Science Grade 06 Unit 06 Exemplar Lesson 01: Energy Transformations

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Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days Science Grade 06 Unit 06 Exemplar Lesson 01: Energy Transformations

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis In this lesson, students will compare and contrast potential and kinetic energy using a simple system and demonstrate energy transformations that occur within systems. Students will plan and implement a descriptive investigation to demonstrate the transfer of energy and energy transformations. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

6.9 Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

6.9C Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

Supporting Standard

Scientific Process TEKS

6.1 Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to: 6.1A Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards. 6.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 6.2 Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: 6.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology. 6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers.

6.2E Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

6.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

6.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

6.4 Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

6.4B Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Last Updated 04/29/13 page 1 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 06 Science Unit 06 PI 01 Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. Standard(s): 6.2E , 6.9C ELPS ELPS.c.1A , ELPS.c.1C

Key Understandings

Energy cannot be created or destroyed. — Where does energy come from? — What is the source for most energy on Earth? — Where does energy go? — What is energy transfer? Energy can be transformed from one form to another. — What are the two types of energy? — What are the most common forms of energy? — What is an energy transformation? — What are some examples of energy transformations? — How are potential and kinetic energy alike and different?

Vocabulary of Instruction

potential energy energy transformation law of conservation of energy kinetic energy energy transfer

Materials

ball (small, 1 per group) books (3 per group) cardboard (12 inch long piece, 1 per group) Crooke’s Radiometer (1 per teacher) flashlight (containing batteries, 1 per group) glue or tape (per group) lamp (with incandescent bulb, 1 per teacher) meter stick (1 per group) pencil (unsharpened, 1 per group) rubber band (1 per group) rubber band (1 per teacher) safety goggles (1 per student) spool (thread, 1 per group) string (kite, 50 cm per group) tape (masking, 1 roll per group) toothpick (1 per group) washer (small metal, 1 per group)

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Handout: Energy in a Ball (1 per group and 1 for projection) Teacher Resource: Potential vs. Kinetic Energy (for projection) Teacher Resource: Potential vs. Kinetic Energy KEY Handout: Energy Types and Forms (1 per student) Handout: What’s The Potential? (1 per group and 1 for projection)

Last Updated 04/29/13 page 2 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days Teacher Resource: What’s The Potential? KEY Handout: Energy Transformations (see Advance Preparation, 3 strips per student) Handout: Energy Investigation (1 per group and 1 for projection) Teacher Resource: Energy in a System PI (1 for projection) Teacher Resource: Performance Indicator Instruction KEY (1 for projection)

Resources

None Identified Advance Preparation

1. Prior to Day 2, perform a web search to locate a district approved interactive rollercoaster video clip that demonstrates potential and kinetic energy. 2. Prior to Day 4:

Perform a web search for a district approved video clip of energy transformations. Many videos are available through iTunesUâ, a TEA sponsored site. You may find it helpful to include “Wind Turbine System” in your search on iTunesUâ. Cut apart strips on Handout: Energy Transformations (3 strips per student).

3. Prior to Day 6, collect advertisements and pictures of home appliances (class set). 4. Prepare attachment(s) as necessary.

Background Information

This unit bundles SEs that address the transformation of energy into different forms and the transfer of energy from one system to another in order to introduce the law of conservation of energy.

There are two types, or categories, of energy: potential energy and kinetic energy. As energy moves through a system, it can be transferred and/or transformed. Energy transfers involve the energy moving through the system. Energy transformations involve the energy changing from one form to another. With the exception of transformation of energy within photosynthesis and the digestive system, this content is not taught again in Grades 7 or 8.

STAAR Notes: This is an important foundational piece for the understanding of transformation and transference energy. It is the first time students have been directly introduced to the transformation of energy from one form to another. This content is not addressed specifically in Grades 7 or 8, but 6.9C is marked as a Supporting Standard and will be tested on STAAR Grade 8 under Reporting Category 2: Force, Motion, and Energy. Although 6.9A and 6.9B are not identified as Supporting or Readiness Standards, they build content for STAAR Physics, Reporting Category 3: Momentum and Energy.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher ENGAGE – Forms of Energy NOTE: 1 Day = 50 minutes Suggested Day 1

1. Display a Crooke’s radiometer. Inform students that the vanes of the radiometer are enclosed in a glass vacuum with very little air. Materials: Ask: Crooke’s Radiometer (1 per teacher) How can we move the vanes inside the radiometer without touching lamp (with incandescent bulb, 1 per teacher) it? Answers may vary. Try out some of their suggestions.

