ssciencecashs.weebly.com€¦ · Web viewLESSON ONE. In this lesson students will review the...

PHYSICS in Year 8 Science

Cecil Andrews Senior High School

Sue Scrymgour

ALL ABOUT ENERGY

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CONTENTSTITLE PAGE NUMBERScience outline 3Math outline 4Science inquiry skills checklist 5Lesson overview 6Glossary 7I AM/YOU ARE 8Place mat 11Venn diagram 12KWLH 15Designing observation guide (D.O.G) 16Further understanding report (F.U.R) 18Planning investigation guide (P.I.G) 20Experiment analysis report (E.A.R) 22Team assessment of individual learning (T.A.I.L) 24Group roles 25Lesson 1 27Portfolio coversheet 28Portfolio roles 29Portfolio contract 30Portfolio file check 31Lesson 2 32Lesson 3 33Lesson 4 34Lesson 5 & 6 35Lesson 7 36Lesson 8 & 9 37Lesson 10 & 11 38Lesson 12 & 13 39Lesson 14 - 17 40Lesson 18 & 19 41Lesson 20 42Lesson 21 & 22 43Lesson 23 44Lesson 24 & 25 45Lesson 26 46Lesson 27 - 31 47

ALL ABOUT ENERGYOVERARCHING

QUESTIONDOES EVERYTHING NEED ENERGY TO MOVE AROUND?

Learning area ScienceScience understandings Physical sciencesScience inquiry skills Questioning and predicting

Planning and conductingProcessing and analysing data and informationEvaluatingCommunicating

AUSTRALIAN CURRICULUM:

ACSSU155

• Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems

Unit understandingsStudents will be able to :

1. recognize that kinetic energy is the energy possessed by moving bodies

2. recognize that potential energy is stored energy, such as gravitational, chemical and elastic energy

3. investigate different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature

4. recognize that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes

5. use flow diagrams to illustrate changes between different forms of energy

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ALL ABOUT ENERGY

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Learning area MathematicsNumber and algebra Carry out the four operations with integers, using efficient

mental and written strategies and appropriate digital technologies (ACMNA183)Solve problems using the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA183)

Patterns and algebra Simplify algebraic expressions involving the four operations (ACMNA192)

Data representation and interpretation

Explore the practicalities and implications of obtaining representative data, using a variety of investigative processes (ACMSP206)

ALL ABOUT ENERGYYear 8 Science Inquiry Skills Checklist

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Questioning & Predicting Planning & Conducting Processing & Analysing Data

Communicate information

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http://www.australiancurriculum.edu.au/Glossary?a=S&t=conclusions

http://www.australiancurriculum.edu.au/Glossary?a=S&t=relationships

http://www.australiancurriculum.edu.au/Glossary?a=S&t=secondary+sources

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigations

http://www.australiancurriculum.edu.au/Glossary?a=S&t=data

http://www.australiancurriculum.edu.au/Glossary?a=S&t=variables

http://www.australiancurriculum.edu.au/Glossary?a=S&t=investigation

ALL ABOUT ENERGYLesson overview

LESSON ONEIn this lesson students will review the concept of forces from Yr 7 physics.LESSON TWOIn this lesson students will explore the concept of energy and what it means for something to have energy.LESSON THREEIn this lessons students will review the mathematics required for this unit, rearranging formulas and graphing.LESSON FourIn this lesson students will recall that energy comes in many forms and can be transformed from one to another.LESSON FIVEIn this lesson students will investigate the concept of work. HSSA10 pg 251 “MEASURING W”LESSON SIXIn this lesson students will expand their knowledge of energy and distinguish between kinetic and potential energy.LESSON SEVEN AND EIGHTIn this lesson students will expand their knowledge of kinetic and gravitational potential energy and explore the motion of a marble down a ramp, they will be introduced to the formulas E=mgh and E=1/2mv2

LESSON NINEIn this lesson students will explore during the transformation of energy from one form to another the total energy is conserved using the formulas E=mgh and E=1/2mv2

LESSON TEN AND ELEVENIn this lesson students will explore the conversion between elastic potential energy and kinetic energy. SA2 pg 71 “MODELLING A BUNGEE JUMP”LESSON TWELVE AND THIRTEENIn this lesson students will review the concept of speed from Yr7 physics, HS3 pg 135 “Measuring Speed”HSSA10 pg 257 “Measuring Speed” HSSA8 pg 203 “30m Olympics”, incorporating gravitational and elastic potential energies.LESSON FOURTEENIn this lesson students will undertake a computer activity to explore the forms of energy required when designing a roller coaster.LESSON FIFTEEN TO SEVENTEENIn this lesson students will explore energy transfer and energy flow diagrams and HSSA10 pg 238”BUILDING AND TESTING A WINDMILL” SA1 pg 112 “BUILD YOUR OWN ENERGY TRANSFER DEVICE” Pg113 “ENERGY TRANSFER”LESSON EIGHTEEN AND NINETEENIn this lesson students will explore heat as a form of energy.LESSON NINETEENIn this lesson students will investigate heat conduction.LESSON TWENTY AND TWENTY ONEIn this lesson students will explore heat conduction through the creation of a sola ovenLESSON TWENTY TWO and TWENTY THREEIn this lesson students will explore heat as a side effect of friction (review friction from yr7).LESSON TWENTY FOURIn this lesson students will use the library or internet resources to explore their own personal energy consumption over a time periodLESSON TWENTY FIVEIn this lesson students will consolidate their knowledge of energy, though the use of silent card shuffle or I am/You are.LESSON TWENTY SIX TO THIRTYIn this lesson students will use their knowledge of energy and forces to create and report a Rube Goldberg machine

