Energy in Motion

Energy in Motion An inquiry-based unit for primary and elementary students in an after-school setting. The unit provides background information and activities on the energy of motion through wind and hydropower, and how motion can be used to generate electricity.

Grade Levels:

Pri

Primary

Elem

Elementary

Subject Areas: Science

Social Studies

Language Arts

Math

Technology

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board

Permission to Copy

Constance Beatty Kankakee, IL

Barbara Lazar Albuquerque, NM

James M. Brown Saratoga Springs, NY

Robert Lazar Albuquerque, NM

NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project.

Permission for use can be obtained by contacting info@need.org.

Mark Case Randleman, NC

Leslie Lively Porters Falls, WV

Teacher Advisory Board

Amy Constant - Schott Raleigh, NC

Melissa McDonald Gaithersburg, MD

In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Nina Corley Galveston, TX

Nicole McGill Washington, DC

Samantha Danielli Vienna, VA

Hallie Mills St. Peters, MO

Shannon Donovan Greene, RI

Jennifer Mitchell Winterbottom Pottstown, PA

Nijma Esad Washington, DC Linda Fonner New Martinsville, WV Teresa Fulk Browns Summit, NC Michelle Garlick Long Grove, IL Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash DaNel Hogan Tucson, AZ

Mollie Mukhamedov Port St. Lucie, FL

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data.

Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration.

Data is compiled and updated annually where available.

Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Cori Nelson Winfield, IL Don Pruett Jr. Puyallup, WA Judy Reeves Lake Charles, LA Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org Š 2019

Greg Holman Paradise, CA

Printed on Recycled Paper

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The NEED Project

Energy in Motion

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Energy in Motion

Table of Contents Standards Correlation Information

4

Fun With Friction

36

Materials 5

It’s the Law!

37

Teacher Guide

What’s In a Drop?

38

6

Answer Key

15

The Tale of Annie Soakley

39

Lab Safety Rules

18

When They Dammed the River

40

Potential to Kinetic Energy Master

19

Hydropower 43

Forms of Energy Master

20

Sailing With the Wind

44

The Water Cycle Master

21

Wind Can Do Work

45

Hydropower Plant Master

22

Measuring the Wind

47

How Wind Is Formed Master

23

The Tale of Windy Wizard

48

Wind Turbine Master

24

A Trip to the Farm

49

Turbine Generator Master

25

Wind 52

Pinwheel Diagram Master

26

Electricity 53

Student Informational Text

27

Harry Spotter and the Chamber of Windy Myths

54

The Energy to Move

33

Energy in Motion Survey

60

Launch the Balloon

34

Evaluation Form

63

Beware of the Bouncing Ball

35

Originally developed in partnership with the U.S. Department of Energy, National Association of Public and Land-Grant Universities, and the National 4-H Council’s 4-H Afterschool program.

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Energy in Motion

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Standards Correlation Information www.NEED.org/curriculumcorrelations

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Energy in Motion

Materials ACTIVITY

MATERIALS IN KIT

MATERIALS NEEDED

Introduction, Forms of Energy, Energy Transformations

Putt

Putt Steamboat Balloons

Rulers

Hot,

room temperature, and ice water Tub

or large container

Beware of the Bouncing Ball

Happy/sad

spheres Superballs

Meter

sticks Hot

water Tongs

or spoons Ice water Cups

Friction

Superballs

Grooved

rulers

Books

Meter

sticks

Newton’s Laws of Motion

Beach

balls

Large

books

Hydropower

Rulers

Water

bottles Water

wheel

Water

Tub

or large container Construction

paper

Sailing With the Wind

Wooden

shapes Small

straws Clay

Scissors

Tape

Crayons

or markers Tub

or large container Fans

Construction

paper Gas

convection apparatus (optional)

Wind Can Do Work

Straight

pins Rulers

Straws

(large and small) Binder

clips

Scissors

Crayons

or markers String

or thread Paper

clips Tape

Fans

Hole

punchers

Measuring the Wind

Pencils

10-inch

Streamers Push

pins

Paper

Kit materials are available for purchase by contacting NEED at 1-800-875-5029.

Energy in Motion Kit 1 Leader guide 1 Putt Putt Steamboat w/candles 1 Set of happy/sad spheres 1 Water wheel 30 Superballs 30 Grooved rulers

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Energy in Motion

5 Beach balls 30 Balloons 6 1-ounce Water bottles 30 Wooden shapes 60 Straws - small 30 Straws - large

www.NEED.org

1 Box of clay 1 Pack of push pins 30 Pencils 1 Roll crepe streamer 30 Binder clips 1 Box straight pins

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Teacher Guide Grade Levels

Unit Preparation

Primary,

grades K-2

Read

the guide and become familiar with the information, activities, and equipment in the kit.

Elementary,

grades 3-5

Gather

the materials not included in the kit as listed on page 5.

 Time Approximately

8-12 one-hour sessions

Make

copies of the masters on pages 19-26 to project during instruction.

Practice

the experiments to gain an understanding of possible outcomes, difficulties, and questions.

Make

copies of the informational text on pages 27-32 for each student.

Make

two copies of the Energy in Motion Survey for each student on pages 60-61. One can be handed out as a pre-assessment, the other a post-assessment of student understanding.

Allow

the students to take their work home each day to share with their families.

With

all of the activities, give older students responsibility for working with the younger students to help them understand and complete the experiments and student worksheets.

Make

sure the students understand the applicable Lab Safety Rules on page 18.

Activity 1: Introduction, Forms of Energy, Energy Transformations  Objectives Students

will be able to describe how potential energy is converted to kinetic energy.

Students

will be able to describe how kinetic energy is converted into other forms of energy.

 Concepts Energy

is found in many forms, including heat, light, sound, motion, and electricity.

Energy

can be converted from one form to another.

Kinetic

energy is the energy of motion.

Potential

energy is the energy of position or stored energy.

 Materials FOR DEMONSTRATION 1 Balloon 1 Ruler The Energy to Move worksheet, page 33 Launch

the Balloon worksheet, page 34

 Materials PER GROUP Putt

Putt Steamboat Tub

of water

 Materials FOR THE CLASS Hot

water and ice water Potential

to Kinetic Energy master, page 19 Forms

of Energy master, page 20

Procedure 1. If desired, have the students take the Energy in Motion Survey on pages 60-61 as a pre-test.

2. Introduce the activity by asking the students what they know about motion—ways it is produced, the energy they use to produce it, how they perceive it.

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Energy in Motion

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3. Discuss the concepts listed above—focusing on kinetic and potential energy. Use the Potential to Kinetic Energy master with your explanation. See the Student Informational Text for more information.

4. Use the Forms of Energy master as background information to explain the different forms of energy. Distinguish between forms and sources of energy: Water

is an energy source—it contains kinetic energy of motion.

Wind

is an energy source—it contains kinetic energy of motion.

Coal

is an energy source—it contains chemical energy.

Uranium

is an energy source—it contains nuclear energy.

5. Ask students how they might produce motion from chemical energy, heat, and electricity.

6. Demonstrate the Putt Putt Steamboat, emphasizing that the potential chemical energy in the candle is being converted into kinetic energy—motion.

7. Have the students complete The Energy to Move worksheet. Review. An answer key can be found on page 15.

8. Review the Launch the Balloon activity sheet with the students. Distribute one balloon and one ruler to each student. Demonstrate how to measure the diameter of the balloon using the ruler. Warn the students to avoid releasing the balloons near people’s faces.

Have the students complete the activity. Review.

9. Discuss the students’ answers to the Conclusion and Extension questions.

10. Allow students to take home their balloons.

Activity 2: Beware of the Bouncing Ball  Objectives Students

will be able to describe how potential energy is converted to kinetic energy.

Students

will be able to describe how kinetic energy is converted into other forms of energy during collisions.

 Concepts Potential

energy is the energy of position or stored energy.

Kinetic

energy is the energy of motion.

Gravity

is the force of attraction between all objects.

When

an object is raised, it has gravitational potential energy. The higher it is raised, the more energy it has.

A collision occurs when a moving object touches, or collides with another object.

Friction

is a force that slows the motion of objects that are moving against each other.

Friction

turns the energy of motion into heat.

During

a collision, some kinetic energy may be converted into motion and sound, as well as heat.

 Materials FOR DEMONSTRATION 1 Cup of hot water Tongs

or spoons 1 Cup of ice water Set of happy/sad spheres

 Materials PER GROUP Meter

stick 2 Superballs Beware

of the Bouncing Ball worksheet, page 35 Cup

of warm/hot water, optional Cup

of ice water, optional

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Energy in Motion

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CONTINUED ON NEXT PAGE

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Procedure 1. Introduce students to the happy/sad spheres. The happy sphere is the one that bounces very high. Make sure you can distinguish between the two spheres before you begin your demonstration. Use your own version of the explanation below: When an object is moving, it has kinetic energy. When an object is still, but is in a position that gravity can move it, it has potential energy. Remember how we talked about a rock at the top of a hill—that it has potential energy. As it rolls down the hill, the potential energy turns into kinetic energy—the energy of motion.

Today, I’m going to talk about collisions. A collision occurs when a moving object hits another object.

[Move the happy sphere around the table, first slowly, then quickly. Stop it with your other hand.] When I push this sphere, my hand gives it kinetic energy. The faster it goes, the more kinetic energy it has. When the sphere runs into my other hand, there is a collision.

If it stops completely, all of its kinetic energy is gone. The energy can’t just disappear. Where does it go?

The kinetic energy is converted into other kinds of energy—like sound and heat. Usually, when there is a collision, an object doesn’t stop completely. It bounces. This means it hasn’t lost all of its kinetic energy. Take a moment now to examine these two spheres without dropping them. Which will bounce higher? How high do you think they will bounce?

When I hold this sphere above the table [Hold happy sphere about one meter above table], I’m giving it energy. If I drop the sphere, we know it will fall, because of the force of gravity. This energy of position is its potential energy. Let’s see how high the sphere will bounce when I drop it. [Drop the sphere several times; it should bounce back about 60-70 centimeters. Have a student measure how high it bounces.]

The sphere bounced back about [65] centimeters. That means it kept about [65] percent of its energy. Where did the rest of the energy go? Part of the energy was changed into sound. Listen! [Drop the sphere again.] Part of the energy was also changed into heat, or thermal energy. The sphere and the table are both getting hotter every time I drop the sphere, though you can’t really feel the difference.

This sphere is called a happy sphere. Over here I have a sphere that looks the same, but watch what happens when I drop it. [Drop the sad sphere from about one meter. It should hardly bounce at all.] It hardly bounces. I gave it the same amount of potential energy.

What happened?

This sphere isn’t broken. It’s a sad sphere. It’s made of a different kind of rubber. [The happy sphere is neoprene rubber and the sad sphere is polynorbornene rubber.] It loses almost all of its kinetic energy when it collides. Now listen! [Drop the sphere again.] More of its kinetic energy changes into sound. More kinetic energy changes into heat, too.

Feel both of the spheres. Do they feel different? [Let everyone squeeze both spheres.] Does the happy sphere seem harder than the sad sphere? The sad sphere is softer, so its shape can change more easily and it can absorb more energy in a collision than a happy sphere.

I’m going to put the sad sphere into hot water for two minutes. [Carefully place sad sphere into the cup of hot water using the spoon.]

