Lesson 3 | Energy Resourcesimages.pcmac.org/SiSFiles/Schools/AL/SatsumaSchools/SatsumaHigh/... · Energy and Energy Resources 47 ... an energy source. 4. A ... (nonrenewable/renewable)

Energy and Energy Resources 43

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Lesson 3 | Energy Resources

Student Labs and Activities Page

Launch Lab 44

Content Vocabulary 45

Lesson Outline 46

MiniLab 48

Content Practice A 49

Content Practice B 50

Language Arts Support 51

Math Skills 53

School to Home 54

Key Concept Builders 55

Enrichment 59

Challenge 60

Lab A 63

Lab B 66

Lab C 69

Chapter Key Concepts Builder 70

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44 Energy and Energy Resources

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Launch Lab LESSON 3: 15 minutes

How are energy resources different?Is there an infinite supply of usable energy, or could we someday run out of energy resources? In this activity, the red beans represent an energy resource that is available in limited amounts. The white beans represent an energy resource that is available in unlimited amounts.

Procedure 1. Read and complete a lab safety form.

2. Place 40 red beans and 40 white beans in a paper bag. Mix the contents of the bag.

3. Each team should remove 20 beans from the bag without looking at the

beans. Record the numbers of red and white beans in your Science Journal.

4. Put the red beans aside. They are “used up.” Return all the white beans to the bag. Mix the beans in the bag. Repeat steps 2 and 3 three more times.

Think About This 1. What happened to the number of red beans drawn during each round?

2. What would eventually happen to the red beans in the bag?

3. Key Concept How would changing the number of beans drawn in each round make the red beans last longer? Explain your answer.

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Energy ResourcesDirections: An analogy is a relationship between two pairs of words. An analogy can be written in the following manner: a is to b as c is to d. For example, apple is to fruit as celery is to vegetable. In the analogies that follow, one of the terms is missing. On each line, write the term from the word bank that correctly completes each sentence.

fossil fossil fuel inexhaustible energy resource

nonrenewable energy resource nuclei renewable energy resource

1. Fossil fuel is to as solar energy is to inexhaustible energy resource.

2. Power plant is to power plants as nucleus is to .

3. Wind is to as coal is to nonrenewable energy resource.

4. Coal is to as kinetic energy is to energy.

5. Nonrenewable energy resource is to as petroleum is to hydroelectric energy.

6. is to dinosaur skeleton as energy is to the Sun.

Content Vocabulary LESSON 3



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Energy ResourcesA. Sources of Energy

1. Most of the energy that we use every day originally came from

the .

2. A small amount of energy that reaches Earth’s surface comes

from .

B. Electric Power Plants

1. produce most of the energy people use in their daily lives.

2. The three main sources of energy used in electric power plants are

, energy in uranium,

and power from falling water.

C. Nonrenewable Energy Resources

1. A(n) is an energy source that is used much faster than it is replaced or is available in limited amounts.

2. are the remains of ancient organisms that can be burned as an energy source.

a. Fossil fuels take of years to form, and they are being used up much faster than they can be replaced.

b. and natural gas form from microscopic marine organisms whose remains are subject to increasing temperature and pressure for millions of years.

c. forms on land from remains of ancient plants that come under strong pressure.

d. Most of the burned in the United States is used to generate electricity in power plants.

e. Most of the burned in the United States is used to heat buildings.

f. Burning natural gas produces less than burning other fossil fuels does.

Lesson Outline LESSON 3



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Lesson Outline continued

g. Burning fossil fuels releases substances that can mix with water in the atmosphere

and form , which can damage the environment.

h. Burning fossil fuels releases carbon dioxide, which causes

, a rise in Earth’s average temperature.

3. People can transform nuclear energy from uranium into thermal energy.

a. Uranium is a(n) energy resource because it is no longer being formed inside Earth.

b. Nuclear power plants do not release into the air.

c. Nuclear power plants produce wastes that are and can cause great damage to living things.