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ALL ABOUT ENERGY

WORD MEANING

ENERGY

FORMULA

FORCES

WORK

KINETIC

POTENTIAL

SPEED

OBSERVATION

ANALYSIS

MASS

GRAVITATIONAL

CHEMICAL

FLOW DIAGRAM

HEAT

TEMPERATURE

FRICTION

TRANSFER

TRANSFORMATION

LIGHT

CONSUMPTION.

SOURCE

JOULE

NEWTON

DEGREES

ENERGY CONVERTER

PREDICTION

DRAG

MOTION

ELASTIC

CONDUCTION

CONVECTION

RADIATION

HEIGHT

I AM: ENERGY I AM: FRICTION

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ALL ABOUT ENERGY

YOU ARE:THE OPPOSTING FORCE THAT ACTS BETWEEN TWO MOVING BODIES

YOU ARE: DONE WHEN AN APPLIED FORCE CAUSES MOVEMENT.

I AM: WORK

YOU ARE: THE ENERGY POSSESSED BY MOVING OBJECTS

I AM: KINETIC

YOU ARE: THE POINT THAT SUPPLIED ENERGY THAT WE USE.

I AM: ENERGY SOURCE

YOU ARE: A FORM OF POTENTIAL ENERGY DUE TO HOW FAR SOMETHING IS STRETCHED

I AM: ELASTIC

YOU ARE: THE SCIENTIFIC NAME FOR MOVEMENT.

I AM: MOTION

YOU ARE: A NUMERICAL MEASURE OF HOW HOT SOMETHING IS

I AM: TEMPERATURE

YOU ARE: THE POTENTIAL ENERGY BETWEEN TWO MAGNETS

I AM: MAGNETIC

YOU ARE: MOVEMENT OF ENERGY FROM ONE FORM TO ANOTHER.

I AM: TRANSFERRING

YOU ARE: THE UNIT OF MEASUREMENT FOR ENERGY

I AM: JOULE

YOU ARE: STORED ENERGY

I AM: POTENTIAL

YOU ARE: ENERGY DUE TO THE MOVEMENT OF ELECTRONS

I AM: ELECTRICAL I AM: CONSERVATION8

ALL ABOUT ENERGY

YOU ARE: THE ATTEMPTS TO SAVE ENERGY AND RESORUCES.

YOU ARE: POTENTIAL ENERGY IS A FORM OF THIS TYPE OF ENERGY.

I AM: STORED

YOU ARE: A MEASURE OF HOW MUCH ENERGY IS LOST DURING CONVERSION.

I AM: EFFICIENCY

YOU ARE: A FORM OF POTENTIAL ENERGY BASED ON HOW FAR SOMETHING IS FROM A BASE POINT.

I AM: GRAVITATIONAL

YOU ARE: THE UNIT USED TO MEASURE TEMPERATURE

I AM: DEGREES CELSIUS

YOU ARE: THE BRANCH OF SCIENCE THAT DEALS WITH ENERGY, FORCES AND MOTION.

I AM: PHYSICS

YOU ARE: ENERGY FROM NATURAL RESOURCES THAT CAN BE REUSED

I AM: RENEWABLE

YOU ARE: STORED ENERGY RELEASED BY A REACTION BETWEEN TWO SUBSTANCES.

I AM: CHEMICAL

YOU ARE: THE FORCE BETWEEN THE PARTICLES IN AN OBJECT THAT MAKE THEM STICK TOGETHER.

I AM: COHESIVE

YOU ARE: RENEWABLE ENERGY FROM THE SUN

I AM: SOLAR I AM: CONSUMPTION

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ALL ABOUT ENERGY

YOU ARE: THE USE OF ENERGY

YOU ARE: THE ABILITY TO DO WORK

IN THIS ACTIVITY EACH STUDENT IS GIVEN A CARD.

ONE PERSON (P1) IS REQUIRED TO BEGIN BY STANDING AT THE FRONT OF THE ROOM AND STATING I AM.... AND YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)THE PERSON WHO IS THE NEXT ‘I AM’ (P2) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P1 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)THE PERSON WHO IS THE NEXT ‘I AM’ (P3) CALLS OUT “I AM A...... “ AND IS THEN REQUIRED TO STAND NEXT TO P2 AND READ THEIR YOU ARE...(THIS IS A DISCRIPTION OF ANOTHER ‘I AM’ TERM)REPEAT THIS PROCESS UNTIL ALL CARDS ARE IN THE LINE IN THE CORRECT ORDER.

THE FINAL “YOU ARE” LINKS TO P1 AND SO A CIRCLE IS FORMED.

