Chapter 24 Resource: Energy and Energy Resources · PDF file · 2011-08-22Glencoe Science Chapter Resources Energy and Energy Resources Includes: ... Form a Hypothesis ... 1. Energy

Glencoe Science

Chapter Resources

Energy and Energy Resources

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Glencoe Science

Photo CreditsSection Focus Transparency 1: Jean-Loup Charmet/Science Photo Library/Photo Researchers; Section FocusTransparency 2: Bob Wickley/SuperStock; Section Focus Transparency 3: Macduff Everton/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theEnergy and Energy Resources program. Any other reproduction, for use or sale, isprohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867172-8

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

Energy and Energy Resources 1

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Analyzing Energy Transformations . . . . . . . . . 3MiniLAB: Building a Solar Collector. . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Hearing with Your Jaw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Use the Internet Energy to Power Your Life . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Energy Transformations . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Hydroelectric Generator . . . . . . . . . . . . . . . . . 11Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

■ AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

ReproducibleStudent Pages

2 Energy and Energy Resources

Hands-OnActivities

Hands-On Activities

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Analyzing Energy Transformations

Analysis1. Compare the depths of the craters to determine which ball had the most kinetic energy as it hit

the clay. Why did this ball have the most kinetic energy?

2. Explain how potential energy was transformed into kinetic energy during your activity.

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Procedure1. Place soft clay on the floor and smooth out its surface.

2. Hold a marble 1.5 m above the clay and drop it. Measure the depth of thecrater made by the marble. Record your findings in the data table below.

3. Repeat this procedure using a golf ball and a plastic golf ball. Record yourmeasurements in the data table below.

Data and Observations

Object Depth of Crater

Marble

Golf ball

Plastic golf ball


Name Date Class

Building a Solar CollectorProcedure1. Line a large pot with black plastic and fill with water.

2. Stretch clear-plastic wrap over the pot and tape it taut.

3. Make a slit in the top and slide a thermometer or a computer probe intothe water.

4. Place your solar collector in direct sunlight and monitor the temperaturechange every 3 min for 15 min.

5. Repeat your experiment without using any black plastic.


Hands-On Activities

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Analysis1. Graph the temperature changes in both setups.

2. Explain how your solar collector works.

3 min.

6 min.

9 min.

12 min.

15 min.

Experiment with Plastic

Time after setup thatyou recorded

the temperature

Temperature of thesolar collector

3 min.

6 min.

9 min.

12 min.

15 min.

Experiment without Plastic

Time after setup thatyou recorded

the temperature

Temperature of thesolar collector

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Lab PreviewDirections: Answer these questions before you begin the Lab.1. What materials are needed for this lab?

2. What will you investigate in this lab?

You probably have listened to music using speakers or headphones. Have youever considered how energy is transferred to get the energy from the radio orCD player to your brain? What type of energy is needed to power the radioor CD player? Where does this energy come from? How does that energybecome sound? How does the sound get to you? In this activity, the soundfrom a radio or CD player is going to travel through a motor before enteringyour body through your jaw instead of your ears.

Real-World QuestionHow can energy be transferred from a radioor CD player to your brain?

Materialsradio or CD playersmall electrical motorheadphone jack

Goals■ Identify energy transfers and transformations.■ Explain your observations using the law of

conservation of energy.

Procedure1. Go to one of the places in the room with a

motor/radio assembly.2. Turn on the radio or CD player so that you

hear the music.3. Push the headphone jack into the head-

phone plug on the radio or CD player.4. Press the axle of the motor against the side

of your jaw.

Hearing with Your Jaw

Hand

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esConclude and Apply1. Describe what you heard.

2. Identify the form of energy produced by the radio or CD player.


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3. Draw a diagram below to show all of the energy transformations taking place.

Hands-On Activities

Communicating Your Data

Compare your conclusions with those of other students in your class. For more help,refer to the Science Skill Handbook.

4. Evaluate Did anything get hotter as a result of this activity? Explain.

5. Explain your observations using the law of conservation of energy.

(continued)

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Lab PreviewDirections: Answer these questions before you begin the Lab.1. What energy sources do you use at home?

2. Is the food you eat a source of energy? Why?

Over the past 100 years, the amount of energy used in the United States andelsewhere has greatly increased. Today, a number of energy sources are avail-able, such as coal, oil, natural gas, nuclear energy, hydroelectric power, wind,and solar energy. Some of these energy sources are being used up and are non-renewable, but others are replaced as fast as they are used and, therefore, arerenewable. Some energy sources are so vast that human usage has almost noeffect on the amount available. These energy sources are inexhaustible.

Think about the types of energy you use at home and school every day. In thislab, you will investigate how and where energy is produced, and how it gets toyou. You will also investigate alternative ways energy can be produced, andwhether these sources are renewable, nonrenewable, or inexhaustible.

Real-World QuestionWhat are the sources of energy you use everyday?

