7th Grade Science Unit:
The Magic of Energy: A Disappearing Act?
Unit Snapshot
Topic: Conservation of Mass and Energy
Duration:
Grade Level: 7
9 days
Summary:
The following activities engage students in exploring energy
transfer and transformations as they relate to the conservation of
energy in both open and closed systems through investigation,
testing, and experimentation.
CLEAR LEARNING TARGETS
“I can”…statements
____ explain that energy can be transformed or transferred but is never lost.
____ investigate how energy can be transferred into or out of an open system.
Activity Highlights and Suggested Timeframe
Day 1
Engagement: The objective of this activity is to engage students and formatively
assess their knowledge related energy forms and transformation of energy through
a quick-write and Newton’s cradle demonstration.
Day 2
Exploration: The objective of the following activities is to give students the
opportunity to work with and begin to develop a basic understanding of thermal
energy transfer in an open-system through an exploratory activity involving water,
and follow-up scenario-based example for reinforcement.
Days 3-4
Days 5-7
Day 8 and
on-going
Day 9
Explanation: The objective of the following activities is to give students the
opportunity to develop their knowledge of potential and kinetic energy
relationships in regards to conservation of energy through CPO Investigation 6A
and/or an explore learning GIZMO: Roller Coaster Physics.
Elaboration: The objective of the following activities is to give students the
opportunity to gain deeper understanding of energy transformations through a
student centered inquiry investigation involving light bulb energy output and
efficiency comparisons.
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to
the conservation of energy. A teacher-created short cycle assessment will be
administered at the end of the unit to assess all clear learning targets (Day 8).
Extension/Intervention: Using data based on the results of evaluation and shortcycle assessments, provide intervention and/or extension activities for students.
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Curriculum Leadership and Development
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LESSON PLANS
NEW LEARNING STANDARDS:
7.PS.2 Energy can be transformed or transferred but is never lost.
When energy is transferred from one system to another, the quantity of energy before transfer equals
the quantity of energy after transfer. When energy is transformed from one form to another, the total
amount of energy remains the same.
Note: Further discussion of energy transformation is addressed at the high school level.
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and
topics.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
STUDENT KNOWLEDGE:
Prior Concepts Related to Energy Transfer
PreK-2: Sound is produced by vibrating objects. The sun is the principal source of energy and affects the
warming or cooling of Earth (ESS). Weather changes occur due to changes in energy (ESS). Plants get
energy from sunlight and animals get energy from plants and other animals (LS).
Grades 3-5: Objects with energy have the ability to cause change. Energy can transfer from one location or
object to another and can be transformed from one form to another (e.g., light, sound, heat, electrical
energy, magnetic energy. Earth’s resources can be used for energy (ESS). Sunlight is transformed by
producers into energy that organisms can use and pass from organism to organism (LS).
Grade 6: There are two forms of energy: kinetic and potential. Energy can transform from one form to
another. Thermal energy is due to random motion of the particles of a substance.
Future Application of Concepts
Grade 8: Gravitational, chemical and elastic potential energy are explored.
High School: Waves are further explored as a method of transferring energy. Basic formulas are used to
perform calculations with energy. Work is a method of and power is a rate of energy transfer.
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MATERIALS:
VOCABULARY:
Engage
Computer/Internet/Projector
Newton’s Cradle or CPO Pendulum
Primary
Closed System
Energy Transfer (3,6)
Energy Transformation (3,6)
Open System
Explore
CPO Textbook
Spoons
Hot Water; Room Temp. Water
Glass Beakers
Thermometers
WS: Where Did the Energy Go?
WS: Cooling Curves
Secondary
Conservation of Energy
Kinetic Energy (6)
Potential Energy (6)
Thermal Energy (3,4,6)
Explain
Computers/Laptops
CPO Lab 6A Equipment (roller coaster)
Index Cards
WS: GIZMO – Roller Coaster Physics
WS: CPO Investigation 6A
Elaborate
Incandescent Light Bulbs
Compact Fluorescent Light Bulbs
Lamp Bases/Clamp Lights
Thermometers
Timers
Calculators
WS: Light Bulb or Heat Bulb?
SAFETY
ADVANCED
PREPARATION
All lab safety rules and procedures apply.
Reserve computers for on-line simulation GIZMO activity
Gather and prepare materials for Newton’s Cradle/pendulum demo,
water activity, CPO Investigation lab 6A: Energy Transformations on a
Roller Coaster, and Light bulb or heat bulb? activity.
