Oakland Schools Curriculum Unit Plan - Science...

Oakland Schools Curriculum Unit Plan

Sixth Grade: Interactions of Systems and Processes

Energy in Action

Big Picture Graphic

Overarching Question:

How does energy interact within systems?

Previous Unit:

Earth Materials & Plate Tectonics

This Unit:

Energy in Action

Next Unit:

Unit 2: Ecosystems

Questions to Focus Assessment and Instruction:

1. How is energy transformed from potential to kinetic energy?2. How is energy transferred from one place to another?3. How does energy affect the states of matter?

Intellectual Processes:

ClassifyingDescribingDesigningGeneralizingOrganizingRecognizing

Oakland Schools Science Scope

Unit Abstract In this physical science unit, students conduct investigations demonstrating the transformation between potential and kinetic energy. They demonstrate that energy is not lost or gained in the process. They explore how heat energy might be transferred through convection, conduction, and radiation. Students explain the conservation of mass and the structure and relative motion of particles (atoms or molecules) in the various states of matter.

Grade Level Content ExpectationsStudents will: identify kinetic and potential energy in everyday situations (e.g., stretched rubber band,

objects in motion, ball on a hill, food energy) (P.EN.06.11).

demonstrate the transformation between potential and kinetic energy in simple mechanical systems (e.g., roller coasters, pendulums) (P.EN.06.12).

explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection (P.EN.06.41).

illustrate how energy can be transferred while no energy is lost or gained in the transfer (P.EN.06.42).

describe and illustrate change in state, in terms of arrangement and relative motion of the atoms or molecules (P.CM.06.11).

explain how mass is conserved as a substance changes from state to state in a closed system (P.CM.06.12).

generate scientific questions about kinetic or potential energy in everyday situations, based on observations, investigations, and research (S.IP.06.11).

design and conduct scientific investigations to study kinetic and potential energy in everyday situations (e.g., stretched rubber band, objects in motion, ball on a hill, food energy) (S.IP.06.12).

analyze information form data tables and graphs to answer scientific questions about the kinetic and potential energy within everyday objects (S.IA.06.11).

communicate and defend findings about the transfer of heat energy through conduction, convection and radiation using evidence from observations and investigations (S.IA.06.13).

demonstrate the scientific concepts of energy transfer or transformation through various illustrations, performances, models, exhibits, and activities (S.RS.06.25).

Science Scope Sixth Grade Energy in Action1


describe how the study of potential and kinetic energy have advanced because of the contributions of many people (e.g., Isaac Newton, James Prescott Joule) throughout history and across culture (S.RS.06.29).

Key Concepts

conservation of massenergy transferenergy transformation

Duration: 10 weeks



Oakland Schools Curriculum Unit Plan

Sixth Grade

Energy in Action

Knowledge and Skills Critically Important Vocabulary Instructionally Useful

energy transferheat transferstates of matterconductionconvectionradiationkinetic energypotential energyatomsmoleculesmassclosed systemtransformation

mattermechanical systemsmotionsolidliquidgasphase changeplasmacalorieJoulemeltingboiling pointcondensationfreezingevaporationsublimationdepositionconservation of energy

Knowledge and skills: Identify everyday situations as being either an example of kinetic or potential energy. Demonstrate how a mechanical system can be broken into segments. Show how each segment represents kinetic or potential energy. Describe how conduction is the transfer of energy through a solid. Describe how convection is the transfer of energy through a liquid or gas. Describe how radiation is the transfer of energy independent of a medium. Identify the different forms of energy (light, sound, heat). Explain conduction with real-world examples from light (optic fibers),heat, and sound.



Explain convection with real-world examples from light, heat, and sound. Explain radiation using real-world examples for light and heat.


Grade 6Energy in Action



Grade 6

Energy in ActionAbout Our Scope Unit/Lesson Template

This template is designed to serve several teaching and learning principles considered as staples of state of the art science instruction. Here are the key principles in summary:

It’s critical to elicit prior knowledge as a unit or lesson begins Key questions should drive student explorations and investigations Activity Before Concept – Student inquiry-based explorations which give personal

experience with phenomena and ideas should precede a presentation of science ideas. Evidence is the heart of the scientific enterprise. Students generate evidence and analyze

patterns in data that help to construct scientific explanations around key questions. Concept Before Vocabulary – attaching science vocabulary to concepts developed by

student investigations yields more success than beginning a unit or lesson with a list of science vocabulary.

Talk, argument and writing are central to scientific practice and are among the most important activities that develops understanding.

Application of the ideas provides review, extends understanding and reveals relevance of important ideas.

Assessment of knowledge, skill and reasoning should involve students throughout the learning process and be well aligned to the main objectives and activities of the unit.



The Scope Science template is designed to put these principles into practice through the design of the SCOPE LEARNING CYCLE FOR SCIENCE. Each unit has at least one cycle. The components are listed below:

The Key Question for the Unit

Each unit has one, open ended Focus Questions that relates to all the content and skills of the unit. The Key Question is presented at the opening of the unit and revisited at the unit’s conclusion.

Engage and Elicit Each unit begins with an activity designed to elicit and reveal student understanding and skill prior to instruction. Teachers are to probe students for detailed and specific information while maintaining a non-evaluative stance. They also can record and manage student understanding which may change as instruction proceeds.

Explore A sequence of activities provides opportunities to explore phenomena and relationships related to the Key Question of the unit. They will develop their ideas about the topic of the unit and the Key Question as they proceed through the Explore and Investigate stage of the learning cycle.

Each of the activities may have its own Key Question or central task that will be more focused than the unit question. The heart of these activities will be scientific investigations of various sorts. The results, data and patterns will be the topic of classroom discourse and/or student writing. A key goal of the teacher is to reference the Key Question of the unit, the Explore and Elicit of the students and to build a consensus especially on the results of the investigations.

Explain Each unit has at least one activity in the Explain portion of the unit when students reconcile ideas with the consensus ideas of science. Teachers ensure that students have had ample opportunity to full express their ideas and then to make sure accurate and comprehensible representations of the scientific explanations are presented. A teacher lecture, reading of science text or video would be appropriate ways to convey the consensus ideas of science. Relevant vocabulary, formal definitions and explanations are provided. It’s critical that the activity and supporting assessments develop a consensus around the Key Questions and concepts central to the unit.

Elaborate Each unit cycle has at least one activity or project where students discover the power of scientific ideas. Knowledge and skill in science are put to use in a variety of types of applications. They can be used to understand other scientific concepts or in societal applications of technology, engineering or problem solving. Some units may have a modest Elaboration stage where students explore the application of ideas by studying a research project over the course of a day or two. Other units may have more robust projects that take a few weeks.

Evaluation. While assessment of student learning occurs throughout the unit as formative assessment, each unit will have a summative assessment. Summative assessments are posted in a separate document.



Grade 6Energy in Action

ContentsUnit Introduction.............................................................................................................5

Learning Cycle One - Potential and Kinetic Energy....................................................5

Learning Objectives.......................................................................................................5

Key Question..................................................................................................................5

Engage and ElicitActivity 1: Does Energy (Light) Have Either Weight or Volume?.................................................6Activity 2: What Makes It Move?...................................................................................................8

ExploreActivity 3: Defining Energy...........................................................................................................10Activity 4: How Do Weight and Height Affect Gravitational Potential Energy?.........................12Activity 5: Ah-La-Bounce ............................................................................................................14Activity 6: Energy Transformations and the Pendulum................................................................16

ExplainActivity 7: What Makes It Move...................................................................................................18Activity 8: Transformation of Chemical Energy to Heat Energy - Food Burning........................20

ElaborateActivity 9: Energy and the Human Body.......................................................................................22

Learning Cycle Two - Energy Transfer-Convection, Conduction, and Radiation. .29

Introduction...................................................................................................................29

Learning Objectives.....................................................................................................29

Key Question.................................................................................................................29

Engage and ElicitActivity 1: Are Water Molecules Stationary or in Motion?..........................................................30

ExploreActivity 2: Transferring Energy.....................................................................................................32



Activity 3: Radiation and Absorption ...........................................................................................35

ExplainActivity 4: Energy Loss by Conduction .......................................................................................39

Learning Cycle Three - Energy and States of Matter................................................42

Introduction...................................................................................................................42

Learning Objectives ....................................................................................................42

Key Question ................................................................................................................42

Engage and ElicitActivity 1: States of Matter ...........................................................................................................43

ExploreActivity 2: Is Evaporation the Same As Boiling ...........................................................................46Activity 3: Let’s Make a Cloud.....................................................................................................48

ExplainActivity 4: Conservation of Matter................................................................................................50



Unit IntroductionIn this physical science unit, students conduct investigations demonstrating the transformation between potential and kinetic energy. They explore how heat energy might be transferred through convection, conduction, and radiation. They demonstrate that energy is not lost or gained in the process. Students explain the conservation of mass and the structure and relative motion of particles (atoms or molecules) in the various states of matter.

Learning Cycle One - Potential and Kinetic Energy

Learning ObjectivesStudents will:

Identify everyday situations as being either an example of kinetic or potential energy. Demonstrate how a mechanical system can be broken into segments. Show how each segment represents kinetic or potential energy. Identify the different forms of energy (light, sound, heat).

Key QuestionWhat is the difference between potential and kinetic energy?



Engage and Elicit

Activity 1- Does Energy Have Weight Or Take Up Volume?

PurposeStudents will test energy properties and discuss the strengths and weaknesses of the process

Activity DescriptionStudents test the definition of energy as having no weight and taking up no space. They weigh light and also test adding light to water to see if that increases volume. The lesson begins with a discussion of what energy is. Students will provide their various descriptions and the teacher conducts a KWL (Know, Want to Know, and at the end of the unit, What I Learned).Students will test the definition of energy by attempting to weigh it and measure its volume. After this activity students will discuss strengths and weaknesses of the activity.

Focus QuestionWhat properties of energy can we measure?

DurationOne class session

Materials Flashlight or desk lamp Infant scale, bathroom scale, or lab balance Measuring cup or graduated cylinder Water

Teacher Preparation1. Gather materials

Classroom Procedure1. Begin class with the question “What is energy?”2. Let the students brainstorm the answer to the question.3. Write all answers on the board without judgment.4. Ask class what additional information they need.5. Begin the following activity.6. PART I: Does energy (light) have weight?

a. Record the reading on the scale.b. Observe the scale very carefully as you shine the flashlight. Record the weight.c. Experiment by varying the distance of the light from the scale (do not let the flashlight

touch the scale!) Try using a stronger source of light.d. From your experiment, what can you conclude about energy having weight?e. Can you think of any reasons why this experiment might not be a good method of

determining whether or not energy has weight?7. PART II: Does energy (light) take up space?



a. Fill a measuring cup with water up to the 150 milliliter mark.b. Shine the flashlight on the water for 5 minutes.c. Observe the water level very carefully as you shine the light on the water. d. Record any changes in the water level.e. Experiment by varying the length of time the light shines on the water. Try using a

stronger source of light.f. From your experiments, what can you conclude about energy taking up space?g. Why might this not be a very good experiment to determine whether or not energy takes

up space?



Engage and Elicit

Activity 2 - What Makes it Move PurposeDemonstrate potential energy and how it can be measured.

Activity DescriptionStudents observe five different examples of potential energy and discover the ways it can be measured.

Focus QuestionWhat is potential energy and how can we measure it?