Form a HypothesisWhen you wake up in the morning and turnon a light, you use electrical energy. When youride to school in a car or bus, its engine con-sumes chemical energy. What other types ofenergy do you use? Where is that energy pro-duced? Which energy sources are nonrenew-able, which are renewable, and which areinexhaustible? What are other sources ofenergy that you could use instead?

Goals■ Identify how energy you use is produced

and delivered.■ Investigate alternative sources for the energy

you use.

■ Outline a plan for how these alternativesources of energy could be used.

Data SourceVisit green.msscience.com/

internet_lab for more information aboutsources of energy and for data collected byother students.

Test Your HypothesisMake a Plan1. Think about the activities you do every day

and the things you use. When you watchtelevision, listen to the radio, ride in a car,use a hair drier, or turn on the air condi-tioning, you use energy. Select one activityor appliance that uses energy.

2. Identify the type of energy that is used.3. Investigate how that energy is produced

and delivered to you.

Use the Internet

Energy to Power Your Life

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4. Determine if the energy source is renewable, nonrenewable, or inexhaustible.5. If the energy source is nonrenewable, how can that energy be produced by renewable sources.

Follow Your Plan1. Make sure your teacher approves your plan before you start.2. Organize your findings in the data table on the next page.


Hands-On Activities

Communicating Your DataFind this lab using the link below. Post your data in the table provided. Compare andcombine your data with that of other students and make inferences with it.

msscience.com/internet_lab.

Local Energy Information

Where is that energy produced?

How is that energy produced?

How is that energy delivered to you?

Is the energy source renewable,nonrenewable, or inexhaustible?

What type of alternative energysource could you use instead?

Energy Type

Analyze Your Data1. Describe the process for producing and delivering the energy source you researched. How is it

created, and how does it get to you?

2. How much energy is produced by the energy source you investigated?

3. Is the energy source you researched renewable, nonrenewable, or inexhaustible? Why?

Conclude and Apply1. Describe If the energy source you investigated is nonrenewable, how could the use of this

energy source be reduced?

2. Organize What alternative sources of energy could you use for everyday energy needs? On thecomputer, create a plan for using renewable or inexhaustible sources.

(continued)

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Energy Transformations

A small stone thrown up into the air has kinetic energy because it is moving. As it rises higher,it slows down and its kinetic energy decreases. At the same time, however, its potential energy isincreasing as its position above Earth’s surface increases. When gravity causes the stone to stop rising and begin falling, its potential energy decreases as its kinetic energy increases. How can youdemonstrate that potential energy can be converted to kinetic energy and vice versa?

StrategyYou will construct a device that changes

energy from one kind to another.You will observe and measure the distances

the device moves.You will interpret data in terms of energy

transformations.

Materials cardboard oatmeal box, with lid*salt box or other round cardboard

container with lidscissors*ice pickstring, 10 cmlarge metal washerrubber bandtoothpicks (2)masking tape, 1 mmeterstick*Alternate materials

Procedure1. Use the scissors to punch a small hole in

the center of the bottom of the box.2. Remove the lid and punch another hole in

the center of the lid.3. Use the string to tie the metal washer to

the rubber band. Cut off the excess string.4. From the inside of the box, push part of

the rubber band through the hole in thebottom. Put a toothpick through the loopin the rubber band to hold the rubberband in place, as shown in Figure 1. Pullany excess rubber band back into the box.

5. While a partner holds the lid close to thetop of the box, stretch the rubber band andpush the other end through the hole in thelid. Put a toothpick through the loop tohold the rubber band in place on the lid.Your device should look like Figure 2.

6. Put the lid on the box.7. Place the strip of masking tape on the floor

or a table. Place the box on its side at oneend of the tape.

8. Push the box gently, so it rolls along thetape strip. Ask your partner to mark howfar the box rolls before it stops and beginsrolling back to you. Measure and recordthis distance in the table.

9. Repeat step 8 two more times, pushing thebox with a little more force each time.

LaboratoryActivity11

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Oatmeal box

Loop ofrubber band

Toothpick

Box bottom

Oatmeal box

Toothpick

Box lidWasher tied to rubber band

Loop ofrubber band

Figure 1

Figure 2


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Laboratory Activity 1 (continued)

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Hands-On Activities

Questions and Conclusions1. When does the box have kinetic energy?

2. How did the force you applied affect the distance the box rolled?

3. How did the force you applied affect the speed at which the box rolled?

4. How did the strength of the force applied affect the kinetic energy of the box?

5. As the box turns, the metal washer prevents the rubber band from turning. Instead, the rubberband twists. What kind of energy does the twisted rubber band have?

6. How does this energy in the rubber band make the box return to you?

Strategy Check

Can you construct a device that changes energy from one kind to another?

Can you observe and measure the distances the device moves?

Can you interpret data in terms of energy transformations?

Force applied Distance box rolled (cm)

Light

Medium

Hard

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Hydroelectric Generator

Moving water has energy that you can use. For centuries, waterwheels have been used to turnmillstones to grind grain or to run machines in factories. Today, moving water is used to makeelectricity. Dams along rivers create reservoirs where water is stored and then released when electricity is needed. In this laboratory activity, you can examine the series of energy transforma-tions that occur when moving water is used to generate electrical energy.

