Lesson 1.4 Guide · Introduce theEnergy ConversionsSimulation.Explain that pairs of students will get to use the digitalEnergy ConversionsSimulation (Sim) to figure out what electrical

Lesson 1.4Electrical Energy

Energy ConversionsLesson Guides

Lesson 1.4

© The Regents of the University of California

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Students are introduced to the concept of energy and they use the Energy Conversions Simulation to build variouselectrical systems. To begin, student pairs engage in a free exploration of the Sim, and as they do, they begin to makediscoveries about the way electrical systems work. Students then revisit the Sim to look for evidence of devices thathave electrical energy as an input, and after a brief discussion, students record a list of these devices. This lessonserves as an introduction to electrical systems and as a gateway to students' understanding of energy conversion, aconcept which will be introduced in the next chapter.

Anchor Phenomenon:Anchor Phenomenon: Ergstown has frequent blackouts.InInvveesstigtigativative Phenomenon:e Phenomenon: Devices light up, get warm, move, or make sounds.

StudentStudents les learn:arn:

Lesson Overview

• Many devices that people use every day have electrical energy as an energy input.

• Energy moves in and out of the parts of systems.

Lesson 1.4Energy Conversions

Lesson Guides


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In preparation for exploring the Energy Conversions Simulation, studentsdiscuss the concept of energy.

Instructional Guide1. R1. Reeffer ter to the unit pro the unit problem and soblem and studenttudents’ prs’ progrogreesss ss so fo farar.. Remind students that they are acting in the role of systemsengineers trying to help solve Ergstown’s blackout problem. Have them recall that over the last few lessons, they havecompleted investigations that helped them understand what a system is, and they have built a simple electricalsystem—which is the first step toward understanding what happened to the electrical system the night of the Ergstownblackout.

2. R2. Reead the Inad the Invveesstigtigation Qation Queuesstion on the botion on the boarard.d.

33. P. Pairairs diss discuscuss initial ides initial ideas about eneras about energygy.. Point out that the Investigation Question is asking about electrical energy.Ask students to turn to a partner and share what comes to mind when they think of the word energy. Encouragestudents to think of all of the ways that they have heard or read the term energy used. Call on a few students to sharetheir ideas with the whole class.

44. D. Defineefine enerenergygy and prand proovide evide exxampleamples os of the ef the evidencvidence oe of enerf energygy..

55. P. Pairairs cs come up with morome up with more ee exxampleamples os of the ef the evidencvidence oe of enerf energygy.. Challenge pairs to come up with one example in whichthe evidence is something moving and one in which the evidence is something changing. Call on a few volunteers toshare.

1TEACHER-LED DISCUSSION

Introducing Energy

2 3 4

Introducing Energy10MIN

In order to continue figuring out what happened to Ergstown’s electrical system, we need to think about whatelectrical energy in a system can be used for.

Scientists define energy as the ability to make things move or change. So we can see evidence of energy if weobserve something moving or changing.

A kid running around the playground is evidence of energy because the kid is moving. A light turning on isevidence of energy because the light is changing.


Lesson 1.4Activity 1


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66. Summariz. Summarize and look ahee and look ahead tad to leo learning morarning moree..

Teacher SupportInstructional Suggestion

PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionName five things at home or at school that use electrical energy. Explain how you know. This prompt (on page 11 in theInvestigation Notebook) asks students to think of devices they are familiar with that use electrical energy and to provideevidence that these devices use electrical energy. Encouraging students to respond to this prompt can help themconnect what they have been learning about electrical systems to any lingering ideas or questions they still have. Thiscan help you learn about students’ prior knowledge of devices that use electrical energy. It also serves as ananticipatory activity for finding electrical energy in the simulation in this lesson.

Rationale

SScienccience Note Note: Intre: Introducing Eoducing EnernergygyYou’ll note that this activity includes just a quick introduction to the concept of energy. This brief touch is meant toprovide students with the opportunity to discover energy forms for themselves as they observe the Energy ConversionsSimulation in this lesson and read about energy forms in the following lesson.

Background

CrCroosssscutting Ccutting Conconcept: What Is Meept: What Is Meant bant by Ey Enernergy and Mattgy and Matter?er?Energy and Matter is a crosscutting concept called out by the Next Generation Science Standards. It is one of sevenpowerful ideas that are widely useful across scientific topics and subdisciplines. Energy and matter are essentialconsiderations throughout all of science, because the supply of energy and of matter can be a limiting factor forproperly functioning systems, whether that system is a plant, a flashlight, or a region’s weather. Making use of thecrosscutting concept of Energy and Matter involves tracking the transfers of matter and energy within, into, or out ofany system under study. Scientists and engineers sometimes think of this as matter (or energy) inputs, outputs, orflows (transfers). Thinking about energy and matter in this way provides a powerful approach to understanding andtesting ideas and is applicable throughout science and engineering.

