TOE+crosswalk

Transformation of Energy Standards Crosswalk Document


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 * Lesson ||  Objective  ||  Standards Addressed (include prioritization E, I or C)  ||  Lesson Prioritization (E, I, C)  ||  Timing Suggestion(s)  ||
 * Investigation 1: Let's Get the Ball Rolling ||  Develop an appreciation for the need to collect several measurements of individual events to ensure a reliable result.
 * Investigation 1: Let's Get the Ball Rolling ||  Develop an appreciation for the need to collect several measurements of individual events to ensure a reliable result.

Calculate the speed of a ball that has rolled down a ramp.

Determine the relationship between the release height of a ball and the speed it reaches at the bottom of the ramp. || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (i) We feel that this activity gives us the speed numbers for future investigations. Students learned to calculate speed in 6th grade Forces and Motion. Informing the students as to what we expect the graphs to look like is crucial in this investigation. || 45 mins  ||
 * Investigation 2: Knock 'em Down ||  Determine how the speed of an object will influence the amount of change that it can produce.

Determine how the mass of an object will influence the amount of change that it can produce.

Establish a connection between the mass and speed of an object, and its energy of motion (kinetic energy). || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (e) One of the fundamental concepts of the unit...Kinetic Energy Students will again graph their data, with less support from teacher. || 90 mins   other supplemental activities: Discussion on bowling. ||
 * Investigation 3: Passing Energy Along ||  Recognize that energy can be transferred from one object to another. When this transfer of energy takes place, the motion of both objects involved usually changes.

Recognize that there are other forms of energy besides kinetic energy, and that energy can be easily transformed from one form to another form.

Be introduced to process whereby the kinetic energy of objects can be transferred to the tiny particles that make up objects. || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (e) One of the fundamental concepts of the unit...Transfer of Energy. Students will again graph their data, with less support from teacher. || 90 mins other supplemental activities: Demolition Derby discussion


 * Setup***

It takes significant time to set up Investigation #3...Plan accordingly. ||
 * Investigation 4: The Energy of Pendulums ||  Use the concept of energy transformation to describe how the energy of a pendulum changes during each swing.

Use your knowledge of kinetic and potential energy to identify the different forms of energy of a pendulum and how each form changes in size during the swing of the pendulum.

Use the Particle Model and the concept of energy transfer to explain where the energy of the swinging pendulum eventually goes. || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (e) Many of the fundamental concepts of the unit...Potential Energy, Transfer, and Transformation  ||  45 mins   This investigation is best done as a classroom whole discussion with pendulum in center of class if possible. Supplemental: Discussion roller coasters and why the first hill has to be the tallest. ||
 * Investigation 5: Bouncing Golf Balls ||  Observe how energy is transferred from one object to another object, and explain how these transfers change the motions of the objects involved.

Observe energy transformed from one form of energy to other forms, and explain what happens to each form of energy throughout the activity.

Observe how the physical characteristics of an object and its surface influence its ability to transfer and transform energy. || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (e) Many of the fundamental concepts of the unit...Potential Energy, Transfer, and Transformation   This is crucial in the students understanding where energy goes (transfers or transforms) Stations: Metal pan, upside-down pan, classroom floor, pillow, kit, books, table, bucket of water, padded teacher chair, carpet, cardboard box || 45 mins   Supplemental: Vibrations, earthquakes, wrestling platform discussion. ||
 * Investigation 6: Where's the Energy Going? ||  Identify different forms of energy and how these energy forms are transferred and undergo transformations in everyday phenomena.

Construct an energy chain that describes the energy flow in everyday phenomena.

Use the Particle Model and the concept of energy transfer to describe how air particles interfere with the motion of objects. || (e) 3.1.2. Mechanical energy comes from the motion (kinetic energy) and position (potential energy) of objects. Gravitational potential energy and elastic potential energy are important forms of potential energy that contribute to the mechanical energy of objects. || (i) This investigation focuses on energy chains. We feel more comfortable going back and breaking down the earlier investigations and the chains invloved. || 45 mins  ||
 * Investigation 7: Smoke Signals ||  Observe what happens when large quantities of kinetic energy are transformed into heat energy, and this heat energy is concentrated in one part of an object.

Recognize that forces are not energy, they are the mechanism by which energy is transferred in a system.

Look at the role that forces play in the transfer of kinetic energy, and its transformation into heat energy. || (i) 3.1.4. Heat energy comes from the random motion of the particles in an object or substance. Temperature is a measure of the motion of the particles. The higher the temperature of the material, the greater the motion of the particles. (i) 2.1.1. All matter consists of particles too small to be seen with the naked eye. The arrangement, motion, and interaction of these particles determine the three states of matter (solid, liquid, and gas). Particles in all three states are in constant motion. In the solid state, tightly packed particles have a limited range of motion. In the liquid state, particles are loosely packed and move past each other. In the gaseous state, particles are free to move. || (e) This investigation is a great first heat lab. No data recording, just observation. It is easy to set up and clean up. It is too quick of a lab to not be essential. It reinforces the previous investigation on energy chains. || 45 mins

Supplemental Activities: Particle Model. ||
 * Investigation 8: Hot Finger Cold Finger ||  Learn that hot and cold are relative sensations, based on how an object feels, but there is nothing relative about the temperature of an object.

