Energy TransformationsEnergy Transformations

Sandie GrinnellSandie Grinnell

Overview of LessonOverview of Lesson

Differentiate between energy and energy Differentiate between energy and energy sourcessources

Identify types of energyIdentify types of energyObserve energy transformationsObserve energy transformationsDetermine what transformation is Determine what transformation is

occurring (identify initial type of energy occurring (identify initial type of energy and what it transforms into)and what it transforms into)

Probe—What is Energy?Probe—What is Energy?

Students were to identify examples of Students were to identify examples of energy from the following list :energy from the following list :

After identifying what they thought were After identifying what they thought were examples of energy, the students were to examples of energy, the students were to explain their reasoning.explain their reasoning.

oiloilgasolinegasolineheatheatlightlightsleepsleep

vitaminsvitaminsfoodfoodelectricityelectricitymechanical motionmechanical motionstretched rubber bandstretched rubber band

turning windmillturning windmillsoundsoundcandy barcandy barradio wavesradio wavesgravitygravity

What uses energy?What uses energy?

After identifying types of energy, the After identifying types of energy, the students selected objects from the students selected objects from the following list that they believed used following list that they believed used energy:energy:

Then they explained their “rule”.Then they explained their “rule”.

animalanimalcarcarfirefire

bowling ballbowling ballbicyclebicyclenight lightnight light

televisiontelevisiontraintrainwind-up toywind-up toy

Student Understanding and Student Understanding and MisconceptionsMisconceptions

My students identified the following as My students identified the following as examples of energy:examples of energy:OilOilFoodFoodVitaminsVitaminsSleepSleepRunningRunningGasolineGasoline

Uh oh…we’re in trouble!Uh oh…we’re in trouble! The students generalized that an object that The students generalized that an object that

moves “on its own” uses energy:moves “on its own” uses energy: TrainsTrains Living thingsLiving things AutomobilesAutomobiles

They also believed that if an object does not They also believed that if an object does not require electricity to operate, then it must not require electricity to operate, then it must not need energy:need energy: Bowling ballsBowling balls BicyclesBicycles Wind-up toysWind-up toys

Informed InstructionInformed Instruction Students were confusing energy with energy sources.Students were confusing energy with energy sources. Identification of types of energy would be a necessary Identification of types of energy would be a necessary

prerequisite activity.prerequisite activity. Booklets were made to define the following:Booklets were made to define the following:

Chemical energyChemical energy Solar energySolar energy Electrical energyElectrical energy Potential energyPotential energy Kinetic energyKinetic energy Light energyLight energy Thermal energyThermal energy Nuclear energyNuclear energy

The LessonThe Lesson

Six centers were set up around the room.Six centers were set up around the room. Prior to beginning centers answered the Prior to beginning centers answered the

following focus question in their lab notebooks:following focus question in their lab notebooks: Can energy ever change forms?Can energy ever change forms?

Students were given four minutes at each Students were given four minutes at each center. In those four minutes they:center. In those four minutes they: Observed beginning energy formObserved beginning energy form Watched the transformation and identified what form Watched the transformation and identified what form

of energy existed after the transformationof energy existed after the transformation Recorded their observations on a chartRecorded their observations on a chart

Chemical Energy to Light EnergyChemical Energy to Light Energy

Center 1

1. Observe the flashlight (look at it on the outside and open it up CAREFULLY to look inside). What type of energy is in the flashlight when it is turned off?

2. What type of energy do you observe when the flashlight is turned on?

3. What transformation has happened?

Electrical Energy to Light Energy Electrical Energy to Light Energy and Thermal Energyand Thermal Energy

Center 2

1. Observe the light bulb when it is turned off.

2. Plug it into the outlet. What type of energy are you using?

3. Turn on the lamp. What type of energy do you see?

4. Are there any other transformations occurring?

Potential Energy to Kinetic EnergyPotential Energy to Kinetic Energy

Center 3

1. Stack two books and use the ruler as a ramp.

2. Hold the car in place at the top of the ramp. What type of energy does the car have?

3. Let go of the car. What energy transformation has occurred?

Chemical Energy or Potential Chemical Energy or Potential Energy to Kinetic EnergyEnergy to Kinetic Energy

Center 4

1. Think about what you ate today. What kind of energy do you have inside of you? Where did you get this energy?

2. Blow on the pinwheel. What type of energy transformation just occurred?

Chemical Energy to Thermal Chemical Energy to Thermal Energy and Light EnergyEnergy and Light Energy

Center 5

1. Observe the burning candle (the key word here is OBSERVE—do NOT touch the candle or see how close you can get your hand to the flame. Be intelligent.).

2. What type of energy does a burning flame have?

3. What types of energy transformations are occurring

Electrical Energy to Thermal Electrical Energy to Thermal Energy to Kinetic EnergyEnergy to Kinetic Energy

Center 6

1. What type of energy is entering the hot pot from the cord?

2. What is it being transformed into?3. What happens if you place the pinwheel over

the spout of the hot pot? What type of energy transformation has just occurred?