D. Renewable Energy Resources

1. A(n) is an energy resource that is replaced as fast as or faster than it is used.

2. In a(n) power plant, the kinetic energy from falling water is converted into electrical energy.

3. is radiant energy from the Sun.

4. A(n) , such as solar energy, is one that can’t be used up.

5. Solar cells convert solar energy into energy.

6. Wind is a(n) energy resource that can be used to generate electricity.

7. Thermal energy produced inside Earth is called .

8. Materials from plants and animals that people burn are

called .

9. In the United States, the most common biofuel used in cars

is .

E. Conserving Energy Resources

1. About 86 percent of the energy used in the United States comes

from , a nonrenewable energy resource.

2. energy is one way to make our natural resources last longer.



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What energy resources provide our electric energy?The data table below shows how much electric energy comes from different energy resources in the United States.

Data Table

Energy Resource Percentage of Electric Energy Provided

Petroleum 2

Natural gas 22

Coal 49

Nuclear 19

Hydroelectric 6

Wind, geothermal, and biomass 2

On a sheet of paper, make a circle graph of the data in the data table. Label the circle graph Sources of Electric Energy Used in the United States.

Analyze and Conclude 1. Identify from your circle graph which energy resource provides about half the electric

energy used in the United States.

2. Interpret Why is your circle graph different from the circle graph in Figure 18 in your textbook?

3. Key Concept What percentage of electric energy in the United States do renewable resources provide?

MiniLab LESSON 3: 20 minutes



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Energy ResourcesDirections: Circle the term or phrase in parentheses that correctly completes each sentence.

1. Almost all the energy in foods and fuels can be traced to energy from (inside

Earth/the Sun).

2. Most of the electrical energy people use is produced by (electric power plants/solar panels).

3. (Biomass fuels/Fossil fuels) are the remains of ancient organisms that can be burned as

an energy source.

4. A (nonrenewable/renewable) energy resource is an energy source that is used faster than

it is replaced or is available in limited amounts.

5. A (nonrenewable/renewable) energy resource is an energy source that is replaced as fast,

or faster, than it is used.

6. An inexhaustible energy resource is an energy source that (can/cannot) be used up.

7. Fossil fuels are (nonrenewable/renewable) energy resources.

8. Coal, natural gas, and (petroleum/uranium) are three types of fossil fuels.

9. Two inexhaustible energy resources are (biomass and uranium/solar energy and

wind energy).

10. A (geothermal/hydroelectric) power plant transforms the kinetic energy in moving

water into electrical energy.

11. About 86 percent of the energy used in the United States is from (fossil fuels/nuclear

power).

12. Conserving energy (increases/reduces) the rate at which all energy resources are used.

13. A disadvantage of using (fossil fuels/nuclear energy) is air pollution.

14. Using fossil fuels results in an (decrease/increase) in the average temperature of Earth’s

atmosphere.

Content Practice A LESSON 3



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Energy ResourcesDirections: Answer each question or respond to each statement on the lines provided.

1. List the three main energy sources used in electric power plants. For each source, name the form of energy used to produce electrical energy.

a.

b.

c.

2. Define the following terms:

a. nonrenewable energy resource

b. fossil fuel

c. renewable energy resource

d. inexhaustible energy resource

3. What are three types of fossil fuels? Explain why they are nonrenewable energy resources.

4. What are five renewable energy resources?

Content Practice B LESSON 3



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Writing Activity: Write a Letter Learning the SkillTelephones and e-mail have replaced writing letters in many situations. However, sometimes letters might be the most appropriate way to communicate information. Because writing a letter is more formal than a telephone call or e-mail, care must be taken when writing it. There are five main parts to the structure of a letter.

• Heading The heading is usually located in the upper-right corner. The heading contains your name and address. In a business letter, the address of the business is added on the left below your address.

• Salutation The salutation, or greeting, begins with the word Dear and is followed by the name of the person who receives the letter. A comma or colon is placed after the person’s name.

• Body The body is the main part of the letter, where you present the information or ideas that you want to express.