Background

CrCroosssscutting Ccutting Conconcept: Eept: Enernergy and Mattgy and Matter Threr Throughout This Unitoughout This UnitIn this unit, students primarily focus on energy. They learn about ways it can be converted from one form to anotherand how electrical energy can be transferred from one location to another through wires. They learn initial ideas aboutthe conservation of energy by discovering that energy has to come from somewhere—it can’t be created. They discoverthat a limit to the amount of energy in a system can affect whether the system can function.

There is a lot of evidence of energy all around—wherever things are moving or changing. We’ll continue learningmore about energy in the electrical system.




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Background

CrCroosssscutting Ccutting Conconcept: Eept: Enernergy and Mattgy and Matter Threr Throughout Chaptoughout Chapter 1er 1In Chapter 1, students are introduced to energy as the ability to make things move or change; they are also introducedto different forms of energy. They build simple electrical systems that have light, sound, and motion energy as outputs.They also read about different forms of energy—motion, light, sound, thermal, electrical, and chemical energy—in It’sAll Energy, the reference book for the unit. Students witness the conversion of energy from one form to another inhands-on activities with simple electrical systems and in the Energy Conversions Simulation. The foundationalknowledge of the different forms of energy that students build in this chapter sets them up to understand, in the nextchapter, how energy can be converted from one form to another.




11

Students become familiar with the Energy Conversions Simulation through freeexploration.

Instructional Guide1. Intr1. Introducoduce thee the EEnernergy Cgy Cononvverersionssions Simulation.Simulation. Explain that pairs of students will get to use the digital EnergyConversions Simulation (Sim) to figure out what electrical energy in a system might be used for. Let students know thatfirst, however, they will have the opportunity to explore the Sim and how it works.

2. P2. Prroject Guidelineoject Guidelines fs for Uor Using Appsing Appss.. Read the projection and explain the behavior norms for using apps and digitaldevices in the classroom. Explain that when half of the exploration time is left, you will give a signal, at which time eachpair should switch drivers so that everyone has a chance to run the Sim.

33. P. Prroject theoject the EEnernergy Cgy Cononvverersionssions Sim frSim from theom the Student AppStudent Apps Ps Pagagee.. Demonstrate how to open the Energy ConversionsSimulation. Briefly introduce the BUILD mode. (Don’t show students all of the app controls, as they will be figuring thatout during this activity.)

1

2SIM

Exploring the Simulation

3 4

Exploring the Simulation20

MIN




12

http://apps.learning.amplify.com/elementary

44. C. Connect the Sim tonnect the Sim to the simple electrico the simple electrical sal syyssttem sem studenttudents builts built.. Have students recall the simple electrical systemsthey built and, if necessary, review the parts of those systems with students.

55. Dis. Distributtribute digite digital deal devicviceess.. Distribute one digital device to each pair of students and have them go to the EnergyConversions Simulation. Let students know that they will have about 5–10 minutes to figure out how the Sim works bybuilding energy systems.

66. Giv. Give pe partnerartners ss seevvereral minutal minutees os of frf free eee explorxploration timeation time.. Circulate as students explore the Sim, encouraging them todiscuss what they are observing with their partners. Listen for students’ questions and ideas about the Sim. If studentsneed assistance, provide support that helps them to discover solutions for themselves. About 5 minutes into theexploration time, give the signal for pairs to change “drivers.”

77. P. Prroject the Sim toject the Sim to demonso demonstrtratate or alloe or allow sw studenttudents ts to demonso demonstrtratate what thee what they figury figured out about hoed out about how the Sim ww the Sim workorkss..Point out the following features if students don’t bring them up in the discussion.

88. P. Point out toint out to so studenttudents that not all ss that not all syyssttems will wems will work.ork. Explain that it’s possible to make a system that doesn’t doanything.

The Sim lets you build a simple electrical system. See the BUILD button? That tells you that this is where you canput different systems together from parts.

As you are choosing parts to add to your systems in the Sim, think of the simple electrical systems you built.Think about what you know about the parts needed to make the system work.

• Students can choose where the energy in a system comes from by tapping the small square with the words“Select Energy Source” and then using the forward and back arrows to choose a source. Point out that in theirown investigations students have used the sun’s energy to run a simple electrical system, but now they can tryusing other sources of energy.

• Students can add devices (parts) to the system by dragging them up from the bottom of the screen. To see allthe possible devices that can be added, students can use the forward and back arrows.

• Students can choose how much energy to transfer into the system using the blue and yellow slider next to theenergy source. If they choose to use the hand crank as their energy source, they can “turn the crank” (bydragging it in a circle) in Run mode.

• For some devices, students need to press the blue TRANSFER button to make the system work.

