sample pages from discovering science through inquiry: energy

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Sample Pages from

Discovering Science through Inquiry:

Energy

The following sample pages are included in this download:

• Teacher’s Guide Cover, Table of Contents, How To Use This Product, and Lesson 4: Mechanical Energy lesson plan

• Inquiry Handbook Cover and Lesson 4: Mechanical Energy student activity sheets

• Inquiry Card for Lesson 4: Wrecking Ball Mayhem For correlations to Common Core and State Standards, please visit http://www.teachercreatedmaterials.com/correlations.

© Teacher Created Materials #15534—Energy Teacher’s Guide 3

Table of Contents

Introduction and Research

About Inquiry-based Learning . . . . . . . 4Inquiry-based Learning for the

21st Century . . . . . . . . . . . . . . . . . . . 4Qualities of an Inquiry-based

Classroom . . . . . . . . . . . . . . . . . . . . . 5Making the Transition to

Inquiry-based Instruction . . . . . . . . 6Using the 5 Es in a Science

Classroom . . . . . . . . . . . . . . . . . . . . . 7Asking Good Questions . . . . . . . . . . . . 9Teaching Scientific Vocabulary . . . . 10Differentiating Science

Instruction . . . . . . . . . . . . . . . . . . . 11Using Technology in the

Inquiry-based Classroom . . . . . . . 14Assessment . . . . . . . . . . . . . . . . . . . . 15

How to Use This Product . . . . . . . . . . . 18Why Use Discovering Science

through Inquiry? . . . . . . . . . . . . . . 18Teacher’s Guide . . . . . . . . . . . . . . . . . 18Inquiry Handbook . . . . . . . . . . . . . . . 25Inquiry Cards . . . . . . . . . . . . . . . . . . . 26Teacher Resource CD . . . . . . . . . . . . 27Using the Video Clips . . . . . . . . . . . . 27Sample Pacing Plans . . . . . . . . . . . . . 29

Standards Correlation . . . . . . . . . . . . . . 31

Content Overview . . . . . . . . . . . . . . . . . 34

LessonsLesson 1: What Is Energy? . . . . . . . . 35Lesson 2: Potential Energy . . . . . . . . 43Lesson 3: Kinetic Energy . . . . . . . . . . 51Lesson 4: Mechanical Energy . . . . . . 59Lesson 5: Thermal Energy . . . . . . . . 67Lesson 6: Heat Transfer:

Conduction . . . . . . . . . . . . . . . . . . . 75Lesson 7: Heat Transfer:

Convection . . . . . . . . . . . . . . . . . . . 83Lesson 8: Heat Transfer: Radiation . 91Lesson 9: Electrical Energy . . . . . . . 99Lesson 10: Chemical Energy . . . . . . 107Lesson 11: Energy

Transformations . . . . . . . . . . . . . 115Lesson 12: Renewable Energy

Sources . . . . . . . . . . . . . . . . . . . . . 123Lesson 13: Wind Energy . . . . . . . . . 131Lesson 14: Solar Energy . . . . . . . . . 139Lesson 15: Light Energy . . . . . . . . . 147Lesson 16: Sound Energy . . . . . . . . 155

Culminating Activity: Energy Expo . . . . 163Appendices

Appendix A: References Cited . . . . 167Appendix B: Differentiation

Suggestions . . . . . . . . . . . . . . . . . . 168Appendix C: Contents of the

Teacher Resource CD . . . . . . . . . 174

#15534—Energy Teacher’s Guide © Teacher Created Materials18


How to Use This Product

Why Use Discovering Science through Inquiry? This series was developed to provide teachers with an engaging and interesting way to present science concepts to students. In addition to providing students with rich, scientific experiences, teachers are provided with background and additional information about each topic covered within the kit so that they can provide accurate content-related instruction to students. Each kit focuses on a specific scientific concept and provides 16 lessons that support the instruction of that concept.

This kit contains a Teacher Resource Guide, a Teacher Resource CD, an Inquiry Handbook, and 16 Inquiry Cards. The following pages provide specific information for how to use each of the components within the kit.

Teacher’s Guide

Lesson Overview Page

Each title identifies the topic of study for the lesson.

Each lesson is divided into the following sections: Engage, Explore, Explain, Elaborate, and Evaluate. This overview provides a brief synopsis of the activities that students will complete in each section of the lesson.

Standards Overview

EvaluateIn this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the What Is Energy? Assessment.

ElaborateIn this section, students learn about the availability of energy sources.

ExplainIn this section, students discuss forms of energy and sources of that energy in their everyday lives.

ExploreIn this section, students research different sources of energy and create a visual representation of their findings.

EngageIn this section, students are introduced to various forms and sources of energy.

Content StandardUnderstands the sources and properties of energy

Process StandardKnows that scientists’ explanations about what happens in the world come from observations and inferences


?

Lesson 1

What Is Energy?

Vocabulary absorb: to take in (energy)

energy: a source of usable power

kinetic energy: the energy possessed by an object due to its motion

potential energy: the energy possessed by an object due to its position; stored energy

Essential QuestionWhat is energy and what are the different forms in which it exists?

Both content and process standards are identified for the lesson. A standards correlation chart (pages 32–33) lists these standards.

Essential vocabulary words are identified and defined. Students will study these words throughout the course of the lesson.

The Essential Question identifies the “big idea” covered in the lesson. By the end of the lesson, students should be able to clearly answer this question.



How to Use This Product (cont.)

Teacher’s Guide (cont.)

Background Information Pages


Energy is a fundamental part of the universe. It is a source of usable power used to do work. It is used to light cities, as well as to power planes, trains, and automobiles. Energy is required to heat homes, power machinery, and cook food. Energy is not only found in these processes, but also in the objects themselves. When an object is at rest it has potential energy, or stored energy. When that resting object begins to move, the potential energy transforms into kinetic energy. Between the energy that objects possess and the energy found in processes, energy can be found all around us.

In fact, there are many forms of energy. Some of which include:

• Mechanical Energy: This is the energy objects have as a result of their motion and position. Simply put, potential energy plus kinetic energy equals mechanical energy. This is the energy that makes wheels turn and motors spin.

• Solar Energy: This is energy from the sun that provides heat and light. Solar energy has become a popular alternative to other nonrenewable resources in recent years.

• Thermal Energy: This is energy produced by heat. We use heat to keep warm. We use heat to cook food.

• Chemical Energy: This is the energy stored in food, fuel, and other matter. Chemical energy is released and absorbed, or taken in, during chemical reactions, such as digestion. When we eat food, our bodies store the nutrients as chemical energy. Our bodies need this energy to move and do work. Chemical energy is also found in batteries.

• Electrical Energy: When people think of energy, this is most often what comes to mind. Electrical energy powers many things in our homes and offices. It provides light, entertainment, and heat. Even a gas stove requires electrical energy!

• Light Energy: This is the energy that allows us to see objects in a range of vibrant colors and shades.

• Sound Energy: This is the energy that allows us to hear our favorite songs and babies crying. Waves of sound energy vibrate through rock concerts and movie theaters on a nightly basis.