The sphere is absorbing heat energy from the hot water. What difference do you think that will make? Will it bounce higher or not at all? [Carefully remove the sphere with the spoon and drop it from one meter. It should bounce about 30 centimeters.]

Look at that! The sphere bounced higher. Since the sphere absorbed heat energy from the water, it can’t absorb much more heat energy from the collision, so the sphere retains more of its kinetic energy and bounces higher. [The sphere will be cool enough to hold in your hand. Drop the sphere several more times.] As the sphere cools, the heat energy leaves the sphere and more kinetic energy can be changed into heat when it hits the table. The cooler it gets, the less it bounces.

2. Review the Beware of the Bouncing Ball activity sheet with the students. Have students separate into groups of two and distribute one superball to each student and one meter stick to each group. Advise the students to work together to complete the activity. Review.

3. Discuss the students’ answers to the Conclusion and Extension questions.

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Energy in Motion

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Activity 3: Friction  Objectives Students

will be able to describe how potential energy is converted to kinetic energy.

Students

will be able to describe how gravity and friction affect moving objects.

 Concepts Potential

energy is the energy of position, or stored energy.

Kinetic

energy is the energy of motion.

Gravity

is the force of attraction between all objects.

When

an object is raised, it has potential energy. The higher it is raised, the more energy it has.

A collision occurs when a moving object touches, or collides with another object.

Friction

is a force that slows the motion of objects that touch, rub against, or collide with each other.

Friction

turns the energy of motion into heat.

During

a collision, some kinetic energy may be converted into motion and sound, as well as heat.

 Materials PER STUDENT 1 Superball 1 Grooved ruler 1 Book 1 Meter stick (per 2 students) Fun

With Friction worksheet, page 36

Procedure 1. Introduce the activity by reviewing the concepts from the previous activity, Beware of the Bouncing Ball, and explain that the students will be using the superballs to explore friction in a different way.

2. Discuss examples of friction, such as starting a fire by rubbing two sticks together and sliding down a rope. Emphasize the energy conversions that occur. Have the students place their hands on their cheeks to observe the temperature, then rub their hands together quickly for several seconds and touch their cheeks again. Can they feel a change in temperature?

3. Review the Fun With Friction activity sheet with the students. Have students separate into groups of two and distribute one superball and one book to each student and one meter stick to each group. Advise the students to work together to complete the activity.

Review.

4. Discuss the students’ answers to the Conclusion and Extension questions.

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Energy in Motion

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Activity 4: Newton’s Laws of Motion  Objectives Students

will be able to describe how moving and resting objects react when no force is applied to them.

Students

will be able to describe how moving and resting objects react when forces are applied to them.

 Concepts Objects

move in predictable ways according to Newton’s Laws of Motion.

Newton’s

First Law of Motion states: “An object at rest will remain at rest unless acted upon by an unbalanced force. An object in motion will remain in motion in the same direction and at the same speed, unless acted upon by an unbalanced force.” This law is referred to as the Law of Inertia.

Newton’s

Second Law of Motion states: “Acceleration is produced when a force acts on a mass. The greater the mass of the object being accelerated, the greater the amount of force needed to accelerate the object.” The second law provides an exact relationship between force, mass, and acceleration: F=ma. This second law can also be simply stated: The motion of an object will change when a force is applied. When sufficient force is applied to an object at rest, the object moves in the direction of the force.

Newton’s

Third Law of Motion states: “For every action, there is an equal and opposite reaction.” This means that forces are always found in pairs.

 Materials 5 Beach balls 5 Large books It’s the Law! worksheet, page 37

Procedure 1. Divide the students into five groups.

2. Introduce the activity by reviewing Newton’s Laws of Motion.

3. Distribute the It’s the Law! activity sheet and review the procedure with them. Give each group a beach ball and large book and take them outside or to a gym to complete the activity. Emphasize that the students are to observe how the motion of the ball changes as different forces are applied to it.

4. Discuss the students’ answers to the Conclusion and Extension questions.

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Energy in Motion

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Activity 5: Hydropower  Objectives Students

will be able to define the force of gravity.

Students

will be able to list variables that affect the energy in falling water.

 Concepts Radiant

energy from the sun drives the water cycle.

Gravity

moves water from higher ground to lower ground.

Water

is a renewable source of energy.

The

energy in moving water can be harnessed to do work.

Hydropower

dams harness the energy in moving water to generate electricity.

 Materials FOR THE DEMONSTRATION Water

wheel Tub

or large container The Water Cycle and Hydropower Plant masters, pages 21-22

 Materials PER STUDENT 1 Piece of construction paper 1 Ruler What’s

In a Drop? worksheet, page 38

 Materials PER GROUP Water

bottle Water

Procedure 1. Set up six centers, each with a bottle full of water, pieces of construction paper, and rulers.

2. Introduce the activity by discussing the water cycle, using The Water Cycle master.

3. Brainstorm ways people have used the energy in moving water to do work—barges floating down rivers, lumberjacks floating logs down rivers, water wheels grinding grain.

4. Divide the students into six groups and distribute the What’s In a Drop? activity. Review the procedure with the students and assign them to centers to complete the activity. Explain that the size of the “splats” is an indicator of the amount of energy—there is molecular energy holding the water drops together and it takes energy to break the molecular bonds.

5. Discuss student answers to the Conclusion and Extension questions.

6. Use the Hydropower Plant master to explain how moving water is harnessed to generate electricity. You can also use an interactive version of this master by visiting www.need.org/awesomeextras.

7. Use the water wheel (in the tub or outside) to demonstrate how water wheels can harness energy. Vary the amount of water flowing by adjusting the water wheel to show how the amount of water affects the amount of work it can do—the wheel spins faster when more water is allowed to flow.

 Reinforcement and Extension Activities 1. Read The Tale of Annie Soakley and When They Dammed the River stories on pages 39-42 to the students or have them design and illustrate books using the stories.

2. Have a group of students practice and perform the Hydropower Live! performance on page 43.

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Energy in Motion

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11

Activity 6: Sailing With the Wind  Objectives Students

will be able to design a sailboat to capture the energy in the wind.

Students

will be able to describe how the energy in the wind can be used to do work.

 Concepts Wind

is produced by the uneven heating of the Earth’s surface by radiant energy from the sun.

Wind

is moving air.

The

energy in moving air can be harnessed to do work.

Windmills

can convert the energy in moving air into electricity.

Wind

is a renewable energy source.

 Materials FOR THE DEMONSTRATION Large

tub or container of water Gas

convection apparatus (optional) How

Wind is Formed master, page 23

 Materials PER STUDENT 1 Wooden shape 1 Piece of construction paper 1-2 Small straws 1 Piece of clay Sailing

With the Wind worksheet, page 44

 Materials PER GROUP Scissors

Tape

Crayons

or markers 1 Fan

Procedure 1. Set up the water table or large container of water near a power source for the fan. WARNING: Make sure the fan cannot fall into the water—electric shock and serious injury or death could result.

2. Use the How Wind is Formed master to explain how energy from the sun produces wind.

3. OPTIONAL—Use the gas convection apparatus to demonstrate how hot air rises and cooler air flows to make a convection current.

4. Ask the students to brainstorm ways that the energy in moving air is used to do work—sailboats, gliders, parasails, and windmills.

5. Distribute the Sailing With the Wind activity sheet to the students and review the procedure. Emphasize that the students can make their sails in any size or shape—they don’t have to use a triangular shape.

6. Have the students design and decorate sailboats.

7. Have the students test their boats on the water table using the fan as a source of wind. Allow them to redesign their sailboats and test again.

8. Discuss the students’ answers to the Conclusion and Extension questions and allow them to take their boats home.

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Energy in Motion

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Activity 7: Wind Can Do Work  Objectives Students

will be able to describe how the energy in wind can be used to do work.

Students

will be able to design and build a wind weightlifter.

 Concepts Wind

is produced by the uneven heating of the Earth’s surface by radiant energy from the sun.

Wind

is moving air.

The

energy in moving air can be harnessed to do work.

Windmills

can convert the energy in moving air into electricity.

Wind

is a renewable energy source.

 Materials FOR THE DEMONSTRATION Wind

Turbine and Turbine Generator masters, pages 24-25

 Materials PER STUDENT  Materials PER GROUP 1 Fan 2 Straight pins 1 Ruler Scissors

Tape

1 Piece of string 1 Paper clip

1 Large foam cup Long

straw Small

straw Binder

clip Pinwheel

Diagram, page 26 Wind

Can Do Work worksheet, pages 45-46

Crayons

or markers Hole

puncher

Procedure 1. Set up the fan near a power source.

2. Distribute the Pinwheel Diagram and Wind Can Do Work activity sheets to the students and review the procedure.

3. Have the students design, decorate, and make their pinwheels, and test them using the fan on low and high speeds. Emphasize that they should observe the spin of the pinwheel at different distances from the fan and when the fan is at different speeds, before measuring the paper clips.

4. Discuss the students’ answers to the Conclusion and Extension questions.

5. Use the Wind Turbine and Turbine Generator masters to explain how the energy in moving air is captured by a wind machine and converted into electricity.

Activity 8: Measuring the Wind

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Energy in Motion

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13

 Objectives Students

will be able to make a wind indicator and describe how it is used to measure the wind.

Students

will be able to identify areas where the wind blows the hardest.

 Concepts The

speed of moving air is directly proportional to the amount of energy it contains and the work it can do.

We can measure wind speed.

Wind

speed is not the same in different areas, or in different seasons, or at different times of the day.

Wind

cannot be counted on to produce the same amount of energy all the time.

 Materials PER STUDENT 1 Pencil 1 10-inch Streamer Push

pin Measuring

the Wind worksheet, page 47

Procedure 1. Introduce the activity using the concepts listed above. Discuss what happens when there is too much wind—hurricanes, tornadoes, etc. Discuss the term anemometer—a device that measures wind speed.

2. Distribute the Measuring the Wind activity sheet and review the procedure with the students. Explain that most wind speed indicators and anemometers measure wind speed in miles per hour. They will use the scale diagram on the handout instead.

3. Have the students construct their wind speed indicator.

4. Have the students draw diagrams of the school and grounds.

5. Have the students go outside and use their wind speed indicators to measure the wind at different locations around the school. Make sure they also mark the direction the wind is blowing with an arrow.

6. Discuss the students’ answers to the Conclusion and Extension questions.

 Extension 1. Read the stories The Tale of the Windy Wizard and A Trip to the Farm on pages 48-51 to the students or have them design and illustrate books using the stories.

2. Have a group of students practice and perform the Wind and Electricity Live! performances on pages 52-53.

3. Have a group of students practice and perform the Harry Spotter and the Chamber of Windy Myths play on pages 55-59, using the Teacher Guide on page 54 for more information.

Evaluation 1. Distribute the Energy in Motion Survey to students as a post-assessment.

2. If you have young students, you can choose which questions you want to use and read the questions to them. Collect the forms and send them to NEED to evaluate the program.

3. Together with the students, complete the Evaluation Form on page 63 and return it to NEED.

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Energy in Motion

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Answer Key The Energy to Move, page 33 The Energy to Move Match the moving object with the source of its energy.

energy in moving air

chemical energy stored in fuel

electrical energy Potential and Kinetic Energy

Potential Energy

Kinetic Energy

HILL gravitational energy—the energy of position

chemical energy stored in food

Launch the Balloon, page 34 What form of energy was in the blown up balloon? Potential energy What happened to the air in the balloon when you let it go? The air pushed out of the balloon.

