. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.