Objective: The objective of this activity is to engage students and formatively
assess their knowledge related energy forms and transformation of
energy through a quick-write and demonstration.
ENGAGE
(1 day)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Energy Transformations Intro (Day 1)
Show the
www.unitedstreaming.com
video: Science and the City:
Energy [4:54] and/or Testing
the Law of Conservation of
Energy [1:21]
Facilitate a quick write about
the information learned during
the video clip – such as the
various forms of energy.
Discuss the law of conservation
of energy…”Energy cannot be
Energy Transformations Intro (Day 1)
1. Show the
www.unitedstreaming.com video:
Science and the City: Energy [4:54]
and/or Testing the Law of
Conservation of Energy [1:21]
-Perform a quick write describing all
of the energy transformations in the
video(s).
3
created or destroyed”
(Students should be familiar
with law of conservation of
mass and can relate that
knowledge to energy)
Newton’s Cradle Demo: Using
a Newton’s Cradle model, the
CPO pendulum on a string setup, or this animation
(http://www.lhup.edu/~dsima
nek/scenario/newton.htm)
Ask students the following
questions: If energy cannot be
destroyed, then why does the
pendulum eventually come to
a stop? Explain where the
energy goes?
Answer: Because this is an
open system, the energy is
transformed into other types of
energy such as sound (in
Newton’s cradle when the
balls hit each other), “heat”
due to friction (air resistance).
2. Students observe the demo and
discuss teacher-led questions.
Objective: The objective of the following activities is to give students the
opportunity to work with and begin to develop a basic
understanding of thermal energy transfer in an open-system through
an exploratory activity involving water, and follow-up scenariobased example for reinforcement.
EXPLORE
(1 day)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Thermal Energy Transformation Using
Water (Day 2)
Thermal Energy Transformation Using
Water (Day 2)
Facilitate a close reading of pp.
130-131 in the CPO textbook.
Optional: Show or Play the
Conservation of Energy Song by
Mr. Parr http://www.youtube.com/watc
h?v=k60jGJfV8oU
Where Did the Energy Go?
Activity:
-This can be completed as a
student activity or teacher
demo.
Distribute WS: Where Did the
Energy Go?
Fill a beaker with room
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Curriculum Leadership and Development
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1. Using the CPO textbook pp. 130131, students perform a close
reading.
2. Students complete Where Did the
Energy Go? activity and WS.
4
temperature water and
measure the exact
temperature. Heat a beaker of
water, and measure the
temperature. Place a spoon full
of the hot water into the large
beaker of room temperature
water. Measure the
temperature of the large
beaker. Continue to add a
spoonful of water and measure
the large beaker temperature
until 10 spoonful’s of water and
have been added and
measurements taken.
Distribute and facilitate:
Cooling Curves WS
3. Students complete the Cooling
Curves WS
Objective: The objective of the following activities is to give students the
opportunity to develop their knowledge of potential and kinetic
energy relationships in regards to conservation of energy through
explore learning GIZMO: Roller Coaster Physics and/or CPO
Investigation 6A
EXPLAIN
(2 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
GIZMO: Roller Coaster Physics (Priorknowledge Questions, Warm-up, and
Part C Only) and/or CPO Lab 6A:
Energy transformations on a Roller
Coaster (Days 3-4)
GIZMO: Roller Coaster Physics (Priorknowledge Questions, Warm-up, and
Part C Only) and/or CPO Lab 6A:
Energy transformations on a Roller
Coaster (Days 3-4)
www.explorelearning.com
Distribute student Roller Coaster
Physics WS.
This lesson can be completed
as a whole group class
instruction with teacher
facilitation or if possible,
students working individually or
partners on computers or
laptops.
Other Lesson materials are
available on the
www.explorelearning.com
website.
If you are unfamiliar with
GIZMO’s or do not know your
username/password, call the
CCS science office @ x5297.
www.explorelearning.com
1. Students work individually, with a
partner, or as a class to discover
how potential energy, kinetic
energy, and total energy are
related.
Show the on-line simulation of a
rollercoaster showing changes
in potential and kinetic energy:
http://www.teachersdomain.or
g/asset/mck05_int_rollercoaster
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2. Students predict what will happen
to the kinetic and potential energy
of the simulated rollercoaster car
as is travels on the track and draw
a pie chart at each position to
show the relationship between the
potential and kinetic energy.
