Ready-Ed
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Practical Science
Energy and Change for 8-10 year olds ! Practical hands-on science activities ! Contains comprehensive teachers’ notes and lesson ideas
By Kevin Rigg
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: Simple Machines Teachers’ Notes Activity 1
........ page 8 ........ page 9
Lesson 2: Tool Report Teachers’ Notes Activity 2
...... page 10 ...... page 11
Lesson 3: Pulleys Teachers’ Notes Activity 3
...... page 12 ...... page 13
Lesson 4: Heat From the Sun (1) Teachers’ Notes Activity 4
...... page 14 ...... page 15
Lesson 5: Heat From the Sun (2) Teachers’ Notes Activity 5a Activity 5b
...... page 16 ...... page 17 ...... page 18
Lesson 6: Energy at Home Teachers’ Notes Activity 6a Activity 6b
...... page 19 ...... page 20 ...... page 21
Lesson 7: Energy Saving Ideas Teachers’ Notes Activity 7a Activity 7b
...... page 22 ...... page 23 ...... page 24
Lesson 8: Energy Transfer Teachers’ Notes Activity 8a Activity 8b
...... page 25 ...... page 26 ...... page 27
Answers
...... page 28
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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 8-10 year old students.
Energy and Change
Lesson Sheets Layout
This is a Ready-Ed Publications' book preview. At this level the students’ focus is centred on how energy and machines work together. Students will explore how energy is used in daily life and understand how energy transfer takes place. Tasks involve gathering and presenting data, conducting surveys, studying and using simple tools. Specific activities focus on using pulleys, observing heat transfer from the sun and water, carrying out a home energy survey and researching energy saving ideas.
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.
STUDENT LESSON SHEET Lesson title Student learning activities
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
Earth and Beyond Life and Living Natural and Processed Materials Working Scientifically
TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON) Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;
Go to www.readyed.net Cross-curricular/integration ideas.
Presentation Ideas
Energy and Change
This is a Ready-Ed Publications' book preview. • Create a display using items used in the lesson and worksheets. Children could make labels for the items.
• Make a frieze of drawings, magazine cut-outs and worksheets used in the lesson. Students can label the pictures. • Take digital photos of the activity and download/print them for a language activity. Children can create labels to put under the photos. • Children could produce labels or text for the photos which can be used to create a class book or display in the library. • 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 prepare and present talks to another class using the worksheets as a guide.
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
PP S2.4
Victoria (VELS)
Science
· Science, Knowledge
CSF 2.1
Queensland
Science
· Energy and Change
2.1, 2.2, 2.3, D2.4
South Australia
Science
· Energy Systems
2.3, 2.4
Western Australia
Science
· Energy and Change
EC 1, EC 2
- Energy and Us - Transferring Energy - Energy Sources and Receivers
and Understanding · Science at Work Physical Science: Energy and its Uses
2.4 2.5 2.6
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Energy and Change
This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Simple Machines •Tool Report •Pulleys •The Heat From the Sun (1) •The Heat From the Sun (2) •Energy At Home •Energy Saving Ideas •Energy Transfer
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Lesson 1
Lesson 1
Teachers' Notes
Energy and Change
Simple Machines
This is a Ready-Ed Publications' book preview. Learning Outcome:
• The student designs and describes ways of enabling or impeding the transfer or energy.
Materials: • collection of simple machines (e.g. mousetrap, knife, scissors, corkscrew, axe and safety pin) • magazines (optional)
Lesson Ideas: • Discuss the eight different types of simple machines listed on the worksheet. • Show and demonstrate the simple machines. Ask children to name them and describe how energy is transferred. This website is a good information source: www.edheads.org/activities/simple-machines/sm-glossary.htm
• Each group could have a set of simple tools (as shown on sheet) or one set for the whole class would suffice. • Children draw or find pictures of the tools (from magazines). • When labelling the “machines” used to make the tools work, accept reasonable answers. Some tools have more than one simple machine incorporated in it. • Create a class collection of simple machines and have children label them.