StrategyYou will build a model hydroelectric generator.You will build a device to detect the electricity generated.You will demonstrate how the energy of moving water is converted to electrical energy.

Materials small spool insulated magnetic wire (#28 or finer)metric ruler7.5-cm nails (2)scissorshammer7.5-cm ✕ 12.5-cm ✕ 5-cm wooden block2.5-cm nails (2)germanium diode (type 1N34A)white gluesmall bar magnet, 2–3 cmround piece from toy wooden construction set7.5-cm spokes from toy wooden construction set (8)small paper cups (8)ice pickcardboard strips, approximately 2.5 cm ✕ 15 cm (2)small nails (4)electrical tapecardboard rectangles, approximately 12.5 cm ✕ 17.5 cm (2)compassalligator clips (2)rubber tubingsink with running water

LaboratoryActivity22

Hand

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esProcedure1. Measure about 10 cm of magnetic wire.

Starting beyond the 10-cm mark, beginwrapping the wire around the lower part ofone of the 7.5-cm nails. Wrapping up anddown the nail, wrap 1,000 turns of wirearound the nail. See Figure 1. When youare finished, the coil should be 2 to 3 cmlong. Allow another 10 cm of wire toextend at the bottom end of the coil. Cutoff any leftover wire.

Figure 1


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2. Twist the two ends of the wire together afew times to keep the coil from unwinding.

3. Use a hammer to drive this nail into thecenter of the wooden block. Drive the two2.5-cm nails into the wooden block asshown in Figure 2.

4. Remove the insulation from the ends ofthe two pieces of coil wire. Wrap the endsaround the heads of the two 2.5-cm nails.Refer to Figure 2.

5. Hook the diode across the nails. Makesure all connections are secure.

6. Glue one side of the bar magnet to thehead of the second large nail. Set it asideto allow the glue to dry. This nail willform the shaft for the water wheel.

7. Put the toy spokes into the holes aroundthe outer edge of the round toy piece. Ifany do not fit securely, remove them andadd a small amount of white glue to theend. Then put them back in the holes.

8. Use scissors to cut out about one-third ofthe side of each paper cup. See Figure 3.

Figure 3

9. Glue the bottoms of the paper cups to thespokes. Refer back to Figure 2.

10. Use the ice pick to make a hole in the center near one end of each of the card-board strips. The holes should be largeenough for the shaft of the water wheel tofit through easily.

11. Glue the water wheel onto the shaft (onthe end opposite the magnet).

Hands-On Activities

Cardboard

Magnet

Wooden block

Tape

Diode

Nail

Figure 2

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12. You will need to bend the unpunchedends of the cardboard strips so they canbe attached to the wooden block withnails. You will have to decide where tobend them, based on the proper positionof the shaft. When the shaft is placedthrough the holes, the magnet end of theshaft should be close to the top of the coilnail, but should be able to turn freelywithout hitting the coil nail. With oneperson holding the shaft in the properposition, another person should bend thebottom edges of the cardboard at theproper place.

13. Remove the shaft from the cardboard supports and use the small nails to securethe folded ends of the cardboard to thewooden block. Use tape to keep the bendin the cardboard secure. Refer back to Figure 2.

14. Place the water wheel shaft back throughthe holes. Your completed setup shouldlook like Figure 2.

15. Build a base for the compass by folding theends of each of two squares of cardboardand stacking them back-to-back, as shownin Figure 4.

Figure 4

16. Place a compass on the base and windmagnetic wire around the north-southaxis, making about 100 turns. Allow about30 cm of wire at each end. Twist the freeends of the wire together a few times toprevent the coil from unwinding. Connectthe free ends of the wire to the two alligator clips. Your completed deviceshould look like Figure 4.

17. Connect the alligator clips to the 2 nailterminals on your generator, just belowwhere the diode is attached. Keep thecompass at least 25 cm away from themagnet and align the compass needle withthe coil of wire around it.

18. Attach the rubber tubing to a sink faucet.Place the generator next to the sink withthe water wheel extending over the sink.Use the tubing to direct a stream of waterover the water wheel. As the wheel turns,observe what happens to the magnet andthe compass needle.

19. Turn the water off and observe what happens to the compass needle.

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Data and Observations1. What happened to the magnet when the water wheel turned?

2. What happened to the compass needle when the water wheel turned?

3. What happened to the compass needle when water was no longer flowing over the water wheel?

Questions and Conclusions1. A galvanometer is a device that can measure tiny electrical currents. Which part of your

apparatus acted as a galvanometer to let you know when electricity was being generated?

2. Describe how your apparatus qualifies as a generator.

3. Describe the energy transformations that took place in your apparatus.

Strategy Check

Can you build a model hydroelectric generator?

Can you build a device to detect the electricity generated?