What happened to the balloon when you let it go? The balloon should have moved or flown around the room as the balloon contracted and the air rushed out.

How did the amount of air you put into a balloon affect its behavior when you let it go? The more air in the balloon (the more stretch and potential energy stored), the more movement should occur (the more kinetic energy is released).

Into what other forms of energy was the balloon’s energy converted when you let it go? Before letting go, the balloon has potential energy (gravitational and elastic). When released, it turns into kinetic energy (motion, sound, and some thermal).

How could you use the energy in a blown up balloon to do work? Answers will vary, students may suggest that they tie a balloon onto an object to lift or push it when popped.

Beware of the Bouncing Ball, page 35 Did the ball bounce twice as high when dropped from 1 meter compared to 50 cm? The ball should have bounced more when dropped from a higher distance because it has more energy stored. It is likely that the ball would have bounced higher, but answers may vary and may not show double the bounce.

Did the ball bounce higher on the hard or carpeted surface? Explain why this might have happened. The ball should have bounced higher on the hard surface, because less energy was transferred/absorbed during the collision.

What happened to the ball’s energy during the collisions? Why didn’t it bounce all the way back up? The ball did not bounce to the same height it was dropped from because some energy is lost during the collision to the collision surface.

Into what other forms of energy was the ball’s energy converted when it collided with the surface? The ball has motion, sound, and thermal energy during the collision.

Did your results match your partner’s? If not, why do you think they were different? Results may vary due to observational error or even difference in superballs.

Explain which collision would cause more damage: A car colliding with a parked car or a car colliding with a truck moving towards the car?

Answers may vary. The car will likely have more damage to itself when colliding with the truck rather than the parked car, but it may depend on the speed of the moving cars in either collision. © 2019

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Energy in Motion

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15

Fun With Friction, page 36 What form of energy was in the ball when you held it at the top of the ruler? Potential energy is stored when the ball is held at the top of the ruler.

What happened to the energy in the ball when you let it go? The potential energy turned into kinetic energy of motion as you let go. Gravity pulls it down causing motion.

On which surface did the ball roll farther? The ball should have farther on the hard or tile floor.

Which surface applied more friction to the ball? Carpeting should apply more friction.

Define GRAVITY in your own words. Answers will vary—look for student answers to reflect that gravity attracts items or pulls items down.

Define FRICTION in your own words. Answers will vary—look for student answers to reflect that friction makes motion more difficult or slows items down.

It’s the Law!, page 37 After a few rolls, could you predict where the ball would go after it hit the book? Why? The movement and direction should be mostly predictable, because the angle of the book stays the same and the roller provides about the same force.

What did you observe about the speed of the ball in all situations? Answers will vary.

Finish the following sentences from your observations, using the word force: (answers may vary) A ball at rest (not moving) will begin to move only if… a force makes it move.

A ball moving in a certain direction will change direction only if… a force makes it change.

A ball rolling on a flat surface will eventually stop moving because of…the force of friction.

On the pictures below, draw arrows showing where the ball will go after it hits the wall. The first picture should have an arrow less angled than the second.

What’s In a Drop?, page 38 How does the height of a drop of water affect the energy in the moving water? The higher the drop, the more energy is stored, and, the more will be released in the drop, causing the splatter to be bigger.

How does the amount of water dropped affect the energy in the moving water? The more water dropped, the greater the force at the drop, and the bigger the drop will be.

Sailing With the Wind, page 44 How does a sailboat use the energy in the wind? A sailboat captures the energy of the wind in its sails, allowing the wind to be the force to push or pull the boat along.

Draw a picture of your sailboat in the space below. Answers will vary.

Wind Can Do Work, pages 45-46 Draw a diagram of the system. Label the energy transformations that occurred to lift the paper clips. Answers will vary – look for students to mention motion energy.

Measuring the Wind, page 47 Where does the wind blow the hardest? Where is the least amount of wind? Answers will vary based on building design, altitude, etc.

Explain why you think there is more wind in some places around your school than in others. Answers will vary—look for students to describe the building or the landscape. Open spaces might have more wind than others that are obstructed.

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Energy in Motion Survey, pages 60-61 1. N—middle circle 2. P—top circle 3. K—bottom circle 4. B 5. A 6. B 7. A 8. A 9. B 10. A 11. B 12. A 13. B 14. A 15. B

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Lab Safety Rules Eye Safety Always wear safety glasses when performing experiments.

Fire Safety Do not heat any substance or piece of equipment unless specifically instructed to do so.

Be careful of loose clothing. Do not reach across or over a flame.

Keep long hair pulled back and secured.

Do not heat any substance in a closed container.

Always use tongs or protective gloves when handling hot objects. Do not touch hot objects with your hands.

Keep all lab equipment, chemicals, papers, and personal items away from the flame.

Extinguish the flame as soon as you are finished with the experiment and move it away from the immediate work area.

Heat Safety Always use tongs or protective gloves when handling hot objects and substances.

Keep hot objects away from the edge of the lab table—in a place where no one will accidentally come into contact with them.

Do not use the steam generator without the assistance of your teacher.

Remember that many objects will remain hot for a long time after the heat source is removed or turned off.

Glass Safety Never use a piece of glass equipment that appears to be cracked or broken.

Handle glass equipment carefully. If a piece of glassware breaks, do not attempt to clean it up yourself. Inform your teacher.

Glass equipment can become very hot. Use tongs or gloves if glass has been heated.

Clean glass equipment carefully before packing it away.

Chemical Safety Do not smell, touch, or taste chemicals unless instructed to do so.

Keep chemical containers closed except when using them.

Do not mix chemicals without specific instructions.

Do not shake or heat chemicals without specific instructions.

Dispose of used chemicals as instructed. Do not pour chemicals back into a container without specific instructions to do so.

If a chemical accidentally touches your skin, immediately wash the area with water and inform your teacher.

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Energy in Motion

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The NEED Project

Energy in Motion

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HILL

Potential Energy

Potential and Kinetic Energy

Potential to Kinetic Energy

Kinetic Energy

MASTER

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds between atoms in molecules. Gasoline and a piece of pizza are examples.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.

NUCLEAR ENERGY is the energy stored in the nucleus or center of an atom—the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example.

THERMAL ENERGY or “heat” is the internal energy in substances—the vibration or movement of atoms and molecules in substances. The heat from a fire is an example.

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples.

GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

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MOTION is the energy of the movement of a substance from one place to another. Wind and moving water are examples.

SOUND is the movement of energy through substances in longitudinal waves. Echoes and music are examples.

ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. © 2019

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Energy in Motion

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MASTER

The Water Cycle

The Water Cycle

SOLAR ENERGY

CONDENSATION (Gas to Liquid)

PRECIPITATION

EVAPORATION

(Liquid or Solid)

(Liquid to Gas)

EVAPORATION

(Liquid to Gas)

OCEANS, LAKES, RIVERS (Liquid)

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Energy in Motion

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PEN

DAM

STO CK

2

TURBINE

4 3

GENERATOR

ROTATING SHAFT

COPPER COILS

GENERATOR MAGNETS

6

5 RIVER

SWITCHYARD

view from above

1. Water in a reservoir behind a hydropower dam flows through an intake screen,

1

Intake

RESERVOIR

Hydropower Plant

D E T AIL

Hydropower Plant

MASTER

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R

W

Energy in Motion

A ARM

www.NEED.org

IR

1. The sun shines on land and water.

2. Land heats up faster than water.

3. Warm air over the land rises.

4. Cool air over the water moves in.

CO O L A I

How Wind is Formed

How Wind is Formed

MASTER

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MASTER

Wind Turbine

Blade Rotor Hub

Low-speed shaft Low-sp Gear box

Nacelle

Bla

de

High-speed shaft

Tower

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Generator Gene Ge neraato t r

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MASTER

Turbine Generator

Turbine Generator TURBINE

TURBINE SPINS SHAFT Spinning Coil of Wire

MAGNET

MAGNET

North Pole

South Pole DIRECTION OF ELECTRIC CURRENT TO TRANSMISSION LINES

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MASTER

Pinwheel Diagram

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Student Informational Text MOTION AND ENERGY

Look around you. Many things are moving. They are in motion. Clouds drift across the sky.

Leaves fall from trees. A car speeds by. Birds fly. Hearts pound. Bells ring. Babies cry. Plants grow and so do you. The Earth moves, the air moves, and so does every living thing.

All of this motion takes energy. Nothing can move without energy. Cars get their energy from gasoline. The clouds move because of energy in the wind. The wind gets its energy from the sun. So do growing plants. All of your energy comes from the sun, too.

Kinetic and Potential Energy The energy of motion is called kinetic energy. All moving objects have kinetic energy. Many objects also have energy because of the place they are in—their position.

The energy of place or position is called potential energy.

A rock on the top of a hill has energy. It is not moving— it has no kinetic energy. But it has energy because of its position on the hill. It has potential energy.

Potential and Kinetic Energy

Potential Energy

Kinetic Energy

HILL

If the rock begins to roll down the hill, its energy changes.

The potential energy changes into kinetic energy as it rolls.

When the rock stops rolling at the bottom of the hill, it has no more kinetic or potential energy.

Potential Energy is Stored Energy

Ba llo o

n

Potential energy is also energy that is stored in an object.

When you blow up a balloon, you are putting air into it.

You are also putting energy into it—potential energy.

If you tie the balloon and place it on the floor, it will not move. It has no kinetic energy. But it has potential energy—stored energy.

If you untie the balloon, the stored energy is released. The air rushes out in one direction. The balloon moves in the other direction.

The potential energy stored in the balloon changes to kinetic energy—the energy of motion.

Ai

Potential Energy

r

Kinetic Energy

NEWTON’S FIRST LAW OF MOTION Inertia

Newton’s Laws of Motion Objects move in orderly ways that we can predict. They move according to laws of motion that were developed by Sir Isaac Newton and are called Newton’s Laws of Motion.

Newton’s first law is about inertia. It says that a moving object will keep moving until an unbalanced force changes its motion. A force is a push or a pull. A force adds energy to an object.

Inertia means that an object at rest—not moving—will stay that way until a force moves it. A moving object will keep moving in the same direction at the same speed until a force changes its motion.

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The first part of the law is easy to understand—an object at rest will remain at rest. An object that is not moving will not start moving by itself. If we see an object start to move, we always look to see what force is moving it. If we don’t see a force, we might get nervous.

Newton's First Law of Motion An object at rest will remain at rest until a force acts upon it to make it move. A moving object will keep moving until a force changes its motion.

The second part of the law is harder to understand— an object in motion will remain in motion until a force changes its motion. On Earth, we never see an object stay in motion forever.

If we throw a ball into the air, it doesn’t keep going—it falls to the ground. If we roll a ball down the street, it stops after a while. Nothing on Earth stays in motion forever.

Does this mean that Newton’s Law is wrong? Or are there invisible forces acting on the ball?

Gravity

There is a force that changes the motion of all moving objects on Earth. It is the force of gravity. Gravity is the force of attraction between all objects. The more matter an object has, the greater the force of gravity upon it. The amount of matter an object has is called its mass. Mass is measured in grams and kilograms.