AssessmentAssessment

Lab: Energy Transformations

CenterBeginning

Energy FormTransformed Energy Form Illustration

1

2

3

4

5

6

Scoring Guide/RubricScoring Guide/Rubric90 - 10090 - 100

AA

All beginning and ending forms of energy are correctly identified All beginning and ending forms of energy are correctly identified and illustrated. Care has been taken to write neatly and draw as and illustrated. Care has been taken to write neatly and draw as accurately as possible. Lab notebook uses the format given in accurately as possible. Lab notebook uses the format given in class, focus question and conclusion are both expressed in well-class, focus question and conclusion are both expressed in well-thought out statements that are written in complete sentences.thought out statements that are written in complete sentences.

80 – 8980 – 89

BB

All beginning and ending forms of energy are correctly identified All beginning and ending forms of energy are correctly identified and illustrated, but neatness is lacking. Lab notebook follows and illustrated, but neatness is lacking. Lab notebook follows correct format, but focus question and conclusion are not written correct format, but focus question and conclusion are not written in complete thoughts.in complete thoughts.

70 – 7970 – 79

CC

Some energy transformations are incorrectly identified. Some energy transformations are incorrectly identified. Neatness is lacking in all work. Lab notebook missing answers Neatness is lacking in all work. Lab notebook missing answers to focus question or conclusion.to focus question or conclusion.

60 – 6960 – 69

DD

More than half of the energy transformations are incorrectly More than half of the energy transformations are incorrectly identified. Lab chart is incomplete. Lab notebook is incomplete.identified. Lab chart is incomplete. Lab notebook is incomplete.

<60<60UnmentionableUnmentionable

Student participated in labs but did not turn in lab chart or write Student participated in labs but did not turn in lab chart or write up lab in notebook.up lab in notebook.

Um…Um…

My Confession: I did not collect the student lab charts…

they are gone…nor did I re-administer the “What is Energy?” probe…

my intended final assessment. As a result, my assessment was very informal.

We had a class discussion about each center.

More about assessmentMore about assessment Our follow-up discussion revealed that:Our follow-up discussion revealed that:

My students were able to identify the different types of energy at each My students were able to identify the different types of energy at each center.center.

They saw energy transforming and could identify what was happening.They saw energy transforming and could identify what was happening. They were able to have conversations about the transformations using They were able to have conversations about the transformations using

the correct terminology.the correct terminology. Observations revealed that:Observations revealed that:

My students have a difficult time recording data on their data charts!My students have a difficult time recording data on their data charts! They needed more time!They needed more time!

My conclusion:My conclusion: My class needs me to model what I expect them to do with the data My class needs me to model what I expect them to do with the data

charts.charts. My class needs more time in which to write on their data charts—My class needs more time in which to write on their data charts—

perhaps I was in too much of a hurry to get every group through every perhaps I was in too much of a hurry to get every group through every station in one period.station in one period.

Reflections: The GoodReflections: The Good

High student engagement!High student engagement!Students were communicating using Students were communicating using

correct terminology.correct terminology.Students put misbehavior on hold because Students put misbehavior on hold because

they were intrigued.they were intrigued.Students were able to see my confusion Students were able to see my confusion

over why I couldn’t get the steam to turn over why I couldn’t get the steam to turn the pinwheel, and then they saw me the pinwheel, and then they saw me experiment until I figured it out.experiment until I figured it out.

Reflections: The BadReflections: The Bad

Limited time for completing all centers Limited time for completing all centers Not enough time to write information on Not enough time to write information on

lab chartlab chartSome transformations were confusingSome transformations were confusing

Fire: many missed that it was chemical Fire: many missed that it was chemical energy to light energy AND thermal energyenergy to light energy AND thermal energy

Energy books used as a reference were Energy books used as a reference were completed in a hurry—not always completed in a hurry—not always accurateaccurate

There wasn’t really anything ugly…There wasn’t really anything ugly…

I learned a lot about my science teaching:I learned a lot about my science teaching: I need to model what I want my students to give me I need to model what I want my students to give me

as evidence of their learning or I will end up with as evidence of their learning or I will end up with nothing.nothing.

It’s my job to provide activities like this more often so It’s my job to provide activities like this more often so that the students who aren’t successful in other that the students who aren’t successful in other disciplines have a chance to shine.disciplines have a chance to shine.

Even though they’re working on self-directed Even though they’re working on self-directed activities, students still need the teacher to come activities, students still need the teacher to come around periodically to make sure their thinking is on around periodically to make sure their thinking is on track—otherwise, they might miss something critical track—otherwise, they might miss something critical to their understanding.to their understanding.

My formal assessments need work. Developing My formal assessments need work. Developing rubrics AHEAD OF TIME will help me out in this area.rubrics AHEAD OF TIME will help me out in this area.