ENERGY FLOWS GRADE LEVEL. SUBJECT AREAS Science Social Studies Math Language Arts

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1 ENERGY FLOWS Students learn about the forms of energy, how energy is converted from one form to another, and how energy flows through systems. GRADE LEVEL 5 12 SUBJECT AREAS Science Social Studies Math Language Arts

2 Teacher Advisory Board Shelly Baumann, Rockford, MI Constance Beatty, Kankakee, IL Sara Brownell, Canyon Country, CA Amy Constant, Raleigh, NC Joanne Coons, Clifton Park, NY Nina Corley, Galveston, TX Regina Donour, Whitesburg, KY Darren Fisher, Houston, TX Deborah Fitton, Cape Light Compact, MA Linda Fonner, New Martinsville, WV Melanie Harper, Odessa, TX Viola Henry, Thaxton, VA Linda Hutton, Kitty Hawk, NC Doug Keaton, Russell, KY Michelle Lamb, Buffalo Grove, IL Barbara Lazar, Albuquerque, NM Robert Lazar, Albuquerque, NM Mollie Mukhamedov, Port St. Lucie, FL Don Pruett, Sumner, WA Larry Richards, Eaton, IN Joanne Spaziano, Cranston, RI Gina Spencer, Virginia Beach, VA Tom Spencer, Chesapeake, VA Nancy Stanley, Pensacola, FL Doris Tomas, Rosenberg, TX Patricia Underwood, Anchorage, AK Jim Wilkie, Long Beach CA Carolyn Wuest, Pensacola, FL Debby Yerkes, Ohio Energy Project, OH Wayne Yonkelowitz, Fayetteville, WV Teacher Advisory Board Vision Statement NEED Mission Statement The mission of the NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs. In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standards-based energy curriculum and training. Permission to Reproduce NEED materials may be reproduced for non-commercial educational purposes.

3 TABLE OF CONTENTS Correlations to National Science Standards Teacher Guide Forms of Energy Transparency Master... 8 Forms of Energy Worksheet... 9 Hand Flashlight Transparency Master Fusion Transparency Master Photosynthesis Transparency Master Coal Formation Transparency Master Oil & Gas Formation Transparency Master Coal-fired Power Plant Transparency Master Power Plant Worksheet Energy Flow Cards Evaluation Form THE NEED PROJECT P.O. BOX MANASSAS, VA Energy Flows PAGE 3

4 Correlations to National Science Standards (Bolded standards are emphasized in the unit.) INTERMEDIATE (GRADES 5-8) CONTENT STANDARD A: SCIENCE AS INQUIRY 1. Abilities Necessary to do Scientific Inquiry a. Identify questions that can be answered through scientific inquiry. b. Design and conduct a scientific investigation. c. Use appropriate tools and techniques to gather, analyze, and interpret data. d. Develop descriptions, explanations, predictions, and models using evidence. e. Think critically and logically to make the relationships between evidence and explanations. f. Recognize and analyze alternative explanations and predictions. g. Communicate scientific procedures and explanations. h. Use mathematics in all aspects of scientific inquiry. INTERMEDIATE CONTENT STANDARD B: PHYSICAL SCIENCE 2. Motions and Forces a. The motion of an object can be described by its position, direction of motion, and speed. b. An object not subjected to a force will continue to move at a constant speed in a straight line. c. Applying one or more forces to a moving object will cause changes in speed or direction of the object s motion. 3. Transfer of Energy a. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. b. Energy is transferred in many ways. c. Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. d. Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). e. Electrical circuits provide a means of transferring electrical energy. f. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers. g. The sun is the major source of energy for changes on the earth s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The sun s energy arrives as light with a range of wavelengths. SECONDARY (GRADES 8-12) CONTENT STANDARD A: SCIENCE AS INQUIRY 1. Abilities Necessary to do Scientific Inquiry a. Identify questions and concepts that guide scientific investigation. b. Design and conduct scientific investigations. c. Use technology and mathematics to improve investigations and communications. d. Formulate and revise scientific explanations and models using logic and evidence. e. Recognize and analyze alternative explanations and models. f. Communicate and defend a scientific argument. PAGE 4 Energy Flows 2009 THE NEED PROJECT P.O. BOX MANASSAS, VA