5
-Run the simulation one step at
a time, asking students to
predict what will happen to the
kinetic and potential energy
and draw a pie chart at that
position to show the relationship
between the potential and
kinetic energy. (see WS)
and/or
3. Students then view the simulation
step by step. Students should
discover that potential energy and
kinetic energy are inverses. This
reinforces the idea of conservation
energy and transformations.
and/or
Part I: Distribute CPO Lab 6A WS
and facilitate CPO Lab 6A:
Energy Transformations on a
Roller Coaster.
-The focus should be on the
relationship between potential
energy, kinetic energy, and
total energy (conservation of
energy)
4. Part I: Complete CPO Lab 6A:
Energy Transformations on a Roller
Coaster.
Part II: Distribute 5 index cards
to each group. Each group
should create 5 bar graphs for 5
different places on their roller
coaster showing the
relationship between potential
and kinetic energy.
-See Teacher Activity Page for
more information.
5. Part II: Students work in groups to
create 5 bar graphs on index cards
showing the relationship of
potential and kinetic energy for 5
different places on the
rollercoaster structure.
6. Students record the correct
answers and placements on their
WS, but then mix up the index
cards and trade with another
group. Each group must try to
figure out the correct placement
of the index cards on the roller
coaster structure and defend their
choices.
Objective: The objective of the following activities is to give students the
opportunity to gain deeper understanding of energy transformations
through a student centered inquiry investigation involving light bulb
energy output and efficiency comparisons.
ELABORATE
(3 days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Light Bulb or Heat Bulb?: Energy
Transformations in a Light bulb
(Days 5-7)
Light Bulb or Heat Bulb?: Energy
Transformations in a Light bulb
(Days 5-7)
Review the energy
transformation in a light
bulb…Electrical energy
transforms into heat(thermal)
and light.
Ask students, to think about if all
light bulb transformations are
the same?
1. Students conduct an investigation
to test and compare the amount
of energy (thermal/light) dissipated
in various bulbs, and to explain
how the energy transformation
takes place in various bulbs. (See
student WS).
6
When energy transfers to a
large system, it may be difficult
to measure the effects of the
added energy. Dissipated
energy (energy that is
transformed into thermal
energy and released into the
surroundings) is difficult or
impossible to recapture. Some
systems, such as certain light
bulbs, dissipate less energy than
others, leaving more energy to
use.
It is suggested to facilitate as
students develop their own
investigation to test and
compare the amount of energy
(thermal/light) dissipated in
various bulbs, and to explain
how the energy transformation
takes place in various bulbs.
See Teacher Activity Sheet for
more information and a sample
WS.
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the lesson, and to become aware of students
misconceptions related to the transformation of energy in open and
closed systems.
Formative
How will you measure learning as it occurs?
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
Consider developing a
teacher-created formative
assessment.
1. Newton’s Cradle Demo/pendulum
and discussion can formatively
assess the students’ knowledge of
open and closed systems as they
relate to energy transformations.
2. Where Did the Energy Go? Activity
can assess the students’ ability to
explain thermal energy transfer.
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. Light Bulb or Heat Bulb activities can
be used to assess the students’
ability to apply knowledge of
energy transformations into a large
system through comparisons of
various light bulb systems.
2. Teacher-created short cycle
assessment will assess all clear
learning targets (Day 8).
3. On-line simulations and CPO Lab 6A
can assess student knowledge
related to potential energy and
kinetic energy transformations.
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EXTENSION
1. In addition to CFL’s and IL’s for the
Light bulb or Heat Bulb? Lessons,
students test and compare various
other light bulb types – LED’s,
various wattages, UV bulbs, colored
light bulbs, black light.
EXTENSION/
INTERVENTION
(1 day or as needed)
2. Have students create their own
energy transformation diagrams
showing examples of various
transformations
3. Jason Project: Roller Coaster
Creator (on-line simulation game):
http://content3.jason.org/resource_
content/content/digitallab/4859/mi
sc_content/public/coaster.html
-Coaster Creator: Post-lab http://brainpop.speedera.net/www
.brainpop.com/new_common_ima
ges/files/126544/Coaster_Creator_P
ostlab_Worksheet.pdf
COMMON
MISCONCEPTIONS
INTERVENTION
1. www.unitedstreaming.com related
videos
2. Energy Skate Park, an interactive
simulation from PhET, demonstrates
conservation of energy:
http://phet.colorado.edu/en/simul
ation/energy-skate-park
-Teaching ideas and tips can be
found on the website.
