Ready-Ed
PHOTOCOPY MASTERS
Publications
Practical Science
Energy and Change
for 10-12 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas
By Kevin Rigg
Ebook Code REAU4035
This is a Ready-Ed Publications' book preview.
Written by Kevin Rigg. Artwork by Terry Allen. Edited by Jane Bourke. Design & Typesetting by Shay Howard. Published by Ready-Ed Publications (2007) Š Ready-Ed Publications - 2007. P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au
Go to www.readyed.net
COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.
ISBN 1 86397 679 5
This is a Ready-Ed Publications' book preview.
Go to www.readyed.net
Contents
Contents
Energy and Change
This is a Ready-Ed Publications' book preview. Teachers’ Notes Presentation Ideas Curriculum Links
........... page 4 ........... page 5 ........... page 6
Lesson 1: Electric Circuits (1) Teachers’ Notes Activity 1a Activity 1b
........... page 8 ........... page 9 ......... page 10
Lesson 2: Electric Circuits (2) Teachers’ Notes Activity 2a Activity 2b
......... page 11 ......... page 12 ......... page 13
Lesson 3: About Energy Teachers’ Notes Activity
......... page 14 ......... page 15
Lesson 4: My Torch Teachers’ Notes Activity
......... page 16 ......... page 17
Lesson 5: Energy Use at Home (1) Teachers’ Notes Activity 1a Activity 1b
......... page 18 ......... page 19 ......... page 20
Lesson 6: Energy Use at Home (2) Teachers’ Notes Activity
......... page 21 ......... page 22
Lesson 7: Energy Use at School Teachers’ Notes Activity
......... page 23 ......... page 24
Lesson 8: Energy Transfer Teachers’ Notes Activity
......... page 25 ......... page 26
Answers
......... page 27
Go to www.readyed.net 3
Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Energy and Change” with 10-12 year old students. At this level the students will be focusing on the enabling and impeding of energy and how energy is transferred through different materials. Students will research the different forms of energy and will be involved in constructing, testing and gathering data on electric circuits as well as drawing and explaining how an electrical appliance functions. Activities also include carrying out an extensive home and school survey regarding energy use, which will be followed up with an assessment.
Energy and Change
Lesson Sheets Layout
This is a Ready-Ed Publications' book preview.
STUDENT LESSON SHEET Lesson title Student learning activities
Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.
Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 28). Other books in the Practical Science series:
• • • •
4
TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;
Go to www.readyed.net
Earth and Beyond Life and Living Natural and Processed Materials Working Scientifically
Cross-curricular/integration ideas.
Presentation Ideas
Energy and Change
This is a Ready-Ed Publications' book preview. • Make a display using items used in the lesson and worksheets. Children could make labels for the items.
• Make a frieze of drawings, cut outs and worksheets used in the lesson. Have different children label the pictures. • Take digital photos of the activity and print them for a language activity.
• Children could produce labels for the photos which can be used in a class book or display in the library. • Take photos in the classroom or the playground during the activity. Children create labels to put under the photos. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets. • Children could give talks to another class using the worksheets as a guide. • Hang models used to demonstrate from wire in the room and have children provide labels. • Hang posters and projects together / use posters, models and worksheets in a display. • Present the whole activity as a class talk at assembly using posters, graphs and data collected. • Display posters around the school, library or community.
Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.
Go to www.readyed.net www.readyed.com.au/urls/science
Bookmark this site for ease of use:
5
Curriculum Links
Energy and Change
This is a Ready-Ed Publications' book preview. The activities in Practical Science: Energy and Change can be linked to the following Science strands and learning outcomes for each state/territory.