Can you demonstrate how the energy of moving water is converted to electrical energy?

Hands-On Activities

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Directions: Use this page to label your Foldable at the beginning of the chapter.

Know?Like to know?Learned?

Name Date Class

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Meeting Individual Needs


Directions: Complete the concept map using the terms in the list below.

position power plants light solar

magma nuclear food and fuel

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Directed Reading for

Content Mastery

OverviewEnergy and Energy Resources

are

whichcomesfrom

whichcomesfrom

whichisan

which isenergy

of

which isstored in

which isstored in

which isproduced

by

Some formsof energy

chemical

the Sun

geothermal

electrical

4.

potential

6.

2.

1.

the nucleusof an atom

3.

inexhaustibleresource

5.

7.

Name Date Class


Section 1 ■ What is energy?

Directions: Draw a line between each type of energy on the left to the example of this type of energy on the right.

1. kinetic energy

2. radiant energy

3. nuclear energy

4. thermal energy

5. potential energy

6. chemical energy

7. electrical energy

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Content Mastery


energy stored in a bicycle at the top of a hill

the heat released by a steaming bag of popcorn

the bonds between the protons of a silver atom

the bonds between the atoms of a match

energy used to power a computer

the motion of a skateboard

the light of a candle

Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.

8. If two skydivers are the same distance from the ground, theone with the greater mass will have greater aeilnopttenergy.

9. Your body’s source of energy is the aecchilm energy in food.

10. Whenever a change in your surroundings occurs, yrngeeis being transferred from one place to another.

11. If two roller coasters have the same mass, the one withthe greater ceilotvy will have greater kinetic energy.

12. In a light bulb, acceeillrt energy produces thermal energy,which then produces radiant energy.

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Directions: Read each step. Then put the steps in order from first to last. Write 1 for the first step, 2 for thesecond step, and so on.

1. Fossil fuels are burned. The thermal energy of the burning fuel turnswater into steam.

2. Over millions of years, the chemical energy in ancient organisms istransformed into the chemical energy of fossil fuels.

3. The turbine turns a generator. The kinetic energy of the generator isconverted to electrical energy.

4. Organisms transform the radiant energy in sunlight into chemicalenergy.

5. The kinetic energy of steam is transferred to a turbine.

Directions: Use the words in the list to fill in the blanks below.

conservation electrical hydroelectric nuclear

nonrenewable turbine renewable photovoltaic

6. One problem with using _________________________ energy is that it produces radioactive waste.

7. The _________________________ of a _________________________ powerplant is turned by moving water.

8. A _________________________ device converts solar energy directly into

_________________________ energy.

9. Windmills produce electricity by using a _________________________ source of energy.

10. The law of _________________________ of energy states that energy cannotbe created or destroyed; it can only change form.

11. Coal and oil are examples of _________________________ resources.

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Content Mastery

Section 2 ■ Energy Transformations

Section 3 ■ Sources of Energy

Name Date Class


Key TermsEnergy and Energy Resources

Directions: Circle eleven terms in the puzzle and then write the terms in the blanks at the left of their definitions.

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Content Mastery


R

A

D

I

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N

T

B

A

N

K

I

N

E

T

I

C

O

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N

T

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A

E

L

U

A

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N

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N

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R

A

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N

U

A

C

N

T

C

N

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N

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T

S

U

R

S

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A

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E

R

B

L

A

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E

T

H

E

G

I

A

A

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C

A

R

A

R

B

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I

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W

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N

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R

V

C

R

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M

B

R

W

L

D

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L

U

B

L

E

E

E

C

H

E

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A

L

1. the ability to cause change

2. type of energy stored within an atom

3. form of energy also known as light energy

4. kind of energy that is stored in bonds between atoms

5. another name for a renewable energy source

6. form of energy that an object has due to its temperature

7. type of energy that an object has because of its movement

8. device that converts energy of motion into electricalenergy

9. type of energy that is stored in an object because ofits position

10. wheel composed of a series of blades that is used toturn a generator

11. type of energy source that will eventually be used up

Instrucciones: Completa el mapa de conceptos usando los siguientes términos.

posición plantas de energía luz solar

magma nuclear alimento y combustible

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Energía y recursos energéticos 21

Lectura dirigida para

Dominio del contenido

SinopsisEnergía y recursos energéticos

son

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de

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que esun

que es laenergía

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que sealmacena

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que sealmacena

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geotérmica

eléctrica

4.

potencial

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1.

el núcleo de un átomo

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22 Energía y recursos energéticos

Sección 1 ■ ¿Qué es la energía?

Instrucciones: Une con una línea cada tipo de energía a la izquierda con el ejemplo de este tipo de energía a laderecha.