3. Science NetLinks provides various
activities to explore energy through
some Internet resources as well as
engaging in some hands-on
activities:
http://sciencenetlinks.com/lessons/
converting-energy/
Energy is truly lost in many energy transformations.
If energy is conserved, why are we running out of it?
Energy can be changed completely from one form to another (no
energy losses).
Things use up energy.
Energy is a thing.
The terms “energy” and “force” are interchangeable.
Energy often disappears and is lost.
Energy is a type of matter or substance that can flow like a liquid.
Strategies to address misconceptions:
Misconceptions can be addressed through the use of Discover Ed
(www.unitedstreaming.com) video clips, on-line simulations, lab investigations,
as well as through the use models.
DIFFERENTIATION
Lower-level: For the Investigation Lab 6A, and other activities, consider
grouping students flexibly by shared interest, topic or ability and
provide clear concise directions. Consider offering mini-lessons to
support learning. Create various assessments in order to assess
student learning. Consider allowing students to draw or verbally
explain various transformations. Consider performing read-alouds
for any reading activity.
Higher-Level: Consider having students create their own investigations for
testing energy transformations in light bulbs instead of the premade lab. Consider offering extension activities.
Columbus City Schools
Curriculum Leadership and Development
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Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload
.aspx?DocumentID=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDown
load.aspx?DocumentID=105523
Textbook Resources:
CPO Physical Science Textbook:
Chapter 6.1: Energy and the Conservation of Energy pp. 128-134
Websites:
Energy Skate Park, an interactive simulation from PhET, demonstrates
conservation of energy:
http://phet.colorado.edu/en/simulation/energy-skate-park
Discovery Ed:
Science and the City: Energy [4:54]
Roller Coaster Physics [6:45]
Skiing and Energy Transformation [3:47]
The Law of Conservation of Energy [4:35]
Human Energy Transformations [3:21]
Physical Energy Transformations [2:13]
ADDITIONAL
RESOURCES
Literature:
Viegas, Jennifer. (2005). Kinetic and Potential Energy: Understanding
Changes within Physical Systems. Rosen Publishing Group.
Pinna, Simon. (2007). Transfer of Energy. Gareth Stevens Publishing.
Mullins, Matt. (2012). Force and Energy. Scholastic/Children’s Press.
Claybourne, Anna. (2008). Force and Energy. Raintree Publishing.
Movies/Videos:
Force and Energy…5 Videos. (2006). Schlessinger Media. [v. 01.] All
about heat -- [v. 02.] All about the conservation of energy -- [v. 03.] All
about the transfer of energy -- [v. 04.] All about the uses of energy -- [v.
05.] What is energy?
Exploring Energy DVD. (2008). Visual Learning Company. Learn the
difference between potential energy and kinetic energy, and how to
demonstrate different forms of energy, including mechanical, thermal,
chemical, electromagnetic, sound, and nuclear energy.
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Teacher Page – Energy Transformation Intro
1. www.unitedstreaming.com video: Science and the City: Energy [4:54] and/or
Testing the Law of Conservation of Energy [1:21]
2. Newton’s Cradle Demo:
Using a Newton’s Cradle model, CPO pendulum on a string set-up, or this animation
(http://www.lhup.edu/~dsimanek/scenario/newton.htm)ask students the following
questions:
o If energy cannot be destroyed, then why does the pendulum eventually come
to a stop?
o Did it disappear?
o Explain where the energy goes.
-Answer: Because this is an open system, the energy is transformed into other types
of energy such as sound (in Newton’s cradle when the balls hit each
other), “heat” due to friction (air resistance and when the balls hit each
other).
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Name _______________________________________Date_______________________Period________
Where did the energy go?
Directions:
Fill a large beaker with room temperature water and measure the exact temperature.
Heat a beaker of water, and measure the exact temperature.
Place a spoon full of the hot water into the large jar of room temperature water.
Measure the temperature of the large beaker of water.
Continue to add a spoonful of hot water and re-measure the large beaker of water,
until you have added 10 spoonful’s of hot water. Record your data:
Hot Water
Room Temp.
