Introduction
Welcome!
You have been chosen to convert your school to being self-sufficient.
This WebQuest will step you through the design process, which will be completed over six lessons.
After the WebQuest you will be required to write a proposal to the school council on your solution.
Task
You are in charge of designing:
1) A water system. Water will be collected from the roof of the school main building and stored in tank(s);
2) A solar power system. Panels on the roof of the school main building will supply the school's power requirements;
3) Disposal of food waste via the installation of either
a) Chooks in a chicken coop; OR
b) A compost bin and vegetable garden.
Process
1) Water catchment on the school building roof;
I. Calculate the monthly volume of water captured on the roof of the school:
Climate statistics for Australian locations - http://www.bom.gov.au/climate/averages/tables/cw_086071.shtml
II. Calculate the monthly school water usage and cost:
Water usage - http://www.waterrating.gov.au/consumers/water-efficiency
III. Calculate the monthly school water cost:
Water cost - http://www.citywestwater.com.au/residents/charges_explained.aspx
IV. Size the tank required and then select the appropriate tank, recording the cost:
Water storage - http://www.enviro-friendly.com/team-poly-water-tanks.shtml
V. Find the volume of the tank to confirm its capacity
VI. Calculate the payback period of the water system, assuming no ongoing maintenance costs, using:
Payback period (months) = Cost (Water storage) / Water Usage savings (per month)
2) Energy usage in school;
I. Estimate the power usage of the school using the Appliance Calculator - http://tools.switchon.vic.gov.au/appliance-calculator/tools-appliance-calculator
II. Calculate the power requirement of the PV solar system using the power cost per day -
III. Size the solar PV system required for the school and record the cost - http://www.solarchoice.net.au/blog/residential-solar-pv-system-prices-may-2015
IV. Calculate the payback period of the solar power system, assuming no ongoing costs, using:
Payback period (months) = Cost (Solar PV system) / Power Usage savings (per month)
3) a) Chooks fed by food waste;
I. Estimate food waste produced by the school, using:
School food waste = Average food waste per student * number of students
II. Choose how many chooks you want, based on chook feeding needs and food waste produced by the school:
Feeding your chooks - http://greenharvest.com.au/PoultrySupplies/Information/ChickenFood.html
III. Choose the chooks you want to buy, and calculate the total cost:
Buying chooks - http://citychicks.com.au/category/egg-laying-hybrids/
IV. Size the chicken coop required and record the cost:
Chicken coops - https://www.backyardchickencoops.com.au/
V. Estimate the eggs laid annually, and suggest how the eggs will be distributed.
b) Vegetable garden using a food waste system;
I. Estimate food waste produced by the school, using:
School food waste (per day) = Average food waste per student (per day) * no. students
II. Choose the compost system product and estimate the cost, based on food waste produced by the school:
Compost bins (pages 31-48) – http://sustainability.ceres.org.au/wp-content/uploads/2014/08/RecyclingFoodWasteSchool.pdf
III. The perimeter of the garden will be contained with hardwood sleepers so dimensions of the garden must allow for this. Choose the dimensions of the garden perimeter.
Hardwood sleepers - http://www.bunnings.com.au/200-x-50mm-2-4m-durable-mixed-hardwood-sleepers_p0120645
IV. Choose the size of garden you predict will be capable of taking all the compost created, giving dimensions for length, width and depth, finding the volume of garden mix and recording the number of hardwood sleepers and total cost.
V. Calculate the number of garden soil mix 25L packs required and record the total cost
Garden soil mix - http://www.bunnings.com.au/richgro-25l-all-purpose-garden-soil-mix-_p2961503
VI. Choose the fruit and vegetables to plant in the garden and record the total cost of them, and suggest how they will be distributed:
Fruit and vegetables - https://www.diggers.com.au/shop/fruits-and-vegetables/
Evaluation
| WEBQUEST ASSESSMENT RUBRIC | |||||
| CATEGORY | 4 | 3 | 2 | 1 | 0 |
| Mathematical Concepts | Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). | Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). | Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). | Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s). | Explanation shows no understanding of the underlying concepts needed to solve the problem(s) OR is not written. |
| Mathematical Reasoning | Uses complex and refined mathematical reasoning. | Uses effective mathematical reasoning | Some evidence of mathematical reasoning. | Little evidence of mathematical reasoning. | No evidence of mathematical reasoning. |
| Mathematical Errors | 90-100% of the steps and solutions have no mathematical errors. | Almost all (85-89%) of the steps and solutions have no mathematical errors. | Most (75-84%) of the steps and solutions have no mathematical errors. | Some (25-50%) of the steps and solutions have mathematical errors. | Most (>50%) of the steps and solutions have mathematical errors. |
| Explanation | Explanation is detailed and clear. | Explanation is clear. | Explanation is a little difficult to understand, but includes critical components. | Explanation is difficult to understand and is missing several components. | No explanation. |
| Neatness and Organisation | The work is presented in a neat, clear, organized fashion that is easy to read. | The work is presented in a neat and organized fashion that is usually easy to read. | The work is presented in an organized fashion but may be hard to read at times. | The work appears sloppy and unorganized. It is hard to know what information goes together. | The work is sloppy and unorganized. Almost impossible to know what information goes together. |
| Diagrams and Sketches | Diagrams and/or sketches are clear and greatly add to the reader's understanding of the procedure(s). | Diagrams and/or sketches are clear and easy to understand. | Diagrams and/or sketches are somewhat difficult to understand. | Diagrams and/or sketches are difficult to understand. | No diagrams and/or sketches. |
| Completion | All problems are completed. | All but one of the problems are completed. | All but two of the problems are completed. | Several of the problems are not completed. | All the problems are not completed. |
| Mathematical Terminology and Notation | Correct terminology and notation are always used, making it easy to understand what was done. | Correct terminology and notation are usually used, making it fairly easy to understand what was done. | Correct terminology and notation are used, but it is sometimes not easy to understand what was done. | There is little use, or a lot of inappropriate use, of terminology and notation. | No use of terminology and notation. |
| Strategy/ Procedures | Typically, uses an efficient and effective strategy to solve the problem(s). | Typically, uses an effective strategy to solve the problem(s). | Sometimes uses an effective strategy to solve problems, but does not do it consistently. | Rarely uses an effective strategy to solve problems. | Never uses an effective strategy to solve problems |
Conclusion
You should now be in the position to write a proposal to the school council on your chosen sustainable school design.
Use the template provided to write a persuasive proposal using some of the figures you have calculated, such as dollar cost, savings, benefits and payback period.