2. Explain to students that radiometers measure the electromagnetic radiation Instructional Note: intensity. Hold the radiometer to an incandescent light bulb. Use of sentence stems is an ELPS strategy. Note: Not all light makes it move. 3. Ask: Science Notebooks: Students record a chart listing the types, forms, and sources of What form of energy is causing the vanes to move? (Light) energy with which they are familiar. Students will refer back to What form of energy did the light energy change into? (Mechanical) this chart on Day 2 of their lesson. Where did the energy come from that changed into light energy? (Electrical) Where did the electrical energy come from? Answers may vary. Lead students into wind energy, fossil fuels, or hydropower.

4. Ask/Say:

Last Updated 04/29/13 page 3 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days What is energy? (The ability to do work) You have studied many types, forms, and sources of energy. In your science notebooks, create a chart listing the types, forms, and sources of energy with which you are familiar and an example of each.

5. Allow students several minutes to create a chart and reflect on their prior knowledge.

6. Call on several students to share their lists. Encourage students to speak in complete sentences. Provide sentence starters as necessary.

(One type, form, or source of energy I listed was ______, and ______is an example of ______energy. I listed ______as an example of ______(type, form, or source of energy).

EXPLORE – Energy in a Ball Suggested Day 1 (continued)

1. Project the Handout: Energy in a Ball, read through the procedures, and demonstrate how to set up the ramp. Materials:

2. Distribute a copy of the Handout: Energy in a Ball to each student. Divide the books (3 per group) class into groups of 3–4 students to complete the investigation. cardboard (12 inch long piece, 1 per group) 3. Instruct students to record the data table, results, and conclusion in their science ball (small, 1 per group) notebooks. tape (masking, 1 roll per group) meter stick (1 per group) 4. Allow students to complete the investigation while monitoring their progress and assisting as needed. Attachments: 5. Facilitate a discussion using the following questions: Ask: Handout: Energy in a Ball (1 per group and 1 for projection) What caused the ball to roll down the ramp? (Gravity) Which ramp height allowed the ball to roll the farthest? Answers may vary. The ramp with three books Instructional Note: What do you think would happen if we added another book? (The ball Consider using various cooperative learning strategies during will roll farther.) questioning. How did the ball get to the top of the ramp? Answers may vary. We lifted it up. Energy from our bodies moved the ball. What happened to the energy we used to lift the ball? Answers may Science Notebooks: vary. It is stored in the ball. Students record vocabulary, data table, results, and conclusions in their notebooks. 6. Inform students that the ball has potential energy. Ask students to brainstorm a definition of potential energy based on the position of the ball. Answers may vary. Energy stored in an object. (Model the position at the top of the ramp.) 7. Facilitate the class sharing answers and coming to a consensus on one definition. Instruct students to record it in their notebooks. 8. Ask:

How can we increase the potential energy of the ball? (Raising it higher) How can the ball use the energy? Answers may vary. Roll down the ramp; by moving

9. Inform students that the moving ball has kinetic energy. Ask the students to brainstorm a definition for kinetic energy. Answers may vary. Energy in motion. (Model the ball moving down the ramp.) 10. Facilitate the class sharing answers and coming to a consensus on one definition. Instruct students to record it in their notebooks. Ask:

How can we increase the kinetic energy of the ball? (Making it move faster)

EXPLAIN – Energy Types and Forms Suggested Days 2 and 3

Last Updated 04/29/13 page 4 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days 1. Facilitate a discussion regarding the Energy in a Ball investigation from the previous day. Materials: Ask: glue or tape (per group) Where did the energy in the ball come from? We lifted the ball to the top of the ramp. Where did we get the energy to lift the ball? The energy came from Attachments: something we ate, like a plant, or an animal that ate a plant. Where did the plants get energy? (From the Sun; photosynthesis. Plants Teacher Resource: Potential vs. Kinetic change light energy into chemical energy. The light energy could be traced Energy (for projection) back to the energy of the Sun.) Teacher Resource: Potential vs. Kinetic How did the ball get the energy to roll? Gravity put the ball in motion. The Energy KEY potential energy of the ball was transferred to kinetic energy. Handout: Energy Types and Forms (1 per Where did the energy of the rolling ball go? (The energy was student) transformed into several forms including sound and thermal (heat) energy.) What does the word “transformation” mean? (Transformation involves a Instructional Notes: change from one form to another.) Depending upon the resource, “Types” of energy and “Forms” of What does the word “transfer” mean? (To move from one place to energy are sometimes used interchangeably. Many resources another) refer to “Types” as potential and kinetic energy, and “Forms” as electrical, radiant, mechanical, chemical, sound, thermal, 2. Note: Students may not know the correct answer at this point. Questioning allows nuclear, and gravitational, while others may reverse the terms. the teacher to see students’ prior knowledge and identify any misconceptions. All energy can be classified into categories of potential or 3. Inform students there are two types (categories) of energy: potential and kinetic. kinetic.

