PEER: Energy
Exploring Velocity - Motion and Energy
Slowing and Stopping - Energy and Elastic Objects
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
Unit Storyline
This Anchoring Phenomenon prompts students to grapple with ideas of energy transfers and conversions related to automobile collisions. They analyze how the safety of the car design relates to its ability to transfer energy to places other than the driver and passenger(s), ultimately considering how these energy transfers relate to passenger injury. Students make these considerations within the context of a girl named Olivia, who is weighing her options when purchasing her eirst car. By the end of Activity E.4, students will be able to apply the Law of Conservation of Energy and their own ideas about systems and surroundings to discuss why newer vehicles - designed with “crumple zones” - are safer for the passengers in the vehicle.
Which car should Olivia buy?
Why is it dangerous to fire a bow without an arrow?
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-PS2-2: Conservation of Momentum
HS-PS2-2: Conservation of Momentum
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (Systems and System Models)
Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (Systems and System Models)
Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.
Boundary Statement: Assessment is limited to systems of two macroscopic bodies moving in one dimension.
HS-PS3-1: Energy Change in Components of a System
HS-PS3-1: Energy Change in Components of a System
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. (Systems and System Models)
Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.
Boundary Statement: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
HS-PS3-2: Macroscopic Energy Due to Particle Position and Motion
HS-PS3-2: Macroscopic Energy Due to Particle Position and Motion
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (Energy and Matter)
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). (Energy and Matter)
Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
Boundary Statement: none
HS-PS3-3: Energy Conversion Device Design
HS-PS3-3: Energy Conversion Device Design
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (Energy and Matter)
Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. (Energy and Matter)
Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.
Boundary Statement: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.
HS-PS3-4: The Second Law of Thermodynamics
HS-PS3-4: The Second Law of Thermodynamics
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (Systems and System Models)
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). (Systems and System Models)
Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.
Boundary Statement: Assessment is limited to investigations based on materials and tools provided to students.
Crosscutting Concepts To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. Using Thinking Maps in Science
Systems and System Models
Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?
Energy and Matter
Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?
Anchor Phenomenon
PEER Anchoring Phenomena & Storylines
Phenomenon Option 1 Which car should Olivia buy?
This Anchoring Phenomenon allows students to grapple with ideas of energy transfers and conversions related to automobile collisions. They analyze how the design of the car relates to the ability for the car to transfer energy to places other than the driver and passenger(s), ultimately considering how these energy transfers relate to passenger injury. Students make these considerations within the context of a girl named Olivia, who is weighing her options when purchasing her first car. By the end of Activity E.4, students will be able to apply the Law of Conservation of Energy and their own ideas about systems and surroundings to discuss why newer vehicles - designed with “crumple zones” - are safer for the passengers in the vehicle.
Phenomenon Option 2 Why is it dangerous to fire a bow without an arrow?
This Anchoring Phenomenon allows students to grapple with ideas of energy transfers and conversions related to bows and arrows. By applying concepts related to motion and energy, students analyze situations involving arrows being fired from different kinds of bows to ultimately consider and explain why someone should never fire a bow without an arrow (a situation known as “dry firing”). By the end of Activity E.4, students will be able to apply the Law of Conservation of Energy, as well as their own ideas about systems and surroundings, to discuss why arrows should never be “dry fired”, and to explain how “dry firing” might adversely affect both the archer and the bow.
Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Here are several local Colorado phenomena that can help address the concept of energy in your high school physics class:
Wind Energy in Eastern Colorado: Colorado's eastern plains are known for their wind farms. You can discuss how kinetic energy from the wind is converted into electrical energy.
Hydroelectric Power from the Colorado River: The Colorado River is a source of hydroelectric power. Explore how potential energy from water stored in dams is converted into kinetic and then electrical energy.
Solar Energy in Denver: Denver receives a significant amount of sunlight, making it a prime location for solar energy. Discuss how solar panels convert solar energy into electrical energy.
Geothermal Energy in the Rocky Mountains: The geothermal activity in the Rocky Mountains can be used to explain how heat energy from beneath the Earth's surface can be harnessed for power.
Ski Resorts and Gravitational Potential Energy: The ski resorts in Colorado offer a practical example of gravitational potential energy. Discuss how skiers gain potential energy as they ascend and convert it to kinetic energy as they descend.
These examples provide a tangible connection between local phenomena and the concept of energy, making the learning experience more relevant and engaging for students.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Here are several Colorado-based career connections in the field of energy that could be valuable for your high school physics students:
National Renewable Energy Laboratory (NREL): Located in Golden, Colorado, NREL focuses on research and development in renewable energy and energy efficiency technologies.
Xcel Energy: A major electricity and natural gas company serving several states including Colorado, with opportunities in various energy sectors.
Colorado Energy Office: This state office works on advancing the efficient use of all energy sources and provides resources and information about energy careers in Colorado.
Tri-State Generation and Transmission Association: A cooperative power supplier that provides power to rural electric cooperatives in Colorado, offering insights into energy distribution and generation.
Western Energy Alliance: Focused on the exploration and production of oil and natural gas in the region, providing insights into this sector of the energy industry.
These organizations could offer guest speakers, field trip opportunities, or career exploration resources for your students.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
PASCO
St Vrain Science Center
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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