The Earth is large. It has a lot of mass. Its force of gravity pulls the objects on Earth toward it. Gravity holds us to the Earth. The sun has a huge mass. The force of attraction between the sun and the planets keeps the planets in orbit around the sun.

Friction Changes the Motion of Objects

Another force that acts on objects is friction. Friction is the force that slows the motion of objects that are rubbing together. When a ball flies through the air, it comes into contact with air molecules. The air molecules and the molecules on the surface of the ball rub against each other. Some of the kinetic energy in the ball changes into heat. The ball doesn’t have as much energy, so it slows down.

Rub your hands together. Feel how the kinetic energy in your hands turns into heat. Some energy turns into sound, too.

If you roll a ball on a wood floor, it will roll a long way.

There is not much friction between the ball and the floor.

If you roll the same ball with the same force on a carpet, it won’t roll nearly as far. The ball sinks down into the carpet.

More molecules of the carpet and the ball are touching each other. There is more friction between the ball and the carpet. More of the kinetic energy in the ball is turning into heat.

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Image courtesy of U.S. Department of Defense

A ball that is thrown into the air will fall down because of the forces of inertia and gravity.

Force of Gravity

The Earth has more mass than the moon. The Earth has a stronger force of gravity. The force of attraction between the two keeps the moon in orbit around the Earth.

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NEWTON’S SECOND LAW OF MOTION

Newton’s second law explains how the motion of an object will change when a force is applied. If an object is moving, a force will speed it up, slow it down, or change its direction. The law explains that an object will always move in a predictable way according to the mass of the object and its acceleration. The heavier an object is, the more force is required to move it.

Newton's Second Law of Motion Force = Mass x Acceleration SOCCER

Newton’s second law states that FORCE = MASS X ACCELERATION (F = ma).

Force is defined as a push or pull—the energy it takes to do work or make a change. Mass is defined as the amount of matter in an object and acceleration is defined as the rate at which an object’s speed changes over time.

If a soccer ball is not moving and you give it a hard kick, it will roll in the direction you kick it—in the direction of the force. If you kick it again in the same direction, you increase the force and the ball goes faster.

Look at the picture to the right. If the girl pulls the wagon by herself, she applies a certain amount of force to pull it at a constant speed. If a girl comes and pushes from behind, force is added to the wagon. The mass of the wagon doesn’t change, so its acceleration increases.

If, on the other hand, the second girl jumps into the wagon, the mass of the wagon increases. If the force remains the same, the acceleration decreases—the speed of the wagon slows. To maintain the same speed, the first girl must increase the amount of force she applies to pulling the wagon.

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PULLING A WAGON

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NEWTON’S THIRD LAW OF MOTION

Newton’s third law states that for every action, there is an equal and opposite reaction. If an object is pushed or pulled, it will push or pull with equal force in the opposite direction. When you walk, you apply a force to the ground.

The ground applies an equal and opposite force against you. It holds you up. If the ground didn’t apply as much force, you would sink into the ground. If the ground applied more force, you would be pushed into the air.

Newton's Third Law of Motion For every action, there is an equal and opposite reaction.

Newton’s Third Law of Motion

Here’s another way to think about it. Forces are always found in pairs. If you apply a force to an object, the object applies a force to you.

Look at the skaters. If one skater pushes against the other, what happens? Both skaters move backwards. When one skater applies a force, there is an equal force applied by the other skater. If both skaters weigh the same, they will both move the same distance. If one skater weighs more, the other skater will move farther. It takes more force to move a heavy object than a light one. It takes more force to move an object a long distance than a short distance.

A squid moving through the water is another example of Newton’s third law. The squid takes in water and applies a force to push it out behind it. The water exerts a force pushing the squid forward. The forces are equal and opposite. The water moves in one direction, the squid moves in the other.

We Can Harness the Energy Of Motion We use the energy in moving things to do work for us.

Lumberjacks float giant trees down rivers using the energy in the moving water. We use the energy in rivers to produce electricity. We harness the energy in the tides and ocean currents to produce electricity, too. Sailboats use the wind to move over the water. Wind farms harness the energy in the wind to produce electricity.

We also use the energy of position or place. Snowboarders fly down mountains using the force of gravity. Water flows down the river because of gravity, too.

Humans have harnessed the energy in motion for a long time. About 5,000 years ago, people began building boats with sails that harnessed the wind. Wind was the first energy source used for transportation. About 2,500 years ago, people began using windmills and water wheels to grind grain. Later, these simple machines were used to pump water and run sawmills.

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Hydropower—Harnessing the Energy In Moving Water

The Water Cycle

Hydro means water. Hydropower is the energy we make with moving water. Moving water has a lot of energy. We use that energy to make electricity. Gravity—the force of attraction between all objects—makes the water move. Gravity pulls the water from high ground to low ground. The rain that falls in the mountains flows down the valleys to the oceans.

SOLAR ENERGY

CONDENSATION (Gas to Liquid)

The Water Cycle PRECIPITATION

(Liquid or Solid)

EVAPORATION

EVAPORATION

(Liquid to Gas)

(Liquid to Gas)

OCEANS, LAKES, RIVERS (Liquid)

Hydropower Plant

The water cycle will keep going forever. The water on Earth will always be there. We won’t run out of water. That’s why we call moving water a renewable energy source. view from above

GENERATOR MAGNETS COPPER COILS

RESERVOIR

1

DAM

PEN

GENERATOR

STO

CK

2

SWITCHYARD

4 5 3

6

TURBINE

People Use Moving Water For Energy Moving water in rivers can be used to make electricity. First, a dam is built across a river. This stops the water and makes a big lake behind the dam. This lake is called a reservoir.

ROTATING SHAFT DET AIL

Intake

The sun heats the water in the oceans, turning it into water vapor, a gas. This is called evaporation. The water vapor rises and turns into clouds. It condenses (turns back into liquid) when it reaches the cold air above the Earth. The water falls as precipitation—rain or snow—and the cycle starts again. This is called the water cycle.

RIVER

When the gates of the dam are opened, the water rushes out.

Gravity pulls it. The water flows down big tubes called penstocks and turns giant wheels, called turbines. The spinning turbines make electricity. The first hydro plant was built at Niagara Falls in the late 1800’s. Today, there are more than 2,000 dams in the United States that make electricity.

1. Water in a reservoir behind a hydropower dam flows through an intake screen, which filters out large debris, but allows smaller fish to pass through.

Hydropower Is Clean Energy

2. The water travels through a large pipe, called a penstock.

Hydropower is a clean source of energy. No fuel is burned, so the air is not polluted. It is the cheapest source of electricity because the water is free to use. And we won’t run out of water—it is renewable.

3. The force of the water spins a turbine at a low speed, allowing fish to pass through unharmed.

4. Inside the generator, the shaft spins coils of copper wire inside a ring of magnets. This creates an electric field, producing electricity.

5. Electricity is sent to a switchyard, where a transformer increases the voltage, allowing it to travel through the electric grid.

6. Water flows out of the penstock into the downstream river.

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The reservoirs can be used for swimming, fishing, boating, and other sports. When dams are built, however, the reservoirs flood a lot of land. They change the flow of the rivers. They can change the way fish and other living things use the river.

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Harnessing the Power In Moving Air

How Wind is Formed

WA

Wind is moving air. We can use the energy in wind to do work. Early Egyptians used the wind to sail ships on the Nile River. People still use wind to move them in sailboats.

In Holland, people used windmills to grind wheat. The Pilgrims used windmills to grind corn, to pump water, and to run sawmills. Today, we use wind to make electricity.

RM A IR

The Sun Makes the Wind The energy in wind comes from the sun. When the sun shines, it heats the Earth. The air over some areas gets hotter than the air over other areas. The hot air rises and cooler air rushes in to take its place. The moving air is wind.

In many places this happens because land heats up faster than water.

There are local, regional, and global wind systems, all formed by radiant energy from the sun. As long as the sun shines, there will be winds on the Earth. It is a renewable energy source. It is free since no one can own the sun or air.

CO O L A I

R

1. The sun shines on land and water.

2. Land heats up faster than water.

3. Warm air over the land rises.

4. Cool air over the water moves in.

Wind Turbine Scale Comparison

Large Wind Turbine 328 feet tall

We Can Harness the Wind Some places have more wind than others. Areas near the water usually have a lot of wind. Flat land and mountain passes are good places to catch the wind, too. Today, we use big wind turbines to catch the wind. Some wind turbines are as tall as 20-story buildings! Sometimes, there are hundreds of wind turbines in one place. These are called wind farms.

Wind Can Make Electricity When the wind blows, it pushes against the blades of the wind turbine. The blades spin around. They turn a generator to make electricity. The wind turbine doesn’t run all the time, though. Sometimes the wind doesn’t blow at all. Sometimes the wind blows too hard. Most wind turbines only run about three-fourths of the time.

Today, wind energy makes less than ten percent of the total electricity we use. One wind turbine can power a small neighborhood. Most wind farms have many, many wind turbines. Wind farms take up a lot of land; most of the land they are on can still be farmed or used to graze animals. Wind is a safe, clean energy source for making electricity.

Small Wind Turbine 80 feet tall

People 6 feet tall

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The Energy to Move Match the moving object with the source of its energy.

energy in moving air

chemical energy stored in fuel

electrical energy Potential and Kinetic Energy

Potential Energy

Kinetic Energy

HILL gravitational energy—the energy of position

chemical energy stored in food Š 2019

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Launch the Balloon ? Questions  What happens to the energy in a balloon when you fill it with air?

What happens to the energy in a filled balloon when you let it go?

 Hypothesis Read the procedure. Make predictions to answer the questions on a separate piece of paper.

 Materials Balloon Ruler

Procedure 1.

2.

3.

4.

Blow up a balloon to a diameter of about 10 cm and hold the end closed with your fingers.

Hold the balloon away from your face and let go of the end. Observe what happens.

Blow up the balloon to a diameter of about 15 cm, let it go, and observe.

Blow up the balloon to a diameter of about 20 cm, let it go, and observe.

 Data DIAMETER OF BALLOON

OBSERVATION

10 cm diameter 15 cm diameter 20 cm diameter

 Conclusion 1.

2.

3.

4.

5.

6.

What form of energy was in the blown up balloon?

What happened to the air in the balloon when you let it go?

What happened to the balloon when you let it go?

How did the amount of air you put into a balloon affect its behavior when you let it go?

Into what other forms of energy was the balloon’s energy converted when you let it go?

How could you use the energy in a blown up balloon to do work?

 Extension 1. What affect would taking away heat energy from a blown up balloon have? Put it in ice water and see.

2. What affect would adding heat energy have? Put a blown up balloon in hot water and see.

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Beware of the Bouncing Ball ? Questions  What happens to the energy in an object when you raise it above a surface?

What happens to the energy in a raised object when you drop it?

What variables might affect the energy of a dropped object?

 Hypothesis Read the procedure. Make predictions to answer the questions on a separate piece of paper.

 Materials Superball Meterstick

Procedure 1.

2.

3.

4.

5.

On a hard surface, such as a tile floor, raise the ball to a height of 50 cm and drop it.

Use a partner to observe and record the height of the ball’s bounce. Repeat 4 more times.