The Law of Conservation of Energy states that in any of these forms, energy cannot be created, nor can it be destroyed. Energy can only be transferred or transformed. Therefore, the sum of all the energy in a system is constant. For example, if a student is at a resting position on a swing and her potential energy equals twenty joules (units of energy), then her kinetic energy would equal zero joules. As she swings, her potential energy converts to kinetic energy and back again. At all points in the pendulum of her swing, her potential and kinetic energy will add up to twenty joules. Energy has not been created or destroyed.

Energy is everywhere. It is in our bodies, the earth, and even the sun. Energy is necessary for life, and at the same time, allows us to live comfortably. Without energy, life would not exist.

Lesson 1

What Is Energy?Background Information for the Teacher

More to KnowAdditional VocabularyBtu: abbreviation for British thermal unit; unit for heat in the imperial system

joule: unit for heat in the International System of Measurements

Measuring EnergyEnergy is measured using a few different methods. One of the basic measuring units is called a Btu, which stands for British thermal unit. One Btu is the amount of heat energy it takes to increase the temperature of one pound of water by one degree Fahrenheit, at sea level. One Btu is equal to the energy contained in one blue-tip kitchen match. The energy in one thousand Btus roughly equals the chemical energy in about four-fifths of a peanut butter and jelly sandwich or the energy burned during one hour of bicycling.

Energy also can be measured in units called joules. The term joule is named after James Prescott Joule and is the unit for energy in the International System of Measurement. How are Btus and joules related? The approximate conversion between units is as follows:

1,055 joules = 1 Btu

1,000 joules = 1 kilojoule

Energy to BurnIf you eat a blueberry muffin that has 360 calories, approximately 1,428 Btus, you have energy to burn! In order to burn that amount of energy you could: • jog for 21 minutes • bicycle for 1 hour 17 minutes • mow the lawn for about 1 hour • vacuum the house for 1 1

2 hours


Lesson 1

What Is Energy?

This page provides a written overview of the lesson topic. Use this information as a way to prepare for instruction and classroom discussion.

This page provides additional vocabulary and information that may be necessary for classroom discussion. This information is not intended to be directly taught to students, but can be shared with them if the need arises. In addition to vocabulary, this page may include interesting facts, data and statistics from around the world, helpful websites, and diagrams or photos to support the topic.




The materials are listed at the top of the page.

The procedure provides step-by-step instruction for completing the Engage activity with students. Appropriate organizational suggestions, leading questions, and instructional strategies are provided here.

Engage

Lesson 1

What Is Energy?

Materials • Sunimage(sun.jpg) • physicalexamplesof

energy sources

• Lightningimage (lightning.jpg)

Procedure 1. Write the word energy on the board. Ask

students to think about what this word means to them. Ask them to think about where they have seen the word, what it means, and what they associate with the word.

2. Have students share their ideas with a neighbor and explain what it means.

3. Ask student volunteers to share their ideas with the rest of the class. Record their responses on a large sheet of chart paper.

4. When all volunteers have shared, look at the ideas as a group. Have students share what they think about other students’ responses and what they have learned from this discussion.

5. Explain to students that energy is a source of power used to do work. Tell students that they are going to look at examples of the sources of energy— things that have and transfer energy.

6. Point to the Sun or hold up a picture of the Sun. Introduce the term solar energy and discuss how all other energy forms stem from solar energy. Hold up an apple, orange, or other fruit or vegetable. Ask students how solar energy is responsible for food growth.

7. Hold up a container of motor oil (preferably in clear plastic so students can see the oil). Petroleum products, similar to motor oil, are sources of chemical energy that are used to power motor vehicles and heat homes.

8. Hold up a lighter and light it. The flame represents thermal energy that is produced by heat.

9. Hold up a pinwheel and blow on it. Wind is a valuable energy source.

10. Hold up a lightbulb and a picture of lightning. Light energy is a very common source of energy.

11. As a class, discuss other possible sources of energy. Discuss what form of energy the source has and how that energy might change to another form.

In this section, students are introduced to various forms and sources of energy.


This overview provides a brief synopsis of the activity that students will complete in this section of the lesson.


Engage Activity This section of the lesson is always a demonstration or quick, engaging activity to be completed as a class. It will grab students’ attention and get them excited about the lesson.

Technology Tips • Ifavideoclipisusedinthissectionofthelesson,thatclipcanbedisplayedonthecomputer

or the interactive whiteboard. • Othervideoclipsfromthiskit,yourschoollibrary,ortheInternetcanalsobeshownhereto

further engage the students and activate their prior knowledge about the lesson concept.





Explore ActivityThis section of the lesson provides students with the opportunity to explore the lesson concept by conducting an experiment or investigating a question.


This overview provides a brief synopsis of the activity that will occur in this section of the lesson.

The procedure provides step-by-step instruction for leading students through the Explore activity. Appropriate organizational suggestions, leading questions, and instructional strategies are provided here.

Explore

Lesson 1

What Is Energy?

Materials • InquiryHandbook:

Energy Quest (page 11) • booksonenergysources• Internetaccess(optional)

• posterboard(oneperstudent)

• markersorcoloredpencils

Procedure 1. Write the following list of energy forms

on the board:

•mechanical •solar •electrical •light

•sound •thermal •chemical

2. As a class, discuss sources that might have or produce each form of energy. List these sources on the board as bubble maps for each form of energy.

3. Distribute copies of the Energy Quest activity sheet to students. Allow time for students to read through the instructions and ask any questions they may have.

4. Instruct students to choose an object from home or school that uses or transfers energy. Students may work alone or in groups to research their chosen energy sources. Ensure that each student has chosen an energy source and that there is a variety amongst students.

5. Students should then formulate hypotheses in response to the questions and conduct research related to their chosen energy source to determine if their hypotheses are correct.

6. After the research has been conducted, instruct students to illustrate their findings by creating a poster. Each student or group should include their hypotheses, overview of research, and conclusion on their poster.

7. Once posters have been created, have students or groups present their findings to the class. Each student or group should share his or her hypothesis, research, and conclusion.

In this section, students research different sources of energy and create a visual representation of their findings.


Technology Tips • Allowstudentstotakedigitalpicturesduringthedifferentstagesoftheirexperiments.These

pictures can be made into classroom posters or posted online to document their findings. • AllowstudentstocreateaMicrosoft PowerPoint® slide show to document their experiments. The

slides can include information about their questions for investigation, hypotheses, experimental designs, observations, and conclusions.

Note: A list of experiments is included on the Teacher Resource CD.





Explain ActivityThis section of the lesson involves explaining the information that students have been discovering within the Engage and Explore sections.



The procedure provides step-by-step instruction for leading students through the Explain activity. It includes appropriate organizational suggestions, leading questions, and instructional strategies to help students read the background information and complete the graphic organizer and vocabulary activity.

Explain

Procedure 1. Ask students to think about how energy

affects their daily lives. Write the definition of energy on the board: a source of power used to do work.

2. Have a class discussion about forms and sources of energy. Review the energy sources students researched and discuss their findings. Did multiple sources use and transfer that same form of energy? Write the forms and sources of energy on the board.

3. Distribute copies of the Energy Makes the World Go ‘Round background page to students. Ask students to think about energy forms and sources in their own lives as they read the information.

4. Discuss the forms and sources of energy that were mentioned in the text. Add any new information that is not already on the board.