4. Refer students back to their science notebooks where they previously wrote the Students may have difficulty comprehending mechanical and definitions for potential and kinetic energy on Day 1. nuclear energy. 5. Say: Misconception: Potential energy is stored energy. If we are talking about gravity, the energy is stored in the object as we change from a low position to a higher position. Students may think energy transformations The higher you lifted the ball in yesterday’s investigation, the more involve only one form of energy at a time. energy it had to roll down the ramp. Kinetic energy is the energy of motion. As the ball rolled down the ramp it increased its speed, because the Science Notebooks: kinetic energy is also increasing. Students record labeled diagrams and examples of energy transformations in their notebooks. 6. Project and play a teacher selected interactive rollercoaster clip that demonstrates potential and kinetic energy (see Advance Preparation).

7. Instruct students to diagram the roller coaster and label the points of potential Students affix the Handout: Energy Types and Forms to their and kinetic energy including the maximum points of each in their notebooks. notebooks. 8. Project the Teacher Resource: Potential vs. Kinetic Energy. Allow students to work with a partner to identify the points of potential and kinetic energy in the system. (Point A = potential, Point B = kinetic, and Point C = potential. The potential energy is transferred to kinetic energy.) 9. Facilitate a discussion based on student answers. Correct any misconceptions at this time. 10. Instruct students to diagram the pendulum and label all points of potential and kinetic energy including the maximum points of each in their notebooks.

11. Inform students of the following:

Energy transfers (moves) from potential to kinetic energy and back in systems. With the pendulum, this occurred as the ball fell and then rose again.

12. Distribute the note taking guide Handout: Energy Types and Forms to each student.

13. Instruct students to complete the first page of the Handout: Energy Types and Forms by listing the type of energy, writing a definition in their own words, and drawing a picture to demonstrate each type.

Last Updated 04/29/13 page 5 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days 14. Monitor and assist students as they complete page one of the handout. 15. Refer students back to their science notebooks to locate the chart listing the types, forms, and sources of energy they made on Day 1. 16. Facilitate a discussion by inviting students to share examples from their chart and list them on the board or a paper for projection. 17. Inform students of the following:

During energy transfers, forms of energy may also be transformed into other forms of energy. For example, a battery has chemical energy stored inside and can change into electrical energy that can change into light and heat.

battery (chemical) electrical radiant (light) and thermal (heat)

18. Ask students to use the list to identify examples in which the energy could change. Model an example such as electricity can be changed (transformed) into light. Electricity Light

19. Allow students to work with a partner to generate examples and record the examples in their notebooks. 20. Monitor and assist while students generate examples of energy transformations. 21. Ask students to share a few of their examples with the class.

22. Inform students that page 2 of their note taking guide, Energy Types and Forms, has a web of the major forms of energy. Allow students time to work with a partner to draw a picture to represent each form of energy. (Students may need assistance with mechanical and nuclear.)

23. Monitor and assist while students illustrate examples of energy forms. 24. Discuss the examples, and allow students to work with a partner to list two energy transformations between the different forms of energy on their note taking guide.

25. Monitor and check for understanding while students are listing examples of energy transformations. 26. Instruct students to affix their note taking guide, Energy Types and Forms, to their notebooks.

EXPLORE – What's the Potential? Suggested Day 3 (continued)

1. Project or draw on the board, a Tchart titled “Types of Energy”. Materials:

spool (thread, 1 per group) toothpick (1 per group) pencil (unsharpened, 1 per group) washer (small metal, 1 per group) 2. Instruct students to brainstorm examples of potential and kinetic energy by rubber band (1 per group) coming up and adding them to the chart. tape (masking, 1 roll per group) 3. Instruct students to record the chart in their notebooks. Ask them to agree or safety goggles (1 pair per student) disagree with the entries and justify their answers in their notebooks.