How can you tell whether a system you build will work?

[The devices connect with shapes that provide clues about which devices will have a working connection. If youbuild a system that doesn’t function, the Sim won’t let you go on to Run mode.]




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MatMaterials Noterials Note: Pe: Prrojecting theojecting the EEnernergy Cgy Cononvverersionssions SimulationSimulationIf you do not have digital devices available for this activity, you can opt to project the Energy Conversions Simulation forthe class. In that case, invite students to help you choose the energy source and devices you will use to build yoursimple electrical system. However, when students are given the experience of using the Simulation firsthand they canbetter engage with the content. Therefore, you may decide instead to postpone this lesson until you are able to obtaindigital devices for students.

Rationale

PPedagedagogicogical Goal Goals: Alloals: Allowing fwing for Eor Explorxploration Bation Beefforore Ee ExplanationxplanationThe initial directions for using the Simulation should leave most of the details for students to discover themselves. Thislesson is designed to encourage students to discover the relationship between energy inputs and energy outputs beforethey receive an explanation for what they observe and experience. Students feel increased ownership over a feature ofthe Simulation that they have unearthed themselves and students working in groups are likely to pick up quickly onthings they learn from one another about a Simulation. The Simulation allows students to explore where energy comesfrom and how it moves through a system. A formal discussion of electrical systems and different forms of energyfollows after students have had several experiences with simulating electrical systems.

Background

SScienccience Note Note: Amounte: Amounts os of Ef Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimulationSimulationThere are two places in the Simulation where students interact with amounts of energy. Students choose how muchenergy they add to the system by selecting the amount of energy a source will provide. The graphs in Analyze modeshow the amounts of energy transferred into the system, in the system, and transferred out of the system. Thenumbers on the graphs are for comparison purposes only, and the teacher should not tie them to any specific units ofenergy. If you need to, you may simply call them “energy units.”

Background

SScienccience Note Note: Fe: Forms oorms of Ef Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimulationSimulationIn the Simulation, students interact with different forms of energy: thermal, mechanical, sound, and light energy.Students may notice a relationship between the music player and sound energy or the lightbulb and light energy. At thistime, they are exploring the system and perhaps discovering this relationship. They will gain a deeper understanding ofthe different forms of energy later in the unit.

Background

TTechnology Notechnology Note: Flywheel Needed te: Flywheel Needed to Co Connect Cronnect Crank or Wank or Wind tind to Genero Generatator or Bor or Ball Lall LauncherauncherStudents may be surprised that they cannot connect the crank or wind energy sources directly to the generator or balllauncher, even though the connection shapes match. To make any of these connections work, students must insert aflywheel. The Sim was designed this way in order to make the role of motion energy in the system more prominent.




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Students search for devices that have electrical energy as an energy input in theEnergy Conversions Simulation.

Instructional Guide1. Intr1. Introducoduce the nee the next Sim activitxt Sim activityy.. Explain that in order to figure out what electrical energy in a system can be used for,the class will go back to the Simulation and look for all the devices that use electrical energy.

2. R2. Reeffer ter to the Electrico the Electrical Dal Deevicvicees chart ys chart you poou posstted beed befforore clase classs.. Read the title aloud and explain what a device is.

33. Briefly dis. Briefly discuscuss electrics electrical deal devicviceess.. Have students think about devices that use electrical energy from the electricalsystem.

1 2

3SIM

Finding Electrical Energy inthe Simulation

4

Finding Electrical Energy in theSimulation

20MIN

A device is a tool, machine, or piece of equipment that has a special purpose.

• If you have used the term digital device previously, you might use that example to illustrate the meaning ofdevice.

• Explain that an electrical device is a device that uses electrical energy, or electricity.

• Let students know that you will be adding the electrical devices that they find in the Sim to this list.

How do you know if a device uses electrical energy? Think about your experiences with devices or look aroundthe room for ideas.

[The device lights up, moves, heats up, etc.]

If I buy a new toaster, how do I know where it will get its electrical energy from?

[It plugs into an outlet—the plug tells you it gets its electrical energy from the electrical system.]




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Call on students to share their thinking. They may not have clear ideas at this point, in which case you might point outthat you will revisit this question after they have used the Sim.

44. Ha. Havve se studenttudents turn ts turn to po pagage 12, Electrice 12, Electrical Eal Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions Sim, in their notSim, in their notebook.ebook. Ask students tofollow along as you read and explain the directions. Then discuss the concept of an energy input.

Ask students, based on the definition they just provided of the word input, to turn to a partner and share what theythink energy input means.

55. O. On-the-Fly An-the-Fly Asssseesssment: Undersment: Underssttanding That Danding That Deevicvicees Need Electrics Need Electrical Eal Enernergygy.. Have student pairs work in the Simagain. Remind students that they will take turns being the “driver” of the Sim. Explain that as one partner drives, theother partner should record information in their own notebook. Have pairs begin working with the Sim. After 5 minutes,provide the signal for partners to switch roles.

