Title: Unit 6: Energy

Name: _____________

Lesson 1: Energy
Objectives
Identify joules as the unit of measure for energy. Explain that energy cannot be created or destroyed, but it can be transformed. Define energy as the ability to do work. Give examples of different forms of energy used in everyday life. Apply knowledge of energy to explain examples of energy conversion.

MAIN IDEAS/QUESTIONS
KEY TERMS: chemical energy:

NOTES:
DEFINITIONS: a form of potential energy stored in ______________________________________________

electrical energy:

the energy associated with ______________________________________________

energy:

The ability of capacity to ___________________________

energy sources:

resources, either ____________________ or ___________________, that provide energy the conversion __________________________________

energy transformation:

_____________________________________________

joule [jool]:

the SI unit that measures ___________________________

kinetic energy: [kuh-NEH-tihk]

the energy of an object or substance because _______________________________________________ _______________________________________________

law of conservation of energy: light energy: mechanical energy:

a law of physics that says _______________________________________________ the vibration of _________________________________________ the energy of _________________________________ and _________________________ _________

nuclear energy:

the energy that can be released by ______________________________________________

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Title: Unit 6: Energy

potential energy:

Name: _____________
_________________________ energy that is associated with the position of an object

sound energy: energy produced when_____________________________ work: using an applied force to make an object _______________

Q. Describe how the white cue ball is doing work.

Forms of Energy FILL IN --------------------

Answer:

Example of potential energy Example of kinetic energy Example of chemical energy Example of electrical energy Example of sound energy Example of light energy Example of nuclear energy

Law of Conservation of Energy

Q. The law of conservation of energy states..

Answer:

Energy can be transformed FILL IN --------------------

The energy is ________________________to different forms of ______________________, but the total _________________of energy in the system remains the _____________________.

Example of energy transformation

Example:__________________________________ _________________________________________ Measured using the SI unit: Joule (J) (Pronounced JOOL) 1 joule (J) equals one newton applied over a distance of one meter

Measuring Energy

The Newton Meter

1 joule (J) = 1 newton-meter

J=Nxm

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Title: Unit 6: Energy

Name: _____________

Lesson 2: Work
Objectives
Define work as applied force that acts upon an object over a distance. Describe power as the rate at which work is done, or energy used or created per unit time, expressed in watts (W). Solve problems using equations for work and power. Define work as applied force that acts upon an object over a distance. Describe power as the rate at which work is done, or energy used or created per unit time, expressed in watts (W). MAIN IDEAS/QUESTIONS NOTES: DEFINITIONS: KEY TERMS: Power: the _____________________at which work is done.

Watt:

the SI unit of _____________________________(energy per time), equal to one joule per second (1 J/s)

Q. What is work?

Answer with examples.

Formula for WORK: W = Fd

work = force applied x distance moved FILL IN ------------------- Remember that work is done by a ______________ when the ________________ is applied over a ________________________.

Q. What is power? P = W/t Power = Work _____Time Power= J/s OR Watts

Answer with examples.

(W)
All else being equal, faster _____________________means more _______________________, and ________________work means _____________________power. We have defined power as the rate at which work is done. Since work requires energy, power can also be defined as _________________________________________________ __________________________________________________

FILL IN --------------------

FILL IN --------------------

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Title: Unit 6: Energy

Name: _____________

Lesson 3: Kinetic Energy

Objectives
Define kinetic energy and give examples. Explain how kinetic energy is related to the velocity of an object and the forces acting on an object. Identify the points at which a moving object has the most and least kinetic energy (e.g., pendulum swing, falling objects). Define kinetic energy and give examples. Explain how kinetic energy is related to the velocity of an object and the forces acting on an object.

MAIN IDEAS/QUESTIONS
KEY TERMS: Kinetic Energy:

NOTES:
DEFINITIONS:

Joules: Kinetic energy enables moving objects to perform _________________________ on other objects. Objects only have kinetic energy while _______________________________________________

FILL IN --------------------

Example of kinetic energy

The amount of kinetic energy (KE) of a moving object depends on its mass.

Example of mass affecting the amount of kinetic energy

Kinetic Energy Depends on Speed

Example of speed affecting the amount of kinetic energy

Kinetic Energy Equation---------

KE = mv2

kinetic energy = (mass) (speed)2 In this equation, m is used to represent mass (kg). The symbol v is used to represent speed (m/s).

To solve for kinetic energy: _________________ the quantity for speed _________________ one half the mass _________________ these two numbers together write the resulting answer in joules (J)

Kinetic Energy Changes

Answer

Q. When you are riding a swing, when is your kinetic energy the greatest? When is it the least?

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Title: Unit 6: Energy

Name: _____________

Lesson 4: Potential Energy

Objectives
Give examples of how potential energy can be converted to kinetic energy. Analyze and compare potential and kinetic energy at various locations or times b(e.g., roller coaster, waterfall). Analyze and compare potential and kinetic energy at various locations or times (e.g., roller coaster, waterfall).