5. Distribute copies of the Energy in My Community activity sheet to students. Allow time for students to complete the activity sheet in pairs. Students should use the background page to help complete the activity sheet.

6. Discuss the forms of energy and the sources of that energy that students found.

7. Distribute copies of the What Is Energy? Vocabulary page to students and allow time for them to complete it. Have students discuss possible answers with peers if they need help.


Energy Makes the World Go ‘Round (page 12) Energy in My Community (page 13) What Is Energy? Vocabulary (page 14)

Lesson 1

What Is Energy?In this section, students discuss forms of energy and sources of that energy in their everyday lives.


Technology Tips • UsethePDFsfromtheTeacherResourceCDtoprojectthestudentbackgroundinformationand

activity sheets onto an interactive whiteboard. As a class, use text and/or image features of the interactive whiteboard to annotate and highlight the text and complete the activity sheets.

• Useadocumentprojectortodisplaythestudentbackgroundinformationandtheactivitysheets.As a class, annotate and highlight the text and complete the activity sheets.





Elaborate ActivityThis section of the lesson involves elaborating on the information that students have been learning throughout the lesson.



The procedure provides step-by-step instruction for helping students analyze the information provided on the Inquiry Card. It also includes suggestions for how to help students complete the information found on the back of the card.

Elaborate

Using the Card 1. Display the So Many Sources! Inquiry

Card and distribute copies of So Many Sources! from the Inquiry Handbook to students.

2. Tell students that the card shows examples of energy sources that are renewable and nonrenewable. Explain the difference between renewable and nonrenewable sources of energy. Discuss what students already know about these sources.

3. Read the background information to students and help them identify sources of energy in the home and school that are renewable and nonrenewable. Use the Inquiry Discussion Questions to further this discussion.

4. Use the differentiation suggestions for students to complete the Analyzing Science questions.

5. Allow students time to complete the Nonfiction and Fiction Writing Prompts and the Scientific Challenge. These activities can be completed in centers or workstations, if desired.

Inquiry Discussion Questions • Whichenergysourceisinhighestdemand?

Why do you think so? • Howaremostenergysourcesrelated?• Whatmustoccurtoincreasetheamount

of solar, wind, and hydropower used for energy?

Materials • InquiryCard:SoManySources!• InquiryHandbook:SoManySources!

(page 15)

Above-Level LearnersHave students complete the triangle Analyzing Science question.

On-Level LearnersHave students complete the square Analyzing Science question.

Below-Level LearnersHave students complete the circle Analyzing Science question.

English Language LearnersExplicitly link renewable and nonrenewable resources with students’ background experiences. Provide students with an outline to guide their research. Allow students to work in pairs or small groups.

Differentiation

In this section, students learn about the availability of energy sources.


Lesson 1

What Is Energy?

Use these questions to facilitate inquiry-based discussions about content related to the image, diagram, photo, chart, or map found on the Inquiry Card.

Use the differentiation suggestions provided to help students complete the Analyzing Science questions on the back of the Inquiry Card.

Technology Tips • UsethePDFsfromtheTeacherResourceCDtoprojecttheInquiryCardsontoaninteractive

whiteboard. Use the text features of the interactive whiteboard to point out key features of the images, diagrams, or charts included on the cards.

• UseadocumentprojectortodisplaythebacksoftheInquiryCardsforthestudents.Thiswillenable all students to see the information and complete the activities independently or during centers or workstations.

• HavestudentsusewordprocessingorslideshowpresentationsoftwaretorecordtheirresponsesfortheFictionandNonfictionWritingPromptsandtheScientificChallenges.Studentscanthenpublish their work online.





Evaluate ActivityThis section of the lesson allows students to reflect on their learning and their understanding of the lesson concepts. Students also take an assessment that provides the teacher with formal data documenting student understanding.


This overview provides a brief synopsis of the activity that students will complete in this section of the lesson.This section procedure

provides step-by-step instruction for helping students discuss the Essential Question of the lesson. There are also procedures for utilizing the science journalpagesandthe assessment.


What Is Energy? Journal (page 16) What Is Energy? Assessment (pages 17–18)

Evaluate

Answer KeyEnergy Quest (Page 11)Posters and presentations will vary.

Energy in My Community (page 13)Responses will vary. Possible answers include: solar, electrical, thermal, chemical, sound, heat, light, sun, and food.

What Is Energy? Vocabulary (page 14) 1. potential energy 2. absorb 3. energy 4. kinetic energyIllustrations will vary.

What Is Energy? Journal (page 16)Responses and illustrations will vary.

What Is Energy? Assessment (pages 17–18) 1. C 2. A 3. D 4. D 5. COpen Response

Responses will vary.

Procedure 1. Ask the class to reflect on what they

have learned. Discuss the concepts and information that have been shared.

2. Discuss the Essential Question (page 35) of the lesson. Students should be able to articulate what energy is and share ideas about forms of energy and sources of that energy.

3. Distribute copies of the What Is Energy? Journal activity sheet to students and have them use it as a way to reflect on the lesson and synthesize the major concepts studied. This can also serve as a review for the final assessment.

4. Distribute copies of the What Is Energy? Assessment to the students and allow them adequate time to complete it. Answers for the assessment, as well as the other activity sheets used in this lesson, are provided below.


In this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the What Is Energy? Assessment.

Lesson 1

What Is Energy?

This is the answer key for all of the student pages utilized throughout the course of the lesson.

Technology TipUseaninteractivewhiteboardordocumentcameratodisplaythejournalpages.Haveaclassdiscussionaboutthetopicofthelessonandgenerateaclassjournalusingthefunctionsofaninteractivewhiteboard.Or,recordaclassjournalunderthedocumentcamera.Asaclass,annotate and highlight the text and complete the activity sheets.




Inquiry Handbook The Inquiry Handbook contains all of the student pages that are used throughout the kit. Directions on how to use the student pages with each lesson are found in the Teacher’s Guide. Each lesson includes the following pages:

front of the Inquiry Card

© Teacher Created Materials #13657—Energy Inquiry Handbook 15

Lesson 1

What Is Energy?So Many Sources!

experiment designing page


Lesson 1Name: ___________________________________ Date: ________________

What Is Energy?Energy QuestDirections: Follow the steps below to answer the questions. Formulate your hypotheses and complete your research. Use the materials your teacher has provided. Record your observations and draw your conclusions. Present your research on a separate sheet of paper.

Questions Where do you see energy in the world around you? How is it used?

HypothesesFormulate your hypotheses. (What are the answers to the questions?) Record your hypotheses.

Exploring the Research 1. Research the questions above using the Internet, school library, or books

your teacher has provided you. Write down the sources where you find your information.

2. Choose an object that either uses or produces energy. 3. Create a poster that includes your hypotheses, observations, conclusion,

and answers the following questions: • Whydidyouchoosethisobject?

• Whatformofenergydoesithave?

• Canyourobject’senergychangetoadifferentformofenergy?Describe that change.

4. Present your poster to the class. 5. Demonstrateyourobject’schangeinenergytoyourclass.

ObservationsWhat interesting facts did you discover during your research?