• Closing The closing is written below the body of the letter. Common closings are Sincerely, Thank you, and Best regards. The first letter of the closing phrase is capitalized, and the phrase is followed by a comma.

• Signature The final part of the letter is your signature. If the letter is to a friend, your first name might be enough; if the letter is more formal, use your full name.

A common reason for writing a letter is to submit a letter to the editor of a newspaper or magazine. These letters often are written to complain, compliment, clarify, or seek additional information. Use the following guidelines for writing these types of letters:

• Clearly explain the problem or situation.

• State your opinion about a cause or an issue and suggest possible solutions.

• Support your opinion with facts and examples.

• Suggest ways to change or improve the situation.

When writing a formal letter, it is often helpful to write a draft of the letter and then make changes, or revisions. You can improve the organization of the letter and support your opinions with facts. Revisions also help ensure that the letter is clearly written.

LESSON 3Language Arts Support

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LESSON 3Language Arts Support

Writing Activity: Write a Letter Practicing the SkillDirections: Read the following letter to the editor of the Sunny City Newspaper. Then answer each question on the lines provided.

1. Are the heading and salutation written correctly in this letter? What changes, if any, would you make?

2. What is another change or revision that Keisha could make to improve her letter?

Applying the SkillDirections: Write a letter to the editor of your town or city newspaper. Describe what you think is important about conserving or using more energy resources in your town. Be sure to consider all energy resources described in Lesson 3. On a separate piece of paper, write a draft letter to help you organize and support your thoughts. Then write a complete letter to the editor, being sure to include all five parts of a letter.

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Solve a One-Step EquationElectricity can be measured in kilowatt-hours (kWh). One kilowatt-hour is equal to the use of 1 kilowatt of energy for 1 hour. A kilowatt (kW) is 1,000 watts (W). To calculate the amount of energy in kilowatt-hours, multiply the number of watts times the hours used and then divide by 1,000.

kWh = W × h ______ 1,000

If a household uses 4,500 W each hour for 12 hours, how many kilowatt-hours are used?

Step 1 Multiply the watts times the number of hours.4,500 × 12 = 54,000

Step 2 Divide by 1,000.

54,000 _______ 1,000 = 54 kWh

Practice

Math Skills LESSON 3

1. If a household uses 1,800 W each hour for 15 hours, how many kilowatt-hours are used?

2. If a household uses 3,200 W each hour for 8 hours, how many kilowatt-hours are used?

3. An electric company charges customers for the number of kilowatt-hours used. A household uses 2,400 W for 300 hours. How many kilowatt-hours will be on their electric bill?

4. A household uses 1,400 W for 310 hours. How many kilowatt-hours will be on their electric bill?

5. A household uses a daily average of 1,100 W each hour for 12 hours. What is the average daily energy use in kilowatt-hours?

6. A household uses a daily average of 1,400 W each hour for 10 hours. What is the average daily energy use in kilowatt-hours?

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Energy ResourcesDirections: Use your textbook to answer each question or respond to each statement.

1. Nonrenewable energy resources are limited in quantity.

Give an example of a nonrenewable energy resource. Explain why it is considered to be nonrenewable.

2. Renewable energy resources are replaced faster than they are used. Inexhaustible energy resources cannot be used up.

Describe one renewable or inexhaustible energy resource and how it is used.

3. Every energy resource has advantages and disadvantages. For example, oil is a nonrenewable energy resource, but it costs less than solar energy and works day and night.

Imagine you are building a new vehicle. What source of energy would you use to run it? Why?

School to Home LESSON 3

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Key Concept Builder LESSON 3

Energy ResourcesKey Concept What are nonrenewable energy resources?

Directions: Complete this concept map by writing the names of nonrenewable energy resources on the correct lines.

Directions: Answer each question on the lines provided.

5. What are the main uses of each fossil fuel?

6. How is nuclear energy used?

NonrenewableEnergy Sources

Fossil Fuels 1.

2.

3.

4.