4. Say: Attachments:

We are going to construct a system that demonstrates both energy Handout: What's the Potential? (1 per group transfer and energy transformations. and 1 for projection) Teacher Resource: What's the Potential? KEY 5. Assist students in defining the terms energy transfer and energy transformation, and instruct them to record them in their notebooks. (Energy transfer is the movement of energy, and an energy transformation is when one Check For Understanding: form of energy changes into another form.) Students begin the class by agreeing or disagreeing with the 6. Divide the class into groups of 3–4 students. Distribute a copy of the Handout: “Types of Energy” Tchart and justifying their answers. What's the Potential? to each group.

Last Updated 04/29/13 page 6 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days 7. Project the Handout: What's the Potential?, and model how to construct the racing spool while students read the directions. Students will explain how the What's the Potential? Investigation helped them understand energy transformations, and how 8. Discuss safety precautions for the investigation. potential and kinetic energy are alike and different. 9. Refer students to the “Questions” section of the handout, and read through each question. Safety Notes:

10. Instruct students to answer the questions in complete sentences in their science Review eye safety at this time. notebooks following their investigations. Remind students to use scientific language (energy terms) in their answers. 11. Answer any questions students may have regarding their task. Eye protection should be worn when working with objects that could become projectiles. 12. Monitor and assist groups, checking for understanding, as they complete the investigation. 13. Instruct students to dismantle the system and return materials to their original state in preparation for the next class. Instructional Notes: Consider displaying a list of energy terms students are 14. Ask: expected to use in their answers.

How did working with the racing spool help you understand that energy is transformed from one form to another? Answers will vary. Toothpicks will need to be replaced for each class period. You How are potential and kinetic energy alike and different? (They are may wish to distribute only one toothpick per group per class both types (categories) of energy and cannot be created or destroyed. period as a safety precaution. Potential energy is stored energy, while kinetic energy is energy of motion.)

15. Instruct students to record their answers in complete sentences in their science Science Notebooks: notebooks. Students record vocabulary and answer all questions in complete sentences in their notebooks.

EXPLAIN – Transformations of Energy & Law of Conservation of Energy Suggested Day 4

1. Show students an un-stretched rubber band and facilitate a demonstration and discussion using the following questions. Materials: Ask: rubber band (1 per teacher) Does this rubber band have energy? (No) Some students may say “yes” and think that it has energy because it’s a solid and its molecules are vibrating, or due to its gravitational position. They would not be entirely Instructional Notes: incorrect. However, in this case, ask if the rubber band can do work on During the discussion, consider using a cooperative learning another object. In other words, can the rubber band move another object strategy that allows students time to discuss the answers with when it is not stretched? Be prepared for some students to challenge you. others prior to sharing with the class. Think-Pair-Share and Bring it back to the definition of energy (the ability to do work). Conga Line are two options. Require students to justify their If I stretch this rubber band by pulling it back, what kind of energy will answers. it have? (Potential energy) If I release the rubber band, it will fly across the room. What TYPE and FORM of energy will it have? (Kinetic and Mechanical energy) What happened to the potential energy? (It was TRANSFERRED into Remind students to use the term “gasoline” versus “gas” to kinetic energy.) avoid confusion with states of matter. Where did the energy come from to stretch the rubber band? (Your hands) What TYPE and FORM of energy was in my body? (Potential and Science Notebooks: chemical energy) Students record vocabulary terms and answer the law of How did chemical energy turn into mechanical energy? (It was conservation writing prompt in their notebooks. TRANSFORMED.) Where did the potential chemical energy that was in my body come from? Answers may vary. Lead students back to plants and sunlight. Where does most energy on earth come from? (The Sun) Why does the rubber band eventually stop moving? Answers may vary. Students will say it runs out of energy. Why does the rubber band “run out” of energy? Where does it go? Answers may vary. The energy transforms into thermal (heat) and sound energy. A discussion on friction may follow.

2. Instruct the students to clap their hands and rub their hands together really fast.

3. Allow them to discuss the following questions with a partner Ask:

Last Updated 04/29/13 page 7 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days What energy transformation occurred? Answers may vary. (Chemical to mechanical to sound and heat energy) What does transformation mean? (To change from one form to another) Where does energy come from? Answers may vary. The Sun, natural resources, food, etc.

