Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Conservation of Energy Indicator Day Lesson Verb Activity Key
Document related concepts
Transcript
Conservation of Energy Indicator 6-5.1 Day 1 6-5.1 2 6-5.2 3 Lesson Sources of energy: Heat: wood, candle wax, microwave, sun Solar: sun Chemical: batteries, gasoline, coal, food Mechanical: a. mechanical potential: stretched rubber band, water behind a dam, holding baseball b. mechanical kinetic: falling water, bouncing ball, moving car, throwing baseball Electric: toaster, radio, microwave, stove Properties of energy: follow support document Verb Identify Different types of energy transformation: Potential to kinetic, kinetic to potential, kinetic to sound or heat, mechanical to electrical, solar to potential Summarize Activity Examples and illustrations Key Terms: All key terms under lesson. Investigation: Who can launch a rubber band the farthest? Page 403 Mimic: baseball, basketball games Identify Graphic organizer heat energy solar energy chemical energy mechanical energy electrical energy Virtual Lab: “Energy – What mechanical energy are the relationships between electrical energy kinetic and potential energies?” solar energy http://glencoe.mcgrawhill.com/sites/0078786770/stu dent_view0/unit4/chapter14/v irtual_lab.html Potential to kinetic: bowling, dam Kinetic to potential: pendulum, jump rope Kinetic to sound: acoustic guitar, drum, kazoo Kinetic to heat: rub hands together, “hot hands” Mechanical to electrical: generator Solar to potential: solar panels, solar calculators 6-5.2 4 Different types of energy transformation: Solar to chemical, chemical to mechanical, chemical to heat, heat to electrical, electrical to mechanical, sound, light, or heat Summarize Solar to chemical: plants getting light from sun Chemical to mechanical: we eat food to do work Chemical to heat: strike a match Heat to electrical: Steam plant (hydroelectric power) turns steam to electrical Electrical to mechanical: fan, clock Electrical to sound: radio, electric guitar Electrical to light: lamp, flashlight, cell phone Electrical to heat: electric blanket, space heater heat energy solar energy chemical energy mechanical energy electrical energy 6-5.2 5 Explain how each transformation obeys the Law of Conservation of Energy Labs as reinforcement Explain Cause and effect Lab Demonstration – Txt p.408 law of conservation of energy transformations Pendulum P & K energy [Including-also] CR: Mini-Lab – “Analyzing Energy Transformations”, p.3, & Textbook, p.409 (*Need clay, marble, golf ball, plastic golf ball) 6-5.2 6 Explain what kind of transformation is taking place from a visual or described examples Quiz on different types of energy and Law of Conservation of Energy Interpret Have plenty of pictures: water flowing down hill, stretching and releasing a rubber band, lifting and dropping a book, …) heat energy solar energy chemical energy mechanical energy electrical energy 6-5.2 7 Explain what kind of transformation is taking place from a visual, graphically, or described examples Interpret 6-5.5 8 Quiz on types of energy, Law of Conservation of Energy, transformations using visual, graphically & descriptions Illustrate Explain 6-5.5 9 6-5.5 10 6-5.5 11 6-5.5 12 Transfer of heat energy through convection, radiation, & conduction: Illustrate & explain Conduction Explain Give notes and diagrams of Exemplify conduction and particle movement Illustrate of solids and liquids Convection and Radiation Give notes and diagrams of convection and particle movement of liquids and gases Show diagram of convection current Lab on Radiation Discuss Teaching Transparency Complete group activity Complete page 19 (assessment) heat energy solar energy chemical energy mechanical energy electrical energy Teacher demo: 1 eye burner turning red = radiation, pot touching burner = conduction, water starting to boil = convection Glencoe-chapter resource for energy-3 nice pictures convection conduction radiation Conduction: ##Activity [Demo]: “What Does It Mean to conduction conductors insulators particles Heat Up?” (frozen butter, utensils – wood, metal, plastic, hot water) Explain Exemplify Illustrate particles convection radiation CR: Lab – “Radiation”, p.9 CR: Teaching Transparency from Matter and its changes, pg. 45 “Solid, Liquid, Gas” Group work: Students will be given pictures/diagrams to interpret and explain how they relate to conduction, convention, and radiation. Have groups share their information. CR: p. 19 radiation particles conduction convection radiation 6-5.4 13 Have students build a circuit, Give notes on parts of circuits (1st 5 bullets from support document) Illustrate Recall Identify different devices involved in energy transformations and circuits 6-5.4 14 Depict and describe how electrical energy transforms into light and sound Depict and describe how electrical energy is transformed