Integration Ideas: English (Speaking and Listening): Children prepare an oral presentation on a tool, explaining how it works using the appropriate “simple machine” language.
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The Arts: Children draw or make a collage of simple machines found in the classroom.
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A
Lesson 1
Simple Machines
Energy and Change
Join the simple machine to its description.
This is a Ready-Ed Publications' book preview. pulley
wedge lever
A long arm with a pivot point.
A piece of metal in a spiral shape which stretches out and returns. A circular frame turning on an axle.
An inclined plane that is wrapped around a cylinder.
gear
spring
A wheel with a rope wrapped around it.
wheel
A flat surface which is higher at one end than at the other.
inclined plane
Two inclined planes which meet at a point.
plane
Toothed wheels that mesh together to transmit motion.
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B
pulley
lever
gears
spring
wheel
screw
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C
Draw pictures for each type of machine in the boxes below.
Label each tool or machine shown with the simple machines it uses to work. Each machine shown may use several simple machines which work together.
e.g. spring
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Teachers' Notes
Lesson 2
Energy and Change
Tool Report ThisLearning is aOutcomes: Ready-Ed Publications'
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: • selection of hand tools (students can bring from home) E.g. pliers, wheelbarrow, screwdriver, hammer, hand drill, saw, scissors, secateurs • pencil (for sketching)
Lesson Ideas: • Demonstrate one of the tools above for the students and work through the sheet. Complete the Tool Report on the board. Discuss and label the parts of the tool and show how energy is transferred. • Explain the terms “energy source” and “energy receiver”. • Children write a report for a tool of their own choice. The diagrams should be carefully drawn in pencil. • Children share ideas for their first tool in the group or class. • They then complete a report for a second tool on their own. This section could be used as an assessment activity. • If possible, take photos of the tools or collect pictures of them from magazines. Children label these images and create a class display.
Integration Ideas: English (Writing): Students write paragraphs about their chosen tool and its uses. English (Spelling): Make a list of “simple machine” words. Complete word study or spelling exercises using these words. English (Speaking and Listening): Children prepare talks on their tools for other classes or groups. Presentations should describe how the individual tools work and the simple machines that allow them to function.
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10
Lesson 2
Tool Report
Energy and Change
Select two tools to study and write about them in the boxes below.
This is a Ready-Ed Publications' book preview. For each tool: Use a sharp pencil to draw your tool carefully and label its parts. List the simple machines that the tool uses to make it work. Describe how the energy is transferred to do the work. Rate your tool by placing a dot on the scale (1=poor; 5=great)
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1
2
Simple machines used in this tool:
Simple machines used in this tool:
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
How is the energy transferred?
How is the energy transferred?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Ratings:
Ratings: Ease of Use
Ease of Use
Attractiveness
Attractiveness
Go to www.readyed.net Effectiveness
Effectiveness
Overall Rating
Overall Rating
11
Lesson 3
Teachers' Notes
Energy and Change
Pulleys
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. • Suggests ways of doing investigations, giving consideration to fairness.
Materials: (for each group)
This activity could be done with the whole class or in small To make a cotton reel pulley: groups. • wire coat hanger • Children will need some clear • cotton reel • pair of pliers instructions (see below) for cutting • 1 metre length of string the coathanger, bending the wire • weight (approximately 500g mass) and making the pulleys. • spring balance (to measure force) • Students informally test how the • broom handle pulleys work before introducing the lifting test. Lesson Ideas: • Discuss findings before children Integration Ideas: write them up (part C). If possible, take photos of the pulleys in action. Extension: Students draw diagrams (on another sheet) to show the directions of the force used to lift STEPS: (FOR STUDENTS) weights. Maths: Result for this activity can be graphed during a maths lesson. English (Writing): Students write a recount about this task. Research Activity: Children research the history and uses of pulleys. • Simple machine information: www.sirinet.net/~jgjohnso/ simple.html
1. Tie one end of the string around the weight and the other end to the spring balance. 2. Lift the spring balance and see how much force is needed to lift the weight. Record. 3. Hold the broom handle out and loop the string over it. 4. Now see how much force is needed to lift the tin by pulling down on the balance. 5. Untie the string from the weight, thread it over your pulley and retie the end to the weight.