Water
Spoonful’s
0
1
2
3
4
5
6
7
8
9
10
Temp (°C)
Questions:
1. Based on your temperature data, summarize what occurred.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What type of energy does the water in the spoon have at the beginning of the
experiment? ___________________________________________
3. Where did the energy go? Explain. What is the evidence?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. Is this considered an open-system or closed-system? Explain.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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Name_______________________________________ Date____________________ Period________
Cooling Curves of Water
Experimental Description
Two identical beakers with exactly the same amount of warm water were prepared. The first
beaker was allowed to cool by sitting in a classroom with an air temperature of 23°C. The
second beaker was placed in a large bucket of ice water at 0°C.
Draw a diagram of Beaker #1 system
Draw a diagram of Beaker #2 system
The temperature of each was measured every minute for 45 minutes. The data is shown
below.
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Name_______________________________________ Date____________________ Period________
Questions:
1) Based on the graph, what happened to the temperature of each beaker of water and
Why ?
Beaker #1:
Beaker #2:
2) Based on the graph, which beaker of water starts off at higher temperature?
3) Based on the graph, which beaker of water ends up at a higher temperature and Why?
4) Based on the graph, after 10 minutes, what are the temperatures of the two beakers of
water?
Beaker #1:
Beaker #2:
5) Are Beakers 1and 2 considered open systems or closed systems? Explain.
6) Based on what you know about energy transfer in Beaker #2 , what do you predict
would begin to happen to the ice?
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Name _______________________________________Date_______________________Period________
Where did the energy go? – TEACHER KEY
Directions:
Fill a large beaker with room temperature water and measure the exact temperature.
Heat a beaker of water, and measure the exact temperature.
Place a spoon full of the hot water into the large jar of room temperature water. Remeasure the temperature of the large beaker of water.
Continue to add a spoonful of water and re-measure the large beaker of water, until
you have added 10 spoonful’s of hot water. Record your data:
Hot Water
Room Temp.
Water
Spoonful’s
0
1
2
3
4
5
6
7
8
9
10
Temp (°C)
Data will Vary
Questions:
1. Based on your temperature data, summarize what occurred.
The temperature of the water in the beaker increased as more spoonful’s of
_________________________________________________________________________________
water were added.
_________________________________________________________________________________
_________________________________________________________________________________
2. What type of energy does the water in the spoon have before it is placed in the
Thermal Energy
beaker of room temperature water? ___________________________________________
3. Where did the energy go? Explain. What is the evidence?
The energy of the hot water, was transferred to the room temperature water,
_________________________________________________________________________________
This is supported by increasing the temperature of the water in the beaker.
_________________________________________________________________________________
_________________________________________________________________________________
4. Is this considered an open-system or closed-system? Explain.
This is considered an open-system, because energy is being transferred from
_________________________________________________________________________________
an outside source.
_________________________________________________________________________________
_________________________________________________________________________________
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Name_______________________________________ Date____________________ Period________
Cooling Curves of Water – TEACHER KEY
Experimental Description
Two identical beakers with exactly the same amount of warm water were prepared. The first
beaker was allowed to cool by sitting in a classroom with an air temperature of 23°C. The
second beaker was placed in a large bucket of ice water at 0°C.
Draw a diagram of Beaker system #1
Draw a diagram of Beaker system #2
23°C
0°C
The temperature of each was measured every minute for 45 minutes. The data is shown
below.
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Name___________________________________________Date__________________________Period___
Questions: - TEACHER KEY
1) Based on the graph, what happened to the temperature of each beaker of water and
Why ?
Beaker #1: Temperature decreased because the energy is transferred from the water to
the air.
Beaker #2: Temperature decreased because the energy is transferred from the water to
the ice and air.
2) Based on the graph, which beaker of water starts off at higher temperature?
Neither – They were the same temperature.
3) Based on the graph, which beaker of water ends up at a higher temperature and Why?
Beaker # 1 ends up at a higher temperature because less energy is transferred into
the air, than the ice.
4) Based on the graph, after 10 minutes, what are the temperatures of the two beakers of
water?
Beaker #1 = 40°C
Beaker #2 = 26°C
5) Are Beakers 1and 2 considered open systems or closed systems? Explain.
Beakers 1 and 2 are considered open systems, because the energy interacts with the
environment surrounding the beakers instead of being contained within the beaker.
6) Based on what you know about energy transfer in Beaker #2 , what do you predict
would begin to happen to the ice?
Because the ice is receiving thermal energy from the water, the ice will increase in
temperature and melt.
