Chemistry B Energy Activity

Transcription

1 Chemistry B Energy Project Chemistry B Energy Activity Desired Understanding P3.p2 Energy Transfer: Energy is transferred between nuclear, chemical, electrical, sound, and light. Essential Questions If energy cannot be destroyed why do we worry about saving or conserving it? If energy doesn t disappear why do people worry about an energy crisis?

2 Chemistry B Energy Project

3 Radiant Energy Electromagnetic energy that travels in Types of Kinetic Energy The energy of Electrical Energy Movement of Thermal Energy (Heat) Internal energy of a substance caused by of atoms and Energy of Motion Movement of a from one place to Energy of Sound Movement of through substances in

4 Chemical Energy Stored in the of atoms and Gravitational Energy Energy of or position. Types of Potential Energy Store energy or the energy of Nuclear Energy Stored in the of an atom. The energy that holds the nucleus. Stored Mechanical Energy Store by objects by applying

5 U.S. Energy Consumption The energy consumption graphic below lists all the sources of energy used in the United States. It categorizes each source as renewable or non renewable AND includes the percent of our total energy that comes from that source. Source: Directions: Define renewable and non renewable in the thought bubbles above the graphic. Then fill in the remaining spaces by labeling each source as a type of energy included in the webs on the previous pages. The arrow labeling biomass as chemical energy has been completed as an example. Nonrenewable Resources Either cannot be replaced or would take millions of years to replace Renewable Resources Can be easily replaced over a short period of time Chemical Energy

6 Data Analysis Part 1: Renewable vs. Nonrenewable Energy Use Directions: Look back at the consumption graphic on the previous page. You may choose to use a calculator. 1. What percentage of the nation s energy is provided by renewable energy sources? 2. What percentage of the nation s energy is provided by nonrenewable energy sources? 3. Do we use more renewable or nonrenewable sources in the U.S.? 4. Think about your answer to question 3. Why might this be a problem? Part 2: Types of Energy Use Directions: Look back at the consumption graphic on the previous page. Pay close attention to the labels you put on the arrows to the right and left of the graphic. You may choose to use a calculator. 1. What percentage of the nation s energy is provided by each form? a. Chemical b. Nuclear c. Motion 2. What form of energy are we most dependent on? d. Thermal e. Radiant Part 3: Energy Conservation The law of conservation of energy states that energy does not disappear, it just changes forms. This means that energy cannot be created or destroyed. 1. If energy cannot be destroyed, why do we worry about saving or conserving it? 2. If energy doesn t disappear why do people worry about an energy crisis?

7

8 The Energy Project 1. For this project you may work individually or in a group. The maximum size for a group is 3 students. You may choose to work alone. The requirements do not change if you use a group, but the rubric will have an extra step 2. Choose a form of energy. You will choose 1 form of energy to research o It can be nonrenewable: petroleum, natural gas, coal, nuclear o It can be renewable: biomass (algae, biofuels etc), hydropower, wind, geothermal, solar 3. Research your form of energy Find resources for your project on my website under Chemistry B and then Energy Project o Your group must use at least 3 resources o One of your resources must be the National Geographic link for your form of energy Use the graphic organizer provided to organize your research 4. Prepare your presentation by making a Weebly website (for free) To get higher points for creativity utilize at least 1 of the following tools in your presentation o Easel.ly - create infographics and visuals online or to print (free) o Pixton- digital comic strip maker (free) o Powtoon- animated videos and presentations (free version available) o You are welcome to use a tool not listed but please ask for approval before starting 5. Your presentation should include the following: o A page with a scientific explanation of the form of energy o A page (or two) listing the pros and cons of the form of energy o At least 3 CITED sources. 5. Grading for this project will worth 20 points and will be based on the attached rubric. 6. This project will be due on 7. Projects will be presented in an exhibition style format (on computers set up around the classroom- think science fair) on

9 Project Timeline May 23-24: Background activities on types of energy May 25: Introduce project, rubric, exemplars, choose partners May 26: Introduce graphic organizer, resources on website, log into chromebooks, choose type of energy to research May 27: Read National Geographic article on your selected energy source and take notes into graphic organizer Monday, May 30: Read second article from website and take notes into graphic organizer Tuesday, May 31: Read third article from website and take notes into graphic organizer **any research not completed at this point must be done on your own time Wednesday, June 1: Tech Blast to introduce Weebly, Powtoon, Easel.ly, Pixton June 2,3,6: Create presentations **any work on presentations not completed at this point must be done on your own time June 7: Students submit presentations via OR sharing on Google, fill out and submit rubric point distribution page to the inbox. June 7-10: Review for final exam June 13: Final Exam June 17 and final exam day: Exhibition Style Presentations

10 Areas of Assessment Absent Poor Average Good Excellent 1. Explanation of energy form 2. Research of energy form 3. Pros and Cons of energy form 4. Creativity and Innovation Majority of content is missing, incomplete and/or extremely inaccurate. Cannot be understood by a science teacher. 0 Little or no research of the topic is present. No sources cited. 0 Does not address pros and/or cons 0 Project is not completed or clearly plagiarized. 0 Content shows very basic understanding of topic, and includes several inaccuracies, Difficult for a science teacher to understand. 1 Very little research used, and/or includes several inaccuracies. Only 1 source cited. 1 Pros and cons are difficult for a science teacher to understand due to errors, inaccuracies or missing information 1 Lacks organization or shows only basic features. 1 Content is mostly accurate and shows a basic understanding of key ideas of topic. Can be understood by a student with a good understanding of science. 2 Research mostly accurate and shows a basic understanding of key ideas. Only 2 sources cited. 2 Some pros and cons are included, but there are a few errors, inaccuracies or missing information. Can be understood by a student with a good understanding of science 2-3 Organized thoughtful presentation. Utilizes only Weebly 2-3 Content is accurate, thorough and shows clear understanding through appropriate explanation and examples. Can be understood by a student with a basic knowledge of science 3 Research is accurate, thorough and shows understanding through appropriate explanation and examples 3 sources cited 3 Pros and cons are explained in a way that is clear and easily understood by a student with a basic knowledge of science 4-5 Meets Average criteria PLUS is especially unique or creative in a way that engages the audience. 4-5 Meets and exceeds Good criteria with rich explanation, examples and application of content ideas. Presentation teaches the science necessary for understanding. 4 Demonstration Meets and exceeds Good criteria with rich explanation, examples and application of content cited from More than 3 sources 4 Meets and exceeds Good criteria with rich explanation, examples and application of content ideas. Pro and con arguments are especially convincing. 6 Meets and exceeds good criteria PLUS presents more than one digital format 6 Total Points Earned: /20

11 Point distribution If you worked on your own the project was worth 20 points. Please put your name at the top of this sheet and give it to your teacher on the day of your presentation. (see rubric on other side for explanation of points earned) NAME: Points: /20 If you were a group please fill out the information below: # of group members: # of points possible: # of points earned : Consider the contributions of each group member. Assign a point total honestly and fairly based on what each individual brought to the group. The most any individual can get is 20. On the day the presentation are due, submit this sheet to your teacher so she can enter the grades. Name: points: /20 Name: points: /20 Name: points: /20 (see rubric on other side for explanation of points earned)