66. R. Regegain sain studenttudents’ atts’ attention and sharention and share obe obsserervvationsations.. Call on students to share their thinking about which devices useelectrical energy in the Sim.

If you see a device that plugs into an outlet, you can be fairly certain that the device is getting electrical energyfrom the electrical system.

How can you tell that a device is using electrical energy in the Sim?

Think about the words that make up input: put and in. What do you think is meant by the word input?

[Something that is put into something else.]

The notebook page is asking you to find devices that have electrical energy going into them —devices that useelectrical energy.

• Circulate and note which devices students are circling on their notebook page.

• As you circulate, ask students about evidence of electrical energy as an input. Students should begin to noticethat in Run mode, all devices that use electrical energy have wires going into them. Some students may noticethat the energy labels that appear above the devices in Run mode provide information about the energy input(and also the energy output).

What did you notice?

How can you tell that a device is using electrical energy in the Sim?

[Devices with a triangular notch cut out of their left side use electrical energy as an input. In Run mode, if you seewires connecting devices and/or an “Electrical” label above a device, you know the device is using electricalenergy to run.]




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77. C. Collect digitollect digital deal devicviceess.. When pairs have completed the activity, collect digital devices and gather the class back at thediscussion area.

Embedded Formative Assessment

Teacher SupportRationale

SScienccience Note Note: Ee: Enernergy Ugy UsseeThroughout this unit and in common informal English, we refer to “using energy” when discussing devices that arepowered by electrical energy. However, like any form of energy, electrical energy is never technically “used” or “usedup”—it merely converts to a new form.

Instructional Suggestion

Supporting ESupporting English Lnglish Leearnerarners: Mots: Motorors and Es and EnginenginessWhile using the Energy Conversions Simulation, students may discover that engines are powered by a combustible fuelwhile motors can be powered by electricity. In Spanish, the word motor is used interchangeably for motor and engineand may cause some confusion. Point out that in English engines and motors refer to two distinct things and encouragestudents to think about how they are different as they explore the Sim.

OOn-the-Fly An-the-Fly Asssseesssment 3: Undersment 3: Underssttanding That Danding That Deevicvicees Need Electrics Need Electrical Eal Enernergygy

LLook fook for:or: It is important that students come away from this lesson with the understanding that electrical devices haveelectrical energy as their input energy. In the next lesson, students will explore different energy forms, and insubsequent lessons, they will discover how electrical devices convert energy. Students should be identifying devicessuch as the lightbulb, the motor, and the music player as devices that have electrical energy as the input energy.

NoNow what?w what? If students are confused about electrical energy or the idea of energy input, you may wish to use theexample of a device that you have in the classroom and which also appears in the Sim, for example, a music player(such as a radio, CD player, or MP3 player) or a table lamp. You can show students the device with the cord unpluggedand ask, “What energy input do I need to provide to the __________________________ [name the particular device] to make it work?”You may also choose to ask students about some of the electrical devices on the list they generated and ask what all ofthe devices have in common.




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Possible Responses

What sWhat studenttudents should do and notics should do and notice:e: After exploring and sharing what they notice in the Sim, students identify devicesin the Sim that have electrical energy as an energy input. The devices that have electrical energy as an input are: themotor, the battery, the LED, the lightbulb, the music player, and the heater.

Students then respond to the question How can you tell if device is using electrical energy in the Sim? Students mightdescribe any of the following as evidence that a device in the Sim is using electrical energy:

• The device has wires connecting to it from the device that comes before it in the system.

• The device connects to the device before it in the system with a connector that has a pointy shape.

• Electrical as the first word (or the only word) in the energy label above the device.

InInvveesstigtigation Notation NotebookebookElectricElectrical Eal Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimSim (page 12)

CirCircle:cle: Motor, Battery, Lightbulb, Music Player, LED, and Heater

HoHow cw can yan you tou tell if a deell if a devicvice in the Sim is using electrice in the Sim is using electrical eneral energy?gy?In the run mode, a device that uses electrical energy has wires going into it. They all have a triangle shape on the left.




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Name: _______________________________________ Date: ________________

Energy Conversions—Lesson 1.4

Electrical Energy in the Energy Conversions Sim

1. Circle each device you find in the Energy Conversions Sim that has electrical energy as an energy input.

2. Make an “X” across each device that does not have electrical energy as an energy input.

How can you tell if a device in the Sim is using electrical energy?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

© 2018 The Regents of the University of California. All rights reserved. Permission granted to photocopy for classroom use.

In preparation for exploring the Energy Conversions Simulation, studentsdiscuss the concept of energy.