Materials: hammer (should be lying on a desk or table) block of wood nails elastic band wind-up toy two identical magnets

Teacher Preparation1. Read through the complete set of demonstrations and familiarize yourself with all five.2. Try each demonstration before class

Classroom Procedure1. Begin by saying "Energy is the ability to do work. With respect to the top of the desk, can

this hammer do work? Does it have the ability to make things move?" (No) 2. Raise the hammer a short distance above the top of the desk, and ask, "How about now?"

(Yes). 3. Under the raised hammer, place a block of wood with a nail partially imbedded in it. Let the

hammer drop, further driving the nail into the wood. 4. Have the students identify the force applied, the distance through which the force acted and

the work done. 5. Since the hammer had the ability to do work when it was raised, then it must have had

energy in it when it was in this position. 6. Point out to class that energy stored in an object because of its position is called potential

energy. 7. Note too, that work had to be done in lifting the hammer, an amount of work equal to the

potential energy gained by the hammer.



8. Hold the large elastic band in the palm of your hand. Ask "Does this elastic band have potential energy with respect to the palm of my hand?" (No).

9. Stretch the elastic and hold it in the stretched position. 10. Ask "Does it have potential energy now?" (Yes). 11. Ask "Why?" (There was a change in the condition of the long spiral molecules that make up

rubber compounds as they were pulled into a stretched position. 12. Once again note that work had to be done to increase the potential energy of the band. The

potential energy gained is equal to the work done in stretching the band). 13. Set an unwound mechanical toy on the desk and ask the same type questions. "Does it have

potential energy with respect to the top of the table?" 14. Wind it up. "Does it have energy now?" 15. Release it so the students can see it move. 16. Identify the work done to increase the potential energy of the wind-up toy.17. Ask "What part of the toy had its position or condition changed as the winding took place?"

(In the spring). This type of stored energy is called elastic potential energy.18. Place a magnet on the desk and ask the same type of questions. "Does it have potential

energy with respect to the top of the table?" 19. Take another similar magnet and push it against the first one so that their like poles are held

together. "Does it have energy now?" 20. Release it so the students can see it move. 21. Identify the work done to increase the potential energy of the magnets. The magnets gained

energy because of their position. This type of stored energy is called magnetic potential energy.



Explore

Activity 3 - Defining Energy

PurposeStudents develop a working definition of energy and the methods used to measure it.

Activity DescriptionStudents discuss the definition of energy and work and have teacher present methods used to measure energy and work.

Focus QuestionWhat is work and how does it relate to energy?


Materials Spring scale Metric ruler

Teacher Preparation1. Read classroom procedure prior to class discussion

Classroom Procedure1. Discussion "Defining Energy." Begin class by saying or reading “Energy is a word like art,

love or patriotism. You can think of lots of examples, but it is very difficult to come up with a precise definition. We can get a handle on the problem, however, by defining it in terms of some-thing that can be measured, work. Energy is the ability to do work”. (This is an example of an operational definition). Stop and discuss what work means to class members.The word “work” means different things to different people. When used in its scientific sense, it is defined as the product of an applied force on an object and the distance the object moves in the direction of the force, that is:Work = Force x Distance moved in the direction of the force, or: W = F x d

Forces can be measured with a spring scale in units called Newtons. Distances can be measured with a ruler in meters. Once determining force and distance it is a simple matter to calculate the work that takes place in many situations. The activity that occurs when work takes place is the result of the energy that is transferred from one body to another in the process. The work done is numerically equal to the energy transferred.

2. Next discuss. "Work and Energy Units"Most upper elementary science programs use the metric system of measurement for their examples and problems. Forces are measured in Newtons and distances are measured in



meters. The unit for work, then, is the Newton-meter (F x d). The same unit can also be used for measuring energy.Scientists decided to honor one of the early investigators of the concept of energy. Sir James Prescott Joule (1818-1889) by giving the Newton-meter a nickname, the joule.

1 Newton-meter = 1 joule

Work and energy, then, can be expressed in Newton-meters, or joules. Some other common units of work and energy are:

a. kilowatt-hour (kwh) = 3,600,000 joules, used often to measure electrical energy.b. calorie (cal) - 4.186 joulesc. kilocalorie (kcal) = 1000 calories = 4,186 joules.

The Calorie used to measure the energy in foods should be written with a capital "C" to indicate that it is really a kilocalorie or 1000 calories. Thus a 1 Calorie diet soft drink is 1 kcal (1000 calories) and a 500 Calorie dessert is 500 kcal (500,000 calories).

An interesting activity is to have a student who travels overseas bring back a "Diet Coke" can from the country they visit. In France, they say 1 kilocalorie, and in Australia, they say "Low Joule Cola?



Explore

Activity 4- How Do Weight and Height Affect Gravitational Potential Energy?

PurposeStudents understand the role of gravity and the role it plays in potential energy.

Activity DescriptionThis activity uses gravitational potential energy to illustrate the characteristics of potential energy and how it can be measured. Students drop objects of differing masses onto aluminum pie plates and record the effects of impact from different heights.

Focus QuestionWhat are the variables that affect gravitational potential energy?


Materials (for teams of 2-4) Aluminum pie plate (disposable type) 2 film cans (one filled with sand or washers or pennies) meter stick spring scale (0-5 Newtons) 2-30 cm pieces of string

Teacher Preparation1. Gather and organize the materials.2. Create a hand out with the directions provided in the “Student Guidelines” section below. 3. Print and copy the directions.

Classroom Procedure1. Before activity, remind class that energy is the ability to do work.2. Assign teams for activity with duties for each member.3. Ask students to not open film canisters so that materials are not spilled.4. Provide the steps of the student guide.

Student Guidelines1. Place pie plate upside down on the floor.2. Place the film cans (empty and full) on the pie plate. Can the pie plate support them?3. Remove the film can from the pie plate. Lift the empty film can to a height of .25 m above

the plate. Drop the can onto the plate. Describe what it did to the pie plate.4. Predict what will happen if the empty can is dropped from a height of 1 m.5. Drop the empty can from a height of one meter. You may need to repeat the dropping from

both heights several times to check your results. Flatten out any dents between drops. Explain Science Scope Sixth Grade Energy in Action

16


how the height of an object affects its potential energy.6. Tie a string around each film can so they can be hung on the spring scale. Weigh each can. Mass of empty can _______________ mass of full can ____________________7. Predict what will happen if each can is dropped onto a pie plate from a height of 0.5 m.8. Drop each can from a height of 0.5m starting with the empty can. Repeat this several times,

flattening out the plate each time. 9. Explain how the weight of an object affects its gravitational potential energy.10. Why would a sledgehammer be used to split rocks rather than a carpenter's hammer?11. People in the upholstery business use a small hammer called a tack hammer. Would you want

to build a house with only a tack hammer for nailing? Explain.11. Would be falling off of the bottom step of a ladder or the top step be more dangerous,?

Explain you answer using potential energy.12. Point out to class that the size of the dent is related to the amount of work done on the pie

plate. The larger the dent the more work done, and therefore the film can had more gravitational potential energy.

13. The potential energy gained by a body is equal to the work done on it (computed by multiplying), the force exerted (equal to the weight of the body) times the vertical distance it is raised (height).

14. Gravitational potential energy, then, is simply equal to the weight of a body times the height to which it is raised.

PEgrav = weight x height = Newtons x meters = joules



Explore

Activity 5 - Ah-La-Bounce

PurposeTo discover the amount of potential energy a super ball has before and after one bounce. To calculate the amount of energy absorbed in the bounce.

Activity DescriptionStudents use the energy stored in a bounce of a super ball to identify and calculate its elastic potential energy.

Focus QuestionHow does a super ball store energy?


Materials Super ball Tennis ball Measuring tape Calculator Balance scale


Classroom Procedure1. Stretch as high as possible and mark a spot on the wall. This will be the initial height, and the

height you will drop the super ball. Record the height (h1) from the top of the ball in meters2. Drop the ball so that you get a good (straight up) bounce 3. Mark the maximum height of the first bounce. 4. Record the height (h 2 ) from the top of the ball in meters.5. Make at least three trials and average the height (h 2)6. Find the mass of the ball, record as mass (m) in kilograms.7. Using the constant for the acceleration due to gravity (g) as 9.8 m/sec2. Calculate

PE1 = m x g x h1 in the unit joules.8. Calculate PE2 = m x g x h2 in the unit joules.

(Estimate the amount of energy absorbed.)9. Calculate the % of energy absorbed. % of energy absorbed = ((PE1 - PE2) / PE1) x 100.

The % of energy absorbed is the amount of energy that was used up in the bouncing of the ball.


h

h

1

2


DATA TABLE

Mass of super ball ______________Kg Mass of tennis ball ______________Kg

Trials Super Ball Tennis Ballh1 (meters) h2 (meters) h1 (meters) h2 (meters)

123averagePotential Energy m x g x h% of energy absorbed



Explore

Activity 6 - Energy Transformations and the Pendulum

PurposeStudents observe the transformation of energy from potential to kinetic and back again.

Activity DescriptionStudents construct a pendulum and observe its movement. They identify variables and develop controls. They gather evidence about the energy changes in various stages of the pendulum’s motion by observing changes in speed of the pendulum through one period (one complete back and forth swing) and then for several periods. Students explain the Law of Conservation of Energy as it relates to the movement of the pendulum. Students analyze the energy changes (potential, kinetic) and explain their observations using collected data (evidence).

Focus QuestionHow does energy transform from potential to kinetic?


Materials string (see diagram to estimate length) small weight (approx.100 gms) pencil metric ruler Scissors

Teacher Preparation1. Gather and organize the

materials.2. Create a hand out with the

directions provided in the “Student Guidelines” section below.

3. Print and copy the directions.

Classroom Procedure1. Tie one end of a piece of string to the end of a pencil. Have one member of the group hold the

pencil firmly on the edge of a desk or use masking tape and tape the pencil to the desk with the string hanging over the side. Tie the weight to the other end so that it hangs just above the floor. Trim the excess string. You have just made a pendulum. It will be useful to help your understanding of energy conservation.

2. Tie a piece of string between the legs of the table as shown, positioning it about half way up from the floor. This string will serve as a reference (control) when you are observing the



motion of the pendulum. (If you use small student desks, the same thing can be accomplished by placing the pendulum on one desk, and tying the horizontal string to two other desks which are positioned on each side of the pendulum.

3. Pull the weight back to the height of the string. What kind of energy does the weight have at this point?

4. Release the pendulum (don't push it!) and observe its motion for one complete swing (across and back). Where was it traveling the fastest?

5. What kind (or kinds) of energy did it have at this point?6. What kind (or kinds) of energy did it have halfway between the high point and the low point

of its swing?7. What kind (or kinds) of energy did it have when it was at the opposite end of the swing from

where it was released?8. Summarize you answers to questions 3-7 by describing the energy transformations that occur

as a pendulum swings from one side to the other and back.9. Pull the weight back to the height of the string and again release the pendulum,

observing its motion for one complete swing (across and back). Does it return to the same height as it started? Explain why or why not.

10. Pull the weight back to the height of the string and again release the pendulum, this time letting it make 5 complete swings. On the last swing, did it return to the height from which you first released it? Explain why or why not describing how energy was used.



Explain

Activity 7- What Makes It Move?

PurposeUsing a variety of motion toys, students examine what causes them to move and begin to make the connection to energy.

DescriptionStudents use a collection of spring, balloon, battery, and gravity-powered toys to explore the variety of ways they move and what is the cause of their movement.

Focus QuestionWhat causes objects to move?