4. Facilitate a discussion based on student answers. 5. Turn out the lights, and ask the students how they can create light. Students will attempt, but it will be impossible. It will always come back to a source, so inform them that energy cannot be created or destroyed. It only changes forms.

6. Say:

The idea that energy cannot be created or destroyed is known as the law of conservation of energy.

7. Instruct students to record the term law of conservation of energy and definition in their science notebooks.

8. Ask the students to work with a partner to think and discuss how the law of conservation of energy relates to a car engine. 9. Allow students time to think about the prompt and record their thoughts in their science notebooks. 10. Ask students to share their thoughts with the class. Answers will vary. Answers should include the following ideas: The car engine cannot run without gasoline; the engine makes the car move; chemical energy is transformed into mechanical, heat, and sound energy.

11. Facilitate a discussion in which students reflect on the following questions. Ask:

Where does the gasoline come from? (Fossil fuels such as oil, petroleum, etc.) Where did the fossil fuels come from? (Plant and animal remains) Where did the plants and animals get their energy? (The Sun) What are the energy transformations that took place in order for a car engine to work?

radiant (light) chemical mechanical, thermal (heat), and sound

EXPLORE/EXPLAIN – Energy Transformations Suggested Days 4 (continued) and 5

1. As a review, instruct students to list the common forms of energy in their notebooks. Materials: 2. Ask students to share with a partner and modify their lists until they are complete flashlight (containing batteries, 1 per group) and accurate. glue or tape (per group) 3. Monitor and assist while students are compiling their lists.

4. Distribute three strips from the Handout: Energy Transformation to each Attachments: student. Handout: Energy Transformations (see 5. Model how to use the strips to demonstrate energy transformations that occur in Advance Preparation, 3 strips per student) an electric pencil sharpener.

6. Project a teacher selected video clip involving energy transformations (see Advance Preparation). After the video, allow students to fill in their first Energy Check For Understanding: Transformation strip based on information in the video. Students begin the class by listing the common forms of energy in their notebooks.

7. Divide the class into groups of 3–4. Safety Note: 8. Distribute a flashlight containing batteries to each group. Under no circumstances should students dismantle a battery or 9. Instruct students to remove the batteries from the flashlight to inspect its parts. place one in their mouths. (Inform students that they will need to reassemble the flashlight and return it to working order when they finish.)

Last Updated 04/29/13 page 8 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days Instructional Notes: 10. Instruct students to draw a labeled diagram of the flashlight and its parts in their Inform students that all of the arrows on their strips may not be science notebooks. used. Save any extras for future use. 11. After students have drawn and reassembled the flashlight, instruct them turn the flashlight on. Many videos are available through iTunesU® (TEA Sponsored). 12. Instruct students to use their second Energy Transformation strip to demonstrate the energy transformations that take place in a flashlight when it is turned on. Science Notebooks: 13. Ask students to identify a different example in which energy is transformed and Students should record the common forms of energy in their list the transformations involved in the system on their third Energy notebooks. Transformation strip.

14. Monitor and assist groups by asking guiding questions. Additionally, students need to draw a labeled diagram of the 15. Students should turn off the flashlights and return them to the teacher. flashlight and its parts in their science notebooks and affix the Energy Transformation strips as well. Finally, students label 16. Instruct students to affix all of their Energy Transformation strips to their the locations of potential and kinetic energy on their diagrams. notebooks and label each system modeled. 17. Facilitate a discussion using the following questions. Allow students time to discuss using a cooperative learning strategy. Ask:

What is the original source of energy for the flashlight? (The battery is the source of energy for the flashlight.) What type of energy is in the battery? (The battery has potential energy.) What form of energy is in the battery? (The battery has chemical energy.) What would change the potential chemical energy in the battery to kinetic energy? (The potential chemical energy becomes kinetic energy when the switch is turned on. It causes the electricity to flow.) What energy transformation occurred when the switch was turned on? (Chemical energy was transformed to electrical energy when the switch was turned on.) As the electrical energy flowed through the circuit, what other energy transformation occurred? (Electrical energy transformed into radiant (light) energy when the electricity moved through the light bulb; at the same time, some of the energy is transformed into thermal (heat) energy.)

18. Instruct students to label the locations of potential and kinetic energy on their flashlight diagrams in their notebooks.

