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Physical Science Curriculum Guide 2016-2017
Unit 6: Work and Energy
Overview
Standards Addressed During
Unit
Highlighted Nature of
Science Standards
SC.912.P.10.1
SC.912.P.10.2
SC.912.P.10.3
SC.912.N.1.1
SC.912.N.1.7
SC.912.N.3.3
SC.912.N.3.5
SC.912.N.4.1
Students extend their understanding of Physical science as they learn about work, power, and
energy. Students learn about the different forms of energy and energy transformation. Students
connect their learning to the Law of Conservation of Energy. Students make relevant learning
connections to work and energy as they are actively engaged in laboratory investigations.
Students understand and practice safe research practices in the classroom laboratory
Fundamental Skills:



Familiarity with speed, velocity, forces, gravity
Familiarity of mass vs. weight
Science laboratory safety practices
Coherence
Prior Learning Experiences:
 Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
 The availability of energy limits what can occur in any system.
 In science, the testing, revising, and occasional discarding of theories, new and old, never ends. This ongoing process leads to a better understanding of
how things work in the world but not to absolute truth.
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Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to
learn?” It is important for PLCs to study the standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the
standards are achieved. Additionally, collectively unwrapping the standard will help with the creation of the uni-dimensional scale (for use with students). When creating a KUD, it is
important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit 6: Work and Energy
Unit Essential Question: How are energy, work and power related to each other and why is energy conserved?
Standards:
SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively.
SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in and
isolated system is a conserved quantity.
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
Energy, work, and power are related. Energy comes in many different forms, and is neither created nor destroyed, only transformed.
Know
Declarative knowledge: Facts, vocabulary, information.
1.
2.
The different forms of energy can be transformed and applied.
Energy transfer is studied in three types of systems: open, closed and isolated
systems.
3. The Law of Conservation of Energy describes energy transfer.
4. Work and Power can be described quantitatively and qualitatively.
5. Energy, work, and power are connected.
Do
Procedural knowledge: Skills, strategies & processes that are
transferrable to other contexts.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Distinguish between the different forms of energy.
Using a model, demonstrate the use of multiple forms of energy.
Explain how energy can be transformed. Identify examples of the transformation
of energy: EX. Heat to light, light to heat (laser drills), electric to sound, electric to
chemical
Compare open, closed and isolated systems.
Interpret the Law of Conservation of Energy.
Apply the concept of the Law of Conservation of Energy to the energy in an
isolated system.
Compare and contrast work and energy.
Relate work to power.
Use formulas for work and power to solve energy problems.
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Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Unit Culminating Performance Task
Claims:
This is a unit culminating activity that tests all of the standards of the unit. This can be used as a lab or even as a unit
assessment instead of the traditional unit posttest.
Scenario/Problem:
The stations will be specifically designed to practice the standards of this unit on energy and machines. The labs will
be set up as follows:
Lab 1: (Potential Energy) Make a ramp using the material at your table. You need to determine how high to make the
ramp. The only things you know is that the potential energy needs to be 0.02744 Joules and the car is 0.04kg. Use
the formula to solve for height and build it to that height. Also, make a quick sketch of the resulting ramp on your lab
sheet. (10 points)
Lab 2: (Energy Conversion) When you fill up your car with gasoline to go driving, you are putting chemical potential
energy into the engine. In a few sentences describe the different forms of energy the gasoline is converted to when
powering the engine and moving the car. Make sure you explain each transformation. (7 points) Determine whether
this chemical reaction is endothermic or exothermic. Explain your reasoning. (3 points)
Lab 3: (Simple/Complex machines) In front of you are two compound machines. Choose one of the compound
machines and write a paragraph that explains the simple machines that make up that compound machine. Also