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ALL ABOUT ENERGYPlacemat

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KINETIC ENERGY

POTENTIAL ENERGY

ALL ABOUT ENERGYVenn

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[Both]

KINETIC

ALL ABOUT ENERGY

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POTENTIAL

ALL ABOUT ENERGY

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ALL ABOUT ENERGY

kwName_____________________

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What do I KNOW?

What do I WANT to know?

<List here the things you already know friction and heat>

<in your group discuss and list the things you would like to know about reducing friction and heat>.

What have I LEARNT?

HOW can I learn more?

<When you are looking back over the unit, return to this KWLH chart and list the things you have learnt.>

<What other information about this topic can you research? Where would you go to find the extra information?>

ALL ABOUT ENERGY

GROUP MEMBERS______________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:___________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR F.U.R)WORD MEANING

12345678910

AIM (the Question you are investigating?) ______________________________________________________________________________________

PREDICTION (What do you expect will happen?) ______________________________________________________________________________________

HOW WILL YOU KEEP EVERYONE SAFE? ______________________________________________________________________________________

CONTROL VARIABLES (What things must be kept the same and how will you do this?)

Controlled variables How you will control it

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ALL ABOUT ENERGYEQUIPMENT (list of the things you will need).

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.

METHOD: (Step by step instructions of what you will do during the investigation at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES THE STEPS IN WHICH YOU WILL UNDERTAKE YOUR EXPERIMENT

DIAGRAM: (labelled diagram of equipment used, drawn scientifically)

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ALL ABOUT ENERGY

Fur

GROUP MEMBERS___________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:__________________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR D.O.G.

RESULTS: DRAW A DIAGRAM OF YOUR OBSERVATIONS

fur

OBSERVATIONS (DESCRIBE WHAT YOU SAW DURING THE EXPERIMENT)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYSIS: Write a paragraph that EXPLAINS scientifically why you made the above observations)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT ENERGYCONCLUSION (explain what happened)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ERRORS: suggest places where your group may have been inaccurate.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest ways to make this experiment better).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life uses of this experiment.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT ENERGY

GROUP MEMBERS____________________________________________________________________

GROUP NAME_________________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

VOCABULARY WORDS (THEY MUST BE USED IN YOUR E.A.R)WORD MEANING

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AIM: (the Question you are investigating?)) ______________________________________________________________________________________

PREDICTION: (what do you expect will happen) ________________________________________________________

HYPOTHESIS (an if and then statement IF (enter the variable you are changing) THEN (enter the variable you are measuring) ______________________________________________________________________________

SAFETY: (describe how will you keep everyone safe) ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________

INDEPENDENT VARIABLE (what will you change)_______________________________________

DEPENDENT VARIABLE (What will you measure)______________________________________

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ALL ABOUT ENERGYCONTROL VARIABLES (What needs to be kept the same, how you will do this)

Controlled variables How you will control it

MATERIALS & EQUIPMENT (list of equipment and materials you will need for the investigation). DON’T FORGET TO DRAW A DIAGRAM.

1. 2.3. 4.5. 6.7. 8.9. 10.11. 12.13. 14.

RECORDING DATA: Describe how to keep your data accurate ______________________________________________________________________________________________________________________________________________________________________________________________________

METHOD: (Step by step instructions of what you will do & what you will record as your results, at least six separate steps)

1.

2.

3.

4.

5.

6.

DRAW A STEP BY STEP FLOW CHART THAT OUTLINES YOUR METHOD TO THIS EXPERIMENT

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ALL ABOUT ENERGYGROUP MEMBERS_______________________________________________________________

GROUP NAME__________________________________________________________________

INVESTIGATION TITLE:____________________________________________________________

DON’T FORGET TO USE YOUR VOCABULARY WORDS FROM YOUR P.I.G

RESULTS:

TABLE

ear

GRAPH: (draw a graph from you recorded data, remember TITLE, AXIS, LABEL, SCALE ACCURACY AND TYPE [column for distinct values and line for continuous variables]).

ANALYSIS: Now write a paragraph that summarises all the data that you have recorded in your table and graph, what is the graph doing, increasing, decreasing, staying the same, is it in a straight line?)

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION (explain what happened using scientific ideas and words)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT ENERGYERRORS: (suggest places where the experiment may have been inaccurate).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IMPROVEMENTS: (suggest three ways in which you could improve this experiment).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE AS A HUMAN ENDEAVOUR: what are two real life applications of this type of experiment.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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ALL ABOUT ENERGY

Investigation title::__________________________________________________________Group members: ___________________________________________________________Group title: _________________________________________________________________I contributed to my group’s success by: tailMANAGER:RECORDER:REPORTERGO GETTER

Next time, I would:MANAGER:RECORDER:REPORTERGO GETTER

On a scale from 1 to 5, rate your group on the following items.

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree 5 = Couldn’t agree more!

All members contributed equally to the project. 1 2 3 4 5

Our group worked well together. 1 2 3 4 5

Disagreements were settled quickly and politely. 1 2 3 4 5

Our group met deadlines and did not procrastinate. 1 2 3 4 5

I felt encouraged by my group members to work on the project. 1 2 3 4 5

I would like to work with this group again. 1 2 3 4 5Group members evaluation

Rate each member of your group on how well they contributed to the group’s success, one is very little or no contributionand five is an excellent contribution:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

Rate each member of your group on how well they performed their role within the group:

Member 1 2 3 4 5MANAGERRECORDERREPORTERGO GETTER

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ALL ABOUT ENERGYGROUP ROLES

All members are to contribute to the investigations and experiments that their group undertakes. Each person is also responsible for taking their own copy of the results, just in case other members are absent. As well as that you will have a specific role within the group and part of your assessment will be based on how well you perform this role.