ConclusionWhat are the answers to your questions? Write your conclusions. What did you learn from your research?

vocabulary-development activity

graphic organizerbackground information

(4.0–4.9 reading level)

#13657—Energy Inquiry Handbook © Teacher Created Materials12

What Is Energy?Energy Makes the World Go ‘RoundEnergy is a source of usable power used to do work. Work is done when one object transfers energy to another object. When an object is at rest it has potential energy, or stored energy. When an object that is standing still begins to move it has kinetic energy, or energy of motion. These are not the only forms of energy, however. Energy is all around us.

Energy makes planes fly, cars move, and machines run. It lights our homes and buildings. Energy powers our computers and other appliances we use every day. Plants and animals need energy to grow. Energy in food helps your brain function and your body move.

There are many forms of energy, such as the following:

• Mechanical Energy: This is the energy objects have because of their motion or position. This is the energy that makes wheels turn and motors spin.

• Solar Energy: This is energy from the Sun. This form of energy provides heat and light.

• Thermal Energy: This is energy produced by heat. We use heat to keep warm. We use heat to cook food. The food we eat helps our bodies stay warm.

• Chemical Energy: This is the energy stored in food, fuel, and other matter. When we eat food, our bodies store the nutrients as chemical energy. Our bodies need this energy to move and do work. This type of energy is also found in batteries.

• Electrical Energy: This energy powers many things in our homes. It provides light at night. It can heat our stoves. It also powers toys.

• Light Energy: This energy travels in waves and allows us to see.

• Sound Energy: This energy travels in waves and allows us to hear.

The Law of Conservation of Energy says that energy cannot be created or destroyed. Energy can only be changed. It changes from one form to another. For example, plants can absorb, or take in, energy from the Sun. They use this energy to create sugars. When plants do this, they are changing solar energy into chemical energy. Another change occurs when you turn on the lights in your classroom. You are changing electrical energy into light energy. These changes happen all around us.

Energy is everywhere. It is in our bodies. It is in the earth. It is even in the Sun. Energy is necessary for life. It helps us live more comfortably. It is everywhere.

Lesson 1


Lesson 1Name: ___________________________________ Date: ________________

What Is Energy?Energy in My CommunityDirections: Look at the picture below. Circle the different energy forms and sources. Then, list all of the forms and sources of energy you found.

Forms of Energy Source Forms of Energy Source

Energy Forms and Sources

science journalpage


Name: ___________________________________ Date: ________________Lesson 1

What Is Energy?What Is Energy? JournalQuestions and NotesDirections: Write a question you have about energy here.

_______________________________

_______________________________

Finish this sentence about energy.

I am surprised that _______________

_______________________________

_______________________________

_______________________________

_______________________________.

Drawings and IllustrationsDirections: Draw an example of a source of energy in your classroom. Include your vocabulary terms in your drawing.

Thinking About EnergyQuestion: What did you learn from your research about energy?

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Energy VocabularyDirections: Write any new words related to the term energy here.

______________________

______________________

______________________

______________________

______________________

______________________

______________________


Name: ___________________________________ Date: ________________Lesson 1

What Is Energy?What Is Energy? VocabularyDirections: Write the vocabulary word or phrase next to its definition. Choose words from the Word Box below.

Word Boxabsorb energy kinetic energy potential energy

absorb energy

kinetic energy potential energy

Vocabulary Word or Phrase Definition

1. the energy possessed by an object due to its position; stored energy

2. to take in (energy)3. a source of usable power

4. the energy possessed by an object due to its motion

Directions: Illustrate each vocabulary word or phrase in the space provided.


Lesson 1Name: ___________________________________ Date: ________________

What Is Energy?What Is Energy? AssessmentMultiple ChoiceDirections: Fill in the bubble next to the correct answer for each question below.

1. All of the following are forms of energy EXCEPT: A mechanical energy. B chemical energy. C genetic energy. D thermal energy.

2. Energy cannot be ___________ or ____________. A created, destroyed B stretched, compressed C shrunk, enlarged D potential, kinetic

3. What is energy used to do? A turn on a light B go down a slide C heat water D all of the above

ComprehensionDirections: Read the paragraph below. Then answer questions 4 and 5 on the following page. Fill in the bubble next to the correct answer for each question.

All Out of Energy

Buzz!Jarrett’salarmwokehim.Hewassotired!Allhewantedwasahealthybreakfast. Jarrett dragged himself to the kitchen and opened the cabinet. It was empty! He wondered where the food had gone. Jarrett decided he would makehimselfhotteainstead.Butthestovewouldn’twork.Thingsdidnotseemnormal. Jarrett raced outside. The sun was not up. Jarrett hopped on his bike. But the wheels would not turn. What was going on? The world had lost all of its energy! Jarrett started to panic. Suddenly he heard a buzzing sound. He sat up in bed. It had been a nightmare. Jarrett happily enjoyed a morning full of energy.

assessment

Digital versions of these pages are included on the Teacher Resource CD. Additional copies of the background information page are also included. These copies are written at various reading levels to support the needs of all learners. (See page 27 for reading-level ranges of the alternate background information pages. See page 176 for specific TCM reading levels of each passage.)




Inquiry Cards

The front of the card contains photos, charts, diagrams, images, or maps pertaining to the topic studied in the lesson.

Background information is for the information found on the front of the card.

The Analyzing Science section provides differentiated questions to help the students analyze the information on the card at a level that is appropriate for them. Differentiation suggestions for this section of the card are provided in the Elaborate section of the lesson.

TheNonfictionWritingPromptprovidesstudentswith a scenario to research or investigate that directly pertains to the information on the Inquiry Card. Students can complete this activity individually, in pairs, in small groups, or in centers or workstations.

TheFictionWritingPromptprovidesstudents with a creative scenario that relates to the information on the InquiryCard.Here,students are invited to use their imaginations and creativity to write things like stories, poems,journals,andcomics.

The Scientific Challenge provides students with an extension activity related to the information providedontheInquiryCard.Oftenthisactivityinvites students to complete additional research and investigate related ideas.




Teacher Resource CD The Teacher Resource CD includes the following types of resources: • pre-/post-test• studentreproduciblepages• digitalcopiesofbothsidesofthe

Inquiry Cards • alternativeversionsofthestudent

background information pages written at additional reading levels: 2.0–2.4, 2.5–3.4, and 6.5–7.4

• videoclipstohelpengagestudentsorsupplement their understanding of the scientific concepts being studied

Using the Video ClipsThere are eight video clips included in this kit. They are located on the Teacher Resource CD and can be shown as the teacher deems necessary throughout the lessons included in the kit. Depending on the available technology, these clips can be shown on the computer or the interactive whiteboard. These clips can also be placed in slideshow presentation software. Each clip is saved as an .mov or a .gif file. These files can be shown using QuickTime® Player. A Read Me file is included in the video clips folder that provides instructions for downloading a free version of QuickTime® Player. It is recommended that you download these clips to your hard drive instead of playing them from the Teacher Resource CD. This will allow the clips to run as smoothly as possible. Below are the filenames and a brief description of each clip.

NASA Now: Green Biofuel(greenbiofuel.mov)This video provides a great overview of the characteristics of green energy sources. It also shows how the next generation of biofuels is being generated.

Water Slide(waterslide.mov)This clip shows the relationship between the potential and kinetic energy of water park enthusiasts. Students will observe potential energy as the sliders sit at the top of the water slide. Then, students will see the potential energy convert to kinetic energy as the sliders push off to start their rides.