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Energy ResourcesKey Concept What are nonrenewable energy resources?

Directions: Answer each question or respond to each statement on the lines provided.

1. Compare the forms of energy stored in fossil fuels and uranium.

2. How do power plants release the energy in coal and in uranium? What form of energy is produced when this energy is released?

3. What do an electric power plant and a nuclear power plant have in common?

4. How does using fossil fuels affect Earth’s atmosphere?

5. What is a disadvantage of using nuclear energy?



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Energy ResourcesKey Concept What are renewable energy resources?

Directions: Answer each question on the lines provided.

1. How are a renewable energy resource and an inexhaustible energy resource the same? How are they different?

2. How is radiant energy from the Sun converted into electricity?

3. How is wind energy converted into electrical energy?

4. How can geothermal energy underground be used to produce electricity?

5. What is the most common use of biomass energy?



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Energy ResourcesKey Concept Why is it important to conserve energy?


Natural gas

23%

Renewable

energy

7%

Petroleum

40%

Coal

22%

Nuclear

power

8%

Sources of Energy Used in the U.S. in 2006

Directions: Use the diagram to answer each question or respond to each statement.

1. List the specific sources of nonrenewable energy used in 2006.

2. What percentage of the energy used was from fossil fuels?

3. Why do you think the sources of energy used could be a problem?

4. Explain how conserving energy could help the problem.



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What about Ethanol?

Enrichment LESSON 3

In 2007, biofuels in the United States were glamorous, and the enthusiasm about them resulted in a government energy bill requiring that 36 million gallons of biofuel be produced annually by 2022. Of that amount, 21 billion gallons would be advanced biofuels such as cellulosic ethanol derived from crop wastes, wood wastes, and perennial grasses. The remaining 15 billion gallons produced would be corn-based ethanol.

Advantages of Ethanol as an Alternative Fuel

The idea of obtaining fuel from farms seemed like one of the answers to high global oil prices as well as supply and environmental worries because

• corn is a renewable energy resource;

• corn can be produced domestically;

• ethanol burns cleaner than gas;

• environmentalists had long regarded corn ethanol as carbon-neutral.

Although ethanol emits greenhouse gases when it is burned, corn absorbs the same amount of those gases while it is growing.

The Effects of Ethanol UseEthanol is produced by fermenting simple

sugars or starch crops. In production a small amount of gas is added to make the liquid undrinkable. Then the fuel can be used by

itself or as a supplement to gasoline for powering cars. Effects of ethanol use include

• an increase in the amount of land used for growing crops for biofuels. This destroys wildlife habitat and rain forests around the world;

• the diversion of farmland from food production to biofuel crops. This has increased food prices and the threat of food shortages around the world;

• the danger of unexpected limited output of fuel because of the loss of corn crops to drought, disease, or insects;

• the increase of ozone-forming nitrogen-oxide gases from ethanol combustion products;

• the abandonment of the carbon-neutral theory. When ethanol refineries burn coal to provide heat for fermentation, emissions are up to 20 percent worse for the environment than those of gasoline;

• the rapid surrender of habitat to biofuel by other countries. In Indonesia and Malaysia, companies are bulldozing millions of acres of rain forest to produce biodiesel. The United Nations reported that 98 percent of Indonesia’s forests will be destroyed within the next 15 years.

Applying Critical-Thinking Skills Directions: Respond to each statement.

1. Some government officials maintain that a massive adoption of corn ethanol fuel will give us energy independence. Evaluate that opinion.

2. Electric cars are advertised as zero-emission vehicles that do no harm to the environment. Judge the accuracy of that claim.

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LESSON 3Challenge

Public Perception of Alternative EnergyThe general public might not have the same ideas about alternative energy that the

specialists, government officials, businesses, and the media have. A survey can tell us whether this is true.

SurveyObtain data with an informal opinion survey and construct a table with the results. Use

a form like Table 2 in Lesson 3 of your text or design your own.Survey ten adults among your family, friends, neighbors, and community members. Ask

their opinions about the advantages and disadvantages of using alternative energy resources—solar, wind, nuclear, and ethanol—and electric cars. You might have to provide information about some of the resources. Be prepared to answer questions from interviewees about the resources in your survey.