Instructional Guide1. R1. Reeffer ter to the unit pro the unit problem and soblem and studenttudents’ prs’ progrogreesss ss so fo farar.. Remind students that they are acting in the role of systemsengineers trying to help solve Ergstown’s blackout problem. Have them recall that over the last few lessons, they havecompleted investigations that helped them understand what a system is, and they have built a simple electricalsystem—which is the first step toward understanding what happened to the electrical system the night of the Ergstownblackout.

2. R2. Reead the Inad the Invveesstigtigation Qation Queuesstion on the botion on the boarard.d.

33. P. Pairairs diss discuscuss initial ides initial ideas about eneras about energygy.. Point out that the Investigation Question is asking about electrical energy.Ask students to turn to a partner and share what comes to mind when they think of the word energy. Encouragestudents to think of all of the ways that they have heard or read the term energy used. Call on a few students to sharetheir ideas with the whole class.

44. D. Defineefine enerenergygy and prand proovide evide exxampleamples os of the ef the evidencvidence oe of enerf energygy..

55. P. Pairairs cs come up with morome up with more ee exxampleamples os of the ef the evidencvidence oe of enerf energygy.. Challenge pairs to come up with one example in whichthe evidence is something moving and one in which the evidence is something changing. Call on a few volunteers toshare.

1TEACHER-LED DISCUSSION

Introducing Energy

2 3 4

Introducing Energy10MIN

Para continuar averiguando qué le sucedió al sistema eléctrico de Ergstown, necesitamos pensar en para qué sepuede usar la energía eléctrica en un sistema.

Los científicos definen la energía como la capacidad de hacer que las cosas se muevan o cambien. Así quepodemos ver evidencia de energía si observamos que algo se mueve o cambia.

Un niño corriendo alrededor del patio de juegos es evidencia de energía, porque el niño se está moviendo. Unaluz que se enciende es evidencia de energía porque la luz está cambiando.




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66. Summariz. Summarize and look ahee and look ahead tad to leo learning morarning moree..


PPrrooviding Morviding More Ee Experiencxperience: Te: Todaodayy’’s Ds Daily Waily Writtritten Ren ReflectioneflectionName five things at home or at school that use electrical energy. Explain how you know. This prompt (on page 11 in theInvestigation Notebook) asks students to think of devices they are familiar with that use electrical energy and to provideevidence that these devices use electrical energy. Encouraging students to respond to this prompt can help themconnect what they have been learning about electrical systems to any lingering ideas or questions they still have. Thiscan help you learn about students’ prior knowledge of devices that use electrical energy. It also serves as ananticipatory activity for finding electrical energy in the simulation in this lesson.

Rationale

SScienccience Note Note: Intre: Introducing Eoducing EnernergygyYou’ll note that this activity includes just a quick introduction to the concept of energy. This brief touch is meant toprovide students with the opportunity to discover energy forms for themselves as they observe the Energy ConversionsSimulation in this lesson and read about energy forms in the following lesson.

Background

CrCroosssscutting Ccutting Conconcept: What Is Meept: What Is Meant bant by Ey Enernergy and Mattgy and Matter?er?Energy and Matter is a crosscutting concept called out by the Next Generation Science Standards. It is one of sevenpowerful ideas that are widely useful across scientific topics and subdisciplines. Energy and matter are essentialconsiderations throughout all of science, because the supply of energy and of matter can be a limiting factor forproperly functioning systems, whether that system is a plant, a flashlight, or a region’s weather. Making use of thecrosscutting concept of Energy and Matter involves tracking the transfers of matter and energy within, into, or out ofany system under study. Scientists and engineers sometimes think of this as matter (or energy) inputs, outputs, orflows (transfers). Thinking about energy and matter in this way provides a powerful approach to understanding andtesting ideas and is applicable throughout science and engineering.

Background

CrCroosssscutting Ccutting Conconcept: Eept: Enernergy and Mattgy and Matter Threr Throughout This Unitoughout This UnitIn this unit, students primarily focus on energy. They learn about ways it can be converted from one form to anotherand how electrical energy can be transferred from one location to another through wires. They learn initial ideas aboutthe conservation of energy by discovering that energy has to come from somewhere—it can’t be created. They discoverthat a limit to the amount of energy in a system can affect whether the system can function.

Hay mucha evidencia de energía a todo nuestro alrededor, en dondequiera que las cosas se estén moviendo ocambiando. Continuaremos aprendiendo más acerca de la energía en el sistema eléctrico.