Video Credits:greenbiofuel.mov,NASA;waterslide.mov,Shutterstock




Using the Video Clips (cont.)

Bike(bike.mov)This clip shows how the parts of a bicycle work together in a system to transfer kinetic energy to help a bicycle move.

Thermal Camera(thermalcamera.mov)A thermal imaging camera displays the thermal energy of a man.

Lightning Bug(lightningbug.mov)This clip shows a close-up look of the night-life behaviors of a lightning bug.

Water Wheel(waterwheel.mov)This clip shows a bamboo water wheel that is using water to power an irrigation system in Vietnam.

NASA’s Real World Mathematics: Solar Power(solarpower.mov)This video takes students behind the scenes at the Solar Decathlon to explore the benefits of solar energy. It provides an explanation of photovoltaic cells and how “conventional systems can be used to create an unconventional house.”

NASA Kids Science News Network: What Is Sound?(sound.mov)This video explains and demonstrates how vibrations and sound energy are related.

Video Credits:bike.mov,Shutterstock;thermalcamera.mov,Shutterstock;lightningbug.mov,Shutterstock;

waterwheel.mov,Shutterstock;solarpower.mov,NASA;sound.mov,NASA




Sample Pacing Plans Whendesigningapacingplanforyourclassroom,itisimportanttoconsultthestandardsforyourgrade level to see which lessons are most appropriate in helping you meet those expectations. Additionally, you must take into consideration the readiness levels of your students and their understanding of the scientific concepts that must be taught. Administer the diagnostic pre-test to decide which lessons need to be taught most.

The following are sample pacing plans for the lessons included in this kit.

Sample Pacing Plan for Two-Hour Daily Science Block

Monday Tuesday Wednesday Thursday Friday

Lesson 1: WhatIsEnergy?

Lesson 2: PotentialEnergy

Lesson 3: Kinetic Energy

Lesson 4: Mechanical Energy

Lesson 5: Thermal Energy

Lesson 6: HeatTransfer:Conduction

Lesson 7: HeatTransfer:Convection

Lesson 8: HeatTransfer:Radiation

Lesson 9: Electrical Energy

Lesson 10: Chemical Energy

Lesson 11: Energy Transformations

Lesson 12: Renewable Energy Sources

Lesson 13: WindEnergy

Lesson 14: Solar Energy

Lesson 15: Light Energy

Lesson 16: Sound Energy

Culminating Activity: Energy Expo





Sample Pacing Plans (cont.) Sample Pacing Plan for One-Hour Daily Science Block

Monday Tuesday Wednesday Thursday Friday

Lesson 1: WhatIsEnergy?(Engage, Explore, and begin Explain)

Lesson 1: WhatIsEnergy?(finish Explain, Elaborate, and Evaluate)

Lesson 2: PotentialEnergy(Engage, Explore, and begin Explain)

Lesson 2: PotentialEnergy(finish Explain, Elaborate, and Evaluate)

Lesson 3: Kinetic Energy (Engage, Explore, and begin Explain)

Lesson 3: Kinetic Energy (finish Explain, Elaborate, and Evaluate)

Lesson 4: Mechanical Energy (Engage, Explore, and begin Explain)

Lesson 4: Mechanical Energy (finish Explain, Elaborate, and Evaluate)

Lesson 5: Thermal Energy (Engage, Explore, and begin Explain)

Lesson 5: Thermal Energy (finish Explain, Elaborate, and Evaluate)

Lesson 6: HeatTransfer:Conduction (Engage, Explore, and begin Explain)

Lesson 6: HeatTransfer:Conduction (finish Explain, Elaborate, and Evaluate)

Lesson 7: HeatTransfer:Convection (Engage, Explore, and begin Explain)

Lesson 7: HeatTransfer:Convection (finish Explain, Elaborate, and Evaluate)

Lesson 8: HeatTransfer:Radiation (Engage, Explore, and begin Explain)

Lesson 8: HeatTransfer:Radiation (finish Explain, Elaborate, and Evaluate)

Lesson 9: Electrical Energy (Engage, Explore, and begin Explain)

Lesson 9: Electrical Energy (finish Explain, Elaborate, and Evaluate)

Lesson 10: Chemical Energy (Engage, Explore, and begin Explain)

Lesson 10: Chemical Energy (finish Explain, Elaborate, and Evaluate)

Lesson 11: Energy Transformations (Engage, Explore, and begin Explain)

Lesson 11: Energy Transformations (finish Explain, Elaborate, and Evaluate)

Lesson 12: Renewable Energy Sources (Engage, Explore, and begin Explain)

Lesson 12: Renewable Energy Sources (finish Explain, Elaborate, and Evaluate)

Lesson 13: WindEnergy (Engage, Explore, and begin Explain)

Lesson 13: WindEnergy(finish Explain, Elaborate, and Evaluate)

Lesson 14: Solar Energy (Engage, Explore, and begin Explain)

Lesson 14: Solar Energy (finish Explain, Elaborate, and Evaluate)

Lesson 15: Light Energy (Engage, Explore, and begin Explain)

Lesson 15: Light Energy (finish Explain, Elaborate, and Evaluate)

Lesson 16: Sound Energy (Engage, Explore, and begin Explain)

Lesson 16: Sound Energy (finish Explain, Elaborate, and Evaluate)




Standards Overview

Content StandardKnows that heat is often produced as a byproduct when one form of energy is converted to another form

Process StandardKnows that although the same scientific investigation may give slightly different results when it is carried out by different persons, or at different times or places, the general evidence collected from the investigation should be replicable by others

EngageIn this section, students watch a video and participate in a discussion about mechanical energy.

ExploreIn this section, students demonstrate how hills affect the mechanical energy of a roller coaster.

ExplainIn this section, students learn about mechanical energy transfers and the work that results.

ElaborateIn this section, students discover the relationship between mechanical energy and the destructive power of a wrecking ball.

EvaluateIn this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the Mechanical Energy Assessment.


?Vocabularymechanical energy:theenergyobjectshave

because of their motion and position

pull:aforceappliedbyanobjectthatdrawsanotherobjecttowardsit

push:aforceappliedbyanobjectthatrepelsanotherobjectawayfromit

work:whenoneobjecttransfersenergytoanother,causingthesecondobjecttomove

Lesson 4

Mechanical Energy

Essential QuestionHowismechanicalenergyrelated to the work done by anobject?


An airplane flies through the clouds. A pitcher throws a baseball. A hammer drives a nail into a piece of wood. In each of these scenarios, potential and kinetic energy combine in a system that does work. This is called mechanical energy. Mechanical energy is the energyobjectshavebecauseoftheirmotionor position.

Workisdoneonanobjectwhenoneobjecttransfersenergytoanotherobject,causingthesecondobjecttomove.Thefirstobjectexertsaforcethatcausesthesecondobjecttomove. That force could be a twist, turn, pull, push, or throw. A push is a force applied by

anobjectthatrepelsanotherobjectawayfromit.Apullisaforceappliedbyanobjectthatdrawsanotherobjecttowardsit.Forexample,mechanical energy allows a hammer to apply force to a nail. The force of the hammer causes the nail to move and be driven into a piece of wood. Because the hammer has mechanical energy in the form of kinetic energy, it is able to do work on nails.