GO GETTER You are responsible for ensuring that you have all the required equipment for your group activity. This may also mean that you have to bring things from home. You must be organised and resourceful.

MANAGER You are responsible for ensuring that all members of your group are on track and are participating to the best of their ability. It is your job to liaise with the teacher, librarian or other staff members as required and so you must be confident.

RECORDER You are responsible for ensuring that all information for our group is recorded, this will include taking measurements during the investigation, compiling the bibliography of other resources and graphing any required information and so you must be organised.

REPORTER Has the job of presenting the information that their group has discovered to the class. As it is your job to present an interesting production for the class presentation and so you must be creative and outgoing.

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ALL ABOUT ENERGY

Hi I am the GO GETTERIt is my job to ensure that we have all the equipment and materials we need for this activity, as well as undertaking the activity

Hi I am the MANAGERIt is my job to ensure that everyone is on task as well as undertaking the activity

Hi I am the RECORDERIt is my job to make sure everyone is writing down all of their ideas and data, as well as participating in the activity

Hi I am the REPORTERIt is my job to summarize back to the class what we discovered in this activity

Hi I am theGO GETTERIt is my job to ensure that we have all the equipment and materials we need for this activity, as well as undertaking the activity




Hi I am theGO GETTERIt is my job to ensure that we have all the equipment and materials we need for this activity, as well as undertaking the activity




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ALL ABOUT ENERGYLesson one

QUESTION : WHAT IS ENERGYTITLE : INTRODUCTION TO ENERGY. AUSTRALIAN CURRICULUM:

ACSSU155 ACSSU155ACTIVITIESPre class preparation:Pre-class preparation: draw up the white board or a large sheet of paper as a placemat.

Introduction:Get students to sit in small groups of 4 students, explain that they will keep a journal for this unit, which will be in the form of a text based exercise book /display folder or an e.book, all should contain their P.I.G & E.A.R OR D.O.G & F.U.R and T.A.I.L for every investigation. Each student is responsible for their own journal.In these groups discuss the roles of the getter, the manager, the recorder and the reporter. Allow each student to select their role within their current group but explain that often these groups will change but their role won’t. (these may be based on students learning style, after undertaking a learning style quiz).

THIS WORKS BEST IF EACH GROUP OF STUDENTS IS GIVEN A DISPLAY FOLDER WITH OUTLINE OF DUTIES- if students do not undertake their duties they are given three warnings before they are fired (loss of points)

Have students complete the sheets for their group display book.

WHAT IS ENERGY?Pose question: what is energy and how do we know it exists?In their groups give students a “Placemat” and allow each to write in their corner of the sheet everything that they can think of that involves the use of energy.

In the centre point put the things that two or more members of the group have in common.

Share these with the class and enter onto the class placemat.

Together come up with a definition of energy.

Official definition of energy: the ability to do work

GLOSSARY WORDS Energy

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ALL ABOUT ENERGY

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ALL ABOUT ENERGY

CONTRACT29

MANAGER RECORDER

REPORTER GO-GETTER

ALL ABOUT ENERGY

GROUP NUMBERNAME TITLE DUTIES AGREED

(signature)COMPLETED

MANAGER

RECORDER

REPORTER

GO GETTTER

AUTHORISATION (signed by Ms S)WARNINGS

NUMBER FOR REPORTED BY

APPROVED

FILE CHECK LIST

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ALL ABOUT ENERGYYEAR 8 PHYSICS

GROUP NAME______________________

MANAGER__________________________

REPORTER__________________________

RECORDER__________________________

GO GETTER__________________________

FORM______

Item Comment Done?

WORK NEATWORK DATEDNO GRAFFITI

GLOSSARY TERMSMATH TRIANGLES

FLOW CHARTREPORT: WORK

REPORT: ENERGY STATIONSREPORT: ELASTIC

POTENTIAL ENERGYREPORT: SPEEDWEBQUEST: HYBRID

CARSREPORT: WINDMILLREPORT: HEAT ENERGYREPORT: CONDUCTIONREPORT: SOLAR OVENREPORT: REDUCING

FRICTIONRESEARCH ENERGY USAGE.

LESSON TWO31

ALL ABOUT ENERGYQUESTION: WILL I NEED TO KNOW SPECIAL MATHSTITLE: NUMERACY AUSTRALIAN CURRICULUM: ACSSU155:

ACMNA183; ACMNA192ACTIVITIES

HAVE STUDENTS DRAW THE MULTIPLICATION TRIANGLES FOR SPEED = DISTANCE/TIME WORK = FORCE X DISTANCE

USE TRIANGLES TO CALCULATE BASIC PROBLEMS.POSE PROBLEMS

WHAT IS THE FORMULA FOR DISTANCE, TIME OR FORCE?