Raise the ball to a height of 1 meter and repeat Steps 1 and 2.

Repeat Steps 1–3 on a carpeted surface.

Compare your results with your partner’s.

 Data Trial 1

Trial 2

HEIGHT OF BOUNCE Trial 3

Trial 4

Trial 5

Hard Surface—50 cm height Hard Surface—1 meter height Carpet Surface—50 cm height Carpet Surface—1 meter height

 Conclusion 1.

2.

3.

4.

5.

6.

Did the ball bounce twice as high when dropped from 1 meter compared to 50 cm?

Did the ball bounce higher on the hard or carpeted surface? Explain why this might have happened?

What happened to the ball’s energy during the collisions? Why didn’t it bounce all the way back up?

Into what other forms of energy was the ball’s energy converted when it collided with the surface?

Did your results match your partner’s? If not, why do you think they were different?

Explain which collision would cause more damage: A car colliding with a parked car or a car colliding with a truck moving toward the car?

 Extension 1. What affect would adding heat energy to your ball have? Put it in warm water and see.

2. What affect would taking away heat energy have? Put the ball in ice water and see.

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Fun With Friction ? Questions  What happens to the potential energy in a ball when it rolls down a ruler?

Will a ball roll farther on a tile floor or on a carpeted floor?

 Hypothesis Read the procedure. Make predictions to answer the questions on a separate piece of paper.

 Materials Superball Meter stick Grooved ruler Book

BOOK

RUL

ER

Procedure 1.

2.

3.

4.

5.

On a tile floor, place one end of a ruler on a book binding as shown in the picture to make a slide.

Place the superball at the top of the ruler and let it go. Do not push it.

Measure how far it rolls from the end of the ruler and record in the chart below.

Repeat Steps 2-3 three more times.

Repeat Steps 1–4 on a carpeted floor. Record your measurements in the chart below.

 Data Trial 1

Distance the Ball Rolled Trial 2 Trial 3

Trial 4

Ball Roll on the Tile Floor Ball Roll on Carpet Floor

 Conclusion 1.

2.

3.

4.

5.

6.

What form of energy was in the ball when you held it at the top of the ruler?

What happened to the energy in the ball when you let it go?

On which surface did the ball roll farther?

Which surface applied more friction to the ball?

Define GRAVITY in your own words: Define FRICTION in your own words:

 Extension 1. What do you think would happen if you placed the ruler on two books? Try it and see.

2. What affect does the weight of the ball have? Would a heavier ball roll farther? Try it and see.

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It’s the Law! ? Questions  What happens to an object that is not moving (at rest) when no force is applied to it?

What happens to a moving object when a force is applied to it?

 Hypothesis Read the procedure. Make predictions to answer the questions on a separate piece of paper.

 Materials Beach ball 1 Big book Other types of balls

Procedure 1.

2.

3.

4.

5.

6.

7.

8.

Place the beach ball on the floor and observe it for a few seconds.

Get together with a few friends and sit in a big circle on the floor or ground.

Have one person hold the book perpendicular to the floor to make a wall.

Roll the ball on the floor toward the book. Observe the movement of the ball until it stops.

Take turns rolling the ball around the circle and toward the book. Observe the movement of the ball.

Change the speed with which you roll the ball and observe its movement.

Have the person holding the book change the angle of the book and repeat Step 5.

Repeat using other types of balls, such as a tennis ball, soccer ball, and basketball.

 Conclusion 1. After a few rolls, could you predict where the ball would go after it hit the book? Why? 2. What did you observe about the speed of the ball in all situations?

3. Finish the following sentences from your observations, using the word force: A ball at rest (not moving) will begin to move only if ...

A ball moving in a certain direction will change direction only if ...

A ball rolling on a flat surface will eventually stop moving because ...

On the pictures below, draw arrows showing where the ball will go after it hits the wall.

 Extension 1. Why would a football behave differently than a soccer ball?

2. How would the knowledge you gain in this activity make you a better racquet ball player?

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Energy in Motion

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37

What’s In a Drop? ? Questions  How does the height from which water falls affect the energy in the water?

How does the amount of falling water affect the energy in the water?

 Hypothesis Read the procedure. Make predictions to answer the questions on a separate piece of paper.

 Materials Bottle of water 1 Piece of construction paper Pencil Meter stick

Procedure 1.

2.

3.

4.

5.

6.

7.

8.

9.

Place the construction paper on the floor.

Hold the water bottle about 20 cm above the construction paper.

Squeeze ONE drop of water onto the paper.

Use your pencil to draw a circle around the “splat” that the water drop made on the paper.

Label the circle with the height from which it was dropped.

Raise the water bottle to 40 cm and repeat Steps 3-5 on a different area of the paper.

Raise the water bottle to 60 cm and repeat Steps 3-5 on a different area of the paper.

Repeat Steps 2-7 using TWO drops of water. Make sure both drops of water hit the same spot!

Repeat Steps 2-7 using FOUR drops of water. Make sure all of the water hits the same spot!

 Conclusion 1. How does the height of a drop of water affect the energy in the moving water?

2. How does the amount of water dropped affect the energy in the moving water?

 Extension 1. What characteristics of a river would you look for if you were going to build a dam to make electricity using the energy in the moving water?

2. Why might the amount of electricity produced by a hydropower dam change with the seasons?

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Energy in Motion

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The Tale of Annie Soakley I’m Annie Soakley. I am a world traveler. Let me tell you about my last trip. It began in the Pacific Ocean. I was floating in the waves with my friends. We were bobbing up and down, watching the sun rise over the mountains. What a beautiful sight!

The sun climbed higher in the sky. I began to get warm. I got warmer and warmer. Suddenly, I rose out of the water. I floated toward the sky. I grew bigger. My molecules got farther and farther apart. I expanded.

I didn’t look like a drop of water anymore. I was invisible. I had turned into water vapor. I had evaporated! I rose high into the sky. Many of my friends came with me. They had evaporated, too. Together, we formed clouds.

The wind pushed us through the sky. We sailed over the ocean toward land. The people on the beach were sad to see us. We blocked the sun.

We passed over them and headed for the mountains. The wind kept pushing us. We reached the mountains as the sun set. The air over the mountains was cold. It made me cold. As I cooled, I got smaller. My molecules got closer together. I turned into a drop of water again. I condensed.

I was too heavy for the cloud to hold me. I began falling toward the Earth. I was a rain drop! My friends condensed, too. As we fell through the air, we got colder and colder. Our molecules got closer together. We froze and became snowflakes! We all looked different and beautiful!

We fell on top of a tall mountain. When the wind pushed the clouds away, the sun came out. We began to get warmer. Our molecules pushed away from each other as they absorbed energy.

We finally melted and began to trickle down the mountain. Gravity was pulling us down.

Soon, other drops of water joined us and we turned into a small creek. As we flowed down the mountain, more creeks joined us and we grew. We turned into a roaring river. We were moving very fast. We had a lot of energy.

Gradually, the land became flatter and we stopped moving so quickly. We flowed more slowly through farms and towns. Other rivers joined us until we turned into one big, wide river.

Boats and barges floated on top of us. Fish and other living things swam through us. Plants grew from our riverbed. Animals came down to our banks and drank from us.

We just kept flowing through it all, pulled by gravity. Finally, we reached the ocean. I floated out into the waves, glad to be home again. It had been an exciting trip through the water cycle.

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Energy in Motion

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When They Dammed the River Billy and his grandpa were fishing in their favorite spot down river from the hydropower plant.

They had caught many fish in this spot over the years. From where they were sitting they could see workers placing a new turbine into the plant.

“What are they doing, Grandpa?” Billy asked.

“They are replacing an old turbine with a new, more efficient turbine. The new turbine will be able to produce more electricity with the same amount of water,” Grandpa explained. “It sure is a lot different today than when I was your age.”

Billy was confused, “What do you mean?”

“When I was your age the dam and the hydropower plant weren’t here. It was a big change for our community when they decided to dam the river and put the hydropower plant in. I still remember the day I found out. I had heard at school that we were all going to have to move and I rushed home to look for my mom…

“Mom! Mom! Where are you, Mom?” I looked all around our little cabin, but my mother wasn’t there. I found a note on the kitchen table. It said: “Fred, I went to town with Grandma. I’ll be back after supper. There is a sandwich in the refrigerator.

Please do your homework before you go fishing. I love you.”

I wasn’t hungry, but I ate a sandwich anyway, then wandered aimlessly around the cabin.

Finally, I picked up my fishing pole from behind the door. I had homework to finish, but I was too upset to read anything. I headed down the path to the fishing hole.

I climbed out on the low branch of my sycamore tree and dangled my feet in the water. This was my favorite place in the world, the place where I came whenever I needed to be alone to think. I’d spent all last summer here. Now I needed to think about the story I’d heard at school that day.

As the sun went down, I slowly reeled in my line. I hadn’t even checked the bait the whole evening. I’d had too much on my mind. As I walked back up the path, I heard my grandma’s old Ford coming up the hill. I ran to meet my mother.

When I saw her face, I knew that she’d heard the story, too. “Mom, is it true? Are we really going to have to move?”

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When They Dammed the River “Oh, Fred!” she said and pulled me close to her. “I’m so sorry!”

We stood silent, our tears shining in the moonlight. Finally my mother shook herself and said, “Let’s go inside and have some hot chocolate. I’ll tell you all about it.”

“Mom, we have to do something. We can’t just let them take this all away. Please, Mom, can’t we stop them?”

The lights in the cabin flickered off and on. I quickly lit the kerosene lantern that we kept on the table.

My mother pointed over to the city. “See those lights, Fred? That’s why. Everybody wants electricity—they want radios and refrigerators, all kinds of new things that run on electricity.

That’s what the meeting was about in town tonight—building a dam to make enough power for everybody in the valley.”

“I know that, Mom. But why here? Why can’t they build it some place else?”

“They’ve studied the whole river valley, Fred. They showed us the maps tonight. This is the best place. There’s always lots of water in the river here and the valley is shaped right.”

“But we’ll have to move. I love this place.”

“There isn’t one place on this river, Fred, where there isn’t a boy just like you who’s got a special place. Most of the towns in the valley are right on the river. You know that. This is the only place where a whole town won’t have to be moved.”

“Mom, isn’t there any other way to make electricity?” I asked.

“Yes, some places burn coal. The people at the meeting say the dam will be a lot cheaper and cleaner, though.”

My mom put her arm around my shoulder and said, “I don’t want to move either, Fred. But the dam will mean new industry. I’ll be able to get a job. They’ll pay us good money for this place, too. Enough to buy a nice house with a refrigerator and our own car.”

“This river is my life, Mom. What’ll I do without it?” I asked.

“Fred, the river isn’t going to disappear. They’re going to dam it up and make a big lake, but the river below the dam and above the lake will still be there. And the lake will be a great place to fish and swim. I won’t take you away from the water, Fred. I promise. Maybe we can get a new place right on the lake.”

I was quiet for a moment, then asked, “How does damming the river make electricity, anyway?”

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When They Dammed the River “There will be big turbines and generators at the bottom of the dam to make the electricity.

It takes a lot of force to spin the turbines, so they dam the river to raise the water level. The bigger the distance between the water level and the turbines, the greater the force of the water. The dam will have gates in it to let the water flow into big pipes that channel the water to the turbines. They say it’s a sight to see.”