1. energía cinética

2. energía radiante

3. energía nuclear

4. energía térmica

5. energía potencial

6. energía química

7. energía eléctrica

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energía almacenada en una bicicleta en lo alto de una colina

el calor liberado por una bolsa de palomitas de maíz

los enlaces entre los protones de un átomo de plata

los enlaces entre los átomos de una cerilla

energía que se usa para que funcione una computadora

el movimiento de la patineta

la luz de una vela

Instrucciones: Ordena las letras de los términos en bastardilla para completar las oraciones siguientes. Escribe lostérminos en los espacios asignados

8. Si dos voladores están a la misma distancia del suelo, el que

tenga más masa tendrá más energía claipeton.

9. La fuente de energía de tu cuerpo es la energía úimaciq de

los alimentos.

10. Siempre que se de un cambio en tus alrededores, se está

transfiriendo gaínree de un sitio a otro.

11. Si dos montañas rusas tienen la misma masa, la que tenga

mayor covileadd tendrá más energía cinética.

12. En una bombilla, la energía léatreicc produce energía tér-

mica, la cual a su vez produce energía radiante.

Satisface las necesidades individuales

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Energía y recursos energéticos 23

Instrucciones: Lee cada paso. Pon luego los pasos en orden desde el primero hasta el último. Escribe 1 para elprimer paso, 2 para el segundo paso, hasta el final.

1. Se queman combustibles fósiles. Al quemarse, la energía térmica delos combustibles convierte el agua a vapor.

2. Después de millones de años, la energía química de los organismos delpasado se transforma en la energía química de los combustiblesfósiles.

3. La turbina hace girar un generador. La energía cinética del generadores convertida a energía eléctrica.

4. Los organismos transforman la energía radiante de la luz solar a energíaquímica.

5. La energía cinética del vapor se transfiere a la turbina.

Instrucciones: Usa las palabras siguientes para llenar los espacios en blanco.

conservación eléctrica hidroeléctrica nuclear

no renovable turbina renovable fotovoltaica

6. Un problema con el uso de la energía _________________________ es que

produce desechos radiactivos.

7. El(La) _________________________ de un(a) _________________________

planta energética se hace girar con agua en movimiento.

8. Un aparato _________________________ convierte energía solar directamente

a energía _________________________.

9. Los molinos de viento producen electricidad usando un recurso energético

_________________________.

10. La ley de _________________________ de la energía dice que la energía no se

crea ni se destruye, solamente cambia de forma.

11. El carbón es un ejemplo de recursos _________________________.



Sección 2 ■ Transformacionesde la energía

Sección 3 ■ Fuentes de energía

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24 Energía y recursos energéticos

Términos clavesEnergía y recursos energéticos

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1. capacidad de causar cambio

2. tipo de energía almacenada dentro del átomo

3. forma de energía también conocida como energíalumínica

4. tipo de energía que se almacena en los enlaces entrelos átomos

5. otro nombre para una fuente de energía renovable

6. forma de energía que tiene un objeto debido a su temperatura

7. tipo de energía que tiene un objeto debido a sumovimiento

8. aparato que convierte la energía de movimiento aenergía eléctrica

9. tipo de energía que está almacenada en un objetodebido a su posición

10. rueda compuesta de una serie de hojas que se usa parahacer girar un generador

11. tipo de fuente de energía que se agotará

Satisface las necesidades individuales

Instrucciones: Encierra en un círculo en la sopa de letras los términos que corresponden a las definiciones siguientes. Escribe los términos en los espacios a la izquierda de las definiciones.

N U C L E A R Q Z N P O

J A T R E N M U L O B C

P L E N E R G I A R N I

O T F G J N W M S E V N

T E H R A D I I A N T E

E R Y U H D F C L O U T

N N I O P H S A K V R I

C A W Z C Q L U J A B C

I T E R M I C A O B I A

A I V A L K U D C L N H

L V Z Q D A B J U E A Y

V O L G E N E R A D O R

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Directions: Answer the following questions on the lines provided.1. What is energy?

2. How can you tell when something has energy?

Directions: Fill in the following table with what kind of energy each of the examples contains.

What is energy?

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3. a flying bird

4. a burning candle

5. a battery

6. a hamburger

7. a book on a shelf

8. a green plant

9. a beam of sunlight

10. a piece of radioactive metal

11. a cup of hot cocoa

Example Type of energy

Directions: Fill in the blanks with the terms that best complete the statements.

12. ____________________ energy is the energy of motion.

13. A balloon floating in the air has more ____________________ energy than a boulder at thetop of a cliff.

14. When you pick up a book, you are ____________________ energy from your hands to the book.

15. The faster an object moves, the ____________________ its kinetic energy.

16. A scooter moving at 10 km/h has ____________________ kinetic energy than a motorcyclemoving at the same speed.

17. ____________________ is energy stored due to an object’s position.

18. A bowling ball sitting on a shelf has ____________________ potential energy than a basketball on the same shelf.

19. A sock lying on a dresser has ____________________ potential energy than a skateboard onthe floor.


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Directions: Fill in the blanks with the terms that best complete the statements.