Ask students “HOW CAN WE WORK OUT OTHER TRIANGLES E=mgh” or kinetic energy etc.

REVIEW WITH STUDENTS WHAT DO WE NEED TO HAVE ON A GRAPH TITLE AXES SCALE LABELS TYPE OF GRAPH.

D

S T

W

F D

NEED A PROBLEM SHEET OR HAVE STUDENTS CREATE PROBLEMS (And answers) TO PROVIDE FOR OTHER GROUPS.

GLOSSARY WORDSFormulaAnalysisspeed

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ALL ABOUT ENERGYLESSON THREE

QUESTION how many different forms of energy are there?TITLE energy forms AUSTRALIAN CURRICULUM: ACSSU155ACTIVITIES

POSE QUESTION: how many different forms of energy are there?Students to think, pair, share to list form of energyChemical, heat, light, sound, electrical, nuclear, potential, kinetic.

POSE QUESTION: if energy is the ability to do work where does it come from?

Have students work out flow charts describing how energy is transformed from one source to anotherSun-> plants-> food-> chemical energy.Batteries (chemical) -> electrical-> sound in an ipod.

GLOSSARY WORDSTransformationJouleKineticFlow diagramNewton

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Batteries (chemical)

electrical sound in an ipod.

ALL ABOUT ENERGYLESSON FOUR

QUESTION: what is work?TITLE measuring work AUSTRALIAN CURRICULUM: ACSSU155;

ACMSP206;ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

Measuring workAIM: To find the amount of work done in moving an object.METHOD:1 Set up the spring balance and the weight so that the balance will drag the weight along the bench.2 Using the ruler as a guide, drag theweight for 50 cm across the bench topat constant speed by using the springbalance.3 Read the force (in newtons) required tomove the weight.4 Repeat this procedure across a distanceof 100 cm.Repeat the procedure for 50 cm and 100 cm across the laboratory fl oor.6 Record your results in a table as follows.

SURFACE DISTANCE

FORCE WORK

BENCH 50cm100cm

CARPET 50cm100cm

FLOOR 50cm100cm

REPORTER TO REPORT BACK TO CLASS

GLOSSARY WORDSWorkForcePrediction

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ALL ABOUT ENERGYLESSON FIVE AND SIX

QUESTION: WHAT IS THE ENERGY IN A FALLING OBJECTTITLE GRAVITATIONAL POTENTIAL ENERGY AUSTRALIAN CURRICULUM: ACSSU155;

ACMSP206ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R. FORMSBegin by establishing the rules, procedures and roles for the activity

Part one measure the energy of Falling Objects

MATERIALS3 different sized weights (ball bearings) magnetTray containing 5cm damp sand metre ruleRetort stand & clamp narrow gauge calibrated in mmBalance

METHOD:1. weight the largest ball bearing2. Drop this bearing from 1m into the tray.3; lift the bearing out of the tray with the magnet.4: measure the depth of the crater produced in the sand.5. smooth over the sand and repeat procedure two more times.6. record your measurements in a table and calculate the average.

7. repeat steps one to six with the other ball bearings

Part tworecord energy changes as one of ball bearings is dropped from a different height

part threeuse shapes of same mass with different shapes.

QUESTIONS FOR ANALYSISHow did you measure the amount of energy that the falling objects had?How much does the height of the fall affect how much energy it has?How did you know this?How does the mass of the object affect how much energy it has?How do you know this?Does the shape of the object affect how much energy it has?Why were parts one, two and three done as three separate investigations?


GLOSSARY WORDSGravitationalPotential energyMass

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ALL ABOUT ENERGYLESSON SEVEN

QUESTION: how do we know that energy is being transferredTITLE energy stations. AUSTRALIAN CURRICULUM: ACSSU155

ACMSP206ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

STATIONS SET UP AROUND THE LAB WITH VARIOUS ENERGY TRANSFER EQUIPMENT.

Station oneGalvanometer with both copper and steel wires attached,Twisted together and passed through a Bunsen burner.Station twoGalvanometer attached to coil of wire with a magnet passing through the coil.Station threeNewton’s cradleStation fourInclined plane, with a ball and toy car to pass down it.Station fiveSmall electric motor attached to a LED light.

WITH INSTRUCTIONS FOR EACH STATION.

AIM: to observe and describe energy transfer in a number of situationsPROCEDURE:1 PREPARE A TABLE TO RECORD YOUR OBSERVATIONS AND INFERENCES.

STATION OBSERVATION EVIDENCE THAT ENERGY WAS TRANSFERRED

2. in your groups, read the instructions for your station before touching any equipment.3. Carry out the experiment at this station and record your observations in the table.4. discuss in your group the evidence of energy transfer and write down your evidence5. When instructed move to the next station and repeat.6. When all stations have been visited return to your desk and answer the following questions.

Questions:Could any of these energy transfers be useful to us in our everyday lives.Which of the stations showed that you can transfer the energy from high energy chemicals to other objects?Which of the stations showed that you can transfer energy from potential energy objects to other objects?Describe a situation in which you could transfer kinetic energy from one object to another.Complete a Venn diagram listing the stations with kinetic and potential energy and what factors the two energies had in common


GLOSSARY WORDSObservationChemical

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ALL ABOUT ENERGYLESSON EIGHT & NINE

QUESTION: DOES AN ELASTIC BAND HAVE ENERGY?TITLE : ELASTIC POTENTIAL ENERGY AUSTRALIAN CURRICULUM: ACSSU155 ;


PurposeTo investigate energy stored in a stretched rubber band.