Finally I smiled for the first time that day. “They ought to hire you, Mom, to do their talking for them.”

“Oh, Fred,” she said, “I know this is going to be hard. I just figure we should look for the good in things rather than the bad. Let’s take our hot chocolate down to the river and sit awhile.”

We were able to move just a short distance away, and my mother did get a job at the hydropower plant, just like she said she could. And, we still have lots of good places for fishing, just like this one here.

“Wow, Grandpa. Damming the river sounds like it was a big project, but I’m glad they did,” Billy said.

“Me too Billy, me too.”

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Hydropower Introduction (The scene is a band stage. The host of the show addresses the audience.)

PAULY POWER: Our next band works a hydro dam site harder than any other band. They provide the U.S. with 5-10 percent of the electric music. Let’s hear it for Madam and the Spillways singing “Pumped up Hydro” from their new “Hydro Hits” album.

(Madam and the Spillways performs their song to the tune of “Old MacDonald Had a Farm.”)

Original

Parody

Old MacDonald had a farm E-I-E-I-O And on this farm he had a pig E-I-E-I-O With an oink, oink here And an oink, oink there Here an oink, there an oink Everywhere an oink, oink Old MacDonald had a pig E-I-E-I-O

Old MacRiver had a dam H-Y-D-R-O To give us cheap electric power H-Y-D-R-O With a reservoir And turbine power Water in, water out Water turns it all about Old MacRiver had a dam H-Y-D-R-O

Interview PAULY POWER: I understand your band is number one in the renewable energy concert series.

MADAM: That's right, thanks to our biggest fans in the Pacific Northwest, states of Washington, California, and Oregon. They know how to go with the flow.

PAULY POWER: Your concerts are well known for the power you put out; currently, I hear it’s over 100,000 megawatts. Is that your maximum output?

JENNY RADER: No, with upgrades to our venues, we could put up to another 60,000 megawatts into our system.

PAULY POWER: Why are your live concerts unpopular with some local audiences?

PHILLUP: For us to set up the stage to perform, we sometimes have to move highways, railroads, houses, and even whole towns.

PAULY POWER: Why are the tickets to your concerts so cheap?

KEN ETIC: First of all, the water we use to power our concerts is free, so we can pass the savings along to our fans. Also, our operating costs are low, and we use our concert sites longer than other bands.

PAULY POWER: I heard that other bands rely on you to fill in when they can’t perform.

JENNY RADER: We can jump in whenever demand is high, thanks to our talented baseload player. Our band is reliable, efficient, and economical.

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Energy in Motion

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43

Sailing With the Wind ? Question  How can the wind be captured and used to move an object from one place to another?

 Hypothesis Read the procedure. Make predictions to answer the question on a separate piece of paper.

 Materials Bottle of water Piece of wood 1 Piece of construction paper 1-2 Straws Clay Crayons Scissors Tape

Procedure 1. Make a sailboat to capture the energy in the wind! Below is a picture of one way to make a sailboat. Use your materials and your imagination to design and decorate a sailboat that you think can capture the wind. The sail can be any shape or size and placed anywhere on the piece of wood!

2. Test your design in a water table or pond. If you want to make changes to your boat, do so and test your boat again.

 Conclusion 1. How does a sailboat use the energy in the wind?

2. Draw a picture of your sailboat in the space below.

 Extension 1. How could people use the energy in the wind to travel over land?

2. Why do many boats with sails also have engines or oars?

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Wind Can Do Work ? Question  What is the maximum load that can be lifted all of the way to the top of the shaft?

 Materials Pinwheel Diagram 1 Long straw 1 Small straw Tape 50 cm String Paper clips Large foam cup

2 Straight pins Binder clip Fan Ruler Hole punch Marker Scissors

Procedure 1. Turn the cup upside down.

2. Cut the long straw so that you have an 8 cm length. Share or discard the other portion. Tape this straw horizontally to the bottom of the cup (which is now the top) so that there is an equal amount of straw on both ends. Set this aside.

3. Prepare the windmill blades using the Pinwheel Diagram.

4. Measure 1.0 cm from the end of the small straw and make a mark. Insert a pin through the small straw at this mark. This is the front of the straw.

5. Slide the straw through the windmill blades until the back of the blades rest against the pin. Gently slide each blade over the end of the straw. Secure the blades to the straw using tape or another pin.

6. Insert the small straw into the regular straw on the cup.

7. Tape the string to the end of the small straw. Tie the other end of the string to a paper clip. Make sure you have 30 cm of string from the straw to the top of the paper clip.

8. On the very end of the small straw near where the string is attached, fasten a binder clip in place for balance and to keep the string winding around the straw.

9. Investigate: Keep adding paper clips one at a time to determine what is the maximum load that can be lifted all of the way to the top.

Record your data.

 Extension 1. What variables can you change in this investigation? Create a new investigation changing one variable at a time.

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Wind Can Do Work  Data Fill in the chart below to show how many paper clips can be lifted.

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5

Trial 6

Trial 7

Trial 8

Trial 9

Number of Paper clips  Conclusion Draw a picture of your windmill and use the vocabulary below to label the parts. Label the energy transformations that occurred to lift the paper clips.

Blades Tower Shaft Load

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Energy in Motion

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Measuring the Wind ? Question  Where on the school grounds does the wind blow the hardest?

 Hypothesis Read the procedure. Make predictions to answer the question on a separate piece of paper.

 Materials Pencil 1 Streamer (30 cm long) Push pin

Procedure 1. Attach a 30 cm piece of streamer to the top of the pencil with a push pin.

2. On a separate piece of paper, draw a map of your school and the area around your school.

3. Go outside and measure the wind at 10 different places around your school. Make sure you observe the wind on all sides of the school and in places away from buildings. If there is an area that is higher than other areas, observe that area. If there is an open area, include that area, too.

4. Mark the direction the wind is blowing on your map with arrows. Mark each place where you observe the wind and record your observations.

5. Compare your results with your classmates’ results. Make a class map that shows the five places with the most wind.

 Conclusion 1. Where does the wind blow the hardest? Where is the least amount of wind?

2. Explain why you think there is more wind in some places around your school than in others.

 Extension 1. How would you change your wind indicator design to give you more information about the speed and direction of the wind at your school?

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Energy in Motion

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The Tale of Windy Wizard Windy lived in a lighthouse with her father, who was a powerful wizard. Windy was his only child and he gave her whatever she wished. Windy loved the lighthouse, which stood on a high cliff above the ocean. She loved to play in the sun. She loved the seagulls flying in the sky.

She loved to swim with the fish.

The only thing she didn’t like was the wind. On the cliff, the wind blew all the time. If Windy had a picnic, the wind blew away her napkin. It carried her potato chips up to the seagulls. It blew sand into her drink.

One day, Windy’s father gave her a new wizard hat. It was beautiful. Silver stars and moons glittered on it. Windy shouted for joy and ran outside to show the seagulls. Suddenly, a gust of wind grabbed the hat and blew it over the ocean. “Stop!” Windy cried, “Bring back my hat!”

But the wind carried her hat away.

Windy ran inside. She was furious. “Father, Father, the wind took my new hat. I want you to make the wind stop forever!”

“Windy, I don’t think you understand what you are asking,” said her father.

“Yes, I do, Father! Make the wind go away! Do this if you love me!” And her father, the great wizard, could not deny his daughter. The next morning, it was cold and dark. There was no wind. Windy smiled, then shivered. Why was it so cold and dark? She ran to find her father.

“Thank you for stopping the wind, Father, but why is it so dark and cold? The sun should be up by now.”

“I had to send the sun away to grant your wish, child. A dark, cold world is the price you must pay to stop the wind,” explained the wizard.

“I love the sun, Father, I just wanted the wind to stop,” cried Windy, “Please bring back the sun!”

“But it is the sun that makes the wind. The sun warms the land and the air over the land rises.

The cool air over the ocean rushes in to take its place. To stop the wind, I had to send away the sun. That was your wish.”

Windy looked at her father and grinned. “You did this to teach me a lesson, didn’t you? I needed to know about the sun and the wind. I needed to learn to respect all of nature’s energy. Now bring back the sun and the wind, and stop spoiling me!”

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A Trip to the Farm Cast Teacher Maria Jose Chorus

Script TEACHER: Come on, children, we’re at the farm. Let’s explore.

MARIA:

I don’t see any pigs or horses.

TEACHER: This farm doesn’t have any animals.

JOSE:

Can we pick strawberries or corn?

TEACHER: No, not today. This farm doesn’t grow any fruits or vegetables.

CHORUS: What kind of farm is this?

TEACHER: It’s a special kind of farm. Look up there on the hill. What do you see?

CHORUS: Windmills, everywhere!

TEACHER: That’s right. We’re visiting a wind farm, and we call those windmills—wind turbines.

MARIA:

A wind farm? Is this where they make wind? Is that what wind turbines do?

TEACHER: Wind turbines don’t make the wind. They catch the wind with their blades and then they spin. The sun makes the wind.

JOSE:

But the sun is far away. And the wind blows at night when the sun is not shining.

TEACHER: The sun doesn’t blow the wind, but it makes it in another way.

CHORUS: Wind is moving air—energy is there.

MARIA: © 2019

I see a lake over there. I want to go swimming.

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A Trip to the Farm JOSE:

Ssshhh, Maria. I want to learn how the sun makes the wind.

TEACHER: When the sun shines down it warms everything on earth. Air over land heats faster than air over water. Warm air, over the land, rises into the sky. Cooler air, from over the water, moves in to take its place. We can feel the moving air-it’s wind.

JOSE:

Why does the wind blow at night?

TEACHER: The wind blows at night when one place cools off faster than another. Cooler air moves in as warmer air rises.

CHORUS: Wind is moving air—energy is there.

MARIA:

Since wind turbines don’t make the wind, what are they here for?

JOSE:

They sure are tall. I think they look super cool.

MARIA:

Ssshhh, Jose. I want to learn about the turbines.

TEACHER: The wind turbines are here to catch the wind. The wind pushes against the blades and makes them turn. This motion generates electricity.

CHORUS: We use electricity every day.

JOSE:

For lights, TVs, and computers.

MARIA:

How do the wind turbines make electricity?

TEACHER: Inside each turbine is a coil of wire—like a giant spool of thread. The blades of the windmill are connected to big magnets. When the wind blows, the blades turn and the magnets spin around the coil of wire. That makes electricity.

MARIA:

What happens when the wind isn’t blowing?

TEACHER: The blades stop turning. The turbines stop generating electricity. Most wind turbines don’t make electricity every minute of the day.

CHORUS: That’s not good.

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A Trip to the Farm TEACHER: Some people believe this makes wind unreliable, which means it can’t be counted on to produce electricity all of the time. But scientists carefully study an area before they build any wind turbines. They find locations where the wind blows consistently most of the time. Finding a good location is called siting a wind farm.

JOSE:

I want to work on a wind farm when I grow up.

TEACHER: What else do you know about the wind?

MARIA:

The wind is free.

JOSE:

And wind turbines don’t pollute the air.

TEACHER: Some people think wind turbines pollute the air with sound.

CHORUS: Whoosh, Whoosh, Whoosh.

MARIA:

Oh yeah, the wind will never stop.