MAIN IDEAS/QUESTIONS
Key Words: Potential Energy:

NOTES:
DEFINITIONS energy stored due to a change in ___________________ _____________________________________________

elastic potential energy:

energy invested in a body by lifting it __________________________ ________________________________________________________

gravitational potential energy:

Its the stored energy an object has due to _____________ _____________________________________________.

FILL IN ------------------- Elastic Potential Energy When a flexible object is bent, stretched, or compressed from its natural shape it stores elastic potential energy.

Objects that have potential energy are ________________ moving. However, they have the ___________________________to move when a change in their position or shape occurs.

Example of elastic potential energy

Q. When does a rubber band have elastic potential energy?

Answer.

Gravitational Potential Energy---- Gravitational potential energy is a property of elevated objects, since they have the potential to fall.

The formula for calculating gravitational potential energy is PE = w x h or. potential energy = (weight) x (height) OR if we only know the mass of the object it can be calculated

PE = mgh Example of gravitational potential energy

potential energy = (mass) x (acceleration due to gravity) x (height).

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Title: Unit 6: Energy

Potential Energy can convert to Kinetic Energy FILL IN -------------------

Name: _____________
Objects at rest can have _________________________ due to their shape or position. A change in their shape or position can set them in motion. Objects in motion have _____________________________________. Therefore, ___________________ energy can be converted into __________________ energy.

Q. How is the Law of Conservation of energy seen in the example of the skateboarder?

Answer.

Lesson 5: Lab: The Pendulum

Objectives
Identify the points at which a moving object has the most potential and/or kinetic energy (e.g., pendulum swing, falling objects). Draw conclusions based upon the results of an investigation. Write an organized, orderly, step-by-step procedure describing how to perform a science investigation of choice. Design an experiment to test a hypothesis or to gather information; state the purpose of the experiment. Identify independent variables, dependent variables, constants, and controls.

Lesson 6: Optional (Just mark complete in the OLS) Lesson 7: Using a Lever (Activity)
Objectives
Recognize that levers confer mechanical advantage and explain how this principle applies to the musculoskeletal system. Given a simple machine, predict what will happen when there is a change in the system.

Lesson 8: Simple Machines

Objectives
Identify six simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw) and tell how they work. Provide examples of simple machines used in everyday tools and objects. Explain that simple machines are used to make work easier by changing the direction or size of a force. Identify six simple machines (lever, pulley, wheel and axle, inclined plane, wedge, screw) and tell how they work. Provide examples of simple machines used in everyday tools and objects.

MAIN IDEAS/QUESTIONS
ACTIVATION:

NOTES:
Answer:

Q. Why is it easier to move snow with a shovel than with your bare hands or a bucket?

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Title: Unit 6: Energy

Key Term: MACHINE

Name: _____________
DEFINITION: A machine is any device that ___________________

FILL IN -------------------

1.

Q. How do the following every day objects serve as machines to make work easier?
FILL IN -------------------

Machines do not_________________the amount of _______ that needs to be done, they just make work ____________by changing the __________ it is done. 2. Recall that WORK = ___________ x _____________ 3. So machines can change the _______________ and __________ so long as the total work (force x distance) does NOT change.

Answer:

Example 1: Bottle Opener Example 2: Rake

Bottle Opener: Makes opening a bottle easier because it multiplies the ______________ of your hands. Rake: Makes gathering leaves easier because you when you move the handle end just a little ________________ the rake end moves a large _____________. So it multiplies the _____________ moved by your hands. Wheelchair Ramp: It is much easier to push a wheelchair up a ramp than to lift it up a flight of stairs, because the ramp increases the ____________ over which the wheelchair moves and decreases the _________________ required to move it.

Example 3: Wheelchair Ramp

Machines Make Work Easier

.
Work = Force distance, or W = Fd.

A machine can change the strength or direction of a force

So, if you want to increase the __________ to move something, you must (in order to keep the total amount of work done the same) also decrease the _____________ moved.

Example: Moving van Lifting straight up vs. Using a ramp.