5 SECONDARY STANDARD B: PHYSICAL SCIENCE 1. Structure of Atoms a. Matter is made of minute particles called atoms, which are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. b. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together. f. Fission is the splitting of a large nucleus into smaller pieces. 3. Chemical Reactions a. Chemical reactions occur all around us. b. Chemical reactions may release or consume energy. Some reactions, such as the burning of fossil fuels, release large amounts of energy by losing heat and by emitting light. c. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog. d. A large number of important reactions involve the transfer of electrons or hydrogen ions. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions. e. Catalysts accelerate chemical reactions. 4. Motions and Forces c. The electrical force is a universal force that exists between two charged objects. d. Most observable forces such as those exerted by a coiled spring or friction can be traced to electric forces acting between atoms and molecules. e. Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. 5. Conservation of Energy and the Increase in Disorder a. The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered. b. All energy can be considered to be either kinetic energy the energy of motion; potential energy which depends on relative position; or energy contained by a field, such as electromagnetic waves. c. Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion. d. Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels. SECONDARY CONTENT STANDARD C: LIFE SCIENCE 1. The Cell a. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This photosynthesis provides a vital connection between the sun and the energy needs of living systems. 4. The Interdependence of Organisms b. Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores to decomposers. 5. Matter, Energy, and Organization in Living Systems b. The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong chemical bonds. The energy stored in the bonds (chemical energy) can be used as sources of energy for life processes. c. The chemical bonds of food molecules contain energy. Energy is released when the bonds are broken and new compounds with lower energy bonds are formed THE NEED PROJECT P.O. BOX MANASSAS, VA Energy Flows PAGE 5

6 Teacher Guide GOAL TO UNDERSTAND FORMS OF ENERGY, ENERGY TRANSFORMATIONS, AND THE FLOW OF ENERGY THROUGH SYSTEMS. BACKGROUND For comprehensive background information, see NEED s Intermediate or Secondary Energy Infobooks and Elementary or Secondary Science of Energy. CONCEPTS Energy is stored in many different forms. Energy is neither created nor destroyed, it is transformed from one form to another. Most of the energy on Earth can be traced back to nuclear fusion in the sun s core. Energy flows through all dynamic systems on Earth. TIME One 45-minute class period MATERIALS Samples of coal (can be obtained free from the American Coal Foundation, Regular flashlight and hand-generated flashlight (call NEED at for suppliers) Transparencies of pages 8, 10, 11, 12, 13, 14, 15 Copies of worksheets on pages 9 and 16 for each student Copies of pages 17-22, cut and folded along the dotted lines into Energy Flow Cards Pieces of string and tape for Variation II of Energy Flow Card activity Overhead projector Large wooden kitchen matches PROCEDURE Step One Preparation Obtain the materials you will use in the activity. Make transparencies and hand-outs you will use in the activity. Familiarize yourself with the activity. Step Two Introduction: Forms of Energy Introduce the activity by lighting a wooden match and asking the students to describe what is happening in energy terms. Explain the energy flow from the match back to the sun. Use the Forms of Energy transparency to provide an introduction to the forms of energy. Distribute the Forms and Sources worksheet and have the students complete it. Review the answers with the students. PAGE 6 Energy Flows 2009 THE NEED PROJECT P.O. BOX MANASSAS, VA

7 Step Three Flashlights and Energy Flow Demonstrate a regular battery-powered flashlight and a hand-generated flashlight. Ask the students to explain what is happening with each flashlight in terms of energy transformations. Use the Flashlight transparency to trace the energy flow of the hand-generated flashlight. Discuss the differences between the two flashlights and the energy flows. Step Four Coal-Fired Power Plant and Energy Flow Show the students a piece of coal. Tell them that coal produces more electricity in the United States than any other energy source and ask the students how coal produces electricity. Use the Fusion, Photosynthesis, Coal Formation and Coal-Fired Power Plant transparencies to explain the energy transformations that take place in the formation of coal and its use to generate electricity. Have the students complete the Coal Energy Flow worksheet by numbering from 1 to 10 on the back of the worksheet and explaining the forms of energy or energy conversions for each number. Extensions: Have each student choose a renewable energy source and explain the energy conversions that occur when it is used to generate electricity. Discuss the similarities and differences between a thermal power plant and a nuclear power plant. Step Five Energy Flow Cards Use the Petroleum and Natural Gas Formation transparency to explain the similarities between the formation of all fossil fuels. Distribute the Series 1 cards (the series number is on the left hand corner of each card) to 11 students. Distribute the Series 2 cards (the series number is on the left hand corner of each card) to 14 students. Variation I: Have the students look at the cards and line up in the correct order, holding hands. At some junctions, a student will be connected to more than one other student. Variation II: Have the students use string and tape to connect the cards in the correct order. Some cards will be connected to more than one other card. Have the students in each series explain to the class how the cards are connected and why. Step Six Evaluation Have the students demonstrate comprehension of energy forms and flows by designing energy flow cards for a multipleconversion process not discussed in class. Evaluate the activity using the form on page 23 and fax to NEED at THE NEED PROJECT P.O. BOX MANASSAS, VA Energy Flows PAGE 7

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9 FORMS AND SOURCES Most of the energy we use in the U.S. is provided by the following sources of energy. Write the form of energy how the energy is stored or delivered in each of the sources: NONRENEWABLE Petroleum Coal Natural Gas Propane Uranium RENEWABLE Wind Solar Biomass Hydropower Geothermal What percentage of the nation s energy is provided by each form of energy? Motion Chemical Radiant Thermal Nuclear 2009 THE NEED PROJECT P.O. BOX MANASSAS, VA Energy Flows PAGE 9