Analyze your data and organize it in a table or other appropriate graphic. The graphic should communicate the results of your survey, including how many respondents had the same or different opinions. These results can be reported in percentages.

Briefly summarize the results of your survey and then compare your data with those of your classmates.

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Lab A 45 minutes

Pinwheel PowerMoving air, or wind, is a renewable energy resource. In some places, wind turbines transform the kinetic energy of wind into electric energy. This electric energy can be used to do work by making an object move. In this lab, you will construct a pinwheel turbine and observe how changes in wind speed affect the rate at which your wind turbine does work.

Ask a QuestionHow does the wind speed affect the rate at which a wind turbine does work?

Materialsround pencil with unused eraser metal washers cardboard container

sand or small rocks three-speed hair dryer stopwatch

Also needed: manila folder, metric ruler, scissors, single-hole punch, thread

Safety

Make Observations 1. Read and complete a lab safety form.

2. Construct a pinwheel from a manila folder using the diagram below.

Push pin

Fold

Fold15

cm

7 cmcut

7 cmcut

7 cm

cut

7 cm

cut

15 cm

Fold

Fold

3. Use the plastic push pin to carefully attach the pinwheel to the eraser of the pencil.

4. Use the hole punch to make holes on opposite sides of the top of the container.

Use your ruler to make sure the holes are exactly opposite one another.

Weigh down the container with the sand or small rocks.

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Lab A continued

5. Put the pencil through the holes and make sure it spins freely. Blow against the blades of the pinwheel with varying amounts of force to observe how the pinwheel moves. Record your observations.

6. Measure and cut 100 cm of thread.

Tie the washers to one end of the thread.

Tape the other end of the thread to the pencil. Your wind turbine should resemble the one shown in your textbook.

Form a Hypothesis 7. Use your observations from step 5 to form a hypothesis about how wind speed will

affect the rate at which the wind turbine does work.

Test Your Hypothesis 8. Work with two other students to test your

hypothesis.

One person will use the hair dryer to model a “slow” wind speed.

Another person will stop the pencil’s movement after 5 seconds on the stopwatch.

The third person will measure the length of thread remaining between the pencil and the top of the washers.

Then, someone will unwind the thread, and the group will repeat this procedure four more times with the dryer on low. Record all data.

9. Repeat step 8 with the dryer on medium.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations



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Lab A continued

10. Repeat step 8 with the dryer on high.

Lab Tips• You measure the rate at which the wind turbine does work by measuring how fast the

turbine lifts the metal washers.

Analyze and Conclude 11. Interpret Data Did your hypothesis agree with your data and observations? Explain.

12. Sequence Describe how energy was transformed from one form into another in this lab.

13. Draw Conclusions What factors might have affected the rate at which your pinwheel turbine did work?

14. The Big Idea Explain how wind is used as an energy resource.

Communicate Your ResultsUse your data and observations to write a paragraph explaining how wind speed affects the rate at which a wind turbine can do work.



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Lab B 45 minutes

Pinwheel PowerMoving air, or wind, is a renewable energy resource. In some places, wind turbines transform the kinetic energy of wind into electric energy. This electric energy can be used to do work by making an object move. In this lab, you will construct a pinwheel turbine and observe how changes in wind speed affect the rate at which your wind turbine does work.

Ask a QuestionHow does the wind speed affect the rate at which a wind turbine does work?

Materialsround pencil with unused eraser metal washers cardboard container

sand or small rocks three-speed hair dryer stopwatch

Also needed: manila folder, metric ruler, scissors, single-hole punch, thread

Safety

Make Observations 1. Read and complete a lab safety form.