Moving van Example: a) LIFTING STRAIGHT UP: Force required to lift heavy box = 800 N Distance lifted from ground to truck bed = 1.5 m Work = Fd = 800N x 1.5 m = 1200 J

Lets say you cant lift 800N you are not strong enough.
b) USING A RAMP: Force required is only 200N Distance will now be the length of the ramp = 6 m

Q. What will the work be if the ramp increases the distance moved to 6m but you only apply a force of 200N?

Answer:

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Title: Unit 6: Energy

Key Term: SIMPLE MACHINE

Name: _____________
DEFINITION:A simple machine is a machine that makes work easier when a ________ _________ is applied. DEFINITION: The Input Force is the amount of force applied to a simple machine, also called the ________ _________, because you have to exert _______ to supply it. DEFINITION: The output force is the amount of force a simple machine applies to an object, also called the ___________________ _______________ because it must overcome some resistance to move the object. The Six Simple Machines Are: 1.

Key Term: INPUT FORCE

Key Term: OUTPUT FORCE

The six types of simple machines are ---------------------

______________ 2. _____________ 3. _____________

4._______________
Levers Key Term: FULCRUM[FUHL-kruhm]:

5.______________ 6.______________

DEFINITION: The fulcrum is the ________ ________ of a simple machine, the lever, where the bar balances or moves up or down. DEFINITION: A lever is a bar balanced on a _________, or pivot point; a simple machine used to help move or lift objects. Levers can change the ____________ and __________ of a force. Examples of Levers: OLS Examples: Bottle opener Shovel Crowbar Rake More: ___________________________________________ DEFINITION: An inclined plane is a flat surface (plane) set at an angle (inclined); a simple machine used to reduce the ____________needed to lift or lower things by lengthening the _______________

Key Term: LEVER

FILL IN -------------------

Examples of Levers---------

Q. Can you name some more?

Key Term: INCLINED PLANE

Examples of Inclined Planes ---

Key Term: SCREW

DEFINITION: A screw is an ____________ _____________ wrapped around a post; a simple machine that converts ________________ force into ____________force Examples of screws:

Examples of Screws ---

DEFINITION: A wedge is a two-sided ________________ ___________ used to separate; a simple machine that converts

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Title: Unit 6: Energy

Key Term: WEDGE

Name: _____________
___________________input force into ___________________ output force Examples of wedges:

Examples of Wedges ---

Key Term: WHEEL-AND-AXLE

DEFINITION: A wheel-and-axle is made of two cylinders of different sizesthe larger is the ____________, and the smaller is the __________connected so that force applied to one causes the other to turn; a simple machine used to reduce the amount of _______________needed to rotate or move an object Examples of Wheel-and-Axles:

Examples of Wheel-and-Axles --

Key Term: PULLEY

DEFINITION: A pulley is a ____________ wheel in a fixed location that keeps a __________or _____________ in place as it moves through it; a simple machine used to lift objects by changing the ______________of the force Pulleys can also change the _________ of a force. Examples of pulleys:

Examples of Pulleys ---

Lesson 9: Compound Machines

Objectives
Compare and contrast a simple machine and a compound machine. Identify the simple machines that are combined in a compound machine.

MAIN IDEAS/QUESTIONS
Key Term: COMPOUND MACHINE

NOTES:
DEFINITION: A compound machine is made up of ______ or more simple machines A zipper is made up of three _____________

Combining the Same Simple Machine: A Zipper Combining Different Simple Machines: FILL IN -------------------

Example 1: Can Opener

A Can Opener is made up of 3 different simple machines: 1._______________2._______________3.______________ Which parts of a bicycle are these simple machines? Wheel-and-Axles:________________ Levers:_____________________ Pulleys:______________________

Example 2: Bicycle

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Title: Unit 6: Energy

Example 3: Scissors

Name: _____________
Scissors are made up of 4 individual simple machines. What are they?

Example 4: Wheelbarrow

A wheelbarrow consists of two different simple machines. Name the part and the type of simple machine it is: Part 1:__________________ Simple Machine Type: ___________ Part 2:__________________ Simple Machine Type:____________

Question: Can you name all the simple machines each of the following is made up of:
A. bulldozer B. pruning shears C. stapler with staples D. pencil sharpener

Answer:

A.___________________________________________________ B.___________________________________________________ C.___________________________________________________ D.___________________________________________________

Lesson 10:LAB Heat Flow (see Student Pages or OLS)

Objectives
Compare and contrast the transfer of thermal energy through radiation, convection, or conduction. Describe how thermal energy flows from a system of higher temperature to a system of lower temperature.

Lesson 11:Thermal Energy

Objectives
Compare and contrast the transfer of thermal energy through radiation, convection, or conduction. Recognize that changes in the temperature of an object will affect the kinetic energy of that object. Describe how thermal energy flows from a system of higher temperature to a system of lower temperature.

MAIN IDEAS/QUESTIONS
Review of Particles in Motion

NOTES:
All atoms vibrate (vibrational motion) and have ___________ energy. Forces between them have the potential to change their motion, so they also have __________________ energy.