1. In every energy transformation, some ____________________ is released.

2. When you climb a rope, you change ____________________ energy into

____________________ energy.

3. Energy can never be created or destroyed, just ____________________ or

____________________.

4. As temperature increases, ____________________ energy increases.

5. Fireworks change ____________________ into ____________________ and

____________________ energy.

6. When a pendulum swings, if it is not continuously pushed, it will stop eventually because

some of its energy is changed into ____________________ energy.

7. In the muscle cells in your body, ____________________ energy is changed into

____________________ energy.

Directions: Answer the following questions on the lines provided.8. Trace the energy transformations from a hamburger you eat to riding your bike.

9. In most forms of generation of electrical energy in power plants, the last two steps are thesame. What are they?

10. Trace the energy transformations from a radio signal to the music you hear.

Reinforcement22


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Directions: Circle the term in parentheses that correctly completes the following statements.

1. (Oil, Wind, Water) is a fossil fuel.

2. As you go deeper into Earth, the temperature (increases, decreases, stays the same).

3. (Coal, Oil, Water) is a renewable resource.

4. (Geothermal energy, Fossil fuels, Hydroelectric energy) cause acid rain.

5. A mountainous region would be a likely source for (nuclear, hydroelectric, wind) energy.

Directions: Determine whether each of the following statements is true or false. If it is true, write true on theline. If it is false, change the underlined term to make it true.

6. Fossil fuels cause air pollution.

7. Geothermal energy is caused by falling water.

8. A thermal cell produces electricity directly from sunlight.

9. A reflecting panel uses the kinetic energy of moving air.

10. About 68% of the electrical energy in the United States is produced by nuclear fuel.

Directions: Answer the following questions on the lines provided.11. Explain why it would be necessary for a home using solar energy to have some type of an

energy storage device.

12. Explain how hydroelectric energy works.

13. Give two advantages and two disadvantages of using fossil fuels.

Sources of Energy

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How much do you use?

In this activity, you will analyze the amount of electrical energy your family uses and estimatethe amount used by all U.S. households. Read the information carefully and then answer the questions. You may use a calculator to make your calculations.

1. Ask to see one of your family’s electricity bills. Near the top of the bill there should be twometer readings. The difference between the two readings is equal to the amount of electricalenergy your family used in units of kilowatt-hours. (Running a dishwasher uses a little morethan 1 kilowatt-hour of energy.)a. How many kilowatt-hours of electrical energy did your family use during the month

shown by the bill?

b. Based on this bill, about how much electrical energy does your family use in one year?

c. Do you think your family uses the same amount of electrical energy each month? Explainyour answer.

2. The following table shows the amount of electrical energy that can be produced from thechemical energy in three common types of fuel.

Enrichment11


Electrical Energy Generated from Fuel

Fuel Mass or Volume Electrical Energy

Crude oil 1 barrel (159 L) 1850 kWh

Natural gas 1000 L 11.5 kWh

Hard coal 1 kg 8.75 kWh

a. About how many liters of natural gas are needed to produce the electricity your family

uses in one year?

b. In 1999, there were an estimated 101,000,000 households in the United States. Supposeeach of these households uses as much electrical energy as your family does. About howmany kilograms of hard coal would be needed to produce the electricity used by all U.S.

housholds for one year?

c. About how many barrels of crude oil would be needed to produce the electricity used by

all U.S. households for one day?

d. Do you think your answer to part c is a good estimate of the amount of fuel that would beneeded to generate the total amount of electricity used in the United States in one day?Explain your answer.

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Made in the Shade

1. Write the transformation process showing the energy conversions required to turn an electricfan on board a spacecraft during the shaded part of its orbit. Start your process with the radi-ant energy of sunlight.

2. Could thermal energy stored in lithium fluoride be used to generate electricity on a spacecraftthat was always in a planet’s shadow? Explain your answer.

3. Do you think that thermal energy stored in lithium fluoride could be used to generate all of theelectricity used on Earth at night? Explain your answer. (Hint: On a cloudy day or during thewinter, there are more hours of shadow than of sunlight.)

How is electricity generated on a spacecraft?One common way is by using solar panels.These panels are capable of turning radiantenergy from the Sun into electrical energy.This energy is then used to power devices suchas computers, lights, or radios.

Passing Through ShadowWhen a spacecraft is circling a planet,

however, part of its orbit passes through theplanet’s shadow. As a result, sunlight does notreach the solar panels during this part of theorbit, and the panels are not able to produceelectrical energy.

Thermal Energy StorageOne solution to this problem involves the

storage of thermal energy. Canisters filled withcertain types of crystals are attached to thespacecraft. One crystal that is often used iscalled lithium fluoride. During the sunny partof the orbit, the canisters absorb radiant energy.This energy is transformed into thermal energy.

The canisters become so warm that the lithiumfluoride inside them melts.

Releasing EnergyOnce the spacecraft enters the shaded part of

its orbit, the liquid lithium fluoride begins tolose heat, and it eventually freezes. The thermalenergy released during this process is capturedand used to generate electrical energy. Thiselectricity powers the spacecraft’s instrumentsduring the shaded portion of the orbit.