State/Territory
Subject Area
Strands
Outcomes
NT, ACT and Tas. (National Curriculum)
Science
· Energy and Change
New South Wales
Science and Technology
· Physical Phenomena
Victoria (VELS)
Science
· Science, Knowledge
Queensland
Science
· Energy and Change
2.2, 2.3, D2.4 3.1, 3.2
South Australia
Science
· Energy Systems
2.3, 2.4 3.3, 3.4
Western Australia
Science
· Energy and Change
EC 2, EC 3
- Energy and Us - Transferring Energy - Energy Sources and Receivers
3.4 3.5 3.6 PP S2.4 PP S3.4
and Understanding · Science at Work Physical Science: Energy and its Uses 3.1 (CSF) Forces and Their Effects 3.2 (CSF)
Go to www.readyed.net 6
Energy and Change
This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Electric Circuits (1) •Electric Circuits (2) •About Energy •My Torch •Energy Use At Home (1) •Energy Use At Home (2) •Energy Use At School •Energy Transfer
Go to www.readyed.net 7
Lesson 1
Lesson 1
Teachers' Notes
Energy and Change
Electric Circuits (1)
This is a Ready-Ed Publications' book preview. Learning Outcomes: • •
Designs and describes ways of enabling or impeding the transfer of energy. Identifies the chain of sources and receivers of energy within systems.
Materials: Each child/group will need: • 4 pieces of electric wire, each approximately 30 cm long • 2 globes (in holders would be best) • 2 small batteries (AA size will do) • Internet access INTERACTIVE WEBSITE: Circuits and Conductors: www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors.shtml
Lesson Ideas: • Discuss the electrical components provided for each group. Have children construct a circuit which works (e.g. lights the globe). Students can draw the circuit on the worksheet and explain why it works. • Children write definitions for the words using dictionaries or encyclopedia. Alternatively, these can be listed on the board and done as a whole class. Discuss students’ answers. • Children should now have a basic understanding of how a simple circuit works. • Children predict which of the circuits from section B will work. They then make and test their predictions using the group’s materials.
Integration Ideas: English (Writing): Children write a recount sheet on the activity. Technology: Children design and make a toy using batteries, wire and globes (or small electric motors). English (Spelling): Make up a list of “electric” words for a word study activity, e.g. word search.
Go to www.readyed.net
8
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Lesson 1a
Electric Circuits (1)
Energy and Change
Making a Circuit: Use two pieces of wire, a battery and a globe to make an electric circuit which will light the globe. Draw your circuit:
This is a Ready-Ed Publications' book preview.
Explain why this circuit works. (Tip: Use words like “current”, “positive” and “negative”.) _____________________________________________________ _____________________________________________________ _____________________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Write a definition for these terms:
battery: _____________________________________________________________________ ____________________________________________________________________________ circuit: ______________________________________________________________________ ____________________________________________________________________________
Go to www.readyed.net
current: _____________________________________________________________________ ____________________________________________________________________________
9
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Lesson 1b
Electric Circuits (1)
Energy and Change
Study these circuits carefully.
This is a Ready-Ed Publications' book preview. (2) Four pieces of wire
(1) One piece of wire
(3) Two pieces of wire
(4) Two pieces of wire
Predict which of these circuits will work and place a tick on them. ___________________________________________________________________________ Build each of the circuits above and check to see if you were right. Place another tick next to the ones which work. How accurate were your predictions? ___________________________________________________________________________ ___________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
D
Group Discussion: Select one circuit which didn't work and explain why. Discuss what this circuit would need to make it work.
______________________________________________________________________________ ______________________________________________________________________________
Go to www.readyed.net
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
10
Teachers' Notes
Lesson 2
Energy and Change
Electric Circuits (2) This is a Ready-Ed Publications' Learning Outcomes: • •
book preview.
Designs and describes ways of enabling or impeding the transfer of energy. Identifies the chain of sources and receivers of energy within systems.
Materials: Each child/group will need an electric circuit set with at least: • 4 pieces of electric wire, each approximately 30 cm long • 2 globes (in holders would be best) • 2 small batteries (AA sized will do)
Lesson Ideas: • Children should build the circuits before attempting the worksheet tasks. • Children discuss the series circuit, make their predictions and then test for the number of batteries and lights. • Follow the same procedure for the parallel circuit. • Discuss the difference between the two types of circuits and suggest some ideas which can be listed on the board. Children can now write their answers for Section C. • Some useful websites: Series circuits explained: Parallel circuits explained:
cipco.apogee.net/foe/fcsps.asp cipco.apogee.net/foe/fcspp.asp
Interactive activities on circuits: www.schoolscience.co.uk/content/3/physics/circuits/circh2pg1.html
Integration Ideas: Society and Environment / SOSE / HSIE: Children research the uses of series and parallel circuits. Technology: Students draw up a design for an electric car. Their designs should have labels to show what circuitry is used.