DurationTwo class sessions

Materials Battery powered cars Balloons Push cars Ramps Wind-up toys Rubber band powered toys

Teacher Preparation1. Divide class into teams of 3-4 students.2. Set up six stations. Make direction cards for each stationStation 1- Battery powered toys

Test each toy and decide what made it move.

Station 2- Push toysTest each toy and decide what made it move.

Station 3- Push toys and rampsTest each toy by placing it at the top of the ramp and releasing it. Decide what made it move.

Station 4- Spring powered (wind up) toysWind-up toy, release it and decide what made it move.

Station 5- Rubber band powered toysWind-up toy, release it and decide what made it move.



Station 6- BalloonsBlow up the balloon, release it and decide what made it move. Be sure to have enough balloons to let each team (student) have their own.

Classroom Procedure1. Direct each team to a station. If there are not enough stations to have one team only per

station, two teams can be at the same station but you must adjust materials at each station.2. Ask each team to select a recorder or have each student record their observations and

answers to station questions in their notebooks.3. The questions at each station are:

a. Test each toy and decide what made it move. b. List each toy and describe what makes it move.c. What would you call what makes all of these toys move?

4. Allow ten minutes at each station.5. When each team has completed each station, conclude day 1 with the statement, “Energy is

the ability to do work. If an object begins moving, then work is being done.6. Begin day 2 with the question, “What made the toys move?”. Make a data table on the board

and record responses from each team. (This is an opportunity for the teacher to discover student misconceptions of energy.

7. Continue with a series of pictures of people running, sailboats, moving cars, etc.8. In a summary discussion, emphasize that

Energy is not a thing but a property an object can have. The terms “energy” and “force” are not interchangeable.



Explain

Activity 8 - Transformation of Chemical Energy to Heat Energy

PurposeTo determine the number of calories present in food and describe the form of energy it represents.

Activity DescriptionStudents burn peanuts and another food sample to calculate the number of calories in the food.

Key QuestionHow can we measure the number of calories in a food?


Materials Peanuts Second food substance Thermometer (Celsius) Balance Test tubes Graduate cylinder Test tube tongs Matches Pins Aluminum foil covered

cardboard square

Teacher Preparation1. Gather materials for each class team.2. Determine team size based on equipment availability.

Classroom Procedure1. Provide the steps of the student guide.

Student Guidelines1. Obtain one half of a peanut, determine its mass (m) in grams, and place the peanut on the pin

in the cork.2. Fill the test tube with 25.0 ml. of water. Record its mass (Mwater) and temperature (T1).

(25.0 ml of water has a mass of 25.0 grams).3. Light the peanut with a match, and place the test tube over the flame.4. When the peanut finishes burning, record the temperature of the water (T2). Calculate the

change in temperature (∆T) by subtracting T1 from T2. ∆T = T2 – T1



5. Assuming all the energy in the peanut was transferred to the water, calculate the number of calories in the peanut by multiplying the mass of the water by the temperature change. H = Mwater x ∆T

6. Determine the number of food Calories in the peanut by dividing the number of calories by one thousand.

7. Repeat the process for a different food sample, and record the data in the space provided.8. Ask each team to report their data and enter it on board9. Discuss possible variables that occurred.

DATA TABLE

Sample A - Peanut Sample B -

1. mass of material (g)

2. mass cold water (Mwater)

3. Temp. cold water (T1)

4. Temp. heated water (T2)

5. Temp. chg. of water (∆T)

6. calories (H)

6. food calories (H/1000)



Elaborate

Activity 9 - Energy and the Human Body

PurposeThe purpose of this activity is to measure energy that is put into your body in a day and compare it to what is used and to explain what form the energy is in when eaten and when used.

Activity DescriptionStudents track their own food intake for 24 hours and then through the use of tables and charts, they calculate food intake against food use and determine the net effects of their diet. Students connect the abstract ideas of food calories to actual input and output of energy.

Focus QuestionHow do we use the food we eat to provide the energy we need to live?


Materials Calories Burned per Hour log sheet (3 or 4 per student) Calorie Content in Common Food chart (1 per student) Calories, Energy, and the Food You Eat Article (1 per student)

Teacher Preparation1. Make class copies of materials listed above.

Classroom Procedure1. Introduce the activity by asking class to read the article “Calories, energy and the food you

eat.”2. After article is read, ask what students think the problem is and what should be done about it.3. Pass out the log sheet (2 or 3/student) and assign students to use the log sheets supplied, keep

track of everything you eat and do in a 24 hour period. 4. Beside each type of food list the number of Calories it contained by referring to the chart

"Calorie content in common foods."5. Assign class to start today (name a specific time, like 3PM or when school is out) and for the

next 24 hours keep a log of what activities they engage in and what they eat. Students may need extra copies of the log sheets and may need to be shown how to calculate the Calories for an activity that is not an even number of hours, (e.g. 400 Calories burned per hour x 1.25 hours = 500 Calories).

6. On the same log sheets record each and every activity you do and note for how long you do it. Beside each activity list the amount of calories used up in the activity by referring to the chart "Calories burned per hour" (page 19). If the activity you did is not listed, pick the calories burned from an activity that you think requires about the same amount of energy. (Note: The



numbers on this chart include both the external energy to do the activity and the internal energy to keep a person alive).

7. It is important to remember that the purpose of this activity is to become acquainted with energy and its units by looking at how the human body uses energy. This activity simplifies some of the calculations and does not consider that good nutrition is much more than merely a matter of calories. Therefore, it is important to emphasize the activity is not accurate enough to use for health reasons and is not intended as a nutrition guide.

8. Using your own personal data, answer the following questions.i. What was the total number of Calories you took in during this period?

___________ Calories

ii. Convert this amount of energy from Calorie units to joules, remembering that a Calorie used by dieticians is really a kilocalorie which is 4,186 joules.

calories x 4186 joules per calorie =joules

iii. Calculate your weight in Newtons (one pound is approximately 4.5 Newtons)

Weight in pounds x 4.5 Newtons per pound = Newtons

iv. The energy calculated in ii is the amount of work this food can do. If all of this work went into climbing a mountain, calculate how high you could go. (Note: since Work = Force x Distance; Distance = Work/Force. The force required to pick yourself up is your weight)

v. Distance = Work / Force _______ meters =_______ joules / ________ Newtons

vi. Compare the height you calculated to the height of Mt. Everest which is approximately 8850m. Do you think you could really climb this high using the food energy you ate during a 24 hour period? For what else must your food energy be used?

vii. According to the estimates on your log sheets, what was the total number of Calories you used during this 24 hour period?

viii. How does the amount of energy you put into your body during this period compare to the estimate of the amount that you used? If there is a difference, what do you think this will cause?

ix. A net gain or loss of 7700 Calories from your diet represents a gain or loss of 1 kilogram of body mass (or about 2.2 pounds of weight). Did you gain or lose mass during this period? If so, calculate how much.

Calories, energy, and the food you eatThere is a great deal of discussion in the United States today about obesity. In any local newspaper you will find articles on the failure of schools to provide nutritious foods, the war against obesity and



related diseases, and eating foods that improve and support health. Recently, the problem of obesity has increased to epidemic proportions. The best way to battle this epidemic is through education. In today’s world of numerous diets and super-sized portions, finding the correct answers to our nutritional questions can be difficult. However, there is one basic physical science rule that holds true: If the caloric intake is greater than the energy the body needs, the excess calories will be stored as fat for future use; conversely, if the calories consumed are less than the body needs, the energy deficit will cause the body to burn fat or muscle tissue. Although generalizations regarding calorie consumption can be made, assessing individual caloric needs and utilization is more difficult. The calories an individual needs can be affected by metabolism, muscle mass, level of physical activity, and amount of sleep. Part of the solution in controlling obesity is to make individuals aware of the amount and type of food they eat. The next step is to read food labels and understand the meaning of the terms associated with the food. A large part of this understanding has a great deal to do with how much we know about nutrition and energy. For example, we often hear how cholesterol negatively affects the body. With a greater scientific background, we can learn that high-density lipoprotein (HDL), or good cholesterol, is very important for the body and improves one’s health because it lessens the amount of low-density lipoprotein (LDL), or bad cholesterol, in the bloodstream. LDL, on the other hand, brings cholesterol into the body, and therefore can negatively impact one’s health. Students should become familiar with the food and nutrition pyramid (Figure 1). The U.S. Department of Agriculture (USDA) recently changed the appearance of the food pyramid to emphasize that all the food groups are necessary; the important considerations are how much food in each group is consumed, and the type of food within each group that is consumed. A good activity is to have students calculate the average amount of energy that a body consumes per hour. Students should be aware that energy is measured in calories.AFTERTIVITY 1Two ways to estimate calories consumedYou can calculate the average amount of energy you require per hour by converting your mass in pounds to kilograms (multiply by 0.453, the constant for converting pounds to kilograms). Then, multiply the mass in kilograms by 1.0 for males and 0.9 for females. For example, an individual with a mass of 130 pounds would multiply 130 by 0.453. The result is 58.89. This result is then multiplied by 1.0 for a male (approximately 59 calories per hour) and by 0.9 for a female (approximately 53 calories per hour). These are only averages, and the burning of calories will depend on the amount of physical activity.

The U.S. Olympic Committee Sports Medicine Division and the International Center for Sports Nutrition provide an additional way to calculate the calories per pound used in one day while engaged in activities (see Resources). Because different activities will require varying energy levels, you will need to decide what level of activity you conduct for the majority of the day. Activity levels range from very light to heavy (see below).In this part of the activity, you will select a general activity level that relates to your daily routine. Then, calculate the average number of calories your body burns per day. For example, Agatha weighs 120 pounds. On most days, she walks to and from school. She is also on the school swim team and practices approximately one hour per day. Agatha often walks to her friend’s house on her way back home. At home, she often helps her parents complete light household chores. The rest of the day, Agatha completes her homework and sleeps. According to the U.S. Olympic Committee Sports Medicine Division, Agatha would be considered within the “light” category, and her calorie estimate would be 120 × 16 = 1,920 calories per day.