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• History of Pulleys:
nerds.unl.edu/pages/preser/sec/ skills/Pulley/_private/history.htm
12
6. Now pull down with the spring balance to see how much force is needed using the pulley. 7. Record results in the table on the worksheet
Pulleys
Lesson 3
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A
Energy and Change
List three ways pulleys are used in everyday life.
This is a Ready-Ed Publications' B book preview. ______________________
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0c
m
-
i) Cut the coathanger 20 cm from the hook using pliers.
C
______________________
Make a cotton reel pulley:
-2
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______________________
iii)Press the wires together and bend the ends down to stop them coming out.
ii) Bend the ends of the wire at right angles and slip through the cotton reel.
Cotton Reel Pulley Test – fill in table below. TABLE OF RESULTS TRY 1
TRY 2
TRY 3
BEST
LIFT 1 (plain lift) LIFT 2 (using a handle) LIFT 3 (using a pulley) 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
D
Findings Answer the questions below on another sheet of paper.
What did you do to make sure the tests were fair? Were your findings what you expected? Was it an accurate test?
Go to www.readyed.net What can you say about the using of pulleys to make work easier?
Extra: Play around with two pulleys and compare the force. 13
Lesson 4
Teachers' Notes
Energy and Change
Heat From the Sun (1)
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• The student describes properties of light, sound, heating and movement. • The student conducts simple tests and describes observations.
Materials:
Each group will need: • 4 small tins (e.g. empty baked bean tins) – 2 painted silver, 1 painted black, 1 painted white • 4 long thermometers • 4 circular pieces of cardboard with 1 cm holes (for lids) • stopwatch • access to water (tap)
Lesson Ideas: • Choose a sunny day for this test. This activity can be done with the whole class or in small groups. • Discuss the instructions of the experiment and explain the importance of having a “control” tin. In their own words children can write down the reasons for the control tin. • Set up the tins inside the room. During this time ask children about their predictions for the tins and allow them to write their predictions down in part B of the worksheet. It is important that students make their predictions while the temperatures of the tins are stable before the experiment takes place. • Three tins are set up in the sun with the silver tin left inside as the control. Students record the temperature at 5 minute intervals for a period of 30 minutes. The temperatures should be recorded in the table on the worksheet. Note that the starting temperature might not necessarily be 0 °C. Make a record of the starting temperature. • Children write up their assessments and conclusions of the experiment (part D). • Lesson 5: Heat From the Sun (2) has analysis activities based on the results collected in this activity.
Integration Ideas: Health: Time this activity with a lesson on sun safety. Children could follow up by making Sun Safe posters. Technology: Students research the uses of reflection and absorption of heat in our world. E.g. Solar hot water systems. These websites are good starting points: www.solarenergy.org/resources/youngkids.html World weather: www.worldweather.org World weather data: www.worldclimate.com
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14
Lesson 4
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A
Heat From the Sun (1)
Energy and Change
How to set up each tin:
The Test – Instructions
This is a Ready-Ed Publications' book preview. Set up the four tins inside. Fill each tin ž full with water.
thermometer
Complete the predictions below while waiting 10 minutes.
cardboard
tin with water
Record the starting temperature in all tins. Note: It should be the same for all tins.
Move the black tin, white tin and one of the silver tins out into the sun. Leave one silver tin inside which will serve as a control. Every 5 minutes record the temperature inside each tin, over a period of 30 minutes. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
B
Why was one tin (the control) left inside? ____________________________
Predictions: What do you think will happen to the temperature in each tin? Explain carefully.
Black: ______________________________________________ White: ______________________________________________ Silver: ______________________________________________ Control: ____________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
C
Results: Fill in the table below.
Time Elapsed
Black Tin
White Tin
Silver Tin
Control Tin
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D
Conclusions: Did you have any problems collecting the data? Did the equipment work well?