The Cycle RepeatsAt about the same time as the lithium

fluoride returns to its original temperature andall of its extra thermal energy has been released,the spacecraft moves from the shaded part of itsorbit to the sunny part. The solar panels onceagain begin to convert radiant energy to electri-cal energy. Meanwhile, the thermal energy ofthe lithium fluoride crystals begins to increase.This cycle repeats itself during each orbit thatthe spacecraft makes around the planet.

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Fuel Cells

A fuel cell is a device that can produce elec-trical energy directly from chemical energy.Inside a fuel cell, a chemical reaction takesplace between hydrogen and oxygen gas. Thisreaction generates an electric current. In thefuture, power plants that rely on fuel cells maycome to replace many that rely on fossil fuels.Fuel cells may also be used to power cars thatrun on electricity.

Wet and Dry CellsFuel cells aren’t the only devices that convert

chemical energy directly into electrical energy.Wet cells (such as those in automobile batteries)and dry cells (such as flashlight batteries) cando so as well. However, the chemicals used togenerate electricity from wet and dry cells arepresent in fixed amounts. Once these amountsare used up by the chemical reaction, the cellscan no longer generate electrical energy.

Refueling Fuel CellsFuel cells, by contrast, can be refueled. When

a continuous supply of hydrogen and oxygenis pumped into a fuel cell, it can produce elec-tricity almost indefinitely. The supply of react-ing chemicals won’t be used up because it isconstantly being replaced.

Fuel cells have several advantages over fossilfuels. One is that fuel cells produce much lesspollution than the burning of fossil fuels does.

In fact, the only “waste” products of a fuel cellthat uses hydrogen gas are water and heat.

Fuel Cell DisadvantagesSometimes, however, hydrogen gas is not

practical or affordable to use as a fuel. In suchcases, a carbon-based fuel, such as methanol,can be used as a starting material. The carbon-based fuels are broken down in the fuel cell toproduce hydrogen gas and carbon dioxide (agreenhouse gas). The hydrogen then reacts withoxygen to produce electric current. The amountof carbon dioxide produced from these types offuel cells is much less than what would be pro-duced by a power plant that burns fossil fuels.

A second advantage of fuel cells is that theycan generate electrical energy from chemicalsthat are renewable. Hydrogen gas and methanol,for example, can be produced from chemicalsthat are not fossil fuels. Some fuel cells evenrun on gases produced by decaying garbage in landfills.

Fuel Cell UsesToday, small fuel-cell power plants are being

used to provide electricity for some hospitalsand hotels. Early models of fuel-cell-poweredcars and buses are also being tested. It islikely that everyday uses of fuel cells willgrow as supplies of fossil fuels continue todiminish.

1. Hydrogen-oxygen fuel cells are often used to provide electrical power on human-piloted spacecraft. What is one advantage of using this energy source on such missions?

2. Which do you think is more efficient at generating electrical power: a fossil-fuel power plant ora fuel-cell power plant? Explain your answer. (Hint: In general, the more energy transformationsthat occur, the less efficient a power plant will be.)

3. The ideas behind fuel cells were developed in 1839. Scientists began using fuel cells in the space program in the 1960s. Why do you think that fuel cells are only recently coming intowidespread use?

Enrichment33


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Section 1 What is energy?

A. _______________ is the ability to cause change.

B. Energy from motion is ________________ energy.

1. Kinetic energy increases as an object moves _______________.

2. Kinetic energy increases as the _____________ of an object increases.

C. Energy stored in an object due to its position is __________________ energy.

D. Energy comes in different ______________.

1. Energy that increases as temperature increases is ________________ energy.

2. _________________ energy—energy stored in chemical bonds

3. ________________ energy—light energy

4. Energy from electricity is ___________________ energy.

5. The nucleus of an atom contains ________________ energy.

Section 2 Energy Transformations

A. Energy is constantly _________________ from one form to another.

B. Law of _______________________________—energy is never created or destroyed; it merely

changes form.

C. Energy can be ____________________ from kinetic to potential energy and back to kinetic.

D. _________________ transform energy from one form to another.

1. Chemical energy can be ____________________ to kinetic, radiant, thermal, or electrical

energy.

2. ___________________ energy can be transformed to kinetic, chemical, electrical, or

thermal energy.

3. Unlike other forms of energy, thermal energy is not easy to ______________.

E. A turbine’s kinetic energy is converted to electrical energy by a __________________ at a

power plant.

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Energy


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Section 3 Sources of Energy

A. Energy comes from either the ____________ or from radioactive ______________ in Earth.

B. _____________________ include oil, natural gas, and coal.

1. Fossil fuels contain ________________________ from the Sun’s radiant energy via

photosynthesis.

2. _____________________ resources such as fossil fuels are used up faster than they can

be replaced.

C. ________________ energy comes from the nuclei of uranium atoms.

D. _________________________ from the potential energy of water is a renewable resource.

E. ______________________________ of energy may be safer for people and the environment.

1. ______________ energy can be captured in thermal collectors or photovoltaic collectors.