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23 ENERGY FLOWS Evaluation Form State: Grade Level: Number of Students: 1. Did you conduct the entire activity? Yes No 2. Were the instructions clear and easy to follow? Yes No 3. Did the activity meet your academic objectives? Yes No 4. Was the activity age appropriate? Yes No 5. Were the allotted times sufficient to conduct the activity? Yes No 6. Was the activity easy to use? Yes No 7. Was the preparation required acceptable for the activity? Yes No 8. Were the students interested and motivated? Yes No 9. Was the energy knowledge content age appropriate? Yes No 10. Would you use the activity again? Yes No How would you rate the activity overall (excellent, good, fair, poor)? How would your students rate the activity overall (excellent, good, fair, poor)? What would make the activity more useful to you? Other Comments: Please fax or mail to: NEED Project PO Box Manassas, VA FAX:

24 American Association of Blacks in Energy American Electric Power American Electric Power Foundation American Petroleum Institute American Solar Energy Society American Wind Energy Association Aramco Services Company Areva Armstrong Energy Corporation Association of Desk & Derrick Clubs All Wild About Kentucky s Environment Robert L. Bayless, Producer, LLC BP Foundation BP BP Alaska BP Solar Bureau of Land Management U.S. Department of the Interior C&E Operators Cape and Islands Self Reliance Cape Cod Cooperative Extension Cape Light Compact Massachusetts L.J. and Wilma Carr Center for the Advancement of Process Technology College of the Mainland TX Chesapeake Public Schools VA Chesterfield County Public Schools VA Chevron Chevron Energy Solutions ComEd ConEd Solutions ConocoPhillips Council on Foreign Relations CPS Energy Cypress-Fairbanks Independent School District TX Dart Foundation Desk and Derrick of Roswell, NM Dominion Dominion Foundation Duke Energy E.On EDF East Kentucky Power El Paso Foundation EnCana Energy Information Administration U.S. Department of Energy Energy Training Solutions Energy and Mineral Law Foundation Energy Solutions Foundation Equitable Resources Escambia County School District FL FPL Energy Encounter FL First Roswell Company Florida Department of Environmental Protection NEED National Sponsors and Partners Foundation for Environmental Education Georgia Environmental Facilities Authority Guam Energy Office Gulf Power Halliburton Foundation Gerald Harrington, Geologist Houston Museum of Natural Science Hydro Foundation for Research and Education Idaho Department of Education Illinois Clean Energy Community Foundation Independent Petroleum Association of America Independent Petroleum Association of New Mexico Indiana Office of Energy and Defense Development Interstate Renewable Energy Council Iowa Energy Center Kentucky Clean Fuels Coalition Kentucky Department of Energy Development and Independence Kentucky Oil and Gas Association Kentucky Propane Education and Research Council Kentucky River Properties LLC Keyspan KidWind Lenfest Foundation Llano Land and Exploration Long Island Power Authority NY Maine Energy Education Project Maine Public Service Company Marianas Islands Energy Office Maryland Energy Administration Massachusetts Division of Energy Resources Michigan Energy Office Michigan Oil and Gas Producers Education Foundation Minerals Management Service U.S. Department of the Interior Mississippi Development Authority Energy Division Montana Energy Education Council Narragansett Electric A National Grid Company NASA Educator Resource Center WV National Alternative Fuels Training Center West Virginia University National Association of State Energy Officials National Association of State Universities and Land Grant Colleges National Hydropower Association National Ocean Industries Association National Renewable Energy Laboratory Nebraska Public Power District New Jersey Department of Environmental Protection New York Power Authority New Mexico Oil Corporation New Mexico Landman s Association North Carolina Department of Administration State Energy Office Offshore Energy Center/Ocean Star/ OEC Society Offshore Technology Conference Ohio Energy Project Pacific Gas and Electric Company PECO Petroleum Equipment Suppliers Association Poudre School District CO Puerto Rico Energy Affairs Administration Puget Sound Energy Roswell Climate Change Committee Roswell Geological Society Rhode Island State Energy Office Sacramento Municipal Utility District Saudi Aramco Sentech, Inc. Shell Snohomish County Public Utility District WA Society of Petroleum Engineers David Sorenson Southern Company Southern LNG Southwest Gas Spring Branch Independent School District TX Tennessee Department of Economic and Community Development Energy Division Toyota TransOptions, Inc. TXU Energy United Technologies University of Nevada Las Vegas, NV United Illuminating Company U.S. Environmental Protection Agency U.S. Department of Energy U.S. Department of Energy Hydrogen, Fuel Cells and Infrastructure Technologies U.S. Department of Energy Wind for Schools Virgin Islands Energy Office Virginia Department of Mines, Minerals and Energy Virginia Department of Education Virginia General Assembly Wake County Public Schools NC Washington and Lee University Western Kentucky Science Alliance W. Plack Carr Company Yates Petroleum The NEED Project PO Box Manassas, VA