Weareabletoseeexamplesofmechanicalenergy in many of our everyday actions. This includes riding the bus to school and riding a roller coaster.

Mechanical energy can also be seen in more complicated systems. A bicycle is composed of a variety of parts, each of which has its own potential energy. The pedals, chains, gears, and wheelsallpossesspotentialenergy.Whenanoutside force, such as a person pushing a pedal, actsononeobjectinthesystem,thatpotentialenergy is converted into kinetic energy. As the pedal turns, the kinetic energy transfers to the chain and gears, causing them to turn. It is in this transfer that work is done and mechanical energycanbeseen.Workcontinuestobedoneas the chain and gears transfer kinetic energy to the wheels, causing them to spin, sending the bike speeding down the road.

Mechanical energy is one of energy’s most basic forms. It is often converted into other useful forms, such as electrical energy and thermal energy.Often,mechanicalenergyproducesheatinadditiontootherformsofenergy.Whenthisheat is not used to do work, it is called waste heat. These energy conversions can be seen in systems as complicated as a hydroelectric power plant or as everyday as a matchstick. As long as there is work being done, you will know mechanical energy is there. Mechanical energy keeps things moving.

Lesson 4

Mechanical EnergyBackground Information for the Teacher

mechanical energy at work

kine

tic e

nergy

force (push)

work is done

Additional Vocabularyentropy: a measure of the energy that is not available for work during a thermodynamic process

thermodynamics: the study of the connection between heat and work and the conversion of one into the other

ThermodynamicsThermodynamics is the study of the connection between heat and work and the conversion of one intotheother.Twomajorlawsgovernthisstudy:

1. TheFirstLawofThermodynamicsistheLawoftheConservationofEnergy.Thislawstatesthat energy cannot be created or destroyed, only converted from one form into another.

2. The Second Law of Thermodynamics states:

•Althoughenergycannotbecreatedordestroyed,someenergyinaconversionmaynotbeusedtodowork—itiswasted.Forinstance,youmaynoticethatyourlaptopcomputeremits heat after you have used it for a while. The computer is not using that heat energy to do any work—it is wasted heat.

•Heatwillnormallyflowfromareasofhightemperaturetoareasoflowtemperature. •Asystemthatisclosed,preventingnewenergyfrombeingintroduced,willeventuallyreach

a state of maximum entropy in which all energy is lost as heat and no energy is available to do work.

More to Know

Examples of Thermodynamic Systems • greenhouse• carengine• refrigerator• computer• videogamesystem


Lesson 4

Mechanical Energy

Procedure 1. Ask students to take out a piece of paper

and a pencil. Explain that they will be shown a short video clip.

2. Show the Bike video clip found on the Teacher Resource CD. Explain to students that they will watch this video clip twice. The first time, they will watch and observe, and the second time, they will record their observations on a sheet of paper.

3. Show the video clip a second time and allow students to record their observations during this showing.

4. Havestudentsdiscusstheirobservationswith partners and compare their notes. Instruct them to identify all the forms of energy that were in the video and the source of each energy form.

5. Discuss student observations and make a class chart of the forms and sources of energy.

6. Tell students that the video shows a bicycle that is using mechanical energy. Ontheboard,writethedefinitionof mechanical energy: the energy objects have because of their motion and position.

7. Showthevideoathirdtime.Narrateover the video and point out how the parts of the bicycle work together in a system to transfer kinetic energy and help the bicycle wheels spin.

8. Ask students if they can think of other systems of moving parts that use mechanical energy.

Materials • paper• pencil • Bikevideoclip(bike.mov)

Engage

Lesson 4

Mechanical EnergyIn this section, students watch a video and

participate in a discussion about mechanical energy.


Lesson 4

Mechanical Energy


Marble Roller Coaster (page 35) • 14

5 m (6 ft.) section of 345 cm

(112 in.) diameter foam

pipe insulation

• utilityknife• maskingtape• meterstick• 1marble

Procedure 1. Before the lesson, cut the foam pipe

insulation in half (the long way) to make U-shaped channels. Each student group will receive two U-shaped channels.

2. Discuss mechanical energy. Ask students to recall how potential and kinetic energy combined to form mechanical energy and do work in the video clip from the Engage activity.

3. Tell students that they are going to conduct an experiment to test how hills affect the mechanical energy of a roller coasteranditsabilitytosendanobjectthrough a loop—its ability to do work.

4. Distribute copies of the Marble Roller Coasteractivitysheettostudents.Havestudents read the activity sheet. Answer any questions students may have.

5. Display the materials that students will use in the experiment. Discuss as a class what each material is and how it is used.

6. Divide the class into small groups and distribute a set of materials to each group.

7. Ask students to complete their hypotheses and allow them time to conduct the experiment. Remind students to carefully record their observations and then use the observations to formulate a conclusion.

8. Compare group results. Ask students if a general pattern still exists even though individual results may not be identical. Ask students to write a conclusion based on their findings.

ExploreIn this section, students demonstrate how hills affect the mechanical energy of a roller coaster.



Moving, Moving, Moving (page 36) LettheMechanicalEnergyFlow(page37) Mechanical Energy Vocabulary (page 38)

• chartpaper• highlighter

Procedure 1. Writethedefinitionofmechanical

energy on the board. Ask students to recall the Engage and Explore activities and how those activities demonstrated mechanical energy.

2. Distribute copies of the Moving, Moving, Moving background page to students. Tell students that the background information gives everyday examples of mechanical energy.

3. Havestudentsreadthebackgroundinformation. It can be read as a whole class, independently, in pairs, or in small groups. Ask students to look for examples of mechanical energy in the passage.

4. As a class, discuss the examples of mechanical energy provided in the text.

5. Ask students to brainstorm mechanical systems that make waste heat. Record student ideas on the board.

6. Distribute copies of the Let the MechanicalEnergyFlowactivitysheettostudents.Havestudentsworkinsmallgroups to list three examples of how mechanical energy is used to do work.

7. Havegroupssharetheirideasandaddideastoaclasschart.Highlightenergytransfers that result in thermodynamic heat loss.

8. Distribute copies of the Mechanical Energy Vocabulary activity sheet to students. Allow time for students to complete it and discuss possible answers with peers.

Explain

Lesson 4

Mechanical Energy

In this section, students learn about mechanical energy transfers and the work that results.


Using the Card 1. DisplaytheWreckingBallMayhem

Inquiry Card and distribute copies of WreckingBallMayhemfromtheInquiry Handbook to students.

2. Havestudentsreviewthepictureindependently. Then, ask them to discuss the operation of a wrecking ball and its relationship to mechanical energy.

3. Read the background information to students and help them identify the potential energy of the wrecking ball that makes its mechanical energy possible. Use the Inquiry Discussion Questions to further this discussion.

4. Use the differentiation suggestions for students to complete the Analyzing Science questions.

5. Allow students time to complete the NonfictionandFictionWritingPromptsand the Scientific Challenge. These activities can be completed in centers or workstations, if desired.

Inquiry Discussion Questions • Howismechanicalenergydemonstrated

withawreckingball?• Atwhatpoint(s)isthemechanical

potentialenergythegreatest?• Whatotherdevicesworklikea

wrecking ball?

