GRADE: Fifth

CONTENT STANDARDS: Physical Science

CONTENT TOPIC: Energy/Light/Heat/Sound

CONCEPT: Energy exists in many forms.

CONTENT OBJECTIVE: 5C3.00 To understand the kinds and forms of energy

INSTRUCTIONAL OBJECTIVES: The learner will:

3.01 observe examples of potential and kinetic energy.
3.02 compare potential and kinetic energy at the different points during the period of a pendulum.
3.03 design an apparatus which will display potential and kinetic energy.
3.04 define chemical, nuclear, heat, and mechanical energy.
3.05 report on uses of chemical, nuclear, heat, and mechanical energy.
3.06 explain what nuclear energy is.
3.07 compare the advantages and disadvantages of using nuclear energy.

I. Examples of potential and kinetic energy
II. Comparisons at different points during the period of a pendulum
III. Kinds of energy
A. Chemical
B. Nuclear
C. Solar
D. Mechanical
IV. Uses of Energy
A. Chemical
B. Nuclear
C. Solar
D. Mechanical

TN COMPONENT OF SCIENCE: Habits of Mind

TN GOAL:

To enable students to demonstrate ways of thinking and acting inherent on the practice of science; and to exhibit an awareness of the historical and cultural contributions to the enterprise of science.

3.5 SCIENCE AND TECHNOLOGY - Science and technology are separate but independent entities.

3.5a Science and technology change the environment in beneficial and detrimental ways

BENCHMARK The decision to apply a given technology must be based on the perceived benefits weighed against the possible disadvantages.

3.5b Technology makes it possible for scientists to extend their research or to undertake entirely new lines of research.

BENCHMARK Technological advances tend to extend the reach of our senses and to extend our ability to manipulate and to understand our environment.

3.5c Innovations in science and technology are often stimulated by developments in mathematics, and vice-versa.

BENCHMARK The process of invention yields both predictable and unanticipated results.

BENCHMARK Technological advancements in one field are often applied to the solution of problems in unrelated areas.

TIME REQUIRED:

Classroom Connector One - two instructional periods; Classroom Connector Two - up to five instructional periods; Classroom Connector Three - two forty-five minute instructional periods

MATERIALS:

Pendulum, toy car, board, books, milk carton

We will observe kinetic and potential energy and discuss how certain objects possess kinetic and potential energy at different points. You will design or bring to class an apparatus demonstrating kinetic and potential energy.

(Have several objects and/or experiments ready to demonstrate kinetic and potential energy. Have a pendulum available.) POTENTIAL ENERGY is stored energy which can be released when matter moves. Can anyone give me an example? (Coal or a battery) Experiment: Try lifting a book about half a meter above the surface of your desk. It takes energy in the muscles of the body to lift the book. At first, some of this energy is changed into the motion of the book. But now the book is not moving.

So, what happened to the energy? Tell our neighbor. (It is potential energy.) This energy can be released by simply letting go of the book. When you let go of the book, it begins to move. The potential energy is changed into KINETIC ENERGY, or the energy of motion. In less than a second, the book slams against the desk top. The amazing thing about energy is that you can actually make it change from one form to another.

(Place a toy car on a board which is supported by one book, then see how many milk cartons can be moved at the bottom by the toy car as it comes down the ramp you built. Repeat the experiment several times adding one book each time. Finally try the experiment with at least five books.) When did the car have the least energy? (Lower slant) The most energy? (Higher slant)

How does height affect the amount of potential energy? (More height, more energy) When did the car change forms of energy? (When the downward motion began) Make a chart showing examples of: potential energy- car on a hill before rolling, weight suspended on a cord; kinetic- running boy, weight falling. Use a pendulum to explain: A swinging pendulum has maximum kinetic energy at the central point of its swing and maximum potential energy at the terminal points; at all intermediate positions, it has both kinetic and potential energy in different proportions.

(Students will bring an apparatus to class on the following day to show kinetic or potential energy. Students will demonstrate and explain. Students will write down or draw an example of kinetic or potential energy.)

Today we have learned about kinetic and potential energy. Complete these sentences:

1. Energy which is stored but can be released when matter moves is __________.__________ (Potential energy)

2. Coal is an example of __________.__________ (Potential energy)

3. Energy of motion is __________ __________. (Kinetic energy)

This Classroom Connector addresses Instructional Objectives 3.04, and 3.05.

MATERIALS:

Books for researching this topic, pictures and charts that will help understand the topic

We will identify different kinds of ENERGY and report on their uses. There are four kinds of energy: chemical, nuclear, heat, and mechanical energy. (Write terms on board.)

(Have resource books and materials available in room for students to research and work on reports.) Consider what life was like in America in the late 1700's. Think about energy forms used in the 1700's and compare those with forms of energy used today. You need to be aware that early people had few energy sources. (Write the term "nuclear energy" on the chalkboard. Ask the students to bring to class specific news stories in which this term was used. Make a bulletin board with these.)

(Have resource books available and let students work in groups and make reports on the different uses of the kinds of energy listed. Material from reports can be used to design a bulletin board on energy.

Give students a copy of the following three headings:


1. Nuclear reaction

2. Chemical reaction

3. Physical reaction

Have them place the following terms under the correct heading.

rusting iron sifting gold from sand decaying leaves changing hydrogen to helium

digesting food mixing oil and vinegar combining of small nuclei breakdown of an element into another element)

During this series of lessons we have discussed chemical, nuclear, heat, and mechanical energy. Write on your paper one form of energy we have learned today and how we use the form of energy. (pause, list on the board different student responses.)

This Classroom Connector addresses Instructional Objectives 3.06, and 3.07.

MATERIALS:

Dominoes, marbles, Playdough, and matches

Today, we are going to talk about a large amount of energy. Energy with so much power, it could solve most of our Earth's energy needs. We will also see why we are so careful in our use of this powerful energy. This energy is 80 great that one kilogram of uranium can produce more energy than the burning of over 2,300,000 kilograms of coal. It would take 44 freight train cars to hold 2,300,000 kilograms of coal.

The name of this powerful energy is nuclear energy. The nucleus of an atom is found in the center of the atom. This nucleus is made of protons and neutrons. Nuclear energy is released by splitting the nucleus of the atom into pieces. Most nuclear energy is made from the atoms of uranium. Uranium is a heavy, radioactive metal. A radioactive atom may shove a little particle out of its nucleus. These particles behave like an atomic bullet. When one of these "bullets" hit the nucleus of another uranium atom, the nucleus splits into pieces. Then these two pieces shoot out until they hit two more uranium atoms. Every time a uranium atom is hit, it releases heat. The more atoms hit, the larger the amount of heat that is released. This continues until huge amounts of heat are released as in the atomic bomb. This is called a chain reaction. We will do some activities to better understand how a chain reaction works.

Place dominoes in a line. Make the line as long as possible. Have one student push the first domino. This will show how one domino hits another domino until all of the dominoes have fallen.

Line the dominoes in rows. The first row has one domino, the second has two dominoes. The two dominoes are behind and on each side of the first row domino. The third row should have four dominoes, the fourth row should have eight. Use as many dominoes as possible, doubling the number each row. When the first domino is pushed over in this arrangement, they will fall much faster than the first demonstration.

Using chalk: Draw a 1' diameter circle on the floor. Fill the circle with marbles. Have a student roll a marble into the circle. See how many marbles were hit. Do it several times varying the amount of the marbles in the circle to see if it makes a difference in the number of marbles hit.

Cut a piece of modeling clay 1" x 1" x 12". Place matches along the table in 12" strip about 1/2 " apart. Light the first match. All the matches will catch on fire. (This should be done only by the teacher)

Today we have studied nuclear energy. Draw a picture to show one way a chain reaction behaves. Choose one of the activities done in class today.

(Classroom Connector Three continued)

SET:

Yesterday, we talked about a powerful energy called nuclear energy. Today, we will discuss some of the problems of using nuclear energy.

Like most sources of energy, nuclear energy creates waste. If you burn wood in your fireplace, the burning wood gives off heat. After the fire dies down, there is a waste product left in the bottom of the fireplace. We call this waste, ashes. The ashes must be cleaned out of the fireplace. The ashes may be put outside on the ground without harming the environment. When nuclear energy is used, the waste product left is nuclear waste. Nuclear waste is almost impossible to dispose of. Nuclear waste releases invisible rays or tiny particles called nuclear radiation. Unlike ash, nuclear radiation in large amounts is deadly to all forms of life. Some of the radioactive wastes remain dangerous for thousands, even millions of years. They could outlast any container in which they are stored. This powerful energy source causes a lot of controversy over its use. Should we or should we not use nuclear energy? (response)

Write the term "nuclear energy" on the chalkboard. Ask students to bring to class, specific news stories in which the term was used. Make a bulletin board with these stories.

Have resource books available and let students work in groups to make reports on the advantages and disadvantages of using nuclear power. Let the group debate its use.

We have discussed nuclear energy and its use. Write three sentences telling your opinion on its use. (After the debate have each child construct a chart showing the pros and cons of nuclear energy.)

This is the time this file has been accessed since 08/01/97.

The University of Tennessee at Martin is not responsible for the information or views expressed here.

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