Calories per pound per dayActivity level Male FemaleSleeping or resting 11 10.5Very light 14 13.5Light 17 16Moderate 18.5 17Heavy 22.5 20

Calories Burned Per Hour

(Body mass in kilograms)ACTIVITY 50 60 70 75 85 100

Backpacking 400 470 540 600 690 770Basketball 415 485 565 635 715 800Canoeing 130 155 180 205 230 260Climbing 360 420 485 550 620 710Crew 310 365 420 475 535 600Cycling (Leisure) 240 265 305 365 420 480

(Racing) 510 600 690 780 870 980Dancing (Slow) 155 180 210 235 265 295

(Fast) 310 365 420 475 535 600Fishing 185 220 255 290 320 365Gardening (Mowing) 355 395 455 515 575 655

(Digging) 375 445 515 580 650 730Golfing 260 300 350 390 440 500Gymnastics 280 315 360 405 455 515Horseback riding 200 235 270 305 340 390Ironing 100 115 130 150 170 190Judo/Karate 585 690 795 900 1005 1145Mopping 185 220 250 285 320 365Painting 135 185 220 245 280 305Playing Piano 120 145 165 190 210 240Running (10 min/mile) 360 450 530 600 650 730

(9 min/mile) 580 685 785 895 995 1135(8 min/mile) 650 750 850 960 1060 1200(7 min/mile) 730 835 936 1040 1145 1285(6 min/mile) 835 935 1035 1145 1245 1385(5 min/mile) 870 1025 1180 1335 1490 1695



Shopping 185 220 250 285 320 365Sitting 65 70 85 95 110 125Skating (Ice) 255 295 345 385 435 485

(Roller) 270 305 355 400 445 510Sking (Moderate) 330 375 430 480 545 620

(Maximum) 540 730 850 1005 1105 1260Skin Diving 620 730 840 955 1060 1210Sleeping 60 65 80 90 100 110Swimming (Slow) 385 455 520 595 660 750

(Fast) 470 550 635 720 805 920Tennis 335 385 445 505 565 645Typing 85 95 110 125 140 155Volleyball (6 person) 185 225 260 295 320 355Walking 240 285 325 360 395 450Weight Training 560 665 755 850 955 1085



Energy Calorie Content In Common FoodsMEAT

Cheese, Cheddar 114 Cornbread 191Bacon 92 slice 2 1/2"x3". enriched2 slices Cheese, Cottage 109 Cornflakes 72Beans, Refried 142 12 cup 3/4 cup1/2 cup Cheese, Monterey 1 06 Crackers, Saltines 6 0Beef, Ground 186 slice 53 oz. Cheese, Mozzarella 106 Hominy Grits 6 2Beef, Roast 18 2 (pan skim) slice 1/2 cup, enriched3 oz. Cheese Spread 82 Macaroni 78Beef Liver 195 1 oz. 1/2 cup, enriched3 oz. Cheese, Swiss 107 Noodles, Egg 100Bologna 8 6 slice 12 cup, enrichedslice Cocoa 164 Oatmeal 66Chicken, Fried 201 3/4 cup 1/2 cupleg and thigh Ice Cream, Vanilla 135 Pancake 61Egg, Fried 8 3 12 cup 4' diameter, enrichedlarge Ice Milk, Vanilla 112 Raisin Bran 144Egg, Hard-Boiled 7 9 1/2 cup, soft serve 1 cup, enrichedlarge Milk 150 Rice 112Egg-Scrambled 95 1 cup 12 cuplarge Milk, Chocolate 208 Roll, Frankfurter 119Frankfurter 172 I cup enriched2 oz Milk, Low-fat 2% 121 Roll, Hamburger 119Ham, Baked 179 1 cup enriched3oz Milk, Low-fat 1% 102 Roll, Hard 156Meat Loaf 2 3 0 I cup enriched3 oz. Milk, Skim 8 6 Toast, White 6 1Peanut Butter 186 1 cup slice2 tbsp. Milkshake, Chocolate 356 Tortilla, Corn 63Peanuts 211 10.6 oz. 6". enriched1/4 cup Pudding, Chocolate 161 Waffles 130Peas, Black-eyed 9 4 1/2 cup 2. enriched1/2 cup. dried Yogurt, Plain 144Perch, Fried, Breaded 193 1 cup FRUIT • VEGETABLE3 oz Yogurt, Strawberry 255Pork Chop 308 1cup Apple 803 oz. Yogurt, Vanilla 194 mediumSausage 135 1cup Banana 1012 pork links mediumT-Bone Steak 212 GRAIN Beans, Green 163 1/3 oz. 12 cupTuna 168 Bagel 165 Broccoli 203oz Biscuit 103 12 cup

Enriched Cantaloupe 29Milk Bread, Rye 6 1 1/4 mediumWhole/cup 152 slice Carrot Sticks 212%/cup 120 Bread, White 6 1 5" carrot1%/cup 96 slice, enriched

Fat free/cup 80Buttermilk 99 Coleslaw 821cup Bread, Whole Wheat 5 5 12 cupCheese, American 106

slice Science Scope Sixth Grade Energy in Action

31


Calorie Content in Common Foods

Corn 7 0 Gravy, Beef 3 1 FAST FOODS1/2 cup 1/4 cupGrapefruit, Pink 4 8 Jelly, Currant 49 Burger King's1/2 medium 1 tbsp Whopper 670Orange 65 Maple Syrup 50 Dairy Queen'smedium 1 tbsp Brazier Dog 280Orange Juice 56 Mayonnaise 101 Kentucky Fried Chicken's1/2 cup 1 tbsp Original Recipe Dinner 643Peaches 100 Pie, Apple 403 McDonald's Big Mac 5631/2 cup 1/6 of 9" pie McDonald'sPear 101 Popcorn, Unbuttered 23 Cheeseburger 307medium 1 cup McDonald'sPeas, Green 5 4 Potato Chips 114 Egg McMuffin 3271/2 cup 10 chips McDonald'sPotato, Baked 132 Roll, Danish Pastry 274 Filet-0 Fish 432Large Sherbet, Orange 135 Pizza Hut'sPotatoes, French-Fried 233 1/2 cup Supreme Pizza 20 pieces Soft Drink, Cola 9 6 3 slices 510Potatoes, Mashed 63 1 cup Taco Bell's12 cup Sugar 14 Bean Burrito 343Raisins 123Tomato 22

COMBINATION FOODS1/2 mediumTossed Salad 13 Bake Beans with Pork 3/4 cup 1/2 cup 156Watermelon 5 2 Beef Potpie 388 Taco, Beef 2161 cup 1/4 of 9" pie

Beef & Vegetable Stew 209OTHERS 1 cup Gelatin 711/2 cupChicken Chow Mien 255 Butter or margarine 3 6I tsp Chili Con CarneCake, chocolate 234 with Beans 3331/16 of 9" cakeCake, Sponge 196 Lasagna 6331/12 of 10" cake 2 1/2" x 4 1/2"

Candy Bar, Chocolate 147 Macaroni and Cheese 215I oz. 1/2 cupChocolate Syrup 93 Pizza, Cheese 3542 tbsp 1/4 of 14" pieCoffee, Black 2 Soup, Chicken Noodle 5 93/4 cup cupCookie, Sugar 89 Soup, Tomato 1733" diameter I cupDoughnut, Cake Type 125 Spaghetti w/Meal Bails 332French Dressing 66 1 cup 1 tbsp.

Oakland Schools SCoPE, Grade 6


Learning Cycle Two - Transfer of Energy - Radiation, Conduction, and Convection

IntroductionThis series of activities allows students to discover how energy can be transferred from one entity to another by radiation, conduction, and convection without losing energy while doing so.

Learning Objectives

Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection.

Explain convection with real-world examples from light, heat, and sound. Explain radiation using real-world examples for light and heat. Describe how conduction is the transfer of energy through a solid. Describe how convection is the transfer of energy through a liquid or gas. Describe how radiation is the transfer of energy independent of a medium.

Key QuestionHow does energy move from one place to another?



Engage and Elicit

Activity 1- Are Water Molecules Stationary or In Motion?

PurposeTo demonstrate the motion of water and the role heat (energy) plays.

Activity DescriptionStudents observe a demonstration of hot water diffusing through cold water. The hot water has coloring added and its movement can be observed. The demonstration highlights the role heat plays in the movement. This demonstration introduces the concept of convection.

Key QuestionAre water molecules moving and what makes them move?


Materials Two 1 quart jars index card, or thin cardboard, poster-board board food coloring hot and cold tap water

Teacher Preparation1. You may want to practice the demonstration beforehand.


Student Guidelines1. Fill one jar to the top with cold water. (It must be filled to the very top). Fill the other jar

with hot water and add several drops of food coloring to it.2. Put the index card on top of the hot water jar, hold the card in place, and turn the jar

upside down, placing it on top of the cold water jar.3. Slide the card out slowly and watch what happens. The colored water diffuses because

the faster-moving hot water molecules mix with the slower-moving cold water molecules. Even though the water in the jars appeared to be still, molecules are always in motion.

4. Motion will not be immediately apparent. It may take 15-20 minutes, depending on the amount and initial temperatures of the water. Eventually, both jars will contain water of uniform color. Although molecular motion will continue, it will no longer be apparent.

5. If the jars' positions are reversed, the colored hot water will immediately rise into the colorless, cold water due to convection currents.



6. As the water mixes, ask students to describe their observations.7. Remind them of what they learned energy does.8. Ask students to write in their notebooks what they observed when the hot and cold jars

were reversed and hypothesize why.



Explore

Activity 2 - Transferring Energy

PurposeStudents examine the three ways energy is transferred through matter and across space.

Activity DescriptionStudents observe three videos; each illustrating one of the methods (convection, conduction, and radiation) energy is transferred and read an article describing energy transfer.

Focus QuestionHow does energy move through matter and across space?


Materials Videos for conduction, convection, and radiation

Atlas URL: Computer screen projector Methods of Energy Transfer article

Teacher Preparation1. Watch the 3 short videos on conduction, convection, and radiation.2. Make class copies of reading material “Methods of Energy Transfer”

Classroom Procedure1. Show videos on convection, conduction and radiation.2. Pass out copies of “Methods of Energy Transfer” and ask students to read the article3. Ask students to write in their interactive notebooks 3 examples of radiation, conduction

and convection that occur in their lives.



Methods of Energy Transfer

Energy Likes to MoveIf there is a temperature difference in a system, heat will naturally move from high to low temperatures. The place you find the higher temperature is the heat source. The area where the temperature is lower is the heat sink. When examining systems, scientists measure a number called the temperature gradient. The gradient is the change in temperature divided by the distance. The units are degrees per centimeter. If the temperature drops over a specific distance, the gradient is a negative value. If the temperature goes up, the gradient has a positive value. The greater the gradient, the more energy will be exchanged.

Ever Hear of Convection Ovens?Convection is the way heat is transferred from one area to another when there is a "bulk movement ofmatter." It is the movement of huge amounts of material, taking the heat from one area and placing it in another. Warm air rises and cold air replaces it. The heat has moved. It is the transfer of heat by motion of objects. Convection occurs when an area of hot water rises to the top of a pot and gives off energy. Another example is warm air in the atmosphere rising and giving off energy. They are all examples of convection. The thing to remember is that objects change position.

Convection- energy is transferred by the mass motion of groups of molecules resulting in transportand mixing of properties. Example: holding your hand over a stove burner. In meteorology, we speak of convection predominantly as that caused by rising currents of warm air. We refer to all other mass motions of air as advection.

Radiating EnergyWhen the transfer of energy happens by radiation, there is no conductive medium (such as in space). That lack of medium means there is no matter there for the heat to pass through. Radiation is the energy carried by electromagnetic waves (light). Those waves could be radio waves, infrared, visible light, UV, or Gamma rays. Heat radiation is usually found in the infrared sections of the EM spectrum. If the temperature of an object doubles (in Kelvin), the thermal radiation increases 16 times. Therefore, if it goes up four times, it increases to 32 times the original level.

Scientists have also discovered that objects that are good at giving off thermal radiation are also good at absorbing the same energy. Usually the amount of radiation given off by an object depends on the temperature. The rate at which you absorb the energy depends on the energy of the objects and molecules surrounding you.

Radiation energy is transferred by electromagnetic radiation Example: heat felt when standing away from a large fire on a calm night. Everything that has a temperature above absolute zero radiates energy. Radiation is not "felt" until it is absorbed by a substance. It does not require a medium to transfer energy through as do conduction and convection.



Conducting Energy and HeatConduction is a situation where the heat source and heat sink are connected by matter. As we discussed before, the heat flows from the source down the temperature gradient to the sink. It is different from convection because there is no movement of large amounts of matter, and the transfers are through collisions. The source and the sink are connected.

