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Energy Transformations

Energy Transformations. Sandie Grinnell. Overview of Lesson. Differentiate between energy and energy sources Identify types of energy Observe energy transformations Determine what transformation is occurring (identify initial type of energy and what it transforms into).

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Energy Transformations

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  1. Energy Transformations Sandie Grinnell

  2. Overview of Lesson • Differentiate between energy and energy sources • Identify types of energy • Observe energy transformations • Determine what transformation is occurring (identify initial type of energy and what it transforms into)

  3. Probe—What is Energy? • Students were to identify examples of energy from the following list : • After identifying what they thought were examples of energy, the students were to explain their reasoning.

  4. What uses energy? • After identifying types of energy, the students selected objects from the following list that they believed used energy: • Then they explained their “rule”.

  5. Student Understanding and Misconceptions • My students identified the following as examples of energy: • Oil • Food • Vitamins • Sleep • Running • Gasoline

  6. Uh oh…we’re in trouble! • The students generalized that an object that moves “on its own” uses energy: • Trains • Living things • Automobiles • They also believed that if an object does not require electricity to operate, then it must not need energy: • Bowling balls • Bicycles • Wind-up toys

  7. Informed Instruction • Students were confusing energy with energy sources. • Identification of types of energy would be a necessary prerequisite activity. • Booklets were made to define the following: • Chemical energy • Solar energy • Electrical energy • Potential energy • Kinetic energy • Light energy • Thermal energy • Nuclear energy

  8. The Lesson • Six centers were set up around the room. • Prior to beginning centers answered the following focus question in their lab notebooks: • Can energy ever change forms? • Students were given four minutes at each center. In those four minutes they: • Observed beginning energy form • Watched the transformation and identified what form of energy existed after the transformation • Recorded their observations on a chart

  9. Chemical Energy to Light Energy • Center 1 • Observe the flashlight (look at it on the outside and open it up CAREFULLY to look inside). What type of energy is in the flashlight when it is turned off? • What type of energy do you observe when the flashlight is turned on? • What transformation has happened?

  10. Electrical Energy to Light Energy and Thermal Energy • Center 2 • Observe the light bulb when it is turned off. • Plug it into the outlet. What type of energy are you using? • Turn on the lamp. What type of energy do you see? • Are there any other transformations occurring?

  11. Potential Energy to Kinetic Energy • Center 3 • Stack two books and use the ruler as a ramp. • Hold the car in place at the top of the ramp. What type of energy does the car have? • Let go of the car. What energy transformation has occurred?

  12. Chemical Energy or Potential Energy to Kinetic Energy • Center 4 • Think about what you ate today. What kind of energy do you have inside of you? Where did you get this energy? • Blow on the pinwheel. What type of energy transformation just occurred?

  13. Chemical Energy to Thermal Energy and Light Energy • Center 5 • Observe the burning candle (the key word here is OBSERVE—do NOT touch the candle or see how close you can get your hand to the flame. Be intelligent.). • What type of energy does a burning flame have? • What types of energy transformations are occurring

  14. Electrical Energy to Thermal Energy to Kinetic Energy • Center 6 • What type of energy is entering the hot pot from the cord? • What is it being transformed into? • What happens if you place the pinwheel over the spout of the hot pot? What type of energy transformation has just occurred?

  15. Assessment Lab: Energy Transformations

  16. Scoring Guide/Rubric

  17. Um… My Confession: I did not collect the student lab charts… they are gone…nor did I re-administer the “What is Energy?” probe… my intended final assessment. As a result, my assessment was very informal. We had a class discussion about each center.

  18. More about assessment • Our follow-up discussion revealed that: • My students were able to identify the different types of energy at each center. • They saw energy transforming and could identify what was happening. • They were able to have conversations about the transformations using the correct terminology. • Observations revealed that: • My students have a difficult time recording data on their data charts! • They needed more time! • My conclusion: • My class needs me to model what I expect them to do with the data charts. • My class needs more time in which to write on their data charts—perhaps I was in too much of a hurry to get every group through every station in one period.

  19. Reflections: The Good • High student engagement! • Students were communicating using correct terminology. • Students put misbehavior on hold because they were intrigued. • Students were able to see my confusion over why I couldn’t get the steam to turn the pinwheel, and then they saw me experiment until I figured it out.

  20. Reflections: The Bad • Limited time for completing all centers • Not enough time to write information on lab chart • Some transformations were confusing • Fire: many missed that it was chemical energy to light energy AND thermal energy • Energy books used as a reference were completed in a hurry—not always accurate

  21. There wasn’t really anything ugly… • I learned a lot about my science teaching: • I need to model what I want my students to give me as evidence of their learning or I will end up with nothing. • It’s my job to provide activities like this more often so that the students who aren’t successful in other disciplines have a chance to shine. • Even though they’re working on self-directed activities, students still need the teacher to come around periodically to make sure their thinking is on track—otherwise, they might miss something critical to their understanding. • My formal assessments need work. Developing rubrics AHEAD OF TIME will help me out in this area.

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