explain why you chose the simple machines that you did. When you are finished underline the simple machines in
your answer. (10 points)
Lab 4: (Elastic Potential/Hypothesis) In front of you are two rubber bands. What is the type of energy found in the
rubber band? Once you determine the energy, write a hypothesis about which has more energy. Make sure you
address why you believe a particular rubber band has more energy. (10 points)
Lab 5: Solve the following problems (Thermal Energy and Radiation):
Formulate a hypothesis that predicts whether you can get a sunburn on a cloudy day. Then write a description of a
possible experiment you could do to prove or disprove your hypothesis. Make sure you explain your experiment fully.
You do not need to write a complete procedure list. (10 points)
Lab 6: (Radiant Energy/Hypothesis) Explain in 3-5 sentences the different energy conversions in this lava lamp. Start
from the power that comes in from the electrical socket. Make sure you explain what each type of energy exists in
the lava lamp. (10 points)
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Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Lab 7: (Kinetic energy) Solve the following problems:
1. The object on the table in front of you is called a pilot chute. Skydivers need them as part of their gear. What is
the velocity of a skydiver if he is falling with 262,400 J of energy and his mass is 82kg. (10 points)
2. This particular pilot chute is partly responsible for saving my life at least 500 times. Based on your observations
hypothesize how the pilot chute works. Write 3-5 sentences that explain how potential and kinetic energies play a
part in its function. (10 points)
Product/Evidence:
Each student will take a piece of lined paper with the lab sections already separated on it. This will allow them to
answer the questions using the lines rather than trying to write on computer paper. Many students like it to be neat.
-There will be questions at each station. One question will test knowledge the second will test depth of knowledge.
- After the questions at the table, the student will access their knowledge of the information at that table. They will
put a score at the bottom of each box ranging from 1-5.
- A self access score will be as follows:
1- I don’t understand the topic at all
2- I understand some of the topic
3- I am ok with the topic but need a little review
4- I feel pretty good about my understanding
5- I know it so well I could teach it to another student
-This self assessment rubric will be displayed on the projector for the duration of the activity
-The students will be placed into groups of 3-4. To them it will look random, but I will control the who gets placed in
which group.
-They will work at each station for 5 mins and answer the questions then rotate to another station.
-The students can work as a cooperative group to answer each question. At each station the students will rotate
between writer, reader and thinkers. They will turn in one lab per team and be graded as such. They will need to
work together to make sure each team gives the answers everyone is happy with.
Differentiation:
- The groups can be determined ahead of time to ensure correct placement of students in groups that would benefit
their learning styles.
-The time for each station can be increased and some stations removed
-The lab can also be used as a unit post test. This way students with test anxiety will feel more comfortable with the
testing style.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Unit 5: Force and Motion
Concept: Interpret and apply Newton's three laws of motion.
Sample Scale
Score 4.0
In addition to 3.0, in-depth inferences and applications that go beyond what was taught and I can:
 work in teams to investigate questions they still have or to design experiments to seek answers to their
questions
 organize and execute a research project on one specific aspect of energy and create a poster or use
some other method to display their findings.
 design and build a multi-step device that will pop a balloon.
Score 3.5
Score 3.0
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
I can:
 Differentiate among the various forms of energy and recognize that they can be transformed from
one form to others.
 Discuss the meaning of a system.
 Describe the motion of car in terms of energy.
 Infer that objects possess either energy due to their position or energy due to their motion.
 Define energy as a description of an object’s ability to change or cause change.
 Describe how energy changes as systems change.
 Discuss examples of energy transformations.
 Explore the energy involved in carrying out daily activities.
The student exhibits no major errors or omissions.
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
The student is able to:
• Discuss examples of different forms of energy.
• Distinguish potential and kinetic energy and apply formulas to solve problems.
Score 2.5
Score 2.0
Sample Performance Tasks
Work in teams to investigate questions they still have or to
design experiments to seek answers to their questions
Organize and execute a research project on one specific
aspect of energy and create a poster or use some other
method to display their findings.
Design and build a multi-step device that will pop a balloon.
Illustrate some examples of energy transformations you
experience in a typical day in your life.
Observe the picture and determine where potential and
kinetic energy are taking place.
There are no major errors or omission regarding the simpler details and processes; however, the student
exhibits major errors or omissions regarding the more complex ideas and processes.
Score 1.5
Score 1.0
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
With help, a partial understanding of some of the simpler details and processes and some of the more
complex ideas and processes.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Key Learning: Energy comes in many different forms, and is neither created nor destroyed only transformed.
Concept: Work, Power and Energy
SC.912.P.10.1 Differentiate among the
various forms of energy and recognize
that they can be transformed from one
form to others.
Driving Questions
1. How is work done?
2. How does work relate power?
3. How do work and power relate to energy?
Student Investigations
SC.912.P.10.3 Compare and contrast work Energy Posters: Students are broken into groups to
and power qualitatively and
make posters. Each group is given one form of energy
quantitatively.
to research. The poster must include drawings, textual
Vocabulary
information from the textbook or other resource, key
terms, etc. Each student maybe asked to use only one
Work, force, distance, joules, power, time, color each to allow for quick determination of who did
watts
what and to prevent one student from doing all the
work.
Sample Formative Assessment Task
Explain the how energy is transformed while driving a car.
Include the different types of energy and its transformation
starting with the fuel through when the car is in motion.
What are some similarities and differences between work
and power?
If William is pushing a box into his using 45N of force for 30
seconds, how much work is he doing and how much power
is he using if he has to push that box 17 meters?
Stair Climbing Power Lab: Students are broken into
groups and asked to calculate force, work, and power
used to climb stairs. They also have to determine
energy transformations that occur as they climb the
stairs.
Resources
Student Text:
Textbook and other complex text sources
Holt Physical Science – Chapter 13
Glencoe-Chapter 4
Content to support standards can be
found in above referenced chapters but
the text should not be used as a sole
source of instruction.
Wave Power
Student Misconceptions:
Deeper Learning Opportunities:
Energy exists as energy of a position (potential) or motion (kinetic).
CPALMS
Students misunderstand a joule and how it relates to work and
energy.
Amusement Park Physics
Energy is truly lost in many energy transformations.
Work and Power
Things "use up" energy.
Students rarely think energy is measurable and quantifiable.
Students interpret the idea that "energy is not created or
destroyed" to mean that energy is stored up in the system and can
even be released again in its original form.
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Key Learning: Energy comes in many different forms, and is neither created nor destroyed only transformed.
Concept: Forms of Energy
SC.912.P.10.1 Differentiate among the various
forms of energy and recognize that they can be
transformed from one form to others.
SC.912.N.1.7 Recognize the role of creativity in
constructing scientific questions, methods and
explanations.
SC.912.N.1.1 Define a problem based on a
specific body of knowledge using the scientific
method.
Driving Questions
Sample Formative Assessment Task
1. How do we utilize the different forms of energy?
2. How are kinetic and potential energy applied to work
in everyday life?
Student Investigations
Energy Conservation Project: Students will build a
prototype invention that addresses an energy
conservation need in their community. The prototype
does not need to be functional, rather the student
groups must present their invention and explain how it
might work toward energy conservation.
SC.912.N.4.1 Explain how scientific knowledge
and reasoning provide an empirically-based
perspective to inform society's decision making.
Vocabulary
Potential energy, kinetic energy, mechanical
energy, chemical energy, electrical energy,
radiant energy, heat
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Student Text:
Textbook and other complex text sources
Holt Physical Science – Chapter 13