Materials • InquiryCard:WreckingBallMayhem• InquiryHandbook:WreckingBallMayhem(page39)

Above-Level LearnersHavestudentscompletethetriangleAnalyzing Science question.

On-Level LearnersHavestudentscompletethesquareAnalyzing Science question.

Below-Level LearnersHavestudentscompletethecircleAnalyzing Science question.

English Language LearnersUse visuals and physical examples, such as a pencil sharpener, to demonstrate mechanical energy. Explicitly link mechanical energy to kinetic and potentialenergy.Providestudentswithan outline to help guide their research.

Differentiation

Elaborate In this section, students discover the relationship between mechanical energy and the destructive power of a wrecking ball.


Lesson 4

Mechanical Energy

EvaluateMaterials • InquiryHandbook:

Mechanical Energy Journal (page 40) Mechanical Energy Assessment (pages 41–42)

Procedure 1. Asktheclasstoreflectonwhatthey

have learned. Discuss the concepts and information that have been shared.

2. Discuss the Essential Question (page 59) of the lesson. Students should be able to articulate the properties of mechanical energy and how it allows a system of objectstodowork.

3. Distribute copies of the Mechanical Energy Journal activity sheet to students andhavethemuseittoreflectonthelessonandsynthesizethemajorconceptsstudied. This can also serve as a review for the final assessment.

4. Distribute copies of the Mechanical Energy Assessment to students and allow them adequate time to complete it. Answers for the assessment, as well as the other activity sheets used in this lesson, are provided below.

Answer KeyMarble Roller Coaster (page 35)Students should conclude that hills increase the mechanical energy of a roller coaster.

Let the Mechanical Energy Flow (page 37) 1. hand;pull;door;dooropens 2. bowlingball;push;pin;pinfalls 3. wreckingball;push;building;building

falls

Mechanical Energy Vocabulary (page 38) 1. push 2. pull

Mechanical Energy Journal (page 40)Responses and illustrations will vary.

Mechanical Energy Assessment (pages 41–42) 1. B 2. C 3. D 4. B 5. B

OpenResponseResponses will vary. 3. mechanical energy

4. work


In this section, students examine the Essential Question of the lesson and reflect on their learning. Students also take the Mechanical Energy Assessment.

Lesson 4

Mechanical Energy

Energy

Inquiry Handbook


Diagnostic Pre-test . . . . . . . . . . . . . . . .5

Lesson 1: What Is Energy?Energy Quest . . . . . . . . . . . . . . . . . . . . . . . 11Energy Makes the World Go ‘Round . . . . 12Energy in My Community . . . . . . . . . . . . . 13What Is Energy? Vocabulary . . . . . . . . . . . 14So Many Sources! . . . . . . . . . . . . . . . . . . . . 15What Is Energy? Journal . . . . . . . . . . . . . . 16What Is Energy? Assessment . . . . . . . . . . 17

Lesson 2: Potential EnergyLaunching to New Heights . . . . . . . . . . . . 19Real World Potential Energy . . . . . . . . . . . 20Everyday Potential Energy . . . . . . . . . . . . 21Potential Energy Vocabulary . . . . . . . . . . 22Feel the Potential! . . . . . . . . . . . . . . . . . . . 23Potential Energy Journal . . . . . . . . . . . . . . 24Potential Energy Assessment . . . . . . . . . . 25

Lesson 3: Kinetic EnergyKinetic Competition . . . . . . . . . . . . . . . . . . 27Energy on the Move! . . . . . . . . . . . . . . . . . 28Understanding Kinetic Energy . . . . . . . . . 29Kinetic Energy Vocabulary . . . . . . . . . . . . 30Kinetic Energy in Sports . . . . . . . . . . . . . . 31Kinetic Energy Journal . . . . . . . . . . . . . . . 32Kinetic Energy Assessment . . . . . . . . . . . 33

Lesson 4: Mechanical EnergyMarble Roller Coaster . . . . . . . . . . . . . . . . 35Moving, Moving, Moving . . . . . . . . . . . . . . 36Let the Mechanical Energy Flow . . . . . . . 37Mechanical Energy Vocabulary . . . . . . . . 38Wrecking Ball Mayhem . . . . . . . . . . . . . . . 39Mechanical Energy Journal . . . . . . . . . . . 40Mechanical Energy Assessment . . . . . . . . 41

Lesson 5: Thermal EnergyMoving Molecules . . . . . . . . . . . . . . . . . . . 43Heat It Up, Cool It Down . . . . . . . . . . . . . . 44Thermal Energy in Action . . . . . . . . . . . . . 45Thermal Energy Vocabulary . . . . . . . . . . . 46Geothermal Generators . . . . . . . . . . . . . . 47Thermal Energy Journal . . . . . . . . . . . . . . 48Thermal Energy Assessment . . . . . . . . . . 49

Lesson 6: Heat Transfer: ConductionHot Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Transferring Heat . . . . . . . . . . . . . . . . . . . . 52Controlling the Heat . . . . . . . . . . . . . . . . . 53Heat Transfer: Conduction

Vocabulary . . . . . . . . . . . . . . . . . . . . . 54The Vacuum Flask . . . . . . . . . . . . . . . . . . . 55Heat Transfer: Conduction Journal . . . . . 56Heat Transfer: Conduction Assessment . 57

Lesson 7: Heat Transfer: ConvectionConvection Snake . . . . . . . . . . . . . . . . . . . 59Moving Heat Through Currents . . . . . . . . 60An Ongoing Cycle . . . . . . . . . . . . . . . . . . . . 61Heat Transfer: Convection Vocabulary . . 62Convection and Extreme Weather . . . . . . 63Heat Transfer: Convection Journal . . . . . 64Heat Transfer: Convection Assessment . 65

Lesson 8: Heat Transfer: RadiationRadiation Simulation . . . . . . . . . . . . . . . . . 67Heat Wave . . . . . . . . . . . . . . . . . . . . . . . . . . 68Facts About Radiation . . . . . . . . . . . . . . . . 69Heat Transfer: Radiation Vocabulary . . . 70Thermal Imaging . . . . . . . . . . . . . . . . . . . . 71Heat Transfer: Radiation Journal . . . . . . . 72Heat Transfer: Radiation Assessment . . . 73

Table of Contents


Lesson 4Name: ___________________________________ Date: ________________

Mechanical EnergyMarble Roller CoasterDirections: Read the question below and formulate a hypothesis. Use the materials your teacher has provided to test your hypothesis. Create a record of your experiment on a separate sheet of paper.

QuestionHow do hills affect the mechanical energy of a roller coaster?

HypothesisFormulate and record a hypothesis. (What is the answer to your question?)

Experimental Design 1. Make your track by taping two u-shaped channels end-to-end. 2. Choose and record a loop diameter between 30-50 cm (about 12-20 in.). 3. Curl the end of the track into a loop of the desired diameter. Tape the

loop together where the two tracks meet at the bottom. 4. Tape the other end of the track to a bookshelf to make a ramp. 5. Now, you can tape the loop to the floor. 6. Measure and record the starting point of the track. 7. Run a marble down the track three times. Did it make it through the

loop each time? Record which result happened most often (the mode). 8. Change the height and repeat trials. If the marble makes it through the

loop most of the time, lower the height. If it does not, raise the height.

