Classroom Resource

Energy and Matter StudyJam

Subject Area

Science

Grade(s)

4, 8

Overview

You can think of energy as the ability to move or cause change in matter. It comes in many forms. Kinetic energy is energy that is in use, and potential energy is energy that is stored for later.

The classroom resource provides a video that will explain the different forms of energy. This resource can provide background information for students before they conduct their own investigations and/or create their own models. There is also a short test that can be used to assess students' understanding.

Science (2015) Grade(s): 4

SC15.4.2

Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

Unpacked Content

UP:SC15.4.2

Vocabulary

  • Construct
  • Transfer
  • Energy
  • Potential energy
  • Kinetic energy
  • Friction
  • Conduction
  • Absorb
  • Reflect
  • Circuit
  • Open circuit
  • Close circuit
  • Heat
  • Radiation
  • Convection
  • Collision
  • Motion
  • Electrical energy
  • Stored energy

Knowledge

Students know:
  • Energy is present whenever there are moving objects, sound, light, or heat.
  • The transfer of energy, including the following:
    • Collisions between objects.
    • Light traveling from one place to another.
    • Electric currents producing motion, sound, heat, or light.
    • Sound traveling from one place to another.
    • Heat passing from one object to another.
    • Motion, sound, heat, and light causing a different type of energy to be observed after an interaction.
  • Heat is produced in many ways.
  • Heat can move via conduction.
  • The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
  • Electric currents pass through a circuit.

Skills

Students are able to:
  • Collaboratively plan and carry out an investigation that converts energy one form to another.
    • Identify the phenomenon.
    • Identify the evidence to address the purpose of the investigation.
    • Collect the data.
  • Construct an explanation using evidence about heat production.
  • Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
  • Develop a model demonstrating electric circuits.

Understanding

Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Heat energy can be produced in many ways.
  • The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
  • Electric energy can be transferred through circuits.

Scientific and Engineering Practices

Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models

Crosscutting Concepts

Energy and Matter
Science (2015) Grade(s): 4

SC15.4.4

Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

Unpacked Content

UP:SC15.4.4

Vocabulary

  • criteria
  • constraint
  • energy
  • device
  • convert
  • design
  • construct
  • kinetic
  • potential
  • transform
  • evidence
  • engineering design process
  • ask
  • imagine
  • plan
  • create
  • improve

Knowledge

Students know:
  • Energy can be transferred from place to place by electric currents.

Skills

Students are able to:
  • Use scientific knowledge to generate design solutions that convert energy from one form to another.
  • Describe the given criteria and constraints of the design, which include the following:
    • The initial and final forms of energy.
    • Describe how the solution functions to transfer energy from one form to another.
  • Evaluate potential solutions in terms of the desired features.
  • Modify the design solutions to make them more effective.

Understanding

Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Engineers improve existing technologies or develop new ones but are limited by available resources.

Scientific and Engineering Practices

Constructing Explanations and Designing Solutions

Crosscutting Concepts

Energy and Matter
Science (2015) Grade(s): 8

SC15.8.14

Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate’s hair).

Unpacked Content

UP:SC15.8.14

Vocabulary

  • Model
  • System
  • Potential energy
  • Force
  • Electric force
  • Magnetic force
  • Gravitational force

Knowledge

Students know:
  • Potential energy is stored energy.
  • When two objects interact a distance, each one exerts a force on the other that can cause energy to be transferred to or from an object. The exerted forces may include electric, magnetic, or gravitational forces.
  • As the relative position of two objects (neutral, charged, magnetic) changes, the potential energy of the system (associated with interactions via electric, magnetic, and gravitational forces) changes.
  • Elastic potential energy is potential energy stored as a result of work done to an elastic object, such as the stretching of a spring. It is equal to the work done to stretch the spring, which depends upon the spring constant k as well as the distance stretched.

Skills

Students are able to:
  • Use a model of a system containing varying types and amounts of potential energy and identify the relevant components.
  • Describe the relationships between components of the model.
  • Articulate a statement that relates a given phenomenon to a scientific idea, including how a system of objects may contain varying types and amounts of potential energy.

Understanding

Students understand that:
  • The types of potential energy in a system of objects may include electric, magnetic, or gravitational potential energy.
  • The amount of potential energy in a system of objects changes when the distance between stationary objects interacting in the system changes because a force has to be applied to move two attracting objects farther apart, or a force has to be applied to move two repelling objects closer together, both resulting in a transfer of energy to the system.

Scientific and Engineering Practices

Developing and Using Models

Crosscutting Concepts

Systems and System Models
Science (2015) Grade(s): 8

SC15.8.16

Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

Unpacked Content

UP:SC15.8.16

Vocabulary

  • Law of Conservation of Energy
  • Argument
  • Claim
  • Kinetic Energy
  • Energy Transfer
  • System

Knowledge

Students know:
  • Kinetic energy is energy that an object possesses due to its motion or movement.
  • Changes in kinetic energy may include changes in motion, temperature, or other observable features of an object.
  • When the kinetic energy of an object changes, energy is transferred to or from that object.
  • When the kinetic energy of an object increases or decreases, the energy of other objects or the surroundings within the system increases or decreases, indicating that energy was transferred to or form the object.
  • The Law of Conservation of Energy states that in a closed system, the total energy of the system is conserved and energy is neither created nor destroyed.

Skills

Students are able to:
  • Make a claim about a given explanation or model for a phenomenon, including the idea that when the kinetic energy of an object changes, energy is transferred to or from that object .
  • Identify and describe the given evidence that supports the claim.
  • Evaluate the evidence and identify its strengths and weaknesses.
  • Use reasoning to connect the necessary and sufficient evidence and construct the argument.
  • Present oral or written arguments to support or refute the given explanation or model for the phenomenon.

Understanding

Students understand that:
  • The law of conservation of energy states that in a closed system, the total amount of energy remains constant and energy is neither created nor destroyed.
  • Energy can be converted from one form to another, but the total energy within the system remains fixed.
  • Energy can be transferred between objects in the system.

Scientific and Engineering Practices

Engaging in Argument from Evidence

Crosscutting Concepts

Energy and Matter
Link to Resource
https://studyjams.scholastic.com/studyjams/jams/science/matter/energy-and-matte…

CR Resource Type

Audio/Video

Resource Provider

http://studyjams.scholastic.com/
Accessibility
License

License Type

Custom

Custom License Type (URL)

http://www.scholastic.com/terms.htm

Comments or Notes

The test may be completed as a whole group or independently on student devices.

Approved Date

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