Title: Unit 6: Energy Name: _____________ Page 1 Lesson 1: Energy Objectives Identify joules as the unit of measure for energy. Explain that energy cannot be created or destroyed, but it can be transformed. Define energy as the ability to do work. Give examples of different forms of energy used in everyday life. Apply knowledge of energy to explain examples of energy conversion. MAIN IDEAS/QUESTIONS NOTES: KEY TERMS: chemical energy: electrical energy: energy: energy sources: energy transformation: joule [jool]: kinetic energy: [kuh-NEH-tihk] law of conservation of energy: light energy: mechanical energy: nuclear energy: DEFINITIONS: a form of potential energy stored in ______________________________________________ the energy associated with ______________________________________________ The ability of capacity to ___________________________ resources, either ____________________ or ___________________, that provide energy the conversion __________________________________ _____________________________________________ the SI unit that measures ___________________________ the energy of an object or substance because _______________________________________________ _______________________________________________ a law of physics that says _______________________________________________ the vibration of _________________________________________ the energy of _________________________________ and _________________________ _________ the energy that can be released by ______________________________________________
Transcript
Title: Unit 6: Energy Name: _____________
Page 1
Lesson 1: Energy Objectives
Identify joules as the unit of measure for energy.
Explain that energy cannot be created or destroyed, but it can be transformed.
Define energy as the ability to do work.
Give examples of different forms of energy used in everyday life.
Apply knowledge of energy to explain examples of energy conversion.
MAIN IDEAS/QUESTIONS NOTES: KEY TERMS:
chemical energy:
electrical energy:
energy:
energy sources:
energy transformation:
joule [jool]:
kinetic energy:
[kuh-NEH-tihk]
law of conservation of energy:
light energy:
mechanical energy:
nuclear energy:
DEFINITIONS:
a form of potential energy stored in
______________________________________________ the energy associated with
______________________________________________
The ability of capacity to ___________________________ resources, either ____________________ or ___________________,
that provide energy the conversion __________________________________
_____________________________________________
the SI unit that measures ___________________________ the energy of an object or substance because
_______________________________________________
_______________________________________________
a law of physics that says
_______________________________________________
the vibration of _________________________________________ the energy of _________________________________ and
_________________________ _________ the energy that can be released by
______________________________________________
Title: Unit 6: Energy Name: _____________
Page 2
potential energy:
sound energy:
work:
Q. Describe how the white cue ball is doing work. Forms of Energy
FILL IN --------------------
Example of potential energy Example of kinetic energy Example of chemical energy Example of electrical energy Example of sound energy Example of light energy Example of nuclear energy
Law of Conservation of Energy
Q. The law of conservation of energy states……..
Energy can be transformed
FILL IN --------------------
Example of energy transformation Measuring Energy
_________________________ energy that is associated with the
position of an object
energy produced when_____________________________
using an applied force to make an object _______________
Answer:
Answer:
The energy is ________________________to different forms of
______________________, but the total _________________of
energy in the system remains the _____________________.
Example:__________________________________
_________________________________________
Measured using the SI unit: Joule (J) (Pronounced JOOL) 1 joule (J) equals one newton applied over a distance of one meter
The Newton Meter
1 joule (J) = 1 newton-meter J = N x m
Title: Unit 6: Energy Name: _____________
Page 3
Lesson 2: Work Objectives
Define work as applied force that acts upon an object over a distance.
Describe power as the rate at which work is done, or energy used or created per unit time, expressed in
watts (W).
Solve problems using equations for work and power.
Define work as applied force that acts upon an object over a distance.
Describe power as the rate at which work is done, or energy used or created per unit time, expressed in
watts (W).
MAIN IDEAS/QUESTIONS NOTES:
KEY TERMS:
Power:
Watt:
Q. What is work?
Formula for WORK: W = Fd work = force applied x distance
moved
FILL IN -------------------
Q. What is power?
P = W/t Power = Work _____Time Power= J/s OR Watts (W)
FILL IN --------------------
FILL IN --------------------
DEFINITIONS:
the _____________________at which work is done.
the SI unit of _____________________________(energy per time),
equal to one joule per second (1 J/s)
Answer with examples…. Remember that work is done by a ______________ when the
________________ is applied over a ________________________.
Answer with examples…. All else being equal, faster _____________________means
more _______________________, and ________________work
means _____________________power.
We have defined power as the rate at which work is done. Since work
It’s the stored energy an object has due to _____________
_____________________________________________.
Objects that have potential energy are ________________ moving.
However, they have the ___________________________to move when a
change in their position or shape occurs.
Answer….
The formula for calculating gravitational potential energy is
PE = w x h or…. potential energy = (weight) x (height)
OR if we only know the mass of the object it can be calculated…
PE = mgh
potential energy = (mass) x (acceleration due to gravity) x (height).