ObservationsHow did the height of the ramp affect the ability of the marble to complete the loop? Record your observations.

Diameter of loop (centimeters) = Did the marble complete the loop?

Height of starting point of track (in cm) Trial 1 Trial 2 Trial 3 Mode

ConclusionWhat is the answer to the question? Write your conclusion. Do your findings support your hypothesis? What did you learn from this experiment?


Lesson 4

Mechanical EnergyMoving, Moving, MovingMechanical energy is the energy objects have because of their motion or position. A moving car has mechanical energy. This is due to its motion. A moving baseball has mechanical energy. This is because of its high speed and its position above the ground. A book at rest on the top shelf of a bookcase has mechanical energy. This is due to its position above the ground.

Mechanical energy also involves the ability to do work. Work is done on an object when one object transfers energy to another object. The transfer of energy causes the second object to move. That move could be a twist or turn. It could be a push or pull. It could even be a throw. A push is a force from an object that repels another object away. A pull is a force from an object that draws another object closer. For example, mechanical energy is present when a hammer pushes a nail into wood. The force of the hammer makes the nail move. The hammer has mechanical energy. It is able to do work on nails.

Mechanical energy is all around us. Your hand pulls a door. The door opens. A bowling ball pushes a pin. The pin falls. A wrecking ball hits a building. A hit is like a push. The building falls.

Mechanical energy can be changed into other forms of energy to do work. Mechanical energy can be changed into electrical energy. Mechanical energy may also produce heat. When the heat is not used to do work, it is called waste heat.

Whenever work is being done, you know mechanical energy is there. Mechanical energy keeps things moving.

mechanical energy at work

kine

tic e

nergy

force (push)

work is done


Lesson 4Name: ___________________________________ Date: ________________

Mechanical EnergyLet the Mechanical Energy FlowDirections: Can you think of examples of how mechanical energy is used to perform work? Look at the example below. Then, use the information on the background page to list more examples of mechanical energy in action.

Mechanical Energy Transfer

1st Object Force 2nd Object Work

push

The nail is pushed into a piece of wood.

hammer nail


Name: ___________________________________ Date: ________________Lesson 4

Mechanical EnergyMechanical Energy VocabularyDirections: Write the vocabulary word or phrase next to its definition. Choose words from the Word Box below.

Word Boxmechanical energy pull push work

Vocabulary Word or Phrase

Definition

1. a force applied by an object that repels another object away from it

2. a force applied by an object that draws another object towards it

3. the energy objects have because of their motion and position

4. when one object transfers energy to another, causing the second object to move

Directions: Write a sentence using each of the vocabulary words or phrases.

mechanical energy: __________________________________________________

____________________________________________________________________

pull: _______________________________________________________________

____________________________________________________________________

push: ______________________________________________________________

____________________________________________________________________

work: ______________________________________________________________

____________________________________________________________________


Lesson 4

Mechanical EnergyWrecking Ball Mayhem


Name: ___________________________________ Date: ________________Lesson 4

Mechanical EnergyMechanical Energy JournalQuestions and NotesDirections: Write a question you have about mechanical energy here.

______________________________

______________________________

Finish this sentence about mechanical energy.

I’d like to know more about _______

______________________________

______________________________

______________________________ .

Mechanical Energy VocabularyDirections: Write any new words related to the term mechanical energy here.

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

Drawings and IllustrationsDirections: Draw an example of mechanical energy in your life. Include your vocabulary terms in your drawing.

Thinking About Mechanical Energy Question: What did you learn about mechanical energy that surprised you?

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________


Lesson 4Name: ___________________________________ Date: ________________

Mechanical EnergyMechanical Energy Assessment Multiple ChoiceDirections: Fill in the bubble next to the correct answer for each question below.

1. Which of the following is true about energy? A Energy is destroyed over time. B Energy cannot be created or destroyed. C Energy is created throughout the day. D none of the above

2. Which is an example of work being done? A a book sitting on a table B a car parked in a garage C a girl throwing a ball D a key in a backpack

3. The total amount of potential and kinetic energy in a system is called: A thermal energy. B complete energy. C energy maximum. D mechanical energy.

ComprehensionDirections: Read the paragraph below. Then answer questions 4 and 5 on the following page. Fill in the bubble next to the correct answer for each question.

Thinking Is Hard Work

Every day, students read, write, listen, and speak. Parents often ask about all the work done at school. But what is work? Work is done on an object when one object transfers energy to another. So if you are reading a textbook, what energy is being transferred? You may think work is not being done If you are not lifting a book or turning a page. But work is being done! Parts of your brain called neurons (nOOr-ohns) receive energy signals from your eyes and transfer those signals to other parts of your brain. So the next time you want to get some work done at school, pick up a book and let your brain do the rest.


Lesson 4

Mechanical EnergyMechanical Energy Assessment (cont.)Comprehension (cont.)

4. In order for work to be done, what has to happen? A You have to sweat. B Energy needs to be transferred from one object to another. C Chemical energy must be involved. D all of the above

5. What are two objects that transfer energy between themselves when you read? A hands and eyes B eyes and brain C brain and mouth D mouth and hands

Open ResponseDirections: Read the statement below and respond on the lines provided.

Describe two ways mechanical energy is used to do work.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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© Teacher Created Materials #15535—Inquiry Cards

Analyzing Science ● what are two types of energy involved in mechanical energy?

■ what is another example of an object that uses mechanical energy to do work?

▲Describe a possible hazard of using a wrecking ball instead of explosives when demolishing a building.

Nonfiction Writing PromptResearch the history of the wrecking ball. Answers to the following questions may be included in your summary: who invented the device? How large were the first wrecking balls? How long does it take for the wrecking ball to do the work of destroying an old building?

Fiction Writing Prompt Imagine you are a crane operator and your main job is to use a wrecking ball to demolish old structures. write a story about your job.

Scientific ChallengeResearch current ways of demolishing structures and summarize your findings. what types of machines or explosives are used? what hazards are involved? Create a poster to display your findings.

Wrecking Ball MayhemBackground InformationA wrecking ball is a heavy steel ball. It hangs from a crane. A wrecking ball can destroy an entire building. It does this with mechanical energy. Mechanical energy is the energy that an object has because of its motion or position. An object that has either of these forms of mechanical energy is able to do work. A wrecking ball works to break apart a structure.

The wrecking ball has potential energy at its highest point in the air. The heavy ball has kinetic energy as it falls. The ball hits a building. It applies a force that does work to destroy the building. The wrecking ball continues to swing back and forth as the crane is raised and lowered. This allows the ball to keep hitting the building. Eventually, the wrecking ball hits its target enough times to destroy the building.

Today, larger machines and special explosives are used to demolish buildings. Fewer people use wrecking balls. Demolishing buildings with explosives is faster. It is more precise. However, using explosives takes careful planning. It also requires more safety precautions than do wrecking balls.

Today, wrecking balls are often used to remove structures in tight spaces. They are used on smaller buildings where explosives should or cannot be used. Or, they are used to knock buildings down to a height where explosives can be used safely.

sample pages from discovering science through inquiry: energy

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