RequirementsRubber bands, chair, brass weights, empty ice-creamcontainer with lid, metre rule or tape measure.Procedure1 Join four or five rubber bands together to make a rubber band chain.2 Attach each end of the chain across the base of a chair or stool.3 Place a brass mass in the ice-cream container, close the lid and pull the container back a certain distance.4 Let the container go and measure how far it travelled.5 Now repeat the experiment a few times. Keep everything the same but change the mass of the ice-cream container by one brass mass each time.6 Record your results in a table.7 Draw a graph to illustrate your results.

QUESTIONS1 What happened as you increased the total mass of the ice-cream container?2 Why do you think this happened?3 What energy was stored in the elastic band?4 Where did this energy go after the elastic band wasreleased?5 State the difference between kinetic and potential energy.6 Describe another situation that proves that a stretched elastic band has stored energy.O7 How could you improve this investigation if you were to do it again?

ALTERNATIVESa Keep the mass of the ice-cream container the same but change the number of elastic bands in the chain.b Keep the mass of the ice-cream container and the number of elastic bands in the chain constant but change the amount by which the elastic band chain ispulled back.


GLOSSARY WORDSElastic

37

ALL ABOUT ENERGYLESSON TEN & ELEVEN

QUESTION HOW DO WE MEASURE SPEED?TITLE: SPEED. AUSTRALIAN CURRICULUM: ACSSU155;

ACMSP206ACTIVITIESStudent hand outs: P.I.G., T.A.I.L & E.A.R FORMSBegin by establishing the rules, procedures and roles for the activity

INTRODUCTION: A professional athlete needs to know how fast he or she is running in order to achieve a better performance in the future. In the case of a 100-metre hurdler, all that is needed to determine the athlete’s speed is to measure the time, because the distance of this event is always the same. How can we measure the speed we take to move 30m. Each person in the group is to undertake a different activity, what four activities do we want to do? They may walk, run, hop, skip, crab walk or even crawl.

AIM: To measure the time taken for students to cover a certain distance.MaterialsMATERIALS:• stopwatch (or light gates if available)• tape measure or trundle wheelMETHOD:1. Measure and mark out a distance of 30 metres on the school oval.2. Measure the times taken for various people to travel the 30 metres.3. Record the results in a table like the one below:

PERSON TYPE OF MOVEMENT (running, walking hopping etc.)

TIME TAKEN

SPEED = D/T

Graph your group results and the class results .


GLOSSARY WORDSSpeedMotion

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ALL ABOUT ENERGYLESSON TWELVE AND THIRTEEN

QUESTION WHAT IS A HYBRID CARTITLE HYBRID CARS AUSTRALIAN CURRICULUM: ACSSU155ACTIVITIES

Students will undertake a computer activity to explore the forms of energy required when designing a roller coaster. Or to investigate hybrid powered cars.

Webquest–Hybrid carsContextAn Italian scientist called Alessandro Volta invented the battery in 1800. He was the first person to make current electricity.

In 1928 Ferdinand Porsche engineered the first successful hybrid electric car. Many models have been produced since then, but they have never made it to the production line. With greater technology available in the 1990s, major car companies started to invest money to produce hybrid cars. Such car companies have only just started to release hybrid models onto the market. It is expected that the demand for these models will increase as fossil fuels become more expensive and rare.

Suggested keywords to use in your search engine• hybrid cars + Australia

Questions1 What is a hybrid car? Answer using a sentence.

2 How does a hybrid car work? Answer in a paragraph.

3 List two manufacturers of hybrid cars and the models they produce.

4 Create a table of hybrid cars available in Australia, including manufacturers, models and features.

5 Complete a PMI (plus/minus/interesting) table for hybrid cars.

6 Give your personal opinion of hybrid cars. Would you like to own one?

Bibliography(Copy and paste the table below for each web site you use. Colour the boxes for the appropriate responses.)

Web address:Title of page:Who put the information there?How reliable do you think the source of information is?

Very reliable Reliable Unreliable

GLOSSARY WORDSConsumption

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ALL ABOUT ENERGYLESSON FOURTEEN TO SEVENTEEN

QUESTION: HOW CAN WE CONVERT ENERGYTITLE DESIGN A WINDMILL AUSTRALIAN CURRICULUM: ACSSU155;


HAVE STUDENTS DESIGN THEIR OWN ENERGY CONVERTER SUCH AS A WINDMILLAIM: To build a model windmill capable of lifting a weight, and investigate factors that influence its performance.DiscussionConstruct a windmill with the materials you have available. Different constructionsare possible. See if your design can accommodate blades with adjustable angles to the wind. Some ideas include:➤ a foil plate, with slits cut into it and turned up on some sections to form a wheel➤ icy-pole sticks glued into differently angled slits cut in various corks➤ a design based on Lego components.Using the windmill that you have constructed, investigate:➤ the effect of the blade angles on the speed of rotation using a fan or hair dryer to move the blades of your windmill➤ the time taken for the windmill to lift various weights through a set height when rotating at maximum speed➤ the effect of the distance of the fan or hair dryer from the windmill on the time taken to lift various weights through a set height.Materials➤ construction materials, such as clamps, corks, stands, icy-pole sticks, foil plates, Meccano, Lego, glue, sticky tape,etc.➤ stopwatch➤ ruler➤ weights (some will needto be very small)➤ fan or hair dryer1 Compare your times with those obtained for similar tasks completed by other designs in your class.2 Plot a graph from your data of lifting time against distance from wind source. Are there enough points on the graph to indicate its shape clearly?


