Diagram:

1. Steenkoolmeulens maal steenkool fyn sodat dit makliker brand.

2. Steenkoolpoeier word na die smeltoonde gebring waar dit aan die brand gesteek word.

3. Water word in die stoomketel gekook om stoom te produseer.

4. Stoom laat die turbines draai.

5. Die beweging van die turbines veroorsaak dat die opwekker (generator) elektrisiteit opwek.

6. Kragmaste vervoer die elektrisiteit na die huise, fabrieke, skole, ens.

Lugbesoedeling: 2 en 5 (lg. as die drade nie goed geїnsuleer is nie).

Opdrag 6:

Suurreën: Die koolsuurgas van steenkoolverbranding meng met water en vorm suur wat neerreën.

Kweekhuis: Die gasse van verbranding vorm ‘n laag wat maak dat hitte opbou en die atmosfeer warmer word.

Watervlak: Die ys smelt by die pole vanweë die kweekhuis-effek, die water word meer vanweë die hoër temperatuur (sit uit), die watervlak styg en laerliggende gebiede word bedek.

Skets 1

Figure 1

Skets 2

Figure 2

1. Die steenkool word as brandstof verbrand en juis hierin lê die groot besoedelingsprobleem met hierdie tipe elektrisiteitsvoorsiening.

2. Die hitte van die vuur laat die water in die ketel kook.

3. Die stoom laat die waaier draai.

4. Koperdraad wat binne-in ‘n magneet draai, wek elektrisiteit op. Sien, hier het ons weer te doen met ‘n dinamo.

5. Hierdie elektriese stroom vloei deur die drade en laat die gloeilampie brand.

Figure 3

Figure 4

Water is in hierdie geval ‘n hernieubare bron omdat die stoom afkoel en kondenseer tot water. Die water word verder verkoel in die koeltorings. Daarna keer die water terug na die stoomketels en die proses word herhaal.

Orden nou die stappe sodat hulle in die korrekte volgorde is en voltooi die vloeidiagram.

Figure 5

Merk nou duidelik met ‘n rooi ster (*) in watter stadiums van die proses die kanse vir lugbesoedeling die grootste is (bv. no. 3 en no. 5)

Opdrag 6

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Globale atmosfeerverwarming / kweekhuis-effek:

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Verwys na die kweekhuis-effek en wat jy geleer het oor materiale wat uitsit as hulle energie bykry, en verduidelik hoekom dele van Kaapstad moontlik eendag onder water gaan wees:

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Leeruitkomste 1:Die leerder is in staat om met selfvertroue op weetgierigheid oor natuurlike verskynsels te reageer, en om binne die konteks van wetenskap, tegnologie en die omgewing verbande te ondersoek en probleme op te los.

Assesseringstandaard 1.3: Dit is duidelik wanneer die leerder data evalueer en bevindings kommunikeer.

Leeruitkomste 2:Die leerder ken, interpreteer en pas wetenskaplike, tegnologiese en omgewingskennis toe.

Assesseringstandaard 2.1: Dit is duidelik wanneer die leerder betekenisvolle inligting onthou

Assesseringstandaard 2.3: Dit is duidelik wanneer die leerder inligting interpreteer.