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_________________________________________________________ _________________________________________________________ 15
Lesson 5
Teachers' Notes
Energy and Change
From the Sun (2) This isHeat a Ready-Ed Publications' book preview. Learning Outcomes:
• Describes properties of light, sound, heating and movement. • Conducts simple tests and describes observations. • Identifies patterns and groupings in information, to draw conclusions.
Materials: • data collected from Lesson 4: Heat From The Sun (1)
Lesson Ideas: • Children graph the results from their temperature experiment. Ensure that students write the temperature scale on the lines and record the tins’ temperatures on the lines. They should use a different colour for each tin which will enable the lines to reflect the results clearly. Note that the starting temperature should be clear in the bottom left hand corner of the graph. The graph does not need to start at 0° C. Instead, it should start somewhere near the starting temperature. • Children can list the tins in order of the final temperatures. • Distribute the second worksheet to the students. Discuss heat absorption and the colour of the tins. Children should write their own explanations as to why colours absorb heat at different rates. • Children can also assess the accuracy of their predictions and use the actual results to predict the temperature of the tins after 35 minutes and 40 minutes.
Integration Ideas: English (Spelling): Brainstorm a list of words from the activity for a spelling activity such as a word search or crossword puzzle. English (Writing): Students to write a recount of the activity.
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16
Lesson 5a
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A
Heat From the Sun (2)
Energy and Change
Graph the results using a line graph. Plot the temperatures on the lines. Choose a different colour for each tin.
This is a Ready-Ed Publications' book preview. Temperature 째C
Title: _________________________________
5
10
15
20
25
30
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B
Order the tins, in order of their final temperatures, starting from the hottest:
HOTTEST
1st:
Final temperature=
2nd:
Final temperature=
3rd:
Final temperature=
Final temperature= Go to4th:www.readyed.net
COOLEST
17
Lesson 5b
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C
Heat From the Sun (2)
Energy and Change
This is a Ready-Ed Publications' book preview. Results Analysis
Which tin absorbed the sun’s energy best? Explain why you think the tins ended in this order. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
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D
How accurate were your predictions? Write sentences to explain. __________________________________________________________ __________________________________________________________ __________________________________________________________
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E
Try to predict what the temperature in the tins might be after 35 minutes and 40 minutes? Temperature after Temperature after 35 minutes 40 minutes
Control Tin Black Tin Silver Tin White Tin
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Lesson 6
Teachers' Notes
Energy and Change
Energy at Home
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Explains ways people in the community use energy. • Reports on patterns of energy use in the home, school and other workplaces.
Materials: • range of electrical appliances • posters or brochures of a solar hot water system and potbelly stove • magazines (cut-outs of appliances)
Lesson Ideas: • Discuss energy use at home and explain the different types of energy that can be used (e.g. electric, solar, gas, wood). • Children draw or find a picture of a type of appliance which uses these types of energy. • Explain the home survey and what is required of the students. Children conduct the survey as a homework activity with the aim of collecting their totals for class discussion. Students will need to identify every single appliance, (e.g. iron, TV, radio, sprinkler, microwave, vacuum cleaner, stove) they have at home and work out which type of energy it uses. They should then mark it off in the appropriate box and tally their results. • Students do not need to write down the name of each appliance but this may be helpful to some children, especially if they are unsure as to the type of energy involved. Note that non-electrical appliances are grouped together. • Collate the class totals and allow children to draw their own conclusions. Students should determine that far too much electrical energy is used. Graph the class totals on a large piece of graph paper as a whole class maths activity. • Lesson 7: Energy Saving Ideas is an ideal follow-up to this lesson.
Integration Ideas: Maths: Graph the class totals. English (Writing): Students can write a recount about conducting their home survey. English (Spelling): Make up an appliance list and other energy words for a spelling activity such as a word search, acrostic poem or crossword.
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19
Energy at Home
Lesson 6a
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A
Energy and Change
Draw a home appliance which would use the types of energy shown below.
This is a Ready-Ed Publications' book preview. solar energy
electrical energy
gas energy
wood fire energy
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B
Home Survey: Use a tally to record all the appliances in your home in the table below. Draw some other appliances in each box.