Learn that your sense of touch makes a poor thermometer. || (i) 3.1.4. Heat energy comes from the random motion of the particles in an object or substance. Temperature is a measure of the motion of the particles. The higher the temperature of the material, the greater the motion of the particles. || (i) This is a great investigation, but it is not essential. It is designed to prove that we are not effective at measuring temperature or heat energy of substances. || 45 mins

Supplemental Activities: discuss going from hot tub to pool and vice versa. ||
 * Investigation 9: Heat Energy and Temperature--There is a Difference! ||  Observe that there is a difference between the heat energy transferred to an object and the change in temperature that results from this transfer of energy.

Learn how the mass of a substance influences how much its temperature will change when it receives heat energy.

Learn that different substances respond differently when they absorb energy. || (i) 3.1.4. Heat energy comes from the random motion of the particles in an object or substance. Temperature is a measure of the motion of the particles. The higher the temperature of the material, the greater the motion of the particles. || (i) Good investigation, but it may go better with weather, especially when discussing sea breeze and land breeze at the beach. || 90 mins ||
 * Investigation 10: Mixing and Melting--Heat Energy and Temperature II ||  Predict and observe what happens to the final temperature of water when known amounts of hot water are mixed with known amounts of cold water.

Use the data you collect and the Particle Model to build a better understanding of heat energy and temperature.

Learn about and describe what is meant by thermal equilibrium.

Study the melting process by melting ice. || (i) 3.1.4. Heat energy comes from the random motion of the particles in an object or substance. Temperature is a measure of the motion of the particles. The higher the temperature of the material, the greater the motion of the particles. || (i) Good prediction/test investigation. Designed to understanding reaching equillibrium. || 45 mins ||
 * Investigation 11: How Does Heat Energy Move? ||  Learn how heat energy moves through solids.

Determine if heat energy moves equally well through different types of solids

Determine how heat energy moves through gases differently than it moves through solids. || (i) 3.1.4. Heat energy comes from the random motion of the particles in an object or substance. Temperature is a measure of the motion of the particles. The higher the temperature of the material, the greater the motion of the particles.

(i) 2.1.4 An important property of materials is their ability to conduct heat. Some materials, such as certain metals, are excellent conductors of heat while other materials, such as glass, are poor conductors (good thermal insulators) || (i) Fun lab for the kids, but definitely a safety concern. //**Review expectations in great detail prior to lab**//. Designed to understand Conduction. || 90 mins (If you do multiple rods per group)

Supplemental Activities: Discuss why kitchen utencils/pots/pans now have plastic handles. ||
 * Investigation 12: An Introduction to Waves ||  Learn about waves and the role they play in the transfer of energy.

Distinguish between energy carried by waves and by moving mass. || (i) 3.1.3 Sound energy is the energy that takes the form of mechanical waves passing through objects or substances. The energy delivered by a wave in a given unit of time is determined by the amplitude and frequency of the wave. || (i) Intro to waves. Activity asks you to look through all previous investigations and determine which involved waves or movement of a mass. || 45 mins

Requires details of all other investigations to really make this effective.


 * Have diagrams for each previous investigation handy*** ||
 * Investigation 13: Mechanical Waves and Energy ||  Learn how we group waves based on the kind of energy they carry, and how they carry this energy.

Investigate the properties of mechanical waves.

Learn about the frequency, and speed of waves, and how these characteristics are used to describe waves || (i) 3.1.3 Sound energy is the energy that takes the form of mechanical waves passing through objects or substances. The energy delivered by a wave in a given unit of time is determined by the amplitude and frequency of the wave. || (i) Students use slinkys to understand that waves do not move objects, but instead the energy passes through them. || 45 mins


 * may be easier to combine 12 and 13*** ||
 * Investigation 14: Electromagnetic Waves and the Transfer of Energy ||  Learn about electromagnetic waves, how they are grouped, and how each group of waves is important in our lives.

Learn which characteristics of a wave determine how much energy it carries.

Learn about visible light waves and how the energy carried by these waves enables us to see.

Learn what can happen when a wave strikes a substance, and how it delivers energy to a substance.

Learn that the different groups of waves behave differently when they strike substances. These differences can have an important impact on the substances. || (i) 3.1.3. Sound energy is the energy that takes the form of mechanical waves passing through objects or substances. The energy delivered by a wave in a given unit of time is determined by the amplitude and frequency of the wave. (e) 3.1.1. Energy from the Sun takes the form of electromagnetic waves such as infrared, visible, and ultraviolet electromagnetic waves. The radiation from the sun consists of a range of energies in the electromagnetic spectrum. || (i) This is a very conceptual investigation and has virtually no hands on piece to the task. This activity needs many supplemental diagrams to show waves in form of sound/light. || 45 mins

Supplemental Activities: Bringing in visuals about the human eye and ear and discussing the parts of these organs assist in capturing waves. ||