TEACHER: That’s right. The wind is a renewable source of energy.

CHORUS: Wind is moving air—energy is there. Wind is moving air—energy is there.

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Energy in Motion

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Wind Introduction (The scene is a band stage. The host of the show addresses the audience.)

PAULY POWER: Our next band just blew into town for this performance. Most of their electric concerts are performed in Texas during the summer when people need to hear their music the most. Let’s hear a big Totally Energy Show welcome for Darrieus and the Wind Spinners, singing “Watts on the Wind” from their “Blade Power” album.

(Darrieus and the Wind Spinners perform their song to the tune of “Oh! Susanna.”)

Original

Parody

Oh, I come from Alabama With a banjo on my knee I’m a-goin’ to Louisiana My true love for to see

The sun shines down to heat the lands The oceans keep their cool The hot air rises and expands Let’s use that wind as fuel

Rained all night the day I left The weather it was dry Sun so hot I froze to death Susanna, don’t you cry

The wind blows down the mountain pass And turns the turbine blades No burning coal, or oil or gas As electric power is made

Oh! Susanna Oh, don’t you cry for me For I come from Alabama With my banjo on my knee

Oh, wind power You are the fuel for me For three-fourths of every hour You make electricity

Interview PAULY POWER: What gives your band the energy to perform day and night?

DARRIEUS: If it weren’t for the sun heating the Earth unevenly, we would not be turning out our music today.

PAULY POWER: Where did the band get its first big break?

MILLY: Our first big break came in Holland in the 17th century. We paid our dues, though. We really got put through the mill!

PAULY POWER: I’ve heard your band isn’t always reliable; that you don’t always show up at performances. Tell me why.

LOLLY: Well, Pauly, that’s true, we only perform about three-fourths of the time. And, even then, the energy we get from the wind isn’t always strong enough so that we can be heard in the back row.

PAULY POWER: I hear your concert halls take up a lot of space.

GALE: That’s true. Just one of our wind turbines takes up an acre or two. And we usually have dozens of turbines on a wind farm. The good thing is you can plant crops around our wind turbines or graze cattle.

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Electricity Introduction (The scene is a band stage. The host of the show addresses the audience.)

PAULY POWER: Our next band is a blow-out. They follow a concert circuit that reaches almost every person in the country—in fact, they travel extensively worldwide. Let’s hear a big welcome for Lightning and the Zappers, singing “Power to the People” from their “It’s Electric!” album.

(Lightning and the Zappers perform their song to the tune of “Wheels on the Bus”).

Original

Parody

The wheels on the bus go round and round round and round round and round The wheels on the bus go round and round All through the town

The turbine blades spin round and round, round and round, round and round A copper coil spins round and round inside a magnet.

Electrons in the coil flow round and round, round and round, round and round Flow in a loop going round and round in a closed circuit.

Voltage in the wires steps up and down, up and down, up and down Transformers step it up and down, from power plant to town.

The switches on the walls go up and down, up and down, up and down Closed is up and open is down. The circuits in our town.

Interview

There’s no power when the switch is down, switch is down, switch is down Close the circuit and electrons go round, powering our town.

PAULY POWER: What gives your band the energy to perform day and night all over the world?

LIGHTNING: We go with the flow—the flow of electrons.

PAULY POWER: How long has your band been on the concert circuit?

JENNY RATOR: We’ve been around forever, but people really began to get turned on by us in the 1930s and 40s.

PAULY POWER: I’ve heard your band is the most reliable on the circuit; you always show up at performances. Tell me why.

REELY ABLE: Well, Pauly, that’s true. Here in the U.S. we travel on a network that gets us to concerts over 99 percent of the time. In other countries, we have a harder time.

PAULY POWER: Why do so many people like your concerts?

LIGHTNING: Our songs have something for everybody. Our tickets are a bargain and our tunes have a powerful message.

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Energy in Motion

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Harry Spotter and the Chamber of Windy Myths Teacher Guide Key Concepts Wind

turbines do not produce excess sound.

Properly

sited wind turbines do not kill birds and bats.

Wind

energy is reliable and predictable.

Siting

a wind turbine is critical to its success.

A

Vocabulary

anemometer

hideous

reliable

sustained

bickering

menagerie

rhythmical

efficiently

migration

siting

(a wind farm)

Cast of Characters Halley: An intelligent student

Cloudia: A student

Rodney: A student that sometimes struggles academically

Breezus: A student

Harry Spotter: A student that enjoys flying

Class: Class

Professor Huggdatreaz: The science teacher

R Assessment 1. Why did Professor Dieseldore invite Professor Huggdatreaz to teach the windseekers class at Hogwatts? (Huggdatreaz is an expert in siting wind turbines. Hogwatts is looking to increase their electric capacity by installing a wind turbine.)

2. What makes a location a good spot for a wind turbine? (Predictable, consistent, parallel winds of around 5-8 miles per hour; wildlife that won’t be disturbed by the wind turbines; dual-use locations that can be used for farming or grazing, as well as the turbines.)

3. What makes a location a bad spot for a wind turbine? (Inconsistent winds; wind speeds that are too high; winds that blow in a direction the blades cannot use; migration routes for birds or bats; locations with many other tall structures.)

4. What is one myth most people believe about wind turbines? How would you convince them this is not true? (Myths may include: bats or birds are killed by the spinning blades; wind turbines are noisy; electricity generated by wind power is unreliable; and a wind turbine may be successfully put anywhere.)

Extensions 1. The principal of your school is thinking about adding a wind turbine to the property to generate electricity. Your class is responsible for deciding if this is a good idea and where the turbine should be located. Write a persuasive speech convincing your principal why she should or should not add a wind turbine.

2. Research wind energy and wind turbine technology. Prepare informative expo boards on these topics: Wind,

a renewable energy resource Parts

of a wind turbine Siting

a wind farm Wind

turbines generate electricity Wind

energy myths 3. Perform Harry Spotter and the Chamber of Windy Myths for other students in your school and teach them about wind energy using the expo boards.

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Harry Spotter and the Chamber of Windy Myths Characters HALLEY: An intelligent student RODNEY: A student that sometimes struggles academically HARRY SPOTTER: A student that enjoys flying PROFESSOR HUGGDATREAZ: The science teacher CLOUDIA: A student BREEZUS: A student CLASS: Class

Scene I (Setting: A classroom at Hogwatts School.)

HALLEY: I’m so excited about this new class. This professor is really supposed to be energetic!

RODNEY: I just hope I pass this one.

HARRY: We’d better hurry, or we’re going to be late.

(They enter the classroom and find seats.)

PROFESSOR HUGGDATREAZ: Welcome to Windseekers Class. This is a new class at Hogwatts. Your first project will impact the entire school. Due to increased enrollment, our current electrical capacity is no longer meeting our needs.

HALLEY: (Waving hand excitedly) Is that why the lights went off in our dorm last night? I couldn’t finish reading ahead for my classes.

PROFESSOR HUGGDATREAZ: Yes, Hally. Professor Dieseldore invited me to teach this class since I’m an expert in siting wind farms. You are going to assist me in picking the perfect location for a wind turbine.

CLOUDIA: Cool.

RODNEY: (Quietly to Harry) Do you know what he’s talking about?

HALLEY: Shhhhh…

PROFESSOR HUGGDATREAZ: Can anyone tell me what wind energy is?

(Halley waves her hand wildly.)

PROFESSOR HUGGDATREAZ: Harry?

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Harry Spotter and the Chamber of Windy Myths HARRY: The stuff that blew out the candle last night.

PROFESSOR HUGGDATREAZ: One point for Harry. But, wind is much more. Breezus?

BREEZUS: Wind is magic. It helps our broomsticks fly and fills dragons’ wings.

HALLEY: (Shouts) Wind is moving air.

PROFESSOR HUGGDATREAZ: One point for Breezus. Yes, wind does seem like magic. Halley, you would receive points too, if you’d waited to be called on. Yes, wind is moving air that we can harness to do work.

Class, repeat after me: wind is moving air—energy is there.

CLASS: Wind is moving air—energy is there.

PROFESSOR HUGGDATREAZ: For homework tonight, everyone needs to find the perfect location for us to build a wind turbine here at Hogwatts. Class dismissed.

RODNEY: A wind what?

HARRY: A wind turbine. It’s a modern windmill. The blades catch the wind and turn it into electricity.

HALLEY: It converts nature’s mechanical energy into electrical energy.

HERMAN: Thank you, HARRY. Halley, how far ahead did you read?

HARRY: Stop bickering, let’s get this homework done.

CLASS: (As they exit the classroom) Wind is moving air—energy is there. Wind is moving air—energy is there.

Scene II (Setting: The next day in Windseekers Class.)

PROFESSOR HUGGDATREAZ: It’s time to share your ideas. Where should we build the wind turbine?

(Halley waves her hand wildly.)

PROFESSOR HUGGDATREAZ: Breezus?

BREEZUS: In the middle of the Frightening Forest, so we don’t have to see it. The giant tower and spinning blades will blend right in with the hideous trees and won’t ruin our view.

CLOUDIA: But I think the wind turbine will look cool. I don’t want to go into the Frightening Forest to see it.

PROFESSOR HUGGDATREAZ: Although some people don’t like the look of turbines, that shouldn’t be our first consideration.

HALLEY: And the trees in the forest would block the wind, so it would defeat the purpose.

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The NEED Project

Energy in Motion

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Harry Spotter and the Chamber of Windy Myths RODNEY: (Sighs loudly) So I guess that means my idea of putting the turbine inside of the science building wouldn’t work either?

PROFESSOR HUGGDATREAZ: That’s right, Rodney. Any other suggested site locations? Remember what wind is?

CLASS: Wind is moving air—energy is there.

CLOUDIA: How about near Zagrid’s house, or even on his roof?

HARRY: But won’t the noise keep him and his menagerie up at night?

PROFESSOR HUGGDATREAZ: Actually, the sound from a wind turbine isn’t as loud as you might think given how big it is and how much energy it makes. The sound it makes is a rhythmical whooshing, sort of like the sound of a dragon’s wings flapping—whoosh, whoosh, whoosh. Who can see why building it on the roof wouldn’t work?

BREEZUS: Same reason as the woods, because the wind could be blocked. There can’t be anything near it that would block the wind before it gets to the blades. His house is so tiny, even some of the trees are taller.

HALLEY: How about the roof of the school? It is the tallest building at Hogwatts, so nothing will block the wind’s path.

PROFESSOR HUGGDATREAZ: Good suggestion, Halley, however it won’t work.

Rodney: Halley’s wrong?

PROFESSOR HUGGDATREAZ: Sure, Hogwatts’ roof is tall, but does anything else use that airspace?

CLOUDIA: The Owlery is up there. Our owls could be hit by the spinning blades!

BREEZUS: Good thing I don’t have an owl.

PROFESSOR HUGGDATREAZ: Bird flight paths are a major consideration in siting a wind project. We’ve learned from past mistakes that wind turbines shouldn’t be built near migration routes. By avoiding these areas, there is a much smaller chance of wildlife being injured.

HARRY: This shouldn’t be that hard. It’s just wind—you can’t even see it!

CLASS: Wind is moving air—energy is there.

RODNEY: Does this mean that if we find a perfect location, we’ll only have power when there is a storm and it’s really windy?