ENERGY USER
TALLY IIII
TOTAL
Electric Lights
Power Points (doubles=2)
Electric Appliances
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Other Appliances (non-electric)
20
Lesson 6b
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C
Energy at Home
Energy and Change
Survey your classroom and draw the appliances in each box.
This is a Ready-Ed Publications' book preview. ENERGY USER
TOTAL
Electric Lights
Power Points (doubles=2)
Electric Appliances
Other Appliances (non-electric)
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D
Results: Did any of the survey results surprise you? Write your comments. _________________________________________________________ _________________________________________________________ _________________________________________________________
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E
Why is it important to have non-electric appliances at home?
Go to www.readyed.net _____________________________________________ _____________________________________________ _____________________________________________ 21
Lesson 7
Teachers' Notes
Energy and Change
Energy Saving Ideas This is a Ready-Ed Publications'
book preview.
Learning Outcomes:
• Explains ways people in the community use energy. • Reports on patterns of energy use in the home, school and other workplaces.
Materials: • art/poster materials: art paper, planning paper, magazines, Internet and printer access, scissors, glue, pens, coloured markers, paints (optional) • Optional: It might be interesting to have a class display of some energy saving objects – students can be encouraged to bring some from home. Examples could include fluorescent light, cold water laundry detergent, light sensor, and so on.
Lesson Ideas: • Discuss the ideas presented on the worksheet and ask children how they think they might help to save energy. Children illustrate one idea from each category and tick those which could be done now at their home. Children could circle those ideas which are already being done. • Using a planning sheet the children plan their Energy Saving poster. They might like to work in pairs. • There are many energy saving ideas to be found on the Internet. Try these sites: www.powerhousekids.com www.tvakids.com/electricity/conservation.htm www.energyquest.ca.gov/saving_energy/index.html www.hribar.com/energytips.htm
Integration Ideas: English (Speaking and Listening): Children present their posters to another class using the aids and their posters as a guide. The Arts (Drama): Children do skits illustrating an idea from the worksheet. The class must guess what the strategy is. English (Writing): Children write a story for the title “What will happen if there is no electricity?”
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22
Lesson 7a
Energy Saving Ideas
Energy and Change
• Read the energy saving ideas and choose one to illustrate for each box. • Tick the actions you can do at home.
ThisA is a Ready-Ed C Publications' book preview. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
Laundry Tips
Wait till you have a full load of washing
to wash and dry. Locate the laundry near the hot water tank. Wash and rinse with cold water. Only use the dryer when it is raining. Dry two or more loads in a row to use the heat from the first load. Use the cool-down cycle on the clothes dryer.
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Air Conditioner Tips
Set the temperature lower in winter and higher in summer. Shut the doors to unused rooms and passage ways. Close the outside vent. Turn cooler off when you leave the room for more than an hour.
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D
General Tips
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B
Cooking Tips
Use sensor lights outside (do not leave Put the lids on the pots to keep the heat
in. When boiling, use just enough water. In the oven, cook a few dishes at once. Turn off the oven 10 minutes before your food is ready – it will stay hot! Clean inside the microwave so that it uses less energy. Defrost frozen food at room temperature instead of in the microwave.
a light on all night). Set the fridge temperature higher. Set hot water temperature lower. Insulate ceilings, walls, hot pipes and fill in cracks in the house walls. Use ceiling fans rather than air conditioners. Turn off lights when you leave a room. Replace normal light globes with longlife fluorescent lamps. Turn off equipment when not in use (e.g. stereo, TV, VCR, computer). Try not to use large machines in peak hours (5am to 9am, 4pm to 7pm). Use a low-flow showerhead which uses less hot water.
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23
Lesson 7b
Energy Saving Ideas
Energy and Change
ENERGY EFFICIENT POSTER
This is a Ready-Ed Publications' book preview. Design Brief: Using the ideas from page 23 as well as some of your own, create a poster which advertises how to reduce energy use at home. Steps:
Select which of the ideas you will use. Choose those you like the best and then add some more of your own. Plan your design in the space below showing your layout. Search for pictures or labels from the magazines or from the Internet. Complete the poster using lots of colour. Make it eye catching and try to think of a good slogan.