ELABORATE – Descriptive Investigation Suggested Days 5 (continued) and 6

1. Say: Materials: Today, you will plan and implement a descriptive investigation. Descriptive investigations involve collecting qualitative and/or string (kite, 50 cm per group) quantitative data to draw conclusions about a natural or man-made tape (masking, 1 roll per group) system. washer (small metal, 1 per group) A descriptive investigation includes a question, but no hypothesis. Observations are recorded, but no comparisons are made and no variables are manipulated. Attachments:

Handout: Energy Investigation (1 per group 2. Project the Teacher Resource: Energy Investigation, and inform students that and1 for projection) the purpose of the investigation is to draw conclusions about a system in order to answer the question(s). Distribute a copy of the Handout: Energy Investigation to each group. Instructional Note: 3. Instruct students to use the materials provided to plan and implement an String may need to be replaced before the end of the day. investigation to observe and describe a transfer from potential to kinetic energy and at least one energy transformation, in order to explain the law of STAAR Notes: conservation of energy in a system. According to TEA, a descriptive investigation is defined as the 4. Instruct students to record all data from their descriptive investigations in their following: science notebooks. Descriptive investigations involve collecting qualitative and/or 5. Data should include: materials, procedures, any safety precautions, quantitative data to draw conclusions about a natural or man- observations, labeled illustrations, analyses, and conclusions. made system (e.g., rock formation, animal behavior, cloud,

Last Updated 04/29/13 page 9 of 21 Grade 6 Science Unit: 06 Lesson: 01 Suggested Duration: 6 days bicycle, electrical circuit). A descriptive investigation includes a 6. Again, remind students that the purpose of the investigation is to draw question, but no hypothesis. Observations are recorded, but no conclusions about a system in order to answer the question(s). comparisons are made and no variables are manipulated. 7. Divide the class into groups of 3–4 to complete their investigation. Retrieved from http://www.tea.state.tx.us/index2.aspx?id=5483

8. Monitor and assist groups by asking guiding questions while encouraging quality design and implementation of investigations. Clarify any misconceptions through Science Notebooks: immediate and constructive feedback. Students record all data from their investigation in their 9. Facilitate a discussion by asking each group to share their conclusions. notebooks.

EVALUATE – Performance Indicator Transformation Flow Chart Suggested Day 6 (continued)

Grade 06 Science Unit 06 PI 01 Materials: Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. advertisements for or pictures of appliances (a Standard(s): 6.2E , 6.9C class set, if possible) ELPS ELPS.c.1A , ELPS.c.1C

1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for Attachments: information on administering the assessment. Teacher Resource: Energy in a System (1 for projection) Teacher Resource: Performance Indicator Instruction KEY (1 for projection)

Last Updated 04/29/13 page 10 of 21 Grade 6 Science Unit: 06 Lesson: 01 Energy in a Ball

Where does the energy in the ball come from?

Materials: books (3 per group) 12 inch piece of cardboard for ramp (1 per group) small ball (1 per group) masking tape meter stick

Procedures: Note: Copy the chart, and record all information in your science notebooks. 1. Tape down one end of the 12” piece of cardboard to the floor. 2. Place the other end of the cardboard on the top edge of the book. 3. Place the ball on the end of the cardboard that is touching the edge of the book. 4. Without pushing the ball, release the ball and measure the distance it rolled. (Measure from where the floor and cardboard meet.) 5. Record the distance in your chart. 6. Add a second book. 7. Repeat steps 2–5. 8. Add a third book. 9. Repeat steps 2–5.

Data: Number of Books (Height) Distance Ball Rolled (cm)

1 Book

2 Books

3 Books

Results: (Remember, record all information in your notebooks.) Using the data you collected, write a sentence describing your findings in the investigation:

Conclusion: Based on your results, make a prediction about what would happen to the ball if it were rolled down a ramp with four books.

Which letter has the most potential energy? Why?

Which letter has the most kinetic energy? Why?

Identify the POSITIONS of Potential Energy (PE) and Kinetic Energy (KE) in the following picture.

PE PE

Which letter has the most potential energy? Why? “A” and “C” appear to be the same height, so they would both have the most potential energy due to gravity. With “A” being the starting point, “C” could be a little less, due to friction. Which letter has the most kinetic energy? Why? “B” has the most kinetic energy because it is moving the fastest at this position.

Two TYPES of Energy

Definition: Definition:

Image: Image:

Example: Example:

Radiant (Light)

Gravitational Electrical

Chemical Mechanical FORMS of Energy

Nuclear Sound

Thermal

Materials: thread spool (1 per group) toothpick (1 per group) unsharpened pencil (1 per group) small metal washer (1 per group) rubber band (1 per group) safety goggles masking tape

Procedures: 1. Insert the rubber band through the hole in the center of the spool. The excess rubber band should be hanging out on both sides of the spool. 2. Insert a toothpick through one end of the rubber band to keep it from slipping into the hole. 3. Carefully break the ends off of the toothpick to keep it from hanging over the edge of the spool. 4. Tape the toothpick down to the end of the spool, but make sure the rubber band is still hanging out of the other end of the spool. 5. On the other end, insert the rubber band into the hole of the small washer. 6. Place the pencil into the loop of the rubber band. 7. Hold the spool in one hand, and spin the pencil with the other to wind up the rubber band. 8. Place the racing spool on a smooth flat surface and release.

Questions: (Record all answers in your science notebooks.) 1. Explain the potential energy in the racing spool system. 2. Explain the kinetic energy in the racing spool system. 3. What form of energy did you observe when you released the racing spool? Justify your answer with evidence from the investigation. 4. Where did the energy come from to make the racing spool move? 5. What type of energy transformation occurred between you and the racing spool? 6. What could you do to increase the potential energy of the racing spool?

Materials: thread spool (1 per group) toothpick (1 per group) unsharpened pencil (1 per group) small metal washer (1 per group) rubber band (1 per group) safety goggles masking tape

Questions: 1. Explain the potential energy in the racing spool system. We have potential energy in us, and the wound up rubber band contains potential energy.

2. Explain the kinetic energy in the racing spool system. When we wound up the rubber band, we had kinetic energy, and when the rubber band unwound, and the spool racer moved it had kinetic energy.

3. What form of energy did you observe when you released the racing spool? Justify your answer with evidence from the activity. I observed mechanical energy because the rubber band unwound and the spool racer was rolling.

4. Where did the energy come from to make the racing spool move? The potential chemical energy in our bodies was transferred to kinetic mechanical energy when we wound up the rubber band.

5. What type of energy transformation occurred between you and the racing spool? Our chemical energy was transformed to mechanical energy when we wound up the rubber band. Next, the potential energy in the rubber band was transformed into mechanical energy when it was released.

6. What could you do to increase the potential energy of the racing spool? We could wind the rubber band tighter to increase the potential energy of the spool racer.

(Copy enough for each student to receive three strips. Cut each strip apart.)

Have you ever seen a grandfather clock, a wrecking ball, or someone on a swing? We call these pendulums. Use the materials provided to set up a pendulum system. Investigate the pendulum system to answer the following questions. Remember to record all information in your science notebooks.

1. How is energy transferred in the system?

2. How is energy transformed in the system?

3. How does the system support the law of conservation of energy?

Materials:  string  tape  metal washer

Procedures: (List your steps to set up a pendulum and get it to move.)

Observations: (Sketch and label your pendulum set up. Write a brief description of your pendulum.)

Analyze Results: (Write a brief description of how your pendulum works.)

Conclusion: (Based on your observations, describe the transfer of potential to kinetic energy, the energy transformations, and explain how the system supports the law of conservation of energy.)

Flashlight Flow Chart

Chemical Electrical Light Thermal (heat) Energy Energy Energy Energy

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Performance Indicator

Use a flow chart to demonstrate energy transformations that occur in a household appliance. Include a statement to explain how these transformations relate to the law of conservation of energy. (6.2E; 6.9C) 1A, 1C

Materials:

advertisements for or pictures of appliances (a class set, if possible)

Attachments:

Teacher Resource: Energy in a System PI (1 for projection)

Instructional Procedures:

1. Present your expectations or the rubric for the energy transformations flow chart to the class.

2. Explain to students that each of them is required to do the following: Select a home appliance they may wish to purchase. Draw a flow chart that illustrates the energy transformations that occur in the appliance. Write a paragraph describing the energy transformations that occur in the appliance and how it relates to the law of conservation of energy.

3. Project the Teacher Resource: Energy in a System as a model example of a flow chart.

4. Answer any questions students may have regarding the task.

5. Allow students time to look through advertisements for appliances or pictures of appliances to make their selections.