GLOSSARY WORDSEnergy converterHeight

40

ALL ABOUT ENERGYLESSON EIGHTEEN AND NINETEEN

QUESTIONTITLE : HEAT ENERGY AUSTRALIAN CURRICULUM: ACSSU155;


Introduction: ask students what they know about heat transfer and how heat travels through a solid, liquid or gas?Introduce the concepts of conduction and convection as ways that heat is transferred.Conduction vs. convection\PurposeTo observe how quickly heating occurs by convection and conduction.RequirementsWater, two 50 mL test tubes,three clamps, two retortstands,three boss heads, Bunsen burnermatches, timer,test tube rack, markerone-hole stopper with alcohol thermometer pushed into it up to about the 60°C mark,

Procedure1 Place water in one test tube so that the water is about 4 cm below the top. This is test tube 1. Clamp this at the top of the tube to a retort stand so the test tube isabout 15 cm above the desk. Clamp the stopper of the thermometer and stopper assembly to the same retort stand and position the thermometer bulb in test tube 1. The bulb of the thermometer should be just covered by the water.2 Place water in the second test tube, test tube 2, so that the water is about 4 cm below the top. Clamp test tube 2 right at the bottom and attach it to a retort stand. Tiltthe clamp so that the test tube is on about a 50–60 degree angle. Carefully place a thermometer in the tube. Make sure the water level is about 1 cm below the lip ofthe tube.SAFETY NOTE: Never allow a flame to touch a thermometer, and never hold a thermometer directly over a flame.3 Draw up a table to record your results for test tubes 1 and 2. You need about 10 or 12 rows and three columns. Carefully heat test tube 1 using a blue flame with the Bunsen hole about one-quarter open. The flame tip should be just touchingthe tube. Record the temperature every 10 seconds until the temperature rises to 50°C or until two minutes havepassed. Leave the tube to cool when you have finishedrecording results.4 Heat test tube 2 a bit above the middle of the tube, Use a blue flame as in step 3.SAFETY NOTE: Do not point the open end of the test tube at anyone while heating it.Do not allow the flame to go up near the thermometer or down near the clamp jaws. Record the temperature every 10 seconds, but stop heating if the water boils or if thewater spits out of the end of the tube. Do not heat for longer than two minutes.

QUESTIONS1 Draw a line graph of the temperature change with time in both tubes. Do both lines on the one graph.2 Account for the differences in the two graphs. Try to use the words ‘conduction’ and ‘convection’ in your explanation.

GLOSSARY WORDSConductionConvectionHeatTemperature

41

ALL ABOUT ENERGY


42

ALL ABOUT ENERGYLESSON TWENTY

QUESTION: HOW DOES HEAT TRAVEL THROUGH SOLIDSTITLE : CONDUCTION AUSTRALIAN CURRICULUM: ACSSU155;

ACMSP206ACTIVITIES

Observing conduction in solidsEQUIPMENTheatproof mat, Bunsen burner and matchestripodcopper rodiron rodglass rodwaxrulerstopwatch.

METHOD• Set up the tripod beside the Bunsen burner with the copper rod laying over tripod so that the centre of the rod is in line with the centre of the tripod and one end is being heated by the Bunsen burner put three small pieces of wax on the other end of the rod.(measure how far from the heated end of the rod each piece of wax is)• Light the Bunsen burner and start the stopwatch.• Time how long it takes for the last of the three pieces of wax to completely melt on the copper rod.Record your results.• Repeat for the other two rods. Make sure that the last piece of wax is an equal distance from the heated end of each rod.

QUESTIONS1. How can you tell that heat travelled along the length of the rods?2. Through which rod did heat travel fastest?3. Why should the wax be placed at equal distances from the heated end of each rod?4. When conduction happens easily inside an object, the object is called a good conductor of heat.5. Which of the rods was the best conductor of heat?


GLOSSARY WORDS

43

ALL ABOUT ENERGYLESSON TWENTY ONE AND TWENTY TWO

QUESTION: HOW CAN WE HARNESS HEAT ENERGY FROM THE SUNTITLE SOLAR OVEN AUSTRALIAN CURRICULUM: ACSSU155;


Allow students to design their own version of this Solar Oven.Materials:

1. 1-gallon plastic milk container2. aluminum foil3. coat hanger4. hot dog5. plastic wrap

Procedure:1. Cut away one side of the plastic milk container (the side

with the handle.)2. Carefully line the insides of the container with aluminum

foil so that the foil is as smooth as possible-try to avoid crinkles. You need only line the sides, not the bottom or around the mouth.