Materials you will need: • large sheet of art paper • magazines •scissors • glue • drawing/colouring equipment
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Lesson 8
Teachers' Notes
Energy and Change
Energy Transfer
This is a Ready-Ed Publications' book preview. Learning Outcomes:
• Describes properties of light, sound, heating and movement. • Describes observable changes that occur in two objects that interact identifying the energy source and receiver. • Conducts simple tests and describes observations.
Materials: Each group will need: • 2 water containers (glass beakers are ideal but jars will also do). Note: One container must fit easily inside the other. • 2 long thermometers • quantity of hot water and cold water (to fill jars) • towels for spillage thermometer
Lesson Ideas: • Discuss the materials required and explain how the activity needs to be carried out. It is important to discuss what the aim of this experiment is before children make their predictions (To go in Section A on the worksheet). Children will make predictions about what will happen to the temperature of both beakers of waters.
IN GROUPS: • Fill the containers with the hot and cold water.
hot water
cold water
The larger container will hold the hot water and the smaller container will be filled with cold water. Record the starting temperature of each container before you place the cold water inside the hot water. • Measure the water temperatures for 10 minutes, showing the transfer of heat from the hot water to the cold water. • Children record the results and construct a line graph using a different colour to represent water type (e.g. red = hot, blue = cold). The graph lines should converge. • Conclusions: Discuss findings and ask children to suggest reasons for the results. Discuss the concept of “energy source” and “energy receiver”. Children can write their ideas on spare paper before writing final answers onto the worksheet.
Integration Ideas:
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The Arts: Children draw/paint and label the test on art paper. English (Writing): Students write a recount about the experiment. English (Speaking and Listening): Children present the test and findings in a talk to another class using the worksheet and equipment as a guide.
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Lesson 8a
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A
Energy Transfer
Energy and Change
Predictions: What do you think will happen to the water temperature in each container over the next 10 minutes?
This is a Ready-Ed Publications' book preview. Hot water: __________________________________________________________
Cold water: _________________________________________________________
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B
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C
Draw and label a diagram to show how your test is set up.
Data Collection: Record the starting temperature in each container. Measure the temperature every minute for 10 minutes.
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Lesson 8b
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D
Energy Transfer
Energy and Change
Results: Draw a line graph on the grid below to show the temperature change in each container. Use a red and a blue pen.
This is a Ready-Ed Publications' book preview. Title: ____________________
Temperature 째C
PREDICTION: What do you think the temperature might be after 12 minutes in each container? Cold water: ____________________ Hot water: ____________________
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E
Minutes What happened to the temperature in each container over the 10 minutes?
Hot water: __________________________________________________________ Cold water: ________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901
F
CONCLUSIONS: What do you think happened to make the water temperature change in the containers? _________________________________________________________
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G
QUESTIONS:
Which container was the source of the energy? ___________________________________________________________ Which container was the receiver of the energy? ___________________________________________________________
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Energy transferred from the ___________________ water to the _________________ water.
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Answers
Energy and Change
Lesson 1 – Simple Machines
This is a Ready-Ed Publications' book preview. A)
A wheel with a rope wrapped around it. Two inclined planes which meet at a point. A long arm with a pivot point. Toothed wheels that mesh together to transmit motion. A piece of metal in a spiral shape which stretches out and returns. A circular frame turning on an axle. A flat surface which is higher at one end than at the other. An inclined plane that is wrapped around a cylinder.
B) Answers will vary. C)
Spring, inclined plane, lever; Wedge, screw; Spring, wedge; Wedge; Wedge, lever.
Screw;
Lesson 4 – Heat From the Sun (1) Answers will vary. If the test is carried out accurately, students should find that the black tin will heat up more quickly than the other tins. The silver tin will be the next hottest and the white tin will take the longest time to heat up. Students should conclude that colours absorb heat at varying rates.
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