Go to www.readyed.net 11
Lesson 2a
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Electric Circuits (2)
Energy and Change
A series circuit looks like this:
This is a Ready-Ed Publications' book preview.
What is a series circuit? Explain in your own words. __________________________________________________________________________ __________________________________________________________________________ Build a series circuit using two pieces of wire, one battery and three globes. Predict what will happen to the “combined amount” of light glowing if you remove one globe. __________________________________________________________________________ __________________________________________________________________________ Predict what will happen to the amount of light from each globe if you remove one globe. __________________________________________________________________________ __________________________________________________________________________ Predict what would happen to the total amount of light if you used two batteries. __________________________________________________________________________ __________________________________________________________________________ Test your predictions. What happened? __________________________________________________________________________
Go to www.readyed.net
__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
12
Lesson 2b
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Electric Circuits (2)
Energy and Change
A parallel circuit looks like this:
This is a Ready-Ed Publications' book preview. What is a parallel circuit? Explain in your own words. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Build a parallel circuit using four pieces of wire, one battery and two globes. Predict what will happen to the amount of light from the other globe if you remove one. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Test your prediction. What happened? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
How do the “series” and “parallel” circuits compare? Is one more efficient? Explain.
______________________________________________________________________________ ______________________________________________________________________________
Go to www.readyed.net
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 13
Teachers' Notes
Lesson 3
Energy and Change
About Energy
This is a Ready-Ed Publications' book preview. Learning Outcome: •
Identifies forms and transformations of energy in sequences of interactions.
Materials: • • • •
a collection of batteries library books about energy sources Internet access posters of types of energy
Lesson Ideas: • Discuss the concept of “energy” and have children suggest their own definitions. Write these on the board. Choose the most appropriate definition. (Students to write on worksheet.) • Children research and write definitions of the types of energy listed based on their research using library books and/or Internet sites. Some starting points: firstenergy.apogee.net/kids/ Energy types: www.ftexploring.com/energy/enrg-types.htm All about energy: www.schools.netguide.co.nz/mags3gln/index.htm (Student site) www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html#forms • Discuss and show batteries to demonstrate how energy can be stored. Children can write about stored energy using the examples given.
Integration Ideas: Society and Environment / SOSE / HSIE: Children research renewable and nonrenewable types of energy. Check out: www.eia.doe.gov/kids/energyfacts/index.html Library Research Topic: What forms of energy are used in transportation? English (Writing): Students to write a story with the title: “What would happen if we didn’t have electricity?”
Go to www.readyed.net
English (Spelling): Make a list of “energy” words for spelling and word study activities.
14
Lesson 3
About Energy
Energy and Change
Everything that happens in the world involves movement and for something to move, energy is required.
ThisA is a Ready-Ed Publications' book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
Write a definition for energy:
______________________________________________________________________________ ______________________________________________________________________________
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
RESEARCH: There are many types of energy. Define and illustrate an example of each kind listed below. Explain how it is measured.
Draw here
Heat energy
Draw here
Light energy
Draw here
Mechanical energy
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Draw here
Draw here
Draw here
Electrical energy
Chemical energy
Kinetic energy
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
STORED ENERGY: Explain how each of these items store energy. List the sort of energy they store and give examples.
Battery: _____________________________________________________________________ ___________________________________________________________________________ Body fat:____________________________________________________________________ ___________________________________________________________________________ Coal: _______________________________________________________________________ ___________________________________________________________________________
Go to www.readyed.net
15
Teachers' Notes
Lesson 4
Energy and Change
My Torch
This is a Ready-Ed Publications' book preview. Learning Outcome: •
Identifies the chain of sources and receivers of energy within systems.
Materials: • a torch for each child/group
Lesson Ideas: • Discussion: Children suggest a list of the component parts of the torch. Write them on the board. • Children draw a diagram of the torch as carefully as possible. Labels of the parts (from the board) should be added • Make a list of the materials that have been used to make the torch. Discuss the advantages and disadvantages of the materials and ask students to think about why these materials were used to make the torch. • Children choose three torch parts to draw and analyse. Students should attempt to explain how their torch works using an explanation of how energy is transferred.