10

Background

CrCroosssscutting Ccutting Conconcept: Eept: Enernergy and Mattgy and Matter Threr Throughout Chaptoughout Chapter 1er 1In Chapter 1, students are introduced to energy as the ability to make things move or change; they are also introducedto different forms of energy. They build simple electrical systems that have light, sound, and motion energy as outputs.They also read about different forms of energy—motion, light, sound, thermal, electrical, and chemical energy—in It’sAll Energy, the reference book for the unit. Students witness the conversion of energy from one form to another inhands-on activities with simple electrical systems and in the Energy Conversions Simulation. The foundationalknowledge of the different forms of energy that students build in this chapter sets them up to understand, in the nextchapter, how energy can be converted from one form to another.




11

Students become familiar with the Energy Conversions Simulation through freeexploration.

Instructional Guide1. Intr1. Introducoduce thee the EEnernergy Cgy Cononvverersionssions Simulation.Simulation. Explain that pairs of students will get to use the digital EnergyConversions Simulation (Sim) to figure out what electrical energy in a system might be used for. Let students know thatfirst, however, they will have the opportunity to explore the Sim and how it works.

2. P2. Prroject Guidelineoject Guidelines fs for Uor Using Appsing Appss.. Read the projection and explain the behavior norms for using apps and digitaldevices in the classroom. Explain that when half of the exploration time is left, you will give a signal, at which time eachpair should switch drivers so that everyone has a chance to run the Sim.

33. P. Prroject theoject the EEnernergy Cgy Cononvverersionssions Sim frSim from theom the Student AppStudent Apps Ps Pagagee.. Demonstrate how to open the Energy ConversionsSimulation. Briefly introduce the BUILD mode. (Don’t show students all of the app controls, as they will be figuring thatout during this activity.)

1

2SIM

Exploring the Simulation

3 4

Exploring the Simulation20

MIN




12

http://apps.learning.amplify.com/elementary

44. C. Connect the Sim tonnect the Sim to the simple electrico the simple electrical sal syyssttem sem studenttudents builts built.. Have students recall the simple electrical systemsthey built and, if necessary, review the parts of those systems with students.

55. Dis. Distributtribute digite digital deal devicviceess.. Distribute one digital device to each pair of students and have them go to the EnergyConversions Simulation. Let students know that they will have about 5–10 minutes to figure out how the Sim works bybuilding energy systems.

66. Giv. Give pe partnerartners ss seevvereral minutal minutees os of frf free eee explorxploration timeation time.. Circulate as students explore the Sim, encouraging them todiscuss what they are observing with their partners. Listen for students’ questions and ideas about the Sim. If studentsneed assistance, provide support that helps them to discover solutions for themselves. About 5 minutes into theexploration time, give the signal for pairs to change “drivers.”

77. P. Prroject the Sim toject the Sim to demonso demonstrtratate or alloe or allow sw studenttudents ts to demonso demonstrtratate what thee what they figury figured out about hoed out about how the Sim ww the Sim workorkss..Point out the following features if students don’t bring them up in the discussion.

88. P. Point out toint out to so studenttudents that not all ss that not all syyssttems will wems will work.ork. Explain that it’s possible to make a system that doesn’t doanything.

La Simulación les permite construir un sistema eléctrico simple. ¿Ven el botón BUILD (construir)? Eso les diceque aquí es donde pueden crear diferentes sistemas usando varias partes.

Mientras eligen partes para agregar a sus sistemas en la Simulación, piensen en los sistemas eléctricos simplesque construyeron. Piensen en lo que saben sobre las partes necesarias para hacer que funcione el sistema.

• Students can choose where the energy in a system comes from by tapping the small square with the words“Select Energy Source” and then using the forward and back arrows to choose a source. Point out that in theirown investigations students have used the sun’s energy to run a simple electrical system, but now they can tryusing other sources of energy.

• Students can add devices (parts) to the system by dragging them up from the bottom of the screen. To see allthe possible devices that can be added, students can use the forward and back arrows.

• Students can choose how much energy to transfer into the system using the blue and yellow slider next to theenergy source. If they choose to use the hand crank as their energy source, they can “turn the crank” (bydragging it in a circle) in Run mode.

• For some devices, students need to press the blue TRANSFER button to make the system work.

¿Cómo pueden determinar si un sistema que construyen funcionará?

[Los aparatos se conectan con figuras que proporcionan pistas sobre qué aparatos tendrán una conexión quefunciona. Si construyen un sistema que no funciona, la Simulación no les permitirá avanzar al modo Run(ejecutar)].




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MatMaterials Noterials Note: Pe: Prrojecting theojecting the EEnernergy Cgy Cononvverersionssions SimulationSimulationIf you do not have digital devices available for this activity, you can opt to project the Energy Conversions Simulation forthe class. In that case, invite students to help you choose the energy source and devices you will use to build yoursimple electrical system. However, when students are given the experience of using the Simulation firsthand they canbetter engage with the content. Therefore, you may decide instead to postpone this lesson until you are able to obtaindigital devices for students.

