Energy

In this unit we will learn about energy, its interactions, and how humans can become more efficient energy users.

Week 1 (Jan 3): We will learn what energy is (with the help of Bill Nye and some in-class notes) and then experiment with potential (stored) energy by building a house of cards. The Point: Energy makes things move or change (NGSS MS-PS3-2). Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5)

Week 2 (Jan 9): We will experiment with potential and kinetic energy. We will drive a nail, do a web quest, and experiment with ice. The Point: Potential energy can be converted into kinetic energy and vice versa (NGSS MS-PS3-1).

Week 3 (Jan 16): We will take a quiz on the introduction to energy, experiment with heat energy, and learn energy chains. The Point: Energy can be transferred or transformed but cannot be created or destroyed (NGSS MS-PS3-4).

Week 4 (Jan 23): We will do more energy chain practice and do a calorimeter lab involving engineering a calorimeter and working through a scientific investigation to quantify the amount of energy calories in food. The Point: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer (NGSS MS-PS3-3, ETS1-4).

Week 5 (Jan 30): We will do a lab on transfer of heat energy and learn about the relationship between heat and temperature. The Point: Temperature changes help determine the energy relationships (NGSS MS-PS3-4).

Week 6 (Feb 6): We will continue to practice with energy chains and then take a quiz. We will also learn about batteries and electric cars through a lab and movie. The Point: The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3).

Week 7 (Feb 13): We will do more energy chain practice, a light bulb efficiency lab where we measure heat energy lost, and an activity to quantify the efficiency of different light bulbs. The Point: Apply scientific principles to ... test a device that either minimizes or maximizes thermal energy transfer (NGSS MS-PS3-3, ETS1-4).

Week 8 (Feb 20): We will finish "cool energy" light bulb posters, do a computer simulation on energy forms and changes, and work through a NOVA lab to engineer renewable energy systems. The Point: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment (NGSS MS-ESS3-3, ETS1-1). Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems (NGSS MS-ESS3-4, ETS1-2).

Week 9 (Feb 27): We will conduct a "cork rockets" scientific investigation about the transformation from chemical to motion energy. The Point: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). (MS-PS3-5), the transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3).

Week 10 (Mar 6): We will examine energy sources and start research for energy source posters. We will explore solar as an energy source by completing the "Active Solar" and "Passive Solar" assignments. The Point: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment (NGSS MS-ESS3-3, ETS1-1), the transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3).

Week 11 (Mar 13): We will finish our energy source posters and have a presentation on energy efficiency and conservation from Clallam PUD. The Point: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems (NGSS MS-ESS3-4, ETS1-2).

Week 12 (Mar 20): We will review for and then take the Energy Unit Test. We will also present our Energy Source posters. The Point: the transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3).

Week 13 (Mar 27): We learn about waves, including sound (matter waves) and light (radiant waves). The Point: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave (NGSS MS-PS4-1), use a model to describe that waves are reflected, absorbed or transmitted through various materials (NGSS MS-PA4-2). A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (NGSS MS-PS4-1). A sound wave needs a medium through which it is transmitted. (NGSS MS-PS4-2)When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (NGSS MS-PS4-2)

Documents and assignments are linked below.

Journal Prompts and Notes from Energy Unit Weeks 1-4

Journal Prompts and Notes from Energy Unit Weeks 5-8

Journal Prompts and Notes from Energy Unit Weeks 9-12

Energy Unit Test Review - Test Review Answers

Jeopardy 1 - Jeopardy 2 - Jeopardy 3

Notes: Introduction to Energy

Bill Nye: Energy

House of Cards

Drive a Nail Investigation

Energy Web Quest

Ice Labs