Integration Ideas: English (Spelling): Compile a list of “energy” and “torch” words. Students create a word search or crossword that includes these words with clues. Society and Environment / HSIE / SOSE: Students research torches examining their history, different types, how they are powered, high-tech torches and so on. This website is a good starting point: www.energizer.com/learning/historyofflashlights.asp
Go to www.readyed.net 16
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Lesson 4
My Torch
Energy and Change
Draw a detailed diagram of your torch in the box below. Label the main components which make the torch work.
This is a Ready-Ed Publications' book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Study three of the main parts which make the torch work. List what each part is made from and how it works. Give reasons for why that material was chosen to create the part.
Component Part :
Use:_______________________________________
Explain how it works: _________________________________________________________ ______________________________________________________________________________ Material: ______________________
Why use this material? ______________________
______________________________________________________________________________
Component Part :
Use: ______________________________________
Explain how it works: _________________________________________________________ ______________________________________________________________________________ Material: ______________________
Why use this material? ______________________
______________________________________________________________________________
Component Part :
Use: ______________________________________
Explain how it works: _________________________________________________________ ______________________________________________________________________________ Material: ______________________
Why use this material? ______________________
______________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Take your torch apart and study how it works. Explain it in your own words. Explain what energy sources are needed to make the torch work. Describe the transfer of energy that takes place.
___________________________________________________________
Go to www.readyed.net
___________________________________________________________ ___________________________________________________________ ___________________________________________________________
17
Lesson 5
Teachers' Notes
Energy and Change
Use at Home (1) This Energy is a Ready-Ed Publications' book preview. Learning Outcome: •
Reports on patterns of energy use in the home, school and other workplaces.
Materials: • library resources for the children to research information on energy sources
Lesson Ideas: • Brainstorm types of energy used in the home. Clarify what “solid fuel” can refer to (e.g. petrol, kerosene, wood). Ask students to think about the sorts of energy that are in use at their home. Students should be clear on the types of energy that are in use. • In small groups, children can brainstorm the pros and cons of each of the four main energy types listed on the activity pages. Students can make notes on another sheet of paper before writing their answers on the worksheets. • The worksheets could also be used as a research project plan that could later be presented as a written or oral report. • Include all the pros and cons ideas onto a chart that has been divided into sections to represent each energy source. Add magazine cut-outs and worksheets.
Integration Ideas: English (Speaking and Listening): Conduct a debate on the pros and cons of energy types. Society and Environment / HSIE / SOSE: Children complete research projects on the different types of energy, showing exactly how and where each is produced.
Go to www.readyed.net 18
Lesson 5a
Energy Use at Home (1)
Energy and Change
The energy we use at home comes in a variety of forms. Using library books or the Internet, research each type of energy listed in the boxes below.
This is a Ready-Ed Publications' A book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
ELECTRICITY
Explain where a home's electricity comes from. _________________________________________________________
List some advantages of using electricity.
Draw an example of electricity in use.
______________________________________ ______________________________________ ______________________________________ List some disadvantages of using electricity. ______________________________________ ______________________________________ ______________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
GAS
Explain where a home's gas comes from. ________________________________________________________________________________
List some advantages of using gas.
Draw an example of gas in use.
______________________________________ ______________________________________ ______________________________________ List some disadvantages of using gas. ______________________________________
Go to www.readyed.net ______________________________________ ______________________________________
19
Lesson 5b
Energy Use at Home (1)
Energy and Change
The energy we use at home comes in a variety of forms. Using library books or the Internet, research each type of energy listed in the boxes below.
This is a Ready-Ed Publications' A book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
SOLAR POWER
Explain where a home's solar power comes from? __________________________________________________________
List some advantages of using solar power. ______________________________________
Draw an example of solar power in use.
______________________________________ ______________________________________ List some disadvantages of using solar power. ______________________________________ ______________________________________ ______________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
SOLID FUEL
Explain where a home's solid fuel comes from? ________________________________________________________________________________ List some advantages of using solid fuel.