2. ___________________ energy—thermal energy contained in hot magma

3. __________________ generate electricity without polluting the environment.

F. ___________________ energy will help prevent energy shortages and allow fossil fuels to last longer.


Note-taking Worksheet (continued)


Assessment

Assessment

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Chapter Review


Part A. Vocabulary ReviewDirections: Place the letters of the words defined on the spaces provided. When you are finished, the letters inthe vertical box spell out the answer to question 14.

Asse

ssm

ent

8

7

6

5

4

3

2

11

9

10

11

12

13

1. Energy sources that are in limited supplyare ______ resources.

2. device with blades that uses kineticenergy to turn a generator

3. a device that directly converts solar energyinto electricity

4. energy of hot objects5. energy from separation of positive and

negative charges6. device that converts kinetic energy into

electrical energy7. resource that is constantly being replenished

8. Energy stored in the bonds between atomsis called ______ energy.

9. Energy sources other than fossil fuel are______ resources.

10. energy of light11. energy due to position12. energy due to motion13. the ability to cause change

14. What is the energy stored in the bondsbetween protons in the nucleus?

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Chapter Review (continued)


Part B. Concept Review1. Number the steps for converting nuclear energy into electrical energy in the correct order in

the blanks provided.

a. kinetic energy turns turbine

b. nuclear energy converted into thermal energy

c. kinetic energy produces electricity

d. thermal energy boils water

e. kinetic energy turns generator

Directions: Circle the term or phrase in parentheses that best completes each statement.2. As the mass of an object moving at a given speed decreases, its kinetic energy

(increases, decreases, remains the same).

3. As the velocity of a falling object increases, its potential energy (increases, decreases, remains thesame).

4. A feather floating in the air has (kinetic energy, potential energy,

both kinetic and potential energy).

5. Hydroelectric energy can generate electricity because of the initial (potential, radiant, kinetic)energy of the water.

6. A photovoltaic collector turns radiant energy into (thermal, chemical, electrical) energy.

7. If you put a book up on a shelf, you increase its (potential, kinetic, both potential and kinetic)energy.

8. Wind turbines convert (potential, kinetic, thermal) energy into electrical energy.

Directions: Answer the following questions on the lines provided.

9. What is a renewable resource? What is a nonrenewable resource?

10. When you drop a book on the floor, what happens to its original potential energy?

Assessment

Transparency Activities


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Zot!Section FocusTransparency Activity11


Lightning is a natural electrical spark. Sometimes the lightning wesee goes from the clouds to the ground, but lightning also travelswithin a single cloud and between two clouds.

1. When do you most often see lightning?

2. Since lightning is a form of electricity, do you think it could beused by people to run appliances? Why or why not?

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Burning LightSection FocusTransparency Activity22

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You’ve probably heard a lot about lasers, but do you know whatthey really are? The word laser stands for light amplification by stimulated emission of radiation. Lasers take incoming energy andtransform it into a focused beam of light.

1. How is this laser being used?

2. How does light from this laser appear to differ from light from a lamp?

3. How are lasers used in the entertainment industry?

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A Fuming FuelSection FocusTransparency Activity33


Peat is a fuel that is burned for heat. Formed by layers ofpartially decayed plants, heated and compressed over millions ofyears, peat is cut from vast swamps, dried, and used as an energysource. It has a very pungent odor.

1. What might be some disadvantages of using peat to heat a home?

2. Could you burn peat immediately after it is cut from the ground?Why or why not?

3. What other sources of energy can you name?

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Teaching TransparencyActivity33

1. N

ucle

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ms

2. T

herm

al e

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er 3. K

inet

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nerg

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Kin

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nerg

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Teaching Transparency Activity (continued)

1. What has to happen to obtain electrical energy from nuclear energy?

2. What are four sources of renewable energy?

3. What kind of fuels are coal, oil, and gas?

4. How long will nuclear waste remain radioactive?

5. What is a renewable energy resource?


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AssessmentTransparency Activity


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Directions: Carefully review the diagrams and answer the following questions.

1. In the diagram of Ramp 1, at which spot does the car have themost potential energy?A AB BC CD D

2. The energy transformation that is occurring as the car rolls downRamp 1 is ___.F kinetic energy to potential energyG chemical energy to kinetic energyH potential energy to kinetic energyJ electrical energy to potential energy

3. The diagram shows a second ramp next to Ramp 1. If the car isallowed to roll down from the top of Ramp 2, it will probably ___.A roll further away from Ramp 2 than it did from Ramp 1B stop at the bottom of Ramp 2C have no kinetic energy at the bottom of Ramp 2D stop in the middle of Ramp 2

A

B

C

D

RAMP 1 RAMP 2

Documents

Chapter 24 Resource: Energy and Energy Resources · PDF file · 2011-08-22Glencoe Science Chapter Resources Energy and Energy Resources Includes: ... Form a Hypothesis ... 1. Energy