3. Untwist the coat hanger and cut off a one-foot piece.4. Place the container on its back, then push one end of the

wire through the container, opposite the mouth.5. Skewer a hot dog, then bring the wire out through the

mouth of the container.6. Put plastic wrap around the open part of the oven, and

you are ready to cook!7. Place your oven in a spot that receives a lot of sunlight.

You'll need to prop the oven so that it is at an angle perpendicular to the rays of the sun. In this way the sun will hit the oven head on, and not at an angle. As the sun's rays hit the curved, reflective surfaces inside the oven, they will be deflected and concentrated on the hotdog.

8. Depending on where you live and the time of year, the hotdog should be ready in about 10-30 minutes. (Don't forget the bun and the mustard!)


GLOSSARY WORDSLightRadiationdegrees

44

ALL ABOUT ENERGYLESSON TWENTY THREE

QUESTION: WHY DOES FRICTION MAKE THINGS HOT?.TITLE : REDUCING FRICTION AUSTRALIAN CURRICULUM: ACSSU155;

ACMSP206ACTIVITIES

Student hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

REVIEW WITH STUDENTS WHAT FRICTION IS AND THE EXPERIMENT CONDUCTED IN YEAR SEVEN REGARDING FRICTION AND VARIOUS SURFACES. Have students complete a KWLH on friction.

Have students rub their hands together and ask them if they how they are feeling- should feel much warmer. Explain to students that heat is a side effect of friction and that is why car engines get hot. In their groups have them come up with a reason why it is sometimes necessary to reduce friction. Have them design an investigation to reduce friction.

Aim: to determine how to reduce the force required to drag a block along different surfaces

Materials: timber block with hook Spring balance (with Newtons) 50g masses Dowels

lubricants Ball bearings

Method:1. Lay the block of timber on the bench and place 100g of weights onto it2. Connect the spring balance to the hook on the timber block and gently try and pull

the block along.3. Looking at the Newton scale on the spring balance, record the force needed to

shift the block, and the force needed to drag it slowly along once it is moving.4. Now use different methods, such as the dowels, ball bearings or lubricants to

reduce the force required to move the block. (NOTE they must try different ways of attaching the ball bearings or dowels)

RESULTS:Create a table and graph results.

DISCUSSION:Which was the most effective way of reducing friction?What are some situations that one would need to use lubricants? Ball bearings? Castors?


GLOSSARY WORDSFrictionTransferDrag

45

ALL ABOUT ENERGYLESSON TWENTY FOUR AND FIVE

QUESTIONTITLE AUSTRALIAN CURRICULUM: ACSSU155

ACSSU155ACTIVITIES

Students will use the library or internet resources to explore their own personal energy consumption over a time period and investigate ways to make their home more energy efficient.

ORIn a groups have students design a house which demonstrates your understanding of the EFFICIENT USE AND CONTROL OF ENERGY.Use as many of the methods listed below in your projectInternal features are best shown by having cutouts.For each method you will need to supply an explanation and a diagram.

METHODS :-SUN summer and winter :-SHADE verandahs trees (deciduous and evergreen) :-WINDOWS openings size direction of facing double glazing :-INSULATION types roof walls sisalation :-COVERINGS curtains and ,blinds floor coverings :-VENTILATION openings ceiling fans exhaust fans

GLOSSARY WORDS

46

ALL ABOUT ENERGYLESSON TWENTY SIX

QUESTIONTITLE AUSTRALIAN CURRICULUM: ACSSU155 ACSSU155ACTIVITIESStudents to undertake cooperative learning strategies such as a silent card shuffle to summarise their learning.

POSE QUESTION WHAT ARE THE ENERGY FOMS AROUND US.?

Instructions for students:

STEP ONE In your group silently remove the cards from the envelope and arrange them into an ordered arrangement concerning mixtures.

STEP TWO At a signal from the teacher you have two minutes to talk quietly and making and justifying any changes- DONT LET OTHER GROUPS HEAR YOU.

STEP THREE Circle around the room and observe how other groups have arranged their cards – DO NOT TALK OR TOUCH ANY CARDS.

STEP FOUR Return to your home table and rearrange any cards.

STEP FIVE The teacher will lead a group discussion to work out the “answer”

STEP SIX Groups can correct their cards and discuss changes as they do.

GLOSSARY WORDS

47

ALL ABOUT ENERGYLESSON TWENTY SEVEN TO THIRTY ONE

QUESTIONTITLE DOES EVERYTHING NEED ENERGY TO MOVE AROUND?

AUSTRALIAN CURRICULUM: ACSSU155 ACSSU155

ACTIVITIESStudent hand outs: D.O.G., T.A.I.L & F.U.R FORMSBegin by establishing the rules, procedures and roles for the activity

Show students a you tube video of a Rube Goldberg machine and then challenge them to create their own. Explain that for this they will also need to draw a plan that details all energy transfers involved.

NOTE HAVE STUDENTS COMPLETE A JOURNAL OF EACH LESSONS WORK SO THAT THEY HAVE INFORMATION FOR THE REPORT.

Students will present a report/powerpoint/ e.book etc and use this machine to answer the overarching question: does everything need energy to move around?

GLOSSARY WORDSSource

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