HALLEY: No, Rodney. Current technology allows a large wind turbine to run efficiently on winds as low as 5-8 miles per hour.

© 2019

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Energy in Motion

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57

Harry Spotter and the Chamber of Windy Myths CLOUDIA: So, we need to find a location away from tall structures that might block the wind, with a wind speed of at least 5-8 miles per hour, and in a place that won’t disturb wildlife.

BREEZUS: Maybe there’s a windseeker spell to help figure this out!

PROFESSOR HUGGDATREAZ: Five points to Cloudia for summing up the discussion so nicely. For homework tonight, you can take anemometers out to check wind speed at various locations. Remember, the tower could be up to 100 meters high, so you will have to find a way to get to that height to accurately check the speed.

HARRY: Wooo…flying time!

Scene III (Setting: The next day in Windseekers Class.)

PROFESSOR HUGGDATREAZ: Good morning, class.

CLASS: Wind is moving air—energy is there.

PROFESSOR HUGGDATREAZ: It seemed to be pretty windy last night. Did you have fun using the anemometers to measure the wind speed?

BREEZUS: It was great, until I fell off my broomstick trying to get a reading.

CLASS: (Laughs) BREEZUS: The edge of the cliff had sustained gusts up to 80 miles per hour. We’d get tons of energy from that!

HALLEY: Actually, that’s too much wind. Those gusts would shut the turbine down. They need to protect themselves from incredibly strong winds, so when the wind gets too powerful they shut down. Also, did you notice what direction the wind was blowing?

HARRY: The wind came right up the face of the cliff. I actually leaned out over the edge, holding my broom tight in case I fell, and the wind held me up! My cap blew off and flew up, up, up into the air.

PROFESSOR HUGGDATREAZ: This is actually another reason why the edge of a cliff will not work. Wind turbines are designed to capture air that is moving parallel to the ground. They cannot capture wind that is moving upwards.

CLOUDIA: The field where the gardens are got between 15 and 25 mile per hour winds the whole time we were there.

RODNEY: But would we have to move all those plants? Some of them take years to bloom.

PROFESSOR HUGGDATREAZ: Many wind farms use the land under the towers for farming or grazing. We could continue to use the area around the turbine for plants. There is plenty of room for both.

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The NEED Project

Energy in Motion

www.NEED.org

Harry Spotter and the Chamber of Windy Myths HARRY: I know from flying that the wind changes depending on the weather and the season.

PROFESSOR HUGGDATREAZ: Ten points to Cloudia for finding a good spot and a point to Harry for noticing that the wind isn’t always constant. We only took measurements for one night, which really isn’t sufficient for determining a good site, but since it was windy, it will give us a good idea of where to look.

HALLEY: Wind measurements should really be taken at a site for at least one full year to get an idea of what the wind is like at all times. Many people who are considering where to put a turbine will measure the wind speeds for three years or more!

BREEZUS: If wind isn’t reliable, why use it?

PROFESSOR HUGGDATREAZ: A point for Halley. As she said, you really need long term data to determine if a site is a good one for a wind turbine. A team of our professors has just finished reviewing Hogwatt’s many years worth of weather records and has determined that winds in the garden area are very reliable. The average wind speed is calculated to be 15 miles per hour. The wind doesn’t blow over the garden all of the time, but it is predicted that the turbine will be generating some power for the school 80 percent of the time.

What other benefits does this location have?

CLOUDIA: It isn’t near the owls or any other normal bird route.

BREEZUS: There are no tall buildings or trees near it.

RODNEY: We probably won’t even hear the sound from the turbines when we’re inside mixing potions.

HALLEY: By using wind power, we are using a renewable energy source. We’ll never run out of wind energy, and we’re taking care of the environment.

PROFESSOR HUGGDATREAZ: I’m proud of all of you for putting the facts together and deciding on the same site the experts did. We know we will need reliable energy to meet the electrical needs of our growing population of students. For our next assignment…

(Lights go out.)

HARRY: I guess Professor Dieseldore was right. We need to use wind energy at Hogwatts.

CLASS: Wind is moving air—energy is there, and that’s why we should care!

© 2019

The NEED Project

Energy in Motion

www.NEED.org

59

Energy in Motion Survey 1.

Write an N in the circle where the boy has the least kinetic and potential energy.

2.

Write a P in the circle where the boy has the most potential energy.

3.

Write a K in the circle where the boy has the most kinetic energy.

4.

Potential energy is...

a. friction

b. stored energy

c. don’t know

5.

A soap box derby car moves because of...

a. gravity

b. wind

c. don’t know

6.

A granola bar contains...

a. kinetic energy

b. potential energy

c. don’t know

7.

A soap box derby car stops because of...

a. friction

b. gravity

c. both friction and gravity

d. don’t know

8.

When you slide across a carpet, heat is produced by...

a. friction

b. electricity

c. don’t know

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The NEED Project

Energy in Motion

www.NEED.org

9.

What makes a rolling soccer ball change direction?

a. potential energy

b. a force acting on it

c. don’t know

10.

The energy in moving water can be used to...

a. make electricity

b. to grow food

c. don’t know

11.

The water cycle is powered by...

a. rain

b. the sun

c. don’t know

12.

Wind energy is...

a. renewable

b. nonrenewable

c. don’t know

13.

Wind is produced by...

a. the clouds

b. the sun

c. don’t know

14.

The energy in moving air can be used to...

a. make electricity

b. move trucks

c. don’t know

15.

The energy in wind is...

a. potential energy

b. kinetic energy

c. don’t know

© 2019

The NEED Project

Energy in Motion

www.NEED.org

61

Youth Energy Conference and Awards

Youth Awards Program for Energy Achievement

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore

All NEED schools have outstanding classroom-based programs in which students learn about energy.

Does your school have student leaders who extend these activities into their communities? To recognize outstanding achievement and reward student leadership, The NEED Project conducts the National Youth Awards Program for Energy Achievement.

energy in STEM (science, technology, engineering, and math).

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.

For More Info: www.youthenergyconference.org

Share Your Energy Outreach with The NEED Network!

This program combines academic competition with recognition to acknowledge everyone involved in NEED during the year—and to recognize those who achieve excellence in energy education in their schools and communities.

What’s involved?

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Want more info? Check out www.NEED.org/Youth-Awards for more application and program information, previous winners, and photos of past events.

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The NEED Project

Energy in Motion

www.NEED.org

Energy in Motion Evaluation Form State: ___________ Grade Level: ___________ Number of Students: __________ 1. Did you conduct the entire unit?



Yes



No

2. Were the instructions clear and easy to follow?



Yes



No

3. Did the activities meet your academic objectives?



Yes



No

4. Were the activities age appropriate?



Yes



No

5. Were the allotted times sufficient to conduct the activities?



Yes



No

6. Were the activities easy to use?



Yes



No

7. Was the preparation required acceptable for the activities?



Yes



No

8. Were the students interested and motivated?



Yes



No

9. Was the energy knowledge content age appropriate?



Yes



No

10. Would you teach this unit again?

Please explain any ‘no’ statement below.



Yes



No

How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

© 2019

8408 Kao Circle Manassas, VA 20110 FAX: 1-800-847-1820

The NEED Project

Energy in Motion

www.NEED.org

63

National Sponsors and Partners Association of Desk and Derrick Clubs Foundation Alaska Electric Light & Power Company American Electric Power Foundation American Fuel & Petrochemical Manufacturers Armstrong Energy Corporation Association for Learning Environments Robert L. Bayless, Producer, LLC Baltimore Gas & Electric BG Group/Shell BP America Inc. Blue Grass Energy Bob Moran Charitable Giving Fund Boys and Girls Club of Carson (CA) Buckeye Supplies Cape Light Compact–Massachusetts Central Alabama Electric Cooperative Citgo CLEAResult Clover Park School District Clovis Unified School District Colonial Pipeline Columbia Gas of Massachusetts ComEd ConocoPhillips Constellation Cuesta College Cumberland Valley Electric David Petroleum Corporation David Sorenson Desk and Derrick of Roswell, NM Desert Research Institute Direct Energy Dominion Energy, Inc. Dominion Energy Foundation DonorsChoose Duke Energy Duke Energy Foundation East Kentucky Power EduCon Educational Consulting Edward David E.M.G. Oil Properties Energy Trust of Oregon Ergodic Resources, LLC Escambia County Public School Foundation Eversource Exelon Exelon Foundation Exelon Generation First Roswell Company Foundation for Environmental Education FPL The Franklin Institute George Mason University – Environmental Science and Policy Gerald Harrington, Geologist Government of Thailand–Energy Ministry Grayson RECC Green Power EMC Greenwired, Inc. ©2019 The NEED Project

Guilford County Schools–North Carolina Gulf Power Harvard Petroleum Hawaii Energy Houston LULAC National Education Service Centers Illinois Clean Energy Community Foundation Illinois International Brotherhood of Electrical Workers Renewable Energy Fund Illinois Institute of Technology Independent Petroleum Association of New Mexico Jackson Energy James Madison University Kansas Corporation Commission Kentucky Office of Energy Policy Kentucky Environmental Education Council Kentucky Power–An AEP Company Kentucky Utilities Company League of United Latin American Citizens – National Educational Service Centers Leidos Linn County Rural Electric Cooperative Llano Land and Exploration Louisiana State University – Agricultural Center Louisville Gas and Electric Company Midwest Wind and Solar Minneapolis Public Schools Mississippi Development Authority–Energy Division Mississippi Gulf Coast Community Foundation National Fuel National Grid National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory NC Green Power Nebraskans for Solar New Mexico Oil Corporation New Mexico Landman’s Association NextEra Energy Resources NEXTracker Nicor Gas Nisource Charitable Foundation Noble Energy North Carolina Department of Environmental Quality North Shore Gas Offshore Technology Conference Ohio Energy Project Oklahoma Gas and Electric Energy Corporation Opterra Energy Oxnard Union High School District Pacific Gas and Electric Company PECO Pecos Valley Energy Committee People’s Electric Cooperative Peoples Gas Pepco Performance Services, Inc. Petroleum Equipment and Services Association Permian Basin Petroleum Museum

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

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Phillips 66 Pioneer Electric Cooperative PNM PowerSouth Energy Cooperative Providence Public Schools Quarto Publishing Group Prince George’s County (MD) R.R. Hinkle Co Read & Stevens, Inc. Renewable Energy Alaska Project Resource Central Rhoades Energy Rhode Island Office of Energy Resources Rhode Island Energy Efficiency and Resource Management Council Robert Armstrong Roswell Geological Society Salal Foundation/Salal Credit Union Salt River Project Salt River Rural Electric Cooperative Sam Houston State University Schlumberger C.T. Seaver Trust Secure Futures, LLC Shell Shell Carson Shell Chemical Shell Deer Park Shell Eco-Marathon Sigora Solar Singapore Ministry of Education Society of Petroleum Engineers Sports Dimensions South Kentucky RECC South Orange County Community College District SunTribe Solar Sustainable Business Ventures Corp Tesla Tri-State Generation and Transmission TXU Energy United Way of Greater Philadelphia and Southern New Jersey University of Kentucky University of Maine University of North Carolina University of Rhode Island University of Tennessee University of Texas Permian Basin University of Wisconsin – Platteville U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office Volusia County Schools Western Massachusetts Electric Company Eversource