into heat and mechanical 6-5.4 15 Activity focused on inferring types of energy transformations that would occur with specific devices (see examples to the right) Build circuits in small groups, see page 502 MiniLab: Identifying Simple Circuits electric circuit electrical energy energy transformations (Keep circuits organized for day 16 activity) Depict Describe Recognize http://www.playkidsgames. com/games/circuitGame/de fault.htm Show diagrams of complete circuits with light bulbs and other appliances electrical energy heat energy mechanical energy Include examples of things that give off more than one (Examples: TV gives off light, sound, and heat and Cell phone: gives off light, heat, & sound) Key: Use vocabulary Light: lamp, computer, TV, black light, strobe light, alarm clock, refrigerator, dryer Sound: Computer, alarm clock, phone, microwave, refrigerator, hair dryer, CD player, fan, mixer, vacuum cleaner, washing machine, dryer, dishwasher, food processor energy transformations heat energy solar energy chemical energy mechanical energy electrical energy Heat: TV, computer, electric blanket, curling iron, hair dryer, mixer, dishwasher, dryer, griddle 6-5.3 16 Explore: inquiry activity to the right, or Mr. McGoo Explain Discussion how electricity and magnetism are interrelated by using models of electromagnets (1st 3 bullets from support document) Build electromagnets Give notes from support document on electromagnets 17 6-5.3 18 6-5.3 19 Discuss generator notes from support document, show diagrams of generators Simple motors Construct a simple motor Notes on simple motors from support document, include diagrams Explain how electromagnets, generators, and simple electrical motors are related to electricity and magnetism electromagnet magnetic field magnetism electric circuit Mr. McGoo party favors to tie in magnetic field Build electromagnet 6-5.3 Mechanical motion: blender, mixer, microwave, CD player, vending machine, vacuum cleaner, dishwasher, washing machine, dryer, food processor Inquiry activity: give students paper clips and a magnet to investigate how to explore magnetism, let students feel “push and pull” of the magnets ##“Electric Circuits and Magnetic Fields” generator turbines Explain ##“Generator and Motor” simple electric motor Have diagrams for students to put in notes along with explanation generator electromagnet simple electrical motors magnetism Use chart 6-5.6 20 Notes from support document: Stress that work is a force exerted over a distance Recognize Recall Identify Mini-lab: Spring scale energy work spring scale Newton Explain Recognize Summarize ##Investigating Inclined Planes or Simple Machines Part 3: Incline Plane simple machine effort force work inclined plane Identify situations that show work using visuals 6-5.7 21 Tie back into tools—spring scale Simple Machines Investigation of inclined planes Stress how the design of simple machines helps reduce the amount of force required to do work Graphic Organizer (file attached, also see page 481) SN Page 174: OMIT middle section 6-5.7 22 Lever Investigation Explain FOSS kit “Levers & Pulleys” lever fulcrum 6-5.7 23 Investigation #3: Pulleys (All parts) Explain FOSS kit “Levers & Pulleys” 6-5.7 24 Interpret a diagram showing different designs of the same simple machine to determine which would reduce the amount of force the most based on their designs Summarize Need lots of pictures 25 Quiz on 6-5.6 and 6-5.7 Exemplify http://www.edheads.org/ac tivities/simple-Machines/ pulley effort force work inclined plane lever pulley levers pulleys inclined planes wheel and axles compound machines complex machines 6-5.8 Investigation #1 Part 2: Lever Exp. A or Investigation #1 Part 2: Lever Exp. B Exemplify the use of simple machines in everyday life Examples: Levers: -tweezers: grooming -brooms: cleaning -scissors: cutting, trimming -baseball bat: entertainment Pulleys: -flagpole: raising/lowering flag -blinds: raising and lowering the blind -construction crane: raising and lowering materials Inclined Planes: -wheelchair ramp: mobilize people in wheelchairs -stairs: travel from low point to high point -door stopper: hold open doors -knife blade: cutting -screw: hold things together 6-5.8 26 Wheel and axle: -door knob: entry into rooms -screwdriver: repairs -bicycle wheel: turns wheels for transportation Identify the types of simple machines that are found in common tools and in complex machines Interpret a diagram of common tools or complex machines to identify the simple machines present Define compound/complex machine Handout Use diagrams and word descriptions Identify Interpret Handout levers pulleys http://www.mos.org/sln/Le inclined planes onardo/LeosMysteriousMac wheel and axles hinery.html compound machines complex machines http://www.mos.org/sln/Le onardo/GadgetAnatomy.ht ml 27 Review 6-5 28 Test on 6-5 All key terms in unit.