Draw an example of solid fuel in use.
______________________________________ ______________________________________ ______________________________________ List some disadvantages of using solid fuel. ______________________________________
Go to www.readyed.net
______________________________________ ______________________________________ 20
Lesson 6
Teachers’ Notes
Energy and Change
Energy Use at Home (2)
This is a Ready-Ed Publications' book preview. Learning Outcomes: • •
Reports on patterns of energy use in the home, school and other workplaces. Compares energy options available for particular purposes in the community.
Materials: • selection of home appliances (not all electric), e.g. kettle, toaster • Internet access for research
Lesson Ideas: • On the worksheet, children tick which energy types are currently in use at their home. Students can also predict the results for the whole class totals before they are collated. • The home survey could be done in class or children can complete the survey as a homework activity. • Children are to choose three of the tasks/items they used on the survey and explain how they could be carried out more energy efficiently. • Children brainstorm ideas for saving energy and use the Internet to research further. ENERGY SAVING IDEAS: www.energy.com.au/energy/ea.nsf/Content/Kids+home www.eia.doe.gov/kids/ www.hribar.com/energytips.htm • Children can produce a poster or display sheet showing energy saving ideas. Encourage students to think of a catchy slogan.
Integration Ideas: The Arts: Students draw/paint domestic scenes from a time before electrical energy was invented. Children can use the tasks from the home survey as a guide. English (Speaking and Listening): Students prepare and present talks on saving energy at home. Maths: Graph students’ totals on graph paper. Can be done as a class graph or students can create their own graph based on the results.
Go to www.readyed.net 21
Lesson 6
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Energy Use at Home (2)
Energy and Change
What sort of energy is used in your home? You can tick more than one box for each task.
This is a Ready-Ed Publications' B book preview. electricity
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
gas
solid fuel
solar
other _______________
CLASS TOTALS
List the number of children in the class who use each type of energy in their homes.
____electricity
____gas
____solid fuel
____solar
_____other
What do the results show? Were you surprised? ____________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 Survey your home and list two appliances which are used 12345678901 12345678901 12345678901 list the task they perform and note the type of energy they 12345678901 12345678901 12345678901
C
APPLIANCES
TASKS PERFORMED
in each of the rooms, use. ENERGY TYPE
Kitchen
Bathroom Living Room Bedroom
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
D
Making Your Home More Energy Efficient Select two items which use electrical energy in your home. Suggest ways to make their use more energy efficient.
__________________________________________________________________ __________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
E
List some more energy saving ideas below.
Go to www.readyed.net
____________________________________ ____________________________________ ____________________________________ ____________________________________ 22
Lesson 7
Teachers' Notes
Energy and Change
Energy Use at School This is a Ready-Ed Publications' Learning Outcome: •
book preview.
Reports on patterns of energy use in the home, school and other workplaces.
Materials: • calculator • clipboard for worksheets/notes • access to school areas for survey purposes
Lesson Ideas:
• • • • •
• •
The students will be involved in carrying out a survey of energy use in the school. Using the results of the survey, students can present a report on their findings. In groups, students can be allocated an area of the school to survey (e.g. classroom, art room, office, library, art centre, etc.). Seek permission from the staff members in charge of the various areas first. Ensure children are very familiar with what is required before they embark on their survey. They are gathering information, not making judgements. Children need to write down what they are going to survey and what they expect to find out before starting on the task. Once the survey is finished the children should check their notes and write down as much as possible about what they found, using the Results questions as a guide. Children can now plan their report on the survey. Presentations could be given at a school assembly or a staff meeting. Reports could be displayed in the library.
Integration Ideas: English (Writing): Children write a report about their survey findings and present in either written or oral form. Society and Environment / HSIE / SOSE: Students to research energy production in their local area. If possible, organise a visit to a local power station. English (Spelling): Brainstorm a list of “energy” words as a whole class. Students can use these words for spelling activities and/or crossword and word search activities.
Go to www.readyed.net
23
Lesson 7
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Energy Use at School
Energy and Change
Before the survey:
This is a Ready-Ed Publications' book preview. What does your group want to find out?