Rationale

PPedagedagogicogical Goal Goals: Alloals: Allowing fwing for Eor Explorxploration Bation Beefforore Ee ExplanationxplanationThe initial directions for using the Simulation should leave most of the details for students to discover themselves. Thislesson is designed to encourage students to discover the relationship between energy inputs and energy outputs beforethey receive an explanation for what they observe and experience. Students feel increased ownership over a feature ofthe Simulation that they have unearthed themselves and students working in groups are likely to pick up quickly onthings they learn from one another about a Simulation. The Simulation allows students to explore where energy comesfrom and how it moves through a system. A formal discussion of electrical systems and different forms of energyfollows after students have had several experiences with simulating electrical systems.

Background

SScienccience Note Note: Amounte: Amounts os of Ef Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimulationSimulationThere are two places in the Simulation where students interact with amounts of energy. Students choose how muchenergy they add to the system by selecting the amount of energy a source will provide. The graphs in Analyze modeshow the amounts of energy transferred into the system, in the system, and transferred out of the system. Thenumbers on the graphs are for comparison purposes only, and the teacher should not tie them to any specific units ofenergy. If you need to, you may simply call them “energy units.”

Background

SScienccience Note Note: Fe: Forms oorms of Ef Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimulationSimulationIn the Simulation, students interact with different forms of energy: thermal, mechanical, sound, and light energy.Students may notice a relationship between the music player and sound energy or the lightbulb and light energy. At thistime, they are exploring the system and perhaps discovering this relationship. They will gain a deeper understanding ofthe different forms of energy later in the unit.

Background

TTechnology Notechnology Note: Flywheel Needed te: Flywheel Needed to Co Connect Cronnect Crank or Wank or Wind tind to Genero Generatator or Bor or Ball Lall LauncherauncherStudents may be surprised that they cannot connect the crank or wind energy sources directly to the generator or balllauncher, even though the connection shapes match. To make any of these connections work, students must insert aflywheel. The Sim was designed this way in order to make the role of motion energy in the system more prominent.




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Students search for devices that have electrical energy as an energy input in theEnergy Conversions Simulation.

Instructional Guide1. Intr1. Introducoduce the nee the next Sim activitxt Sim activityy.. Explain that in order to figure out what electrical energy in a system can be used for,the class will go back to the Simulation and look for all the devices that use electrical energy.

2. R2. Reeffer ter to the Electrico the Electrical Dal Deevicvicees chart ys chart you poou posstted beed befforore clase classs.. Read the title aloud and explain what a device is.

33. Briefly dis. Briefly discuscuss electrics electrical deal devicviceess.. Have students think about devices that use electrical energy from the electricalsystem.

1 2

3SIM

Finding Electrical Energy inthe Simulation

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Finding Electrical Energy in theSimulation

20MIN

Un aparato es una herramienta, máquina o equipo que tiene un propósito especial.

• If you have used the term digital device previously, you might use that example to illustrate the meaning ofdevice.

• Explain that an electrical device is a device that uses electrical energy, or electricity.

• Let students know that you will be adding the electrical devices that they find in the Sim to this list.

¿Cómo saben si un aparato usa energía eléctrica? Piensen en sus experiencias con aparatos o miren alrededordel salón para encontrar ideas.

[El aparato se enciende, se mueve, se calienta, etc.].

Si compro una tostadora nueva, ¿cómo sé de dónde obtendrá su energía eléctrica?

[Se conecta en un enchufe. La clavija les dice que obtiene su energía eléctrica del sistema eléctrico].




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Call on students to share their thinking. They may not have clear ideas at this point, in which case you might point outthat you will revisit this question after they have used the Sim.

44. Ha. Havve se studenttudents turn ts turn to po pagage 12, Electrice 12, Electrical Eal Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions Sim, in their notSim, in their notebook.ebook. Ask students tofollow along as you read and explain the directions. Then discuss the concept of an energy input.

Ask students, based on the definition they just provided of the word input, to turn to a partner and share what theythink energy input means.

55. O. On-the-Fly An-the-Fly Asssseesssment: Undersment: Underssttanding That Danding That Deevicvicees Need Electrics Need Electrical Eal Enernergygy.. Have student pairs work in the Simagain. Remind students that they will take turns being the “driver” of the Sim. Explain that as one partner drives, theother partner should record information in their own notebook. Have pairs begin working with the Sim. After 5 minutes,provide the signal for partners to switch roles.

66. R. Regegain sain studenttudents’ atts’ attention and sharention and share obe obsserervvationsations.. Call on students to share their thinking about which devices useelectrical energy in the Sim.

Si ven un aparato que se conecta en un enchufe, pueden estar bastante seguros de que el aparato estáobteniendo energía eléctrica del sistema eléctrico.

¿Cómo pueden determinar que un aparato está usando energía eléctrica en la Simulación?

