KEY CONCEPT

Energy can be transformed from one form to another. It is not lost in the process, just

changed in its form.

SKILLS..................Observing, recording

Investigating

TIME......................About 60 to 90 minutes

LEVEL...................Grade 4-8 students

The objective for this activity is to allow the students the opportunity to investigate energy transformations "in action" by a series of simple, yet illustrative hands-on activities.

Many of the events at the work stations in this activity illustrate the transformation from potential to kinetic energy. They also illustrate the transformation of one form of kinetic energy to another.

Many of your students will be able to spot these energy transformations; as when the chemical energy in a dry cell is converted to electrical energy (converted to light and heat in a bulb, for example.)

The other form of energy that they will be able to spot most readily will be mechanical energy.

Following is a small part of a sample energy trail that the students will be doing for three of the work stations. Note that we have made a trail from the event, although the students will be expected to also include the steps that led up to the event.

You will need to collect all the materials, of course, but more importantly, arrange a room with tables orareas around the perimeter that would serve as good work stations. Be sure that any station that requires goggles has them available, and that the teachers who are doing goggle-required activities are centrally located and don’t have their backs to you.

The small modes that are listed can be found in hobby shops and in some toy stores. Large and sturdy plastic tubs are good for the water activities. Be sure to get alligator clips for the circuits. Put the candles on a plate in some location that is out of the lab. (Remind your students that they shouldn’t be eating in a lab setting.)

 Lesson Preparation

Suggested Stations:

Station 1:

Small model electric motor, battery, 2 wires

Station 2:

toy car and ramp

Station 3:

vinegar, baking soda, plastic shampoo bottle, cork, paper towel

Station 4:

small toy boat, tub of water

Station 5:

wind-up toy (sewing machine)

Station 6:

balsa wood plane

Station 7:

battery operated toy (helicopter or truck)

Station 8:

a. por-up toy car

b. yo-yo

Station 9:

a. battery, wires, alligator clips, light source

b. flashlight

Station 10:

airplane with propeller (and hand grip)

Station 11:

a. balance balls

b. ball

Station 12:

a. propeller and stick

Station 13:

small candies on a paper plate

1. Set up work stations around the room with procedure cards (5 x 8 cards taped next to each one.)

2. Ask the student pairs to choose three stations. For each of these they should follow the procedure cards, then make an Energy Trail for each of the three. A sample energy trail is included at the end of this activity.

3. After each station is completed, the pair working there should be sure that the station is put back in its original state.

4. The energy trails resulting from this activity should be kept for future lessons to reflect on.

Station 1:

Connect the motor so that it runs. Record your observations.

Station 2:

Put the car at the top of the ramp and let it go. Record your observations.

Station 3:

Read the directions through first. Put about a tablespoon of vinegar into the bottle. Put about a teaspoon of baking soda into a small piece of paper towel and twist it shut at both ends. Put the baking soda package into the bottle and cork it shut (not too tightly though). Aim the bottle away from people and breakable objects and shake it up. Record your observations. Repeat, if necessary, with differing amounts of vinegar and baking sode. Wash out the bottle.

Station 4:

Read the directions through first. Put the boat in the water and make waves with your had. Also fan the boat, creating a wind. Record your observations about both the boat and the fanning on the boat.

Station 5:

Read the directions first. Wind up the toy and set down. Record your observations.

Station 6:

Read the directions first. Take the plane out into the hall or other open space. Let the plane go by pushing the plane lightly. Retrieve the plane and record your observations about both the plane observations about both the plane and the person pushing.

Station 7:

Read the directions through first. Turn on the toy and watch it run along a path. Record your observations.

Station 8:

Read the directions through first. Pull the car back and let it go. Make the yo-yo go up and down on the string. Record your observations about both the yo-yo and the person making the toys perform.

Station 9:

Read the directions through first. Connect the battery to the bulb using the wires and the alligator clips. Be sure that there is a complete circuit. Look inside the flashlight. Record your observations. Take apart the circuit when you are finished.

Station 10:

Read the directions through first. Assemble the plane on the hand grip. Start the propeller rotating by pulling the trigger. Record your observations about both the propeller and the person.

Station 11:

Read the directions through first. Pull a single ball back and let it go. Bounce the rubber ball. Record your observations about both the bouncing balls and the person starting the action.

Station 12:

Read the directions through first. Turn the propeller by rotating the stick between your hands. Record your observations about both the propeller and the person.

Station 13:

Place eating station in another room. Read the directions through first. Eat a few of the candies. Record your observations.

INVENTION

1. Ask the students to draw energy trails for each of the three stations. They should report their findings to each other in small groups.

2. Discuss with the whole groups each of the stations, asking first one student who worked at the station to show their work. Include the processes of energy transformation and energy conservation in each of the stations.

3. Provide a closure for the lesson by describing the processes of energy conservation transformation and energy conservation.

1. Ask the students to design an activity of their own in a very understandable way. Trade your activity with a partner and discuss the meaning of the actions involved.

2. Ask the student teams to answer these energy related questions:

What are some of the ways in which the various forms of energy have been measured over time?

Some of your students might be aware that heat is measured in calories. They might confuse these calories with the more familiar food Calorie (1 kilocalorie). Most, however, will probably not have heard of the unit joule. If your students are fairly comfortable with mathematics and measurement, you might want to introduce joules here, but not in any depth.

Some may also mention that electrical current is measured in amperes (you'll also hear watts, kilowatts, and volts.) Again, it is up to you as to whether you go into any more depth on what these units measure.

If you have access to light meters, some of your students may want to experiment with these. Usually they give a read-out in foot-candles. Again, use your own judgment as to whether you want to mention lumens here.

Compare energy trails to see if there is some common source of energy for all of them.

If the trails have been done carefully and far back enough, the students should be able to see that the sun is a common source of energy.

3. Summarize the lesson activity sequence to help students recall the sequence to help students recall the sequence of events in the lesson.