1. Energy Transformations Sandie Grinnell

2. Overview of Lesson Differentiate between energy and energy sources Differentiate between energy and energy sources Identify types of energy Identify types of energy Observe energy transformations Observe energy transformations Determine what transformation is occurring (identify initial type of energy and what it transforms into) 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 : 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. After identifying what they thought were examples of energy, the students were to explain their reasoning. oil oil gasoline gasoline heat heat light light sleep sleep vitamins vitamins food food electricity electricity mechanical motion mechanical motion stretched rubber band stretched rubber band turning windmill turning windmill sound sound candy bar candy bar radio waves radio waves gravity gravity

4. What uses energy? After identifying types of energy, the students selected objects from the following list that they believed used energy: After identifying types of energy, the students selected objects from the following list that they believed used energy: Then they explained their “rule”. Then they explained their “rule”. animal animal car car fire fire bowling ball bowling ball bicycle bicycle night light night light television television train train wind-up toy wind-up toy

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

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

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

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

9. Chemical Energy to Light Energy Center 1 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? 2.What type of energy do you observe when the flashlight is turned on? 3.What transformation has happened?

10. Electrical Energy to Light Energy and Thermal Energy Center 2 1.Observe the light bulb when it is turned off. 2.Plug it into the outlet. What type of energy are you using? 3.Turn on the lamp. What type of energy do you see? 4.Are there any other transformations occurring?

11. Potential Energy to Kinetic Energy Center 3 1.Stack two books and use the ruler as a ramp. 2.Hold the car in place at the top of the ramp. What type of energy does the car have? 3.Let go of the car. What energy transformation has occurred?

12. Chemical Energy or Potential Energy to Kinetic Energy Center 4 1.Think about what you ate today. What kind of energy do you have inside of you? Where did you get this energy? 2.Blow on the pinwheel. What type of energy transformation just occurred?

13. Chemical Energy to Thermal Energy and Light Energy Center 5 1.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.). 2.What type of energy does a burning flame have? 3.What types of energy transformations are occurring

14. Electrical Energy to Thermal Energy to Kinetic Energy Center 6 1.What type of energy is entering the hot pot from the cord? 2.What is it being transformed into? 3.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 Center Beginning Energy Form Transformed Energy FormIllustration 1 2 3 4 5 6

16. Scoring Guide/Rubric 90 - 100 A All beginning and ending forms of energy are correctly identified and illustrated. Care has been taken to write neatly and draw as accurately as possible. Lab notebook uses the format given in class, focus question and conclusion are both expressed in well- thought out statements that are written in complete sentences. 80 – 89 B All beginning and ending forms of energy are correctly identified and illustrated, but neatness is lacking. Lab notebook follows correct format, but focus question and conclusion are not written in complete thoughts. 70 – 79 C Some energy transformations are incorrectly identified. Neatness is lacking in all work. Lab notebook missing answers to focus question or conclusion. 60 – 69 D More than half of the energy transformations are incorrectly identified. Lab chart is incomplete. Lab notebook is incomplete. <60Unmentionable Student participated in labs but did not turn in lab chart or write up lab in notebook.

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: Our follow-up discussion revealed that: My students were able to identify the different types of energy at each center. 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 saw energy transforming and could identify what was happening. They were able to have conversations about the transformations using the correct terminology. They were able to have conversations about the transformations using the correct terminology. Observations revealed that: Observations revealed that: My students have a difficult time recording data on their data charts! My students have a difficult time recording data on their data charts! They needed more time! They needed more time! My conclusion: My conclusion: My class needs me to model what I expect them to do with the data charts. 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. 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! High student engagement! Students were communicating using correct terminology. Students were communicating using correct terminology. Students put misbehavior on hold because they were intrigued. 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. 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 Limited time for completing all centers Not enough time to write information on lab chart Not enough time to write information on lab chart Some transformations were confusing Some transformations were confusing Fire: many missed that it was chemical energy to light energy AND thermal energy 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 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 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. 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. 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. 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. My formal assessments need work. Developing rubrics AHEAD OF TIME will help me out in this area.