Piensen en la palabra entrada que viene de la palabra entrar. ¿Qué piensan que se quiere decir con la palabraentrada?

[Algo que entra en otra cosa].

La página del cuaderno les está pidiendo que busquen aparatos a los cuales les entre energía eléctrica, o sea,aparatos que usen energía eléctrica.

• Circulate and note which devices students are circling on their notebook page.

• As you circulate, ask students about evidence of electrical energy as an input. Students should begin to noticethat in Run mode, all devices that use electrical energy have wires going into them. Some students may noticethat the energy labels that appear above the devices in Run mode provide information about the energy input(and also the energy output).

¿Qué notaron?

¿Cómo pueden determinar que un aparato está usando energía eléctrica en la Simulación?

[Los aparatos con una marca triangular recortada en su lado izquierdo usan energía eléctrica como entrada. Enmodo Run (ejecutar), si ven cables que conectan aparatos y/o una etiqueta que dice "Electrical” (eléctrico)encima de un aparato, saben que el aparato está usando energía eléctrica para funcionar].




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77. C. Collect digitollect digital deal devicviceess.. When pairs have completed the activity, collect digital devices and gather the class back at thediscussion area.

Embedded Formative Assessment

Teacher SupportRationale

SScienccience Note Note: Ee: Enernergy Ugy UsseeThroughout this unit and in common informal English, we refer to “using energy” when discussing devices that arepowered by electrical energy. However, like any form of energy, electrical energy is never technically “used” or “usedup”—it merely converts to a new form.

Instructional Suggestion

Supporting ESupporting English Lnglish Leearnerarners: Mots: Motorors and Es and EnginenginessWhile using the Energy Conversions Simulation, students may discover that engines are powered by a combustible fuelwhile motors can be powered by electricity. In Spanish, the word motor is used interchangeably for motor and engineand may cause some confusion. Point out that in English engines and motors refer to two distinct things and encouragestudents to think about how they are different as they explore the Sim.

OOn-the-Fly An-the-Fly Asssseesssment 3: Undersment 3: Underssttanding That Danding That Deevicvicees Need Electrics Need Electrical Eal Enernergygy

LLook fook for:or: It is important that students come away from this lesson with the understanding that electrical devices haveelectrical energy as their input energy. In the next lesson, students will explore different energy forms, and insubsequent lessons, they will discover how electrical devices convert energy. Students should be identifying devicessuch as the lightbulb, the motor, and the music player as devices that have electrical energy as the input energy.

NoNow what?w what? If students are confused about electrical energy or the idea of energy input, you may wish to use theexample of a device that you have in the classroom and which also appears in the Sim, for example, a music player(such as a radio, CD player, or MP3 player) or a table lamp. You can show students the device with the cord unpluggedand ask, “What energy input do I need to provide to the __________________________ [name the particular device] to make it work?”You may also choose to ask students about some of the electrical devices on the list they generated and ask what all ofthe devices have in common.




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Possible Responses

What sWhat studenttudents should do and notics should do and notice:e: After exploring and sharing what they notice in the Sim, students identify devicesin the Sim that have electrical energy as an energy input. The devices that have electrical energy as an input are: themotor, the battery, the LED, the lightbulb, the music player, and the heater.

Students then respond to the question How can you tell if device is using electrical energy in the Sim? Students mightdescribe any of the following as evidence that a device in the Sim is using electrical energy:

• The device has wires connecting to it from the device that comes before it in the system.

• The device connects to the device before it in the system with a connector that has a pointy shape.

• Electrical as the first word (or the only word) in the energy label above the device.

InInvveesstigtigation Notation NotebookebookElectricElectrical Eal Enernergy in thegy in the EEnernergy Cgy Cononvverersionssions SimSim (page 12)

CirCircle:cle: Motor, Battery, Lightbulb, Music Player, LED, and Heater

HoHow cw can yan you tou tell if a deell if a devicvice in the Sim is using electrice in the Sim is using electrical eneral energy?gy?In the run mode, a device that uses electrical energy has wires going into it. They all have a triangle shape on the left.




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Nombre: ______________________________________ Fecha: _______________

Conversiones de energía—Lección 1.4

La energía eléctrica en la simulación Conversiones de energía

1. Encierra en un círculo cada aparato que encuentres en la simulación Conversiones de energía que tiene energía eléctrica como su entrada de energía.

2. Escribe una “X” sobre cada aparato que no tiene la energía eléctrica como su entrada de energía.

¿Cómo puedes distinguir si un aparato de la simulación está usando energía eléctrica?

___________________________________________________________________

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© 2018 The Regents of the University of California. All rights reserved.

Documents

Lesson 1.4 Guide · Introduce theEnergy ConversionsSimulation.Explain that pairs of students will get to use the digitalEnergy ConversionsSimulation (Sim) to figure out what electrical