Resources
Student Misconceptions:
Energy exists as energy of a position (potential) or
motion (kinetic).

Content to support standards can be found in
above referenced chapters but the text should
not be used as a sole source of instruction.
Students misunderstand a joule and how it relates
to work and energy.

Energy is truly lost in many energy transformations.

Things "use up" energy.
Introduction to Energy

Students rarely think energy is measurable and
quantifiable.

Students interpret the idea that "energy is not
created or destroyed" to mean that energy is
stored up in the system and can even be released
again in its original form
Glencoe-Chapter 4
Deeper Learning Opportunities:
CPALMS
Biofuels form Switchgrass: Greener Energy
Pastures
Key Learning: Energy comes in many different forms, and is neither created nor destroyed only transformed.
Concept: Energy Transformations
Driving Questions
SC.912.P.10.1 Differentiate among the various
forms of energy and recognize that they can be
transformed from one form to others.
1. What happens to the total amount of energy during
transformation?
2. How does the Law of Conservation of Energy apply to energy
transformations?
SC.912.N.3.3 Explain that scientific laws are
Student Investigations
descriptions of specific relationships under given
conditions in nature, but do not offer
explanations for those relationships.
Vocabulary
Sample Formative Assessment Task
What is the law of conservation of energy and
why is it considered a law and not a theory?
Rollercoaster Lab: Students use pipe insulation that has been cut in half
long ways to create a track for a marble to roll on. The lab can be designed to
test their knowledge of energy conservation or kinetic/potential energy
calculations. They can also be asked to make a scale drawing of their design to
be replicated by another group.
Law of Conservation of Energy,
transformation
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Resources
Student Misconceptions:
Student Text:
Textbook and other complex text sources
Holt Physical Science – Chapter 13
Students interpret the idea that "energy is not created or
destroyed" to mean that energy is stored up in the
system and can even be released again in its original
form
Glencoe-Chapter 4
Content to support standards can be found in above
referenced chapters but the text should not be used as a
sole source of instruction.
Deeper Learning Opportunities:
CPalms Resources:
The Physics of Pool
Momentum and Its Conservation
A fuel cell for your home
Key Learning: Energy comes in many different forms, and is neither created nor destroyed only transformed.
Concept: Types of Thermodynamic Systems
Driving Questions
SC.912.P.10.2 Explore the Law of Conservation of
1. What are the types of energy systems, and how do they
Energy by differentiating among open, closed, and
relate to the Law of Conservation of Energy?
isolated systems and explain that the total energy in and 2. How can models be used to demonstrate thermodynamic
isolated system is a conserved quantity.
systems?
Student Investigations
Sample Formative Assessment Task
Make a model of an open system and use arrows to
show the movement of energy and mater. Make
another model for closed systems using the same
elements as the first.
SC.912.N.3.5 Describe the function of models in science,
and identify the wide range of models used in science. Energy Skate Park Simulation Lab:
Vocabulary
Open system, closed system, isolated system,
conserved quantity
1
2
3
4
5
What happens to the total energy as the rider skates along
the ramp? Why do you think this is?
Change some options (adjust the skater, ramp, etc). What
options seem to affect kinetic energy?
Change some options (adjust the skater, ramp, etc). What
options seem to affect potential energy?
What happens as you increase the friction on the ramp? How
does increasing friction affect the total energy of the system?
What happens to the potential and kinetic energy of the
skater over time as the coefficient of friction is increased?
Using your answer for question four, explain why you think
why all mechanical systems on Earth require and external
source of energy even though these objects have inertia?
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Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
Resources
Student Text:
Student Misconceptions:
Holt Physical Science - Pg. 457

Energy exists as energy of a position
(potential) or motion (kinetic).
Glencoe – N/A

Students misunderstand a joule and how it
relates to work and energy.
Content to support standards can be found in above
referenced chapters but the text should not be used as a
sole source of instruction.

Energy is truly lost in many energy
transformations.

Things "use up" energy.

Students rarely think energy is measurable
and quantifiable.

Students interpret the idea that "energy is
not created or destroyed" to mean that
energy is stored up in the system and can
even be released again in its original form
Thermodynamics of firework development
This a working document that will continue to be revised and improved taking your feedback into consideration.
Deeper Learning Opportunities:
CPalms Resources:
Making your own Thermos: Exploring closed
systems
Pasco County Schools, 2016-2017
Physical Science Curriculum Guide 2016-2017
This a working document that will continue to be revised and improved taking your feedback into consideration.
Pasco County Schools, 2016-2017