2. Construct a pinwheel from a manila folder using the diagram below.

Push pin

Fold

Fold15

cm

7 cmcut

7 cmcut

7 cm

cut

7 cm

cut

15 cm

Fold

Fold

3. Use the plastic push pin to carefully attach the pinwheel to the eraser of the pencil.

4. Use the hole punch to make holes on opposite sides of the top of the container. Use your ruler to make sure the holes are exactly opposite one another. Weigh down the container with the sand or small rocks.

5. Put the pencil through the holes and make sure it spins freely. Blow against the blades of the pinwheel with varying amounts of force to observe how the pinwheel moves. Record your observations.



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Lab B continued

6. Measure and cut 100 cm of thread. Tie the washers to one end of the thread. Tape the other end of the thread to the pencil. Your wind turbine should resemble the one shown in your textbook.

Form a Hypothesis 7. Use your observations from step 5 to form a hypothesis about how wind speed will

affect the rate at which the wind turbine does work.

Test Your Hypothesis 8. Work with two other students to test your hypothesis.

One person will use the hair dryer to model a “slow” wind speed. Another person will stop the pencil’s movement after 5 seconds on the stopwatch. The third person will measure the length of thread remaining between the pencil and the top of the washers. Then, someone will unwind the thread, and the group will repeat this procedure four more times with the dryer on low. Record all data below.

9. Repeat step 8 with the dryer on medium.

10. Repeat step 8 with the dryer on high.

Lab Tips• You measure the rate at which the wind turbine does work by measuring how fast the

turbine lifts the metal washers.

Remember to use scientific methods.

Ask a Question

Form a Hypothesis

Test your Hypothesis

Analyze and Conclude

Communicate Results

Make Observations



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Lab B continued

Analyze and Conclude 11. Interpret Data Did your hypothesis agree with your data and observations? Explain.

12. Sequence Describe how energy was transformed from one form into another in this lab.

13. Draw Conclusions What factors might have affected the rate at which your pinwheel turbine did work?

14. The Big Idea Explain how wind is used as an energy resource.

Communicate Your ResultsUse your data and observations to write a paragraph explaining how wind speed affects the rate at which a wind turbine can do work.

Extension

Research the designs of real wind generators. Create a model of a real wind generator. Write a short explanation of its advantages and disadvantages compared to other real wind generators.



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Lab C

Harnessing Wind PowerDirections: Use the information and data from Inquiry Lab Pinwheel Power to perform this lab.

You have done an experiment to learn how wind speed affects the rate at which a wind turbine does work. You have also used tools to help your turbine do work using wind. Using what you learned and the tools you already have, determine the most efficient way to harness wind power. Hint: Decide what efficient means.

Please note that you must complete Inquiry Lab B before beginning Inquiry Lab C. Also, have your teacher approve your design and safety procedures before beginning your experiment.



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Chapter Key Concepts Builder

Energy and Energy ResourcesEnd-of-Chapter PracticeDirections: Take turns asking and answering each question aloud with a partner.

1. What is energy, and what are different forms of energy?

2. What are energy transformations?

3. What happens to the amount of energy before, during, and after an energy transformation? Explain why.

4. Why are some renewable energy resources considered to be inexhaustible but others are not? Give examples to support your answer.

Directions: Work with a partner to complete the tasks below.

5. Choose a specific example of kinetic energy and gravitational potential energy changing forms. Write a paragraph or draw and label a diagram that includes a definition of kinetic and potential energy, a list of factors that affect the amount of each form of energy, and an explanation of what happens to the total energy.

6. Write questions about the advantages and disadvantages of the different energy resources. Write answers to all your questions. Then work with another pair. Take turns asking and answering your questions. Discuss which energy resource you think is best to use.

C350_070_070_CRF_CKeyCon_891478.70 70C350_070_070_CRF_CKeyCon_891478.70 70 7/10/09 21:25:117/10/09 21:25:11

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Lesson 3 | Energy Resourcesimages.pcmac.org/SiSFiles/Schools/AL/SatsumaSchools/SatsumaHigh/... · Energy and Energy Resources 47 ... an energy source. 4. A ... (nonrenewable/renewable)