ALEX | Alabama Learning Exchange

Energy and Matter StudyJam

Classroom Resource Information

Title:

Energy and Matter StudyJam

URL:

https://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matter.htm

Content Source:

Other
http://studyjams.scholastic.com/

Type:

Audio/Video

Overview:

You can think of energy as the ability to move or cause change in matter. It comes in many forms. Kinetic energy is energy that is in use, and potential energy is energy that is stored for later.

The classroom resource provides a video that will explain the different forms of energy. This resource can provide background information for students before they conduct their own investigations and/or create their own models. There is also a short test that can be used to assess students' understanding.

Content Standard(s):

Science SC2015 (2015) Grade: 4	2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents. a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction. b. Demonstrate that different objects can absorb, reflect, and/or conduct energy. c. Demonstrate that electric circuits require a complete loop through which an electric current can pass. NAEP Framework NAEP Statement:: P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy). NAEP Statement:: P4.2: Objects vary in the extent to which they absorb and reflect light and conduct heat (thermal energy) and electricity. NAEP Statement:: P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.^§ NAEP Statement:: P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy. Unpacked Content Scientific And Engineering Practices: Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models Crosscutting Concepts: Energy and Matter Disciplinary Core Idea: Energy Evidence Of Student Attainment: Students: Plan and carry out investigations that explain transference of energy from place to place by sound. Plan and carry out investigations that explain transference of energy from place to place by light. Plan and carry out investigations that explain transference of energy from place to place by heat. Plan and carry out investigations that explain transference of energy from place to place by electric currents. Provide evidence that heat can be produced in many ways. Provide evidence that heat can move from one object to another by conduction. Demonstrate that different objects can absorb energy. Demonstrate that different objects can reflect energy. Demonstrate that different objects can conduct energy. Demonstrate that electric circuits require a complete loop for the electric current to pass through. Teacher Vocabulary: Construct Transfer Energy Potential energy Kinetic energy Friction Conduction Absorb Reflect Circuit Open circuit Close circuit Heat Radiation Convection Collision Motion Electrical energy Stored energy Knowledge: Students know: Energy is present whenever there are moving objects, sound, light, or heat. The transfer of energy, including the following: Collisions between objects. Light traveling from one place to another. Electric currents producing motion, sound, heat, or light. Sound traveling from one place to another. Heat passing from one object to another. Motion, sound, heat, and light causing a different type of energy to be observed after an interaction. Heat is produced in many ways. Heat can move via conduction. The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy. Electric currents pass through a circuit. Skills: Students are able to: Collaboratively plan and carry out an investigation that converts energy one form to another. Identify the phenomenon. Identify the evidence to address the purpose of the investigation. Collect the data. Construct an explanation using evidence about heat production. Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy. Develop a model demonstrating electric circuits. Understanding: Students understand that: Energy can be transferred in various ways and between objects. Heat energy can be produced in many ways. The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function. Electric energy can be transferred through circuits. AMSTI Resources: AMSTI Module: Energy and Waves Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.2- Recognize different sources of heat; Identify materials that are conductors of heat, such as metals.
Science SC2015 (2015) Grade: 4	4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).* NAEP Framework NAEP Statement:: P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy). NAEP Statement:: P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.^§ NAEP Statement:: P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy. Unpacked Content Scientific And Engineering Practices: Constructing Explanations and Designing Solutions Crosscutting Concepts: Energy and Matter Disciplinary Core Idea: Energy Evidence Of Student Attainment: Students: Given a problem to solve, students collaboratively design a device that converts energy from one form to another. In the design, students: Teacher Vocabulary: criteria constraint energy device convert design construct kinetic potential transform evidence engineering design process ask imagine plan create improve Knowledge: Students know: Energy can be transferred from place to place by electric currents. Skills: Students are able to: Use scientific knowledge to generate design solutions that convert energy from one form to another. Describe the given criteria and constraints of the design, which include the following: The initial and final forms of energy. Describe how the solution functions to transfer energy from one form to another. Evaluate potential solutions in terms of the desired features. Modify the design solutions to make them more effective. Understanding: Students understand that: Energy can be transferred in various ways and between objects. Engineers improve existing technologies or develop new ones but are limited by available resources. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.4- Identify common sources of energy used every day (e.g., electricity, gas, sun).
Science SC2015 (2015) Grade: 8 Physical Science	14 ) Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate's hair). NAEP Framework NAEP Statement:: P12.13: The potential energy of an object on Earth's surface is increased when the object's position is changed from one closer to Earth's surface to one farther from Earth's surface. NAEP Statement:: P8.9a: Three forms of potential energy are gravitational, elastic, and chemical. NAEP Statement:: P8.9b: Gravitational potential energy changes in a system as the relative positions of objects are changed. NAEP Statement:: P8.9c: Objects can have elastic potential energy due to their compression, or chemical potential energy due to the nature and arrangement of the atoms. Unpacked Content Scientific And Engineering Practices: Developing and Using Models Crosscutting Concepts: Systems and System Models Disciplinary Core Idea: Energy Evidence Of Student Attainment: Students: Construct an explanation, using models, to show how a system of objects may contain varying types of potential energy. Construct an explanation, using models, to show how a system of objects may contain varying amounts of potential energy. Teacher Vocabulary: Model System Potential energy Force Electric force Magnetic force Gravitational force Knowledge: Students know: Potential energy is stored energy. When two objects interact a distance, each one exerts a force on the other that can cause energy to be transferred to or from an object. The exerted forces may include electric, magnetic, or gravitational forces. As the relative position of two objects (neutral, charged, magnetic) changes, the potential energy of the system (associated with interactions via electric, magnetic, and gravitational forces) changes. Elastic potential energy is potential energy stored as a result of work done to an elastic object, such as the stretching of a spring. It is equal to the work done to stretch the spring, which depends upon the spring constant k as well as the distance stretched. Skills: Students are able to: Use a model of a system containing varying types and amounts of potential energy and identify the relevant components. Describe the relationships between components of the model. Articulate a statement that relates a given phenomenon to a scientific idea, including how a system of objects may contain varying types and amounts of potential energy. Understanding: Students understand that: The types of potential energy in a system of objects may include electric, magnetic, or gravitational potential energy. The amount of potential energy in a system of objects changes when the distance between stationary objects interacting in the system changes because a force has to be applied to move two attracting objects farther apart, or a force has to be applied to move two repelling objects closer together, both resulting in a transfer of energy to the system. AMSTI Resources: AMSTI Module: Experimenting with Forces and Motion
Science SC2015 (2015) Grade: 8 Physical Science	16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car). NAEP Framework NAEP Statement:: P12.16: Total energy is conserved in a closed system. NAEP Statement:: P8.12a: When energy is transferred from one system to another, the quantity of energy before transfer equals the quantity of energy after transfer. NAEP Statement:: P8.12b: For example, as an object falls, its potential energy decreases as its speed, and consequently, its kinetic energy increases. NAEP Statement:: P8.12c: While an object is falling, some of the object's kinetic energy is transferred to the medium through which it falls, setting the medium into motion and heating it. NAEP Statement:: P8.8a: Objects and substances in motion have kinetic energy. NAEP Statement:: P8.8b: For example, a moving baseball can break a window; water flowing down a stream moves pebbles and floating objects along with it. Unpacked Content Scientific And Engineering Practices: Engaging in Argument from Evidence Crosscutting Concepts: Energy and Matter Disciplinary Core Idea: Energy Evidence Of Student Attainment: Students: Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Teacher Vocabulary: Law of Conservation of Energy Argument Claim Kinetic Energy Energy Transfer System Knowledge: Students know: Kinetic energy is energy that an object possesses due to its motion or movement. Changes in kinetic energy may include changes in motion, temperature, or other observable features of an object. When the kinetic energy of an object changes, energy is transferred to or from that object. When the kinetic energy of an object increases or decreases, the energy of other objects or the surroundings within the system increases or decreases, indicating that energy was transferred to or form the object. The Law of Conservation of Energy states that in a closed system, the total energy of the system is conserved and energy is neither created nor destroyed. Skills: Students are able to: Make a claim about a given explanation or model for a phenomenon, including the idea that when the kinetic energy of an object changes, energy is transferred to or from that object . Identify and describe the given evidence that supports the claim. Evaluate the evidence and identify its strengths and weaknesses. Use reasoning to connect the necessary and sufficient evidence and construct the argument. Present oral or written arguments to support or refute the given explanation or model for the phenomenon. Understanding: Students understand that: The law of conservation of energy states that in a closed system, the total amount of energy remains constant and energy is neither created nor destroyed. Energy can be converted from one form to another, but the total energy within the system remains fixed. Energy can be transferred between objects in the system. AMSTI Resources: AMSTI Module: Electricity, Waves, and Information Transfer Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.8.16- Make observations about energy transfers in common everyday occurrences (e.g., bowling ball hitting pins, brakes being applied to a bicycle or car).

Tags:

chemical energy, electrical energy, energy, kinetic energy, matter, mechanical energy, potential energy, thermal energy

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Comments

The test may be completed as a whole group or independently on student devices.

This resource provided by:

Author:

Hannah Bradley

ALEX Classroom Resource

Energy and Matter StudyJam