If you touch an ice cream cone, the ice cream heats up because you are a warmer body. If you lie on a hot sidewalk, the energy moves directly to your body by conduction. When scientists studied good thermal radiators, they discovered that good thermal conductors are also good at conducting electricity. So when you think of a good thermal conductor, think about copper, silver, gold, and platinum.

Conduction- energy is transferred by the direct contact of molecules, not by the movement of the material Example: putting your hand on a stove burner. The amount of energy transferred depends on how conductive the material is. Metals are good conductors, so they are used to transfer energy from the stove to the food in pots and pans. Air is the best insulator, so good insulating products try to trap air and not allow it to move.



Explore

Activity 3 - Radiation and Absorption

PurposeStudents focus on transferring energy through radiation and how radiant energy is absorbed.

Activity DescriptionThe activity begins with students reading an article about radiant energy. Then they investigate heat absorption in three different materials (dark soil, light soil and water).

Focus QuestionDo different materials absorb radiant energy differently?


Materials (for each team) Three pie pans Dark potting soil Light-colored sand or perlite Water Three thermometers Reflector lamp with a 200-watt bulb Graph paper Watch with a second hand

Teacher Preparation1. Print and copy the article “Absorbing Radiant Energy”2. Gather and organize materials3. Review the detailed procedures below and consider how students could design and

conduct their own investigations where they may vary the materials. With this approach the teacher will provide other materials such as different colored soils, dry and wet soils, grass, green or dry leaves, or different types of coverings such as plastic or aluminum foil.

Classroom Procedure1. Assign class to read article “Absorbing Radiant Energy”.2. Distribute materials for each group.3. Have students make data tables to record the time and temperature of the three

experimental pie pans. Students could be presented with the challenge of creating a logical data table. However, an example is provided:



Heating Cycle

Surface Material

Start Time

Start Temperature

(C)

Temperature Each Minute

1 2 3 4 5 6 7 7 8 9 10

Cooling Cycle

Surface Material

Start Time

Start Temperature

(C)

Temperature Each Minute

1 2 3 4 5 6 7 7 8 9 10

Standard Student Instructions:1. Fill the pie pans to the same level, one with dark soil, one with light sand, and one with

water.2. Place the pie pans on a table or desk and position the lamp about 12 inches above them.3. Place a thermometer into each pie pan, securing it so it measures the temperature just

under the surface of the substance in the pan. 4. Record the starting temperatures on the data table.5. Turn on the lamp and record the temperature of each substance every minute for ten

minutes.6. At the end of ten minutes, turn the lamp off.7. Continue to record temperatures for each substance every minute for ten minutes.8. Using the data tables, graph the heating and cooling cycles to compare the rates at which

the various substances heated and cooled.9. In your notebooks record your responses to the following questions.10. Which material absorbed more heat in the first ten minutes?11. Which material lost the most heat in the last ten minutes?12. Imagine that it's summer and that the sun is shining on the ocean and on a stretch of land.

Which will heat up more during the day? Which will cool more slowly at night? Explain.13. Imagine three cities in the desert, all at about the same altitude and latitude.

a. One city (A) is surrounded by a dark-colored rocky surface.b. Another city (B) is surrounded by a light-colored sandy surface.c. The third city (C) is built on the edge of a large man-made desert lake. d. Which city would likely have the highest average summer air temperature and

why?14. The earth's surface tends to lose heat in winter. Which of the above cities would have the

warmest average winter temperature? Why?



15. Since the sun is approximately 93 million miles from the earth and space has no temperature, how do we get heat from the sun?

16. How would the uneven energy absorption by different surfaces on earth (water, soil, snow, trees, sand, etc.) affect the atmosphere?

Absorbing Radiant Energy(excerpt from the Comet Program at UCAR)

Practically all of the energy that reaches the earth comes from the sun. Intercepted first by the atmosphere, a small part is directly absorbed, particularly by certain gases such as ozone and water vapor. Some energy is reflected back to space by clouds and the earth's surface. Most of the radiation, however, is absorbed by the surface.

Energy is transferred between the earth's surface and the atmosphere in a variety of ways, including radiation, conduction, and convection. The graphic below uses a camp stove to summarize the various mechanisms of heat transfer. If you were standing next to the camp stove, you would be warmed by the radiation emitted by the gas flame. A portion of the radiant energy generated by the gas flame is absorbed by the frying pan and the pot of water. By the process of conduction, this energy is transferred through the pot and pan. If you reached for the metal handle of the frying pan without using a potholder, you would burn your fingers! As the temperature of the water at the bottom of the pot increases, this layer of water moves upward and is replaced by cool water descending from above. Thus convection currents that redistribute the newly acquired energy throughout the pot are established.

As in this simple example using a camp stove, the heating of the earth's atmosphere involves radiation, conduction, and convection, all occurring simultaneously. A basic tenet of meteorology is that the sun warms the ground and the ground warms the air. In this activity, we will focus on radiation, the process by which the sun warms the ground. Energy from the sun is the driving force behind weather and climate, and ultimately, life on earth.RadiationWhat do trees, snow, cars, horses, rocks, centipedes, oceans, the atmosphere, and you have in common? Each one is a source of radiation to some degree. Most of this radiation is invisible to humans but that does not make it any less real.



Radiation is the transfer of heat energy by electromagnetic wave motion. The transfer of energy from the sun across nearly empty space is accomplished primarily by radiation. Radiation occurs without the involvement of a physical substance as the medium. The sun emits many forms of electromagnetic radiation in varying quantities.

About 43% of the total radiant energy emitted from the sun is in the visible parts of the spectrum. The bulk of the remainder lies in the near-infrared (49%) and ultraviolet section (7%). Less than 1% of solar radiation is emitted as x-rays, gamma waves, and radio waves.

A perfect radiating body emits energy in all possible wavelengths, but the wave energies are not emitted equally in all wavelengths; a spectrum will show a distinct maximum in energy at a particular wavelength depending upon the temperature of the radiating body. As the temperature increases, the maximum radiation occurs at shorter and shorter wavelengths. The hotter the radiating body, the shorter the wavelength of maximum radiation. For example, a very hot metal rod will emit visible radiation and produce a white glow. On cooling, it will emit more of its energy in longer wavelengths and will glow a reddish color. Eventually no light will be given off, but if you place your hand near the rod, the infrared radiation will be detectable as heat.

The amount of energy absorbed by an object depends upon the following:

The object's absorptivity, which, in the visible range of wavelengths, is a function of its color

The intensity of the radiation striking the object

Darker-colored objects absorb more visible radiation, whereas lighter-colored objects reflect more visible radiation. That's why we usually choose light-colored clothing on really hot days.

Every surface on earth absorbs and reflects energy at varying degrees, based on its color and texture.



Explain

Activity 4 - Energy Loss by Conduction

PurposeStudents will recognize the significant causes of heat loss in a home. Students will realize the importance of using proper insulation with a high R-value to reduce heat transfer. The differences in conduction among several materials will be observed.

Activity DescriptionStudents test a variety of materials to measure heat conduction and to discover how this heat can be conducted out of their homes (heat loss).

Focus QuestionWhat materials conduct heat and what materials do not (insulators)?


Materials(for each group of 4-6 students)

Two spoons or knives (one plastic, one metal) One popsicle stick 500 ml beaker 500 ml hot water >85C (teacher will explain procedure) Timer or stop watch One plastic knife (a separate knife) One ea. 1/4 inch square slice of saturated margarine or butter (in stick form), very cold or

frozen Goggles Four thumbtacks One small piece of wax paper Graph paper

Teacher Preparation1. Read the student activity completely.2. Conductors in the home include metals and glass. Ceilings and walls conduct heat from

inside the house to outside. Insulation is a barrier to this conduction. There are conduction insulators, like clothing (jackets, sweaters); and there are convection insulators, like walls preventing warm air from moving out of the house in the winter and hot air from moving into a cool home in the summer. Radiation insulators can be window shades or curtains.

3. Students should read “Home Energy Savings Tips”, and then read through the instructions for the activity. The plastic, metal spoons or knives, the glass rod and the popsicle stick should be approximately equal in height.



4. The margarine or butter should be very cold, even frozen if possible. Students should identify the methods of heat transfer (conduction, convection, and radiation).

5. Instruct students on how to obtain the hot water, either by heating on a hot plate or by distribution from teacher.

Classroom Procedure(Wear goggles)

1. Collect the plastic spoon, the metal spoon, the popsicle stick, and the glass stirring rod and lay them side-by-side.

2. Take the 1/4 inch slice of cold butter or margarine and place it on a small piece of wax paper.

3. Take the second plastic knife and cut the 1/4 inch square cold slice of butter into 4 equal parts.

4. Put the 4 equal parts of butter each on; a) the end of the plastic spoon or knife, b) the end of the metal spoon or knife. c) the end of the popsicle stick and, d) the end of the glass stirring rod.

5. Place the 2 spoons or knives, the popsicle stick, and the glass rod (all with their piece of margarine) into the beaker and angle them so the margarine is placed beyond the rim (outside of ) the beaker.

6. Place a thumbtack into the center of each of the 4 pieces of margarine.7. Obtain 500 ml of hot water, as the teacher directs, and pour the hot water into the beaker,

with the spoons/knives, stirring rod, etc. 8. Start the timer. Measure the time it takes for each thumbtack to fall from its spoon, knife

or stirring rod, etc. There will be 4 readings to enter in a data table.9. Touch the 4 materials and rate them as to which feels the coolest to hottest, after the

thumbtack has fallen off.10. Develop a graph showing the difference in melting time for the 4 materials (glass, plastic,

metal, and wood).

Home Energy Saving TipsFact Sheet

No-Cost or Low-Cost: Lower your thermostat at night and whenever the house is unoccupied. Close off and don’t heat unoccupied rooms (unless you have a heat pump). If you

consistently set your thermostat back at night 10 degrees Fahrenheit, you may reduce your heating bill by 10-20 percent.

Lower the thermostat and dress warmer. As little as 1 to 3 degrees (F) makes a noteworthy difference in energy consumption.

Lower the temperature on your electric water heater to 120 (F) degrees. Turn it off when leaving for extended periods of time. Electric water heaters can be set on timers; gas heaters must be set manually.

Set refrigerator temperatures between 37 and 40 degrees (F). Clean the coils. Keep the refrigerator stocked; it takes more energy to cool an empty refrigerator.



Consider replacing your older model refrigerator, especially if older than 10 years. Older models can often use over 3 times the energy of newer models.

Wash full loads of dishes and air dry. When washing clothes, use warm or cold water and rinse with cold. Air dry clothes, but

not indoors as this creates unwanted mold and moisture problems. Shut off lights, computers and other electronic appliances when you’re not using them.

Many computer monitors have a sleep mode setting which, when activated, greatly reduces energy consumption.

Always use the bathroom or kitchen exhaust fans while showering or cooking and baking to avoid potential moisture problems.

Use a microwave or toaster oven for smaller items. Install a low-flow showerhead. Showers use less hot water than baths; also consider

taking shorter showers. Close your fireplace damper and seal the opening shut when not in use. During the heating season, open south-facing window coverings (e.g. drapes, blinds, etc.)

during the day. Close all window coverings at night to keep the heat in. Install foam gaskets behind electric-outlet and switch-plate covers. Examine and adjust, if necessary, weather stripping, door sweeps, and thresholds.

Home Energy Savings Tips Factsheet 2

Steps that cost more, but pay for themselvesin two years or less:

Install an automatic setback thermostat that adjusts room temperature according to your daily schedule.

