Module 2 Energy in our Lives

1. Module 2 Energy in our Lives A special partnership between theGeorgia Department of Education and theEducational Technology Training Centers in support of the 8th Grade Physical Science Frameworks.

2. Georgia Performance Standards Framework for Physical Science - GRADE 8 Unit: Energy in our Life Sternberg Task The Many Faces of Energy Subject Area: Physical Science Grade: 8

3. Standards (Content and Characteristics): S8P2. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. c. Compare and contrast the different forms of mechanical, heat, electrical and magnetic energy and their characteristics. d. Describe how heat can be transferred through matter by the collision of atoms (conduction) or through space (radiation), in a liquid or gas, currents will facilitate the transfer of heat (convection). S8CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of-and keep-honest, clear, and accurate records in science. b. Understand that hypotheses can be valuable even if they turn out not to be completely accurate. S8CS5. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b. Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing. S8CS7. Students will question scientific claims and arguments effectively. b. Identify the flaws of reasoning in arguments that are based on poorly designed research (e.g., facts intermingled with opinions, conclusions based on insufficient evidence). d. Recognize that there may be more than one way to interpret a given set of findings. S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. S8CS9. Students will understand the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Investigations are conducted for different reasons, which include exploring new phenomena, confirming previous results, testing how well a theory predicts, and comparing different theories.

4. Enduring Understandings: Energy cannot be created or destroyed, but only changed from one form into another. Energy appears in different forms such as mechanical energy, gravitational energy, heat energy, and electric and magnetic energy. Essential Questions: How is energy transferred in my home? How do stereo speakers work?

5. Describe how energy is transferred in your home. How energy is transferred in my home

6. Energy Change Game From: http://www.fi.edu/guide/hughes/energychanges.html

7. Watch the video We Use Power found on the website link below • Based on what you have learned, use the supplied materials to make the electric motor • Design and build your own machine • Present your machine to the class detailing how it uses energy Energy Transformations: Video

8. Click here to see some real Rube Goldberg machines. Rube Goldberg Rube Goldberg was a cartoonist who created machines that performed simple tasks in a complex way. Visit the PBS kids site link below and play the flash game. Use what you know about energy changes to identify what tranformations are occuring.

9. Construct your own Rube Goldberg machine: Using the pens and/or the gallery, create a Rube Goldberg machine on this page. The machine should have 10 different forms of energy and 10 transformations.

10. How do Speakers Work? Visit the link below to gain a better understanding.

11. Pick 3 machines/appliances Explain how each machine works by identifying the types of energy used and any transformations that take place Create a presentation to present your findings to the class You may use the following websites: How Things Work-Physics of Everyday Life http://htw.wiley.com/htw/ How Stuff Works http://www.howstuffworks.com/ Energy Quest http://www.energyquest.ca.gov/how_it_works/index.html Investigation:

12. Teacher Reflection What were the "Big Concepts" in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students' understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding?