Secondary Science of Energy

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Secondary Science of Energy

Description:

This unit explores the various forms and sources of energy, the main things that energy enables us to do, and how energy is stored. Students will also explain energy transformations and trace the energy flow of a system. The unit includes a teacher demonstration and six lab stations.

Education Levels:

9, 10, 11, 12

Subject:

Physical Sciences

Resource Type:

Unit of instruction

Fee Status:

Free

Online provider:

The NEED Project

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Keywords:

Radiant energy, Friction, Chemical energy, Atoms, Energy transformations, Fission, Thermal energy, Gravitational energy

Mediator:

Secondary school teachers

Publisher:

The NEED Project

Is Part Of:

http://www.need.org/

Language:

English

Subjects/Topics

P21 Subject:

Science

Learning Outcomes:

Conforms To

Science Curriculum Standards (2000)

IV. Physical Science (CHEMISTRY)

A. Structure of Atoms

1. Matter is made of minute particles called atoms, and atoms are composed of even smaller components. These components have measurable properties, such as mass and electrical charge. Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.

Conforms To

Science Curriculum Standards (2000)

IV. Physical Science (CHEMISTRY)

B. Structure and Properties of Matter

4. The physical properties of compounds reflect the nature of the interactions among its molecules. These interactions are determined by the structure of the molecule, including the constituent atoms and the distances and angles between them.

Conforms To

Science Curriculum Standards (2000)

Physical Science Course Standards

II. Physical Science (Chemistry)

C. Chemical Reactions

2. Chemical reactions may release or consume energy. Some reactions such as the burning of fossil fuels release large amounts of energy by losing heat and by emitting light. Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.

Conforms To

National Science Education Standards (1995)

Content Standard A: Science as Inquiry

Understandings About Scientific Inquiry

Results of scientific inquiry--new knowledge and methods--emerge from different types of investigations and public communication among scientists. In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation.

Conforms To

Science Curriculum Standards (2000)

Physical Science Course Standards

III. Physical Science (Physics)

A. Motions and Forces

4. Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces. These effects help students to understand electric motors and generators.

Conforms To

National Science Education Standards (1995)

Content Standard A: Science as Inquiry

Understandings About Scientific Inquiry

Scientists conduct investigations for a wide variety of reasons. For example, they may wish to discover new aspects of the natural world, explain recently observed phenomena, or test the conclusions of prior investigations or the predictions of current theories.

Conforms To

National Science Education Standards (1995)

Content Standard A: Science as Inquiry

Understandings About Scientific Inquiry

Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.

Conforms To

Science Curriculum Standards (2000)

Physical Science Course Standards

II. Physical Science (Chemistry)

B. Structure and Properties of Matter

1. Atoms interact with one another by transferring or sharing electrons that are furthest from the nucleus. These outer electrons govern the chemical properties of the element.

Conforms To

Science Curriculum Standards (2000)

IV. Physical Science (CHEMISTRY)

C. Chemical Reactions

3. A large number of important reactions involve the transfer of either electrons (oxidation/reduction) or hydrogen ions (acid/base reactions) between reaction ions, molecules, or atoms. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.

Conforms To

Priority Academic Student Skills for Science (2000)

Physics

Physics Content Standards

IX. Motions and Forces

C. The electric force is a universal force that exists between any two charged objects. The strength of the force is proportional to the charges and, as with gravitation, inversely proportional to the square of the distance between them.

Conforms To

National Science Education Standards (1995)

Content Standard A: Science as Inquiry

Understandings About Scientific Inquiry

Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.

This data provided by the Achievement Standards Network