If you have a heat pump, be certain to use a special thermostat designed specifically for heat pumps.

Install do-it-yourself weather stripping and caulking to seal air leaks. Seal all perimeter wall penetrations and ceiling and floor penetrations to stop all air

movement between heated and unheated spaces. Install do-it-yourself storm windows that cost less than $1/sq.ft. such as flexible vinyl

glazing. Use motion sensors or timers for outdoor lighting. You’ll still have security and save

energy. Replace incandescent light bulbs in common areas (where lights are on most of the time)

with compact fluorescent lamps (CFLs). They use about a quarter of the energy. Replace the halogen torchiere floor lamp with a CFL model. They’re safer, use 70

percent less electricity and produce as much, if not more, light. Tune up the furnace annually. Replace furnace filters. The dirtier they are, the harder the fan furnace works. Clean

filters are essential for heat pumps – airflow is critical and can add years to the life of your heat pump.

Add water heater tank and hot water pipe insulation especially if in an unheated space. Don’t cover the thermostat or, for natural gas models, the air inlets.

Install a sheet metal fireplace cover, especially if the flue damper does not fit tightly.



Learning Cycle Three - Energy and States of Matter

IntroductionIn this cycle, students learn the relationship between energy and the states of matter. They discover that particles (atoms and molecules) are in motion.

Learning Objectives Describe and illustrate changes in state, in terms of the arrangement and relative motion

of the atoms or molecules. Explain how mass is conserved as a substance changes from state to state in a closed

system.

Key QuestionWhat is the relationship between energy and the states of matter?



Engage and Elicit

Activity 1 - States of Matter

PurposeTo develop an understanding of the four states of matter (solid, liquid, gas and plasma) and the role heat plays in each.

Activity DescriptionStudents will view a simulator that shows the particle movements of substances as heat levels are changed. Students will be able to watch particle activity as they change the temperature.

Focus QuestionHow does heat cause substances to change from one state to another?


Materials Online simulation of molecular activity in a container

http://phet.colorado.edu/en/simulation/states-of-matter “Four States (Phases) of Matter” article (below)

Teacher Preparation1. View “states of matter” simulation2. Prior to the simulation, a brief lesson concerning the four states of matter would be

helpful to familiarize students with the vocabulary- solid, liquid, gas/vapor, plasma. 3. Remind students that, although we cannot see molecular motion with just our eyes,

molecules and atoms are always moving. 4. The article “Four States (Phases) of Matter” should be carefully read and sections beyond

class capability should be deleted or omitted. 5. Ask class to read the article.

Classroom Procedure1. Try all the different tabs at the top of the simulation. The tabs are designed to help teachers

scaffold lessons or make lessons age appropriate by using only some tabs.2. Use the first two tabs with middle school students.3. On the first tab, as you toggle between chemicals, the phase will stay the same and the

temperature will adjust realistically. So if you want to compare solids to solids it is very easy. 4. On the second tab, as you toggle between chemicals, the material will be displayed with

some liquid and some gas. The phase diagram starts in the same position. 5. The “Adjustable Attraction” is designed to help students get a qualitative idea about how

attraction effects phase. They will need to allow the simulation a few seconds to react. The change is not instantaneous.

6. You can Pause the sim and then use Step to incrementally analyze.


http://phet.colorado.edu/en/simulation/states-of-matter


7. If you are doing a lecture demonstration, set your screen resolution to 1024x768 so the simulation will fill the screen and be seen easily.

8. In the 2nd tab, the lid can be moved up and down by grabbing the handle or finger. 9. If you want to keep heating or cooling without holding the slider in the "Heat Control" with

the mouse: click once on the slider and then use the up/ down arrow keys to set the slider where you want the arrow to stay.

10. Remind students that, although we cannot see molecular motion with just our eyes, molecules and atoms are always moving.

Four States (Phases) of Matter

Everything on Earth can be explained in terms of 4 states (phases) of matter-- solid, liquid, gas, and plasma.

What are the properties of a solid? A substance in a solid phase is relatively rigid, has a definite volume and shape. The atoms or molecules that comprise a solid are packed close together and are not

compressible. Because all solids have some thermal energy, its atoms do vibrate. However, this

movement is very small and very rapid, and cannot be observed under ordinary conditions.

What are the different types of solids? There are four types of crystalline solids --

Ionic solids-- These substances have a definite melting point and contain ionic bonds. An example would be sodium chloride (NaCl).

Covalent solids -- These substance appear as a single giant molecule made up of an almost endless number of covalent bonds. An example would be graphite.

Molecular solids are represented as repeating units made up of molecules. An example would be ice.



Metallic solids are repeating units made up of metal atoms. The valence electrons in metals are able to jump from atom to atom.

What are the properties of a Liquid? Liquids have a definite volume, but are able to change their shape by flowing. Liquids are similar to solids in that the particles touch. However the particles are able to

move around. Since particles are able to touch, the densities of liquid will be close to that of a solid. Since the liquid molecules can move, they will take the shape of their container. What are the specific properties of liquids? Viscosity --The resistance of a liquid to flow is called its viscosity Surface Tension -- The result of attraction between molecules of a liquid which causes

the surface of the liquid to act as a thin elastic film under tension. Surface tension causes water to form spherical drops.

Vapor Pressure -- The pressure that a solid or liquid exerts when it is in equilibrium with its vapor at a given temperature.

Boiling Point -- when vapor pressure = atmospheric pressure.

What are the properties of a Gas?

Gases have no definite volume or shape. If unconstrained gases will spread out indefinitely. If confined they will take the shape of their container. This is because gas particle have

enough energy to overcome attractive forces. Each of the particles are well separated resulting in a very low density.

What is the fourth state of matter?The fourth state of matter is plasma.

Plasma is an ionized gas, a gas into which sufficient energy is provided to free electrons from atoms or molecules and to allow both species, ions and electrons, to coexist.

Plasma is a cloud of protons, neutrons and electrons where all the electrons have come loose from their respective molecules and atoms, giving the plasma the ability to act as a whole rather than as a bunch of atoms.

Plasmas are the most common state of matter in the universe comprising more than 99% of our visible universe and most of the universe that is not visible.

Plasma occurs naturally and makes up the stuff of our sun, the core of stars and occurs in quasars, x-ray beam emitting pulsars, and supernovas.

On earth, plasma is naturally occurring in flames, lightning and the auroras. Most space plasmas have a very low density, for example the Solar Wind which averages

only 10 particles per cubic-cm. Inter-particle collisions are unlikely - hence these plasmas are termed collisionless.



Explore

Activity 2 - Is Evaporation the Same as Boiling?

PurposeTo help students differentiate between boiling and evaporation.

Activity DescriptionAlcohol and water are used to compare the boiling process with evaporation.

Key QuestionHow does boiling differ from evaporation?


Materials Isopropyl alcohol Water Hot plate Watch glasses, petri dishes or beakers

Teacher Preparation1. Be sure to carry out the alcohol evaporation in a well-ventilated area. 2. DO NOT substitute a Bunsen burner for the hot plate since alcohol vapors in proximity to

an open flame will cause a violent combustion reaction!!3. Due to safety considerations, alcohol should not be used to illustrate both processes. 4. Boiling is rapid evaporation anywhere in the liquid and at a fixed temperature called the

boiling point and requires continuous addition of heat. 5. The rate of boiling is limited by the rate of heat transfer into the liquid. 6. Evaporation takes place more slowly than boiling at any temperature between the melting

point and boiling point, and only from the surface, and results in the liquid becoming cooler due to loss of higher kinetic energy particles.

Classroom Procedure1. Instruct students to place 15mls of water in a beaker or other container.2. Place the water on the hot plate and heat the water to a boil.3. Let the water boil for several minutes observing the activity in the beaker.4. After 5 minutes of boiling, remove the beaker from the hot plate and measure the volume

of the water in the beaker. Record this.5. Place 15mls of alcohol in a beaker or other container. Be sure there is no flame in the

classroom.6. Observe the level of alcohol for the next several minutes.



7. Ask students to compare the results of the water and the alcohol.8. Ask students to report their observations in their notebook by responding to the following

questions.a. Which beaker lost the most liquid?b. Which beaker had the most energy?c. Remembering the simulation on states of matter, explain what caused the

difference. 2. Bring class together to share their observations.3. Explain that boiling is rapid evaporation anywhere in the liquid and at a

fixed temperature called the boiling point and requires continuous addition of heat. The rate of boiling is limited by the rate of heat transfer into the liquid.

4. Explain that evaporation takes place more slowly than boiling at any temperature between the melting point and boiling point, and only from the surface, and results in the liquid becoming cooler due to loss of higher kinetic energy particles.

5. Conclude with the idea, evaporation and boiling, while both involve a change of liquid to gas, are not the same process.



Explore

Activity 3 - Let’s Make a Cloud

PurposeTo produce a cloud and have students witness condensation and evaporation. Activity DescriptionTeacher demonstrates condensation by changing pressure in a two liter plastic soda bottle containing a small amount of alcohol. Student writes observations and explanations during an interactive demonstration.

Focus QuestionWhat are condensation and evaporation?


Materials Two liter plastic soda bottle Isopropyl alcohol Tire tube valve Bicycle tire pump #3 rubber stopper Official explanation of demonstration

Teacher Preparation1. Gather the materials. This could be conducted as a class activity as well. In this a class set

of materials would need to be gathered. 2. Before the activity, review the difference between evaporation, boiling and condensation.

Classroom Procedure1. Conduct the demonstration

Place a small amount of rubbing alcohol into the bottle Insert a tire tube valve into a number 3, one-hole rubber

stopper. Insert the rubber stopper into the 2-liter soda bottle. Attach a bicycle pump to the rubber stopper. Pump the bicycle pump ten times. Remove the stopper and a cloud should form.

3. Have students write down what they saw.



4. Initiate a “turn and talk” where neighboring students read for one another what they wrote, and discuss a possible explanation. It’s best if talking partners are assigned.

5. Draw out some of the ideas and gather statements on the board. It helps if some are contradictory because it will generate constructive argumentation.

6. Facilitate the discussion in a way that students speak to other students and talk about their ideas. Strategically add questions that force them to follow their reasoning where it leads. Sometimes this can cause them to realize their own misunderstandings or corroborate their correct ideas.

7. Have the students write a concept paragraph explaining the demonstration. 8. Provide a written explanation and ask them to compare their paragraph to the official

version. Have them turn in both drafts and read to assess their thinking on this topic.

Official ExplanationEvaporation is the process whereby a liquid changes to a gas. This is how puddles of water on your damp skin and clothes on a line eventually dry. Particles of liquid water jiggle around and are occasionally hit by a particularly energetic neighbor. Such particles can be knocked free of the liquid. Particles that escape from the liquid have energy. Therefore, the liquid remaining behind loses some energy and the liquid's temperature decreases slightly. This is how perspiration helps you cool off. When perspiration evaporates, the excess energy of the escaping particles comes from your body surface, making you feel cooler.

Condensation is the reverse process, where gaseous material changes back into a liquid form. Boiling is a special case of evaporation. It occurs at a definite temperature for any given material. When a liquid is heated, its particles move more and more rapidly. When the boiling temperature (or boiling point) is reached and heat is still added, the particles have enough energy to break away from one another and become part of the gaseous state.

As heat energy is added to a liquid at the boiling point, the temperature of the liquid does not change. All of the heat energy is used to change the liquid to a gas. Only when all of the liquid is changed into a gas will the heat energy be used to raise the temperature again.

Explanation of the activity. As the air is pumped into the Soda Bottle the vapor is converted into the liquid state due to the increase in pressure. When the rubber stopper is removed the pressure decreases. With the decreased pressure some of the liquid reconverts to vapor. This change of state, from vapor to liquid, lowers the temperature and droplets are formed –thus- our cloud.



Explain

Activity 4 - Conservation of Matter

PurposeTo test the statement that matter (mass) is not created or destroyed in ordinary chemical reactions

Activity DescriptionStudents will test solids changing to a gas, liquid or melting to determine if there is any change in mass

Focus QuestionIs matter created or destroyed when its state or form is changed?


Materials electronic scale (or triple beam) ice salt effervescent tablets zip lock baggies Erlenmeyer Flask Vinegar baking soda beaker 50ml graduated cylinder measuring spoons (ml)



Student Guidelines1. Use a 100 ml beaker with 50 ml of water; weigh and record. 2. Measure 5 ml of salt; weigh and record. 3. Pour the salt into the water and stir. Weigh and record. 4. Ask students to record what happens in notebook and data table.5. Use a zip lock plastic bag with one or two cubes of ice. Weigh the bag with ice. 6. Melt the ice by placing the container in a warm spot or in a tub with warm water.



7. After the ice melts, weigh, and record. 8. Ask students to record what happens in notebook and data table. 9. Use a zip lock plastic bag with one or two cubes of ice. 10. Weigh the bag with ice. 11. Melt the ice by placing the container in a warm spot or in a tub with warm water. 12. After the ice melts, weigh and record.13. Record results in notebook and data table.14. Weigh a 250ml Erlenmeyer flask with 2 ml of baking soda. 15. Measure a balloon and 5 ml of vinegar. 16. Have a balloon ready to put on the top after you pour in 5 ml of vinegar. 17. Quickly pour in the vinegar and then put balloon on the top to trap the gas that is

escaping. 18. Swirl the flask until the reaction ends. Weigh and record.19. Record results in notebook.20. Ask class to respond to the following questions

When a solid such as salt dissolves in water will the mass increase, decrease or remain the same?

When an effervescent solid change into a gas will the mass increase, decrease, or remain the same?

When a solid such as ice changes to a liquid will the mass increase, decrease or remain the same?

When there is a chemical reaction from a solid to a gas, will the mass increase, decrease, or remain the same?

21. Ask class what conclusions can be drawn from these results and observations.

NUMBER

WEIGHTBEFORE

WEIGHT

AFTERDESCRIBE THE REACTION

1Salt +Water + beaker =Total =

2Tablet =plastic bag + water =Total =

3Ice =Plastic bag =Total =

4

Erlenmeyer + vinegar =Baking soda =Balloon =Total =



Oakland SchoolsSCoPE Science Assessment Packet

6th Grade

Energy in Action



Assessment Packet Grade 6: Energy in Action

OverviewThis packet contains a set of assessment resources to be used with the Matter and Energy Unit, part of the 6th grade Scope Science Curriculum. A test blue print is included for the summative unit test. The blueprint describes the content to be assessed using selected response and constructed response formats. In addition, the packet includes a summative performance assessment task and scoring guide. The Assessment Plan also includes suggestions and examples for formative and self assessment.

ComponentsI. Assessment Plan Description

This is a one page summary of the various assessment components for this unit, including summative, formative and self-assessment recommendations.

II. Test BlueprintThe Test Blueprint lays out the assessment design for the summative unit test. It shows how item types are distributed across the core concepts of the unit and categorizes them into the four levels of the Depth of Knowledge (DOK) (see narrative). Item format for this test is either multiple choice (selected response) or essay (constructed response.)

III. End of Unit TestThis written test is part of the summative assessment for the unit. The test includes multiple choice and constructed response items. If items on this sample assessment are not included on the test administered to students, then comparable items addressing the same key concept and level of thinking (see Blueprint) should be substituted.

IV. Performance Assessment TaskThis is part of the end of unit summative assessment. Assessment includes the following:

Student directions for task Teacher information for task implementation

V. Assessment Rubric



This section communicates the criteria and standards of quality for the performance assessment. It can be used for scoring or grading this part of the summative assessment system.



Assessment Plan for Grade 6: Energy in Action

Performance Task(s):

Task: To design and/or improve a toy that changes potential energy into mechanical energy.

Role A member of a toy manufacturing company design team

Challenge: To build and test a model/sample of a moving toy that is fun and safe for elementary age children.

Audience: You will demonstrate your toy and explain how it works to other design teams.

Criteria: Your project will be evaluated on how well you:a. Plan and conduct your toy development and demonstrationb. Test your toy and analyze the data collectedc. Explain your toy’s design and science principles to othersd. Connect your toy to related past toy and/or science inventions/developments

Other Evidence:Multiple Choice Test

Embedded Formative Assessments: Journal entries Ticket-out-the door Warm up review questions

Questioning Prompts: What type of energy is this photo show, potential or kinetic (photos of everyday situation that involve

energy.) Give an example of potential energy changing to kinetic energy. Give an example of kinetic energy

changing to potential energy. What happens to the total amount of energy when ______________ (example of potential energy

situation) changes to __________________ (example of kinetic energy situation?) Draw/describe/model the motion/arrangement of the particles of a ______________ (solid, liquid or gas

example) compared to a (solid, liquid or gas example.) Describe what happens to the temperature of _________________ (a solid material) when it melts? How are atoms similar/different than molecules? What happens to the atoms/molecules of a _____________________ (example of a liquid) when it

evaporates? How is radiation similar/different than conduction/convection? How is conduction similar/different that convection? How does ______________________ (example of insulating material) keep you home warm? How can you increase heat transfer in a ______________________ (solid/liquid/air/space?)

Self Assessment and Reflection:

Science Journal and Learning LogGoal setting for learning expectations



Test Blueprint for Grade 6 Energy in Action Unit Summative TestDomain

(Concept)

DOK1 (Recall)Knowled

ge

DOK2 (Skill/Conce

pts)Comprehens

ion

DOK 3 (Strategic Thinking)

Application/Above

Total Items/ Points Percent of

Test

Potential/Kinetic Energy

P.EN.06.11; 12

1 multiple choice

5 multiple choice

6 items/

6 points

24%

Energy Transfer

P.EN.06.41;42

2 multiple choice

3 multiple choice

1 essay (2 pts)

6 items/

7 points

28%

Changes in State

P.CM.06.11.12

2 multiple choice 3 multiple

choice1 essay (1

point)

6 items 6 points

24%

Investigation Matter and

Energy

S.IP.06.11; S.IA.06.11

1 multiple choice

2 multiple choice

1 multiple choice

1 essay (2 points)

5 items/

6 points

24%

Total 6 points

24%

16 points

64%

3 points

12%

23 items

25 points

100%

Note: The purpose of a Test Blueprint is to guide the design and development of the assessment tool. The goal is to build an assessment that targets all of the key concepts and not just a small segment of the assessable content. In addition, the purpose here is to assure that the thinking required to respond to items on the test is balanced and goes beyond simple factual recall.



Grade 6 Energy in Action

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

The graph below represents the temperature change of a beaker of ice as more heat energy is added.

____ 1. Which section of the graph above represents water’s temperature when it is changing from a liquid to a gas?a. 1b. 2c. 3d. 4

____ 2. Which of the following is an example of using kinetic energy to produce electricity?a. Batteries b. Windmillsc. Burning coald. Nuclear energy

____ 3. Which of the following examples of energy transfer cannot happen?a. A toy car rolling down a hill increases speed and then rolls to a stop.b. A ball dropped from the top of a building goes up higher with each bounce. c. A child playing on a swing moves fastest at the bottom of the swing’s path.d. A rock dropped from the top of a bridge increases in speed until it hits the water.



____ 4. A team of students is asked to use their bodies to demonstrate of how a liquid changes to a gas. Each student in the group represents one atom. Which of the following should the students include in their model of this process?a. Participants hold hands for the entire demonstration. b. Participants take turns during parts of the demonstration.c. Participants never touch one another during the demonstration.d. Participants do not change in number or identity during the entire demonstration.

____ 5. Which of these would be the best model for how the sun’s energy heats the Earth?a. An oven baking breadb. A pot of water boilingc. A heat lamp keeping food hotd. A spoon getting hot when stirring soup

The diagram below represents three states of matter.

____ 6. Which arrow above represents condensation?a. 1b. 2c. 3d. 4

____ 7. Which type of energy transfer takes place through the circulation of fluid materials like air and water?a. Radiationb. Conductionc. Convectiond. Transformation

____ 8. When does a rubber band, which has been shot at a wall, have the most potential energy?



a. When it hits the wallb. When it is lying on the floorc. When it is flying across the roomd. When it is stretched ready to shoot at the wall

____ 9. A student noticed that a puddle that was on the sidewalk one day was gone the next. What scientific question could he investigate experimentally to learn more about what he observed?a. Is evaporation caused by kinetic or potential energy?b. Does water evaporate more quickly in the sun or shade?c. How much did the water in the puddle weigh before it evaporated?d. What phase of the water cycle is represented by the puddle’s disappearance?

The diagram below represents different points in a pendulum’s swing. The arrow indicates direction of motion. Assume that the system is frictionless.

____ 10. At which position in the pendulum’s swing, is kinetic energy decreasing and potential energy increasing?a. 1b. 2c. 3d. 4



In the diagram below the sealed jar on the left contains 40 grams of ice. After sitting on the counter for a period of time, the ice in the sealed jar turns to liquid.

____ 11. How much liquid water is in the jar on the right?a. 10 gramsb. 20 gramsc. 40 gramsd. 80 grams

Use the information below to answer the following question(s).

Mary had some ink on her hand. Her mother told her to put some alcohol on a cotton ball and rub the ink off. Mary did this and noticed that the alcohol disappeared quickly from her hand.

____ 12. How did the molecules of alcohol disappear from Mary’s skin?a. They flowed into the pores of her skin.b. They evaporated away and no longer exist.c. They combined with other matter and disintegrated.d. They increased their motion and escaped into the air.

____ 13. When you stir a cooking pot of soup with a metal spoon the handle gets too hot to hold. What type of heat transfer is responsible?a. Radiationb. Conductionc. Convectiond. Transformation



The diagram below shows a series of positions for a cart on a roller coaster. The arrows show the direction the cart is moving.

____ 14. Which of the following best describes what has happened at position #2?a. Kinetic energy has increased.b. Kinetic energy has been destroyed.c. Kinetic and potential energy has become zero.d. Kinetic energy has changed into potential energy.

____ 15. Which of the following is an example of kinetic energy being changed to potential energy?a. An car racing down the roadb. A train moving along a level trackc. A sled pulled up to the top of a hilld. A plate sitting on the edge of a table

____ 16. Which of the following is an example of kinetic energy?a. A football ready for kickoffb. A baseball flying through the airc. A golf ball sitting at the edge of a holed. A basketball ready to drop through the hoop



The diagram below represents a container with particles of water. The arrows indicate the motion of those particles

____ 17. What process is taking place in the container of water above? a. Meltingb. Freezingc. Evaporationd. Condensation

____ 18. An uncovered bowl of water was placed on a window sill. Each day the amount of water left in the bowl was recorded. Which graph probably shows the results? a. c.

b. d.