Title: Unit 6: Energy Name: _____________
Page 6
Potential Energy can convert to
Kinetic Energy
FILL IN -------------------
Q. How is the Law of Conservation of energy seen in the example of the skateboarder?
Objects at rest can have _________________________ due to their
shape or position. A change in their shape or position can set them in
motion. Objects in motion have
_____________________________________.
Therefore, ___________________ energy can be converted into
__________________ energy.
Answer….
Lesson 5: Lab: The Pendulum Objectives
Identify the points at which a moving object has the most potential and/or kinetic energy (e.g., pendulum
swing, falling objects).
Draw conclusions based upon the results of an investigation.
Write an organized, orderly, step-by-step procedure describing how to perform a science investigation of
choice.
Design an experiment to test a hypothesis or to gather information; state the purpose of the experiment.
Identify independent variables, dependent variables, constants, and controls.
Lesson 6: Optional (Just mark “complete” in the OLS)
Lesson 7: Using a Lever (Activity) Objectives
Recognize that levers confer mechanical advantage and explain how this principle applies to the
musculoskeletal system.
Given a simple machine, predict what will happen when there is a change in the system.
Lesson 8: Simple Machines Objectives
Identify six simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw) and tell how they
work.
Provide examples of simple machines used in everyday tools and objects.
Explain that simple machines are used to make work easier by changing the direction or size of a force.
Identify six simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw) and tell how they
work.
Provide examples of simple machines used in everyday tools and objects.
MAIN IDEAS/QUESTIONS NOTES: ACTIVATION:
Q. Why is it easier to move snow with a shovel than with your bare hands – or a bucket?
Answer:
Title: Unit 6: Energy Name: _____________
Page 7
Key Term: MACHINE
FILL IN -------------------
Q. How do the following every day objects serve as machines to make work easier? FILL IN ------------------- Example 1: Bottle Opener Example 2: Rake Example 3: Wheelchair Ramp
Machines Make Work Easier
.
Work = Force × distance, or W = Fd.
Example: Moving van
Lifting straight up vs.
Using a ramp.
Q. What will the work be if the ramp increases the distance moved to 6m but you only apply a force of 200N?
DEFINITION: A machine is any device that ___________________
1. Machines do not_________________the amount of _______ that
needs to be done, they just make work ____________by changing
the __________ it is done.
2. Recall that WORK = ___________ x _____________
3. So machines can change the _______________ and __________
so long as the total work (force x distance) does NOT change.
Answer:
Bottle Opener: Makes opening a bottle easier because it multiplies
the ______________ of your hands.
Rake: Makes gathering leaves easier because you when you move
the handle end just a little ________________ the rake end
moves a large _____________. So it multiplies the
_____________ moved by your hands.
Wheelchair Ramp: It is much easier to push a wheelchair up a ramp
than to lift it up a flight of stairs, because the ramp increases the
____________ over which the wheelchair moves and decreases the
_________________ required to move it.
A machine can change the strength or direction of a force
So, if you want to increase the __________ to move something, you must
(in order to keep the total amount of work done the same) also decrease
the _____________ moved.
Moving van Example:
a) LIFTING STRAIGHT UP:
Force required to lift heavy box = 800 N
Distance lifted from ground to truck bed = 1.5 m
Work = Fd = 800N x 1.5 m = 1200 J
Let’s say you can’t lift 800N – you are not strong enough. b) USING A RAMP:
Force required is only 200N
Distance will now be the length of the ramp = 6 m
Answer:
Title: Unit 6: Energy Name: _____________
Page 8
Key Term: SIMPLE MACHINE
Key Term: INPUT FORCE
Key Term: OUTPUT FORCE
The six types of simple machines are ---------------------
Levers
Key Term: FULCRUM[FUHL-kruhm]:
Key Term: LEVER
FILL IN -------------------
Examples of Levers---------
Q. Can you name some more?
Key Term: INCLINED PLANE
Examples of Inclined Planes ---
Key Term: SCREW
Examples of Screws ---
DEFINITION:A simple machine is a machine that makes work easier when a
________ _________ is applied.
DEFINITION: The Input Force is the amount of force applied to a simple
machine, also called the ________ _________, because you have to
exert _______ to supply it.
DEFINITION: The output force is the amount of force a simple machine
applies to an object, also called the ___________________
_______________ because it must overcome some resistance to move the
Lesson 10:LAB Heat Flow (see Student Pages or OLS) Objectives
Compare and contrast the transfer of thermal energy through radiation, convection, or conduction.
Describe how thermal energy flows from a system of higher temperature to a system of lower temperature.
Lesson 11:Thermal Energy
Objectives Compare and contrast the transfer of thermal energy through radiation, convection, or conduction.
Recognize that changes in the temperature of an object will affect the kinetic energy of that object.
Describe how thermal energy flows from a system of higher temperature to a system of lower temperature.
MAIN IDEAS/QUESTIONS NOTES: Review of Particles in Motion
Key Word: THERMAL ENERGY
Thermal Energy and Temperature
Thermal energy depends on the
temperature of an object.
All atoms vibrate (vibrational motion) and have ___________
energy.
Forces between them have the potential to change their motion, so
they also have __________________ energy.
DEFINITION: thermal energy is the total energy of any closed system,
including all internal kinetic and potential energy of the system
Warmer particles move faster and have more _______ energy
This raises the overall __________ energy of the object
Title: Unit 6: Energy Name: _____________
Page 11
Thermal Energy and Heat
Key Word: HEAT
Examples: Cold Milk vs. Hot Cocoa Heat and Thermal Equilibrium
Question: What happens when two objects at different temperatures come into contact? Key Word: THERMAL
EQUILIBRIUM
Question: WHY does this (thermal equilibrium) occur? Key Word: KINETIC THEORY OF
HEAT
Methods of Heat Transfer
1. Key Word: Conduction
2. Key Word: Convection
[kuhn-VEK-shuhn]:
3. Key Word: Radiation
Question: What factors affect the rate of heat transfer?
DEFINITION: Heat is the transfer of thermal energy from one place to
another
Heat always flows from a _____________ object to a _________ one.
For Cold Milk: Heat flow is from _________ to _________ so your
hands feel cold
For Hot Cocoa: Heat flow is from ___________ to _________ so
your hands feel warm.
Answer: DEFINITION: Thermal equilibrium occurs when two or more elements of a
__________ physical system have the same thermal energy; they reach
the same ________________
Answer:
DEFINITION: the theory that states that heat is the result of the
movement of ____________ in a system
DEFINITION: Conduction is the movement of thermal energy by bodies or
fluids that are in _________
Example of Conduction:
DEFINITION: Convection is the transfer of heat by the
____________or ___________ of the heated parts of a liquid or gas
Example of Convection:
DEFINITION: Radiation is thermal energy transmitted as electromagnetic
waves;
It can be transferred between objects or across _______ ______.
_____ ___________ emit electromagnetic radiation.
__________ objects emit more radiation than cooler ones.
Example of Radiation:
Answer:
Title: Unit 6: Energy Name: _____________
Page 12
Putting it All Together
Question: So why does the sand on a sunny beach burn your feet on a hot day?
Answer:
Lesson 12: Temperature
Objectives Explain that changes in the position and motion of atoms in a solid, liquid, or gas are the result of
temperature increase or decrease.
Explain how the kinetic energy of atoms or molecules of different objects varies with their temperature.
Describe the differences between thermal energy, kinetic energy, potential energy, and temperature.
MAIN IDEAS/QUESTIONS NOTES: Review Question: What is temperature?
How are Temperature and Thermal
Energy Different?
Question: Do two different-sized blocks of the same material have the same thermal energy if they are at the same temperature?
Question: Explain, in scientific terms, why a bucket of boiling water causes more damage than a thimble of boiling water when spilled on your skin.
Temperature and Expansion:
FILL IN --------------------
Answer:
Thermal energy is the total ___________ and
________________energy of the particles in a substance.
Temperature for any substance will increase when the average
_____________ ____________ of the particles in a substance
increases. Answer: Explain: Answer:
Temperature and Expansion:
When temperature increases, so does the ____________ energy
of the particles in a substance
When kinetic energy increases, particles move ___________ and
____________ __________ When particles spread out, the substance ______________ in
size. Example:
Title: Unit 6: Energy Name: _____________
Page 13
Temperature and Contraction:
Question: If an increase in temperature causes particles to move apart and makes a substance expand, what do you think happens when temperature decreases?
Thermometers:
Temperature Scales:
1. Celsius (used in many
countries)
2. Fahrenheit (used in US)
3. Kelvin (used by scientists –
based on kinetic energy)
Key Word: ABSOLUTE ZERO
Question: Do you think it is possible to truly remove ALL energy from something - to reach absolute zero? (By the way, to date, this has not yet been accomplished….)
Answer:
Temperature and Contraction:
A lower temperature will cause most objects to ________.
When the temperature of a substance decreases, the ________
energy of its particles decreases.
Example:
How a Thermometer (early one) Works:
Early thermometers worked because of the principle of thermal expansion.
They contained alcohol. As the alcohol warmed up, it ___________ causing
it to ____________ up a glass tube. When the thermometer was placed in
something cold, the alcohol ___________ and sank back ________.
There are THREE scales used for measuring temperature:
Boiling Point of Water Freezing Point of Water
Celsius: ___________ _________
Fahrenheit: ___________ _________
Kelvin: ___________ _________
Why do scientists use the Kelvin scale?
The Kelvin scale is based on _____________ _________
DEFINITION: Absolute zero is, in theory, the lowest possible
temperature of a substance if it were absent of all heat energy or
___________ motion.
Absoute zero = 0 on the Kelvin scale, -273.15°C, or -459.69°F
Your Answer:
Lesson 13: Optional (Just mark “complete” in the OLS)
Lesson 14-16: Model Problems, Unit Review, OLS Assessment - complete in class, finish on your own, and mark “complete” in the OLS