Key Word: THERMAL ENERGY

DEFINITION: thermal energy is the total energy of any closed system, including all internal kinetic and potential energy of the system

Thermal Energy and Temperature Thermal energy depends on the temperature of an object.

Warmer particles move faster and have more _______ energy This raises the overall __________ energy of the object

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Title: Unit 6: Energy

Thermal Energy and Heat Key Word: HEAT

Name: _____________
DEFINITION: Heat is the transfer of thermal energy from one place to another Heat always flows from a _____________ object to a _________ one. For Cold Milk: Heat flow is from _________ to _________ so your hands feel cold For Hot Cocoa: Heat flow is from ___________ to _________ so your hands feel warm.

Examples: Cold Milk vs. Hot Cocoa

Heat and Thermal Equilibrium

Question: What happens when two objects at different temperatures come into contact?
Key Word: THERMAL EQUILIBRIUM

Answer:

DEFINITION: Thermal equilibrium occurs when two or more elements of a __________ physical system have the same thermal energy; they reach the same ________________

Question: WHY does this (thermal equilibrium) occur?

Answer:

Key Word: KINETIC THEORY OF HEAT Methods of Heat Transfer 1. Key Word: Conduction

DEFINITION: the theory that states that heat is the result of the movement of ____________ in a system

DEFINITION: Conduction is the movement of thermal energy by bodies or fluids that are in _________

Example of Conduction:
2. Key Word: Convection [kuhn-VEK-shuhn]:

DEFINITION: Convection is the transfer of heat by the ____________or ___________ of the heated parts of a liquid or gas

Example of Convection:

3. Key Word: Radiation

DEFINITION: Radiation is thermal energy transmitted as electromagnetic waves; It can be transferred between objects or across _______ ______. _____ ___________ emit electromagnetic radiation. __________ objects emit more radiation than cooler ones.

Example of Radiation: Question: What factors affect the rate of heat transfer? Answer:

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Title: Unit 6: Energy

Putting it All Together

Name: _____________

Question: So why does the sand on a sunny beach burn your feet on a hot day?

Answer:

Lesson 12: Temperature

Objectives
Explain that changes in the position and motion of atoms in a solid, liquid, or gas are the result of temperature increase or decrease. Explain how the kinetic energy of atoms or molecules of different objects varies with their temperature. Describe the differences between thermal energy, kinetic energy, potential energy, and temperature.

MAIN IDEAS/QUESTIONS
Review Question: What is temperature?

NOTES:
Answer:

How are Temperature and Thermal Energy Different?

Thermal energy is the total ___________ and ________________energy of the particles in a substance. Temperature for any substance will increase when the average _____________ ____________ of the particles in a substance increases.

Question: Do two different-sized blocks of the same material have the same thermal energy if they are at the same temperature?

Answer: Explain:

Question: Explain, in scientific terms, why a bucket of boiling water causes more damage than a thimble of boiling water when spilled on your skin.
Temperature and Expansion: FILL IN --------------------

Answer:

Temperature and Expansion: When temperature increases, so does the ____________ energy of the particles in a substance When kinetic energy increases, particles move ___________ and ____________ __________ When particles spread out, the substance ______________ in size.

Example:

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Title: Unit 6: Energy

Temperature and Contraction:

Name: _____________
Answer:
Temperature and Contraction: A lower temperature will cause most objects to ________. When the temperature of a substance decreases, the ________ energy of its particles decreases.

Question: If an increase in temperature causes particles to move apart and makes a substance expand, what do you think happens when temperature decreases?

Example:

Thermometers:

How a Thermometer (early one) Works: Early thermometers worked because of the principle of thermal expansion. They contained alcohol. As the alcohol warmed up, it ___________ causing it to ____________ up a glass tube. When the thermometer was placed in something cold, the alcohol ___________ and sank back ________.

Temperature Scales: 1. Celsius (used in many countries) 2. Fahrenheit (used in US) 3. Kelvin (used by scientists based on kinetic energy)

There are THREE scales used for measuring temperature: Boiling Point of Water Freezing Point of Water Celsius: ___________ _________ _________ _________

Fahrenheit: ___________ Kelvin: ___________

Key Word: ABSOLUTE ZERO

Why do scientists use the Kelvin scale? The Kelvin scale is based on _____________ _________ DEFINITION: Absolute zero is, in theory, the lowest possible temperature of a substance if it were absent of all heat energy or ___________ motion. Absoute zero = 0 on the Kelvin scale, -273.15C, or -459.69F

Question: Do you think it is possible to truly remove ALL energy from something - to reach absolute zero? (By the way, to date, this has not yet been accomplished.)

Your Answer:

Lesson 13: Optional (Just mark complete in the OLS) Lesson 14-16: Model Problems, Unit Review, OLS Assessment
complete in class, finish on your own, and mark complete in the OLS

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