____ 19. Which experiment would test whether heat influences the rate of evaporation?a. Pouring two identical containers of water on a deskb. Placing the same amount of water into a wide bowl and a narrow cupc. Placing a container of water on a desk and an identical one under a light bulbd. Boiling identical containers of plain water and water containing red food coloring

The diagram above represents different points in a pendulum’s swing. The arrow indicates direction of motion. Assume that this system is frictionless.

____ 20. At which position in the pendulum’s swing is the kinetic energy equal to the potential energy at Position X?a. Position 1 c. Position 3b. Position 2 d. Position 4

Essay

21. A student learned that some types of materials can store energy when they change shape as they strike a surface. Then they release the energy. She has 3 different types of balls and she wants to find out which one will store the most energy when it strikes the floor. How can she find out?

22. Metal is a better conductor of heat than plastic or wood. Explain why this is true. Describe what is happening to the atoms or molecules of each in your explanation.

23. Draw before and after pictures of what happens to the atoms in a solid piece of copper when it melts in a closed system. Include at least 10 copper atoms in your diagrams.


Sixth Grade Science SC060100Energy in Action

Grade 6 Energy in ActionAnswer Section

MULTIPLE CHOICE

1. ANS: C PTS: 1 DIF: 3 REF: 6STA: S.IP.06.16 LOC: Inquiry TOP: Matter and EnergyKEY: Patterns NOT: RR

2. ANS: B PTS: 1 DIF: 2 REF: 6STA: P.EN.06.11 LOC: Potential and Kinetic Energy TOP: Matter and EnergyKEY: Fuel NOT: RR

3. ANS: B PTS: 1 DIF: 2 REF: 6STA: P.EN.06.42 LOC: Energy Transfer TOP: Matter and EnergyKEY: Conservation NOT: Georgia

4. ANS: D PTS: 1 DIF: 2 REF: 6STA: P.CM.06.11 LOC: Change of State TOP: Matter and EnergyKEY: Molecules

5. ANS: C PTS: 1 DIF: 2 REF: 6STA: P.EN.06.41 LOC: Energy Transfer TOP: Matter and EnergyKEY: Radiation NOT: TAKS

6. ANS: C PTS: 1 DIF: 1 REF: 6STA: P.CM.06.11 LOC: Change of State TOP: Matter and EnergyKEY: Condensation

7. ANS: C PTS: 1 DIF: 1 REF: 6STA: P.EN.06.41 LOC: Energy Transfer TOP: Matter and EnergyKEY: Convection NOT: RR

8. ANS: D PTS: 1 DIF: 2 REF: 6STA: P.EN.06.11 LOC: Potential/Kinetic TOP: Matter and EnergyKEY: Elastic energy

9. ANS: B PTS: 1 DIF: 2 REF: 6STA: I.IP.06.11 LOC: Inquiry TOP: Matter and EnergyKEY: Question

10. ANS: C PTS: 1 DIF: 2 REF: 6STA: P.EN.06.12 LOC: Potential/Kinetic TOP: Matter and EnergyKEY: Pendulum

11. ANS: C PTS: 1 DIF: 1 REF: 6STA: P.CM.06.12 LOC: Change of State TOP: Matter and Energy

The Oakland Schools Curriculum Page 68 of 76Oaklandk12.rubiconatlas.org/public January 5, 2011

Sixth Grade Science SC060100Energy in ActionKEY: Conservation of Mass

12. ANS: D PTS: 1 DIF: 2 REF: 6STA: P.CM.06.12 LOC: Change of State TOP: Evaporation

13. ANS: B PTS: 1 DIF: 1 REF: 6STA: P.EN.06.41 LOC: Energy Transfer TOP: Matter and EnergyKEY: Convection NOT: Georgia

14. ANS: D PTS: 1 DIF: 2 REF: 6STA: P.EN.06.12 LOC: Potential/Kinetic TOP: Matter and EnergyKEY: Transform

15. ANS: C PTS: 1 DIF: 1 REF: 6STA: P.EN.06.12 LOC: Potential and Kinetic Energy TOP: Matter and EnergyKEY: Swing NOT: California

16. ANS: B PTS: 1 DIF: 2 REF: 6STA: P.EN.06.11 LOC: Potential and Kinetic Energy TOP: Matter and EnergyKEY: Kinetic Energy NOT: RR

17. ANS: C PTS: 1 DIF: 2 REF: 6STA: P.CM.06.11 LOC: Changes in State TOP: Matter and EnergyKEY: Evaporation NOT: NAEP

18. ANS: A PTS: 1 DIF: 1 REF: 6STA: S.IP.06.15 LOC: Inquiry TOP: Matter and EnergyKEY: Graphing NOT: RR

19. ANS: C PTS: 1 DIF: 2 REF: 6STA: S.IP.06.12 LOC: Inquiry TOP: Matter and EnergyKEY: Investigation

20. ANS: B PTS: 1 DIF: 2 REF: 6STA: P.EN.06.42 LOC: Potential/Kinetic TOP: Matter and EnergyKEY: Pendulum

ESSAY

21. ANS:Sample answer: She can bounce each ball from the same height and then see which one bounces the highest. The one that bounces the highest stored the most energy.

2 points: Includes drop all from same height, measure bounce height and the highest stores the most energy1 point: The highest bouncing stores the most energy, but does not include how to measure

PTS: 2 DIF: 3 REF: 6 STA: S.IP.06.12LOC: Inquiry TOP: Matter and Energy KEY: Investigation


Sixth Grade Science SC060100Energy in ActionNOT: RR

22. ANS:2 points: Explanation includes idea that atoms/molecules in metal materials are closer to one another and so better able to bump into each other when heat causes them to vibrate more quickly.1 point: Explanation includes either the idea that the materials with closer spaced molecules are better conductor or the idea that when metal atoms are heated they bump into each other more that the other materials

PTS: 2 DIF: 2 REF: 6 STA: P.EN.06.41LOC: Energy Transfer TOP: Matter and EnergyKEY: Conduction NOT: RR

23. ANS:Two diagrams have the same number of atoms included in the diagram before and after inside a closed container

PTS: 1 DIF: 2 REF: 6 STA: P.CM.06.12LOC: Changes in Matter TOP: Matter and Energy KEY: Conservation NOT: RR



Performance Assessment for Grade 6: Energy in Action

Student Directions:You are a member of a toy company design team that has been challenged to design a new motion toy that will

excite elementary age children. Your toy company has a limited budget and you have to use the materials supplied by your company for your toy. Your toy will be expected to change potential energy into kinetic energy. You can take an existing model and improve it or design your own new invention.

You will need to:1. You and your team will build a toy that changes potential energy into kinetic energy. It can be

your own design or a design that you have adapted.2. As a team, you will change and test at least on design variable for your toy. You will collect and

record data on how that variable affects the toys motion (materials used, size of parts, shape, etc.)3. As a team, you will demonstrate and defend your toy design and analysis to the other design teams

in your company. Your presentation will include: A demonstration of how your toy works A description of your toy’s source of potential energy and how it is changed to make your

toy move The materials you used to make your toy and why you selected them from the available

supplies How you tested your design and a summary of your test results The conclusions you drew from your test results and how you used these results to improve

your design4. Individually, you will research an existing motion toy that changes potential energy into kinetic

energy and write a one page summary that includes the following: A detailed description of the toy An explanation of how the toy changes energy from one form to another Background information about the inventor and how the toy was invented (optional.)

Teacher Directions:

State Expectations Targeted: P.EN.06.11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber

band, objects in motion, ball on a hill, food energy). P.EN.06.12 Demonstrate the transformation between potential and kinetic energy in simple

mechanical systems (for example: roller coasters, pendulums). S.IP.06.12 Design and conduct scientific investigations to understand energy and changes in matter. S.IP.06.13 Use tools and equipment (models, thermometers) appropriate to scientific investigations of

energy and changes in matter. S.IP.06.14 Use metric measurement devices in an investigation of energy and changes in matter. S.IP.06.15 Construct charts and graphs from data and observations dealing with energy and changes

in matter. S.IP.06.16 Identify patterns in data dealing with energy and changes in matter. S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions on energy

and changes in matter. S.IA.06.12 Evaluate data, claims, and personal knowledge through collaborative science discourse

about energy and changes in matter.



S.IA.06.13 Communicate and defend findings of observations and investigations about energy and changes in matter using evidence.

S.IA.06.14 Draw conclusions from sets of data from multiple trials about energy and changes in matter using scientific investigation.

S.RS.06.15 Demonstrate scientific concepts concerning energy and changes in matter through various illustrations, performances, models, exhibits, and activities.

S.RS.06.16 Design solutions to problems on energy and changes in matter using technology. S.RS.06.19 Describe how science and technology of energy and changes in motion have advanced

because of the contributions of many people throughout history and across cultures.

Depth of Knowledge: (DOK) 4

Variations/Options/Resources:1. Provide students with a given toy design and expect them to test the design and improve it (see video

link attached for how to make a spool racer.)http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.zsplcar/Putting a Twist on Inquiry (Science Scope Article)http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/ss05_028_05_19

2. Provide a variety of materials and have students design a toy based on research (see link for toy construction ideas.)http://www.sciencetoymaker.org/Example of materials and preparation:http://www.thetech.org/education/downloads/dconline/Energy_at_Play.pdf

3. Individual research can be on science contributions made that are the foundation for the technology involved (i.e. Isaac Newton) or examples of toy inventions/inventors that used these principals in their designs (see link below for example.) Students can be given web sites or expected to find their own resources.http://www.ideafinder.com/history/inventions/slinky.htm

4. Design team presentations can be either oral, on a poster display or in the form of a written report. Teachers can decide which students will do or give teams the choice.

5. Review the rubric with students to make sure they clearly understand the criteria for quality required for each component of this assessment.


http://www.ideafinder.com/history/inventions/slinky.htm

http://www.thetech.org/education/downloads/dconline/Energy_at_Play.pdf

http://www.sciencetoymaker.org/

http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/ss05_028_05_19

http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.zsplcar/


Energy in Action Unit Presentation Rubric (Grade 6):

Student Name ________________________________

Overall Score_______

Teacher Name ________________________________

Presentation of Toy Design 1 2 3 4 Comments

Includes example of potential energy changing to kinetic energy Uses simple, inexpensive materials and resources Represents teams design and/or design improvements

Presentation of test results 1 2 3 4 Comments

At least one toy variable was tested Includes clear description of how toy was tested Includes chart and/or graph of results from tests completed Include summary of results and conclusions made about design variable

Quality presentation 1 2 3 4 Comments

Presentation clear and without errors Presentation appropriate for audience All team members contributed to presentation

Individual Research and Report 1 2 3 4 Comments

Describes an existing motion toy that changes potential energy into kinetic energy Explains how the toy changes energy from one form to another Includes background information on inventor and how toy was invented (Optional)



4 ExemplaryWork at this level is of exceptional quality. It is both thorough and accurate. It exceeds the standard. It shows a sophisticated application of knowledge and skills.

3 Proficient Work at this level meets the standard. It is acceptable work that demonstrates application of essential knowledge and skills. Minor errors or omissions do not detract from the overall quality.

2 Developing Work at this level does not meet the standard. It shows basic, but inconsistent application of knowledge and skills. Minor errors or omissions detract from the overall quality. Your work needs further development.

1 Emerging Work at this level shows a partial application of knowledge and skills. It is superficial (lacks depth), fragmented or incomplete and needs considerable development. Your work contains errors or omissions.



OS Science Scope on Atlas Rubicon Curriculum Manager: http://oaklandk12.rubiconatlas.org/public/

Oakland Schools: http://www.oakland.k12.mi.us/


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