____________________________________________________
What do you think you will find out about energy use in your area?
____________________________________________________________________________
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 You will need a calculator to help with calculations of hours/week. Look for those 12345678901 12345678901 12345678901 features which will effect the amount of energy use (e.g. blinds on windows, 12345678901 12345678901
B
obstructions to heaters, etc.) and note that in the “comments” column.
Area surveyed: ______________________________________________________________ Weather description (temp, clouds, rain, etc.) ___________________________________________________________________________
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Complete your Survey.
Energy Type
Lighting
Types
How many
Usage
Est. hours/week
Comments
(location, points to remember)
globes fluorescent
Heating Cooling Power Points
single double
Appliances Other 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
D
Results: Use another sheet of paper to answer the following.
What examples of energy saving did you see?
Go to www.readyed.net
What examples of energy inefficiency did you see?
You are now ready to write a report on what you have found. Make some recommendations for the future!
24
Lesson 8
Teachers' Notes
Energy and Change
Energy Transfer
This is a Ready-Ed Publications' book preview. Learning Outcomes: • •
Identifies processes of energy transfer and conditions that effect them. Identifies forms and transformations of energy in sequences of interactions.
Materials: • a bicycle and rider (optional)
Lesson Ideas: • Have a child ride their bicycle around the playground. Students should observe and write down the moving parts of the bike and rider. Explain how all these moving parts are transferring energy to something else. For example, the legs transfer energy to the feet, feet to the pedal, pedal to the chain, and so on. • Run through the sequence of energy transfers which take place right up to the energy from the tyres passing heat to the ground. • Explain that another word for “energy transfer” is “work”. • Children can use the diagram on the worksheet to place arrows and labels to show how the energy goes from the cyclist to the ground. • Students should be able to identify the many different types of energy involved in the action, such as mechanical (e.g. the bike movements), kinetic (e.g. the cyclist’s movement), chemical (e.g. the cyclist’s energy) and heat (e.g. the tyres on the road). • Children can now complete a written description of the process of the work being done to move the bike along the road. • Energy transfer by conduction animation. Check out this website: www.scienceonline.co.uk/energy/conduction2.html • Follow up this lesson with the children suggesting other situations where energy transfer takes place, e.g. toasting bread or moving a small toy along the ground. Children can record the energy type and show how the energy is being transferred, using a diagram.
Integration Ideas: Science: Life and Living – Study food chains and how chemical energy passes from one eaten animal to the last animal in the chain. English (Writing): Children write about the tasks involved in getting ready for school. They should note the type of energy used and also the energy transfer process.
Go to www.readyed.net 25
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
A
Lesson 8
Energy Transfer
Energy and Change
Transfer of Energy
This is a Ready-Ed Publications' book preview. A word used to describe the transfer of energy is _________________________________ . In the diagram below, show how the energy is transferred from the rider's legs to the bicycle's front wheel. Use arrows and labels to show the flow of energy. Label two different types of energy being used in the drawing below: e.g. kinetic energy, mechanical energy, chemical energy and heat energy.
12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Write a description of the energy transfer taking place in the diagram above.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Go to www.readyed.net
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
26
Answers
Energy and Change
Lesson 2: Electric Circuits (2):
This is a Ready-Ed Publications' book preview. A) This is a circuit where there is more than one light. There is only one path for the current to flow. If there is a break in the circuit then no lights will shine. The combined amount of light will drop by one third. The amount from each globe will remain the same.
The amount of light will increase but not double because of the globe’s capacity.
B) This is a circuit where there are two independent paths. One path can be broken and the other will continue to shine. It will remain the same.
Lesson 3: About Energy: A) The ability of something to do work. B) Any type of energy which uses heat. A type of energy that uses light. Energy that is provided by moving parts. It could be mechanical or kinetic (muscle). Energy produced by an electric current. Energy produced as a result of a chemical reaction. Energy produced because of motion.
C) A device which makes and stores electrical energy made from a chemical reaction. Stored heat energy which is used to create motion. Stored heat energy which is latent until it is burned.
Go to www.readyed.net 27
Lesson 8
Energy Transfer
This is a Ready-Ed Publications' book preview.
Go to www.readyed.net 28