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Name: ______________________________________
Date: ________________________
Student Exploration: Roller Coaster Physics
Vocabulary: friction, gravitational potential energy, kinetic energy, momentum, speed
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
An object’s momentum reflects how easy it is to stop. Objects with greater momentum are harder to stop and
can also inflict more damage when they collide with other objects.
1. Which do you think has more momentum, a moving car or a moving train? ____________
2. The speed of an object is how fast it is moving. Which has more momentum, a car with a speed of 20 km/h
(kilometers per hour) or a car moving at 100 km/h? __________________
3. What are the two factors that affect an object’s momentum? _________________________
Gizmo Warm-up
The Roller Coaster Physics Gizmo™ shows a toy car on a track that
leads to an egg. You can change the track or the car. For the first
experiment, use the default settings (Hill 1 = 70 cm, Hill 2 = 0 cm, Hill 3
= 0 cm, 35-g car).
1. Press Play (
) to roll the 35-gram toy car down the track. Does
the car break the egg? _________
2. Click Reset (
). Raise Hill 1 to 100 cm, and click Play again.
Does the car break the egg? _________
3. Click Reset. Lower Hill 1 back to 70 cm and select the 50-gram toy car. Click Play. Does the 50-gram car
break the egg? _________
4. What factors determine whether the car will break the egg? __________________________
_________________________________________________________________________
_________________________________________________________________________
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17
Name: ______________________________________
Activity C:
Date: ________________________
Get the Gizmo ready:
Energy on a roller
coaster
Click Reset.
Set Hill 1 to 100 cm, and Hill 2 and 3 to 0 cm.
Select the 50-g car.
Question: How is energy expressed in a moving roller coaster?
1. Observe: Turn on Show graph and select E vs t to see a graph of energy (E) versus time. Click Play and
observe the graph as the car goes down the track.
Does the total energy of the car change as it goes down the hill? _____________________
2. Experiment: The gravitational potential energy (U) of a car describes its energy of position. Click Reset.
Set Hill 3 to 99 cm. Select the U vs t graph, and click Play.
A. What happens to potential energy as the car goes down the hill? _______________
B. What happens to potential energy as the car goes up the hill? __________________
3. Experiment: The kinetic energy (K) of a car describes its energy of motion. Click Reset. Select the K vs t
(kinetic energy vs. time) graph, and click Play.
A. What happens to kinetic energy as the car goes down the hill? _________________
B. What happens to kinetic energy as the car goes up the hill? ___________________
4. Compare: Click Reset. Set Hill 1 to 80 cm, Hill 2 to 60 cm, and Hill 3 to 79 cm. Be sure the 50-g toy car is
selected, and press Play. Sketch the U vs t, K vs t, and E vs t graphs below.
5. Draw conclusions: Based on the graphs, how are potential energy, kinetic energy, and total energy related
to one another?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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18
Name: ______________________________________
Date: ________________________
Energy in a Roller Coaster Simulation: http://www.teachersdomain.org/asset/mck05_int_rollercoaster/
1
Directions: For each
location on the
roller coaster, show
the relationship
between potential
and kinetic energy
by completing a
pie chart showing
your predicted
amounts of
potential energy
and kinetic energy.
4
0% PE
0% KE
6
3
Example
2
5
Use evidence from the diagram to explain and support the claim that the total amount of energy
remains the same when energy is transformed from one form to another.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
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19
Roller Coaster Physics
Answer Key
Vocabulary: friction, gravitational potential energy, kinetic energy, momentum, speed
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
[Note: The purpose of these questions is to activate prior knowledge and get students thinking. Students are
not expected to know the answers to the Prior Knowledge Questions.]
An object’s momentum reflects how easy it is to stop. Objects with greater momentum are harder to stop and
can also inflict more damage when they collide with other objects.
4. Which do you think has more momentum, a moving car or a moving train? The train
5. The speed of an object is how fast it is moving. Which has more momentum, a car with a speed of 20 km/h
(kilometers per hour) or a car moving at 100 km/h? The 100 km/h car
6. What are the two factors that affect an object’s momentum? Mass (or weight) and speed
Gizmo Warm-up
The Roller Coaster Physics Gizmo™ shows a toy car on a track that
leads to an egg. You can change the track or the car. For the first
experiment, use the default settings (Hill 1 = 70 cm, Hill 2 = 0 cm, Hill 3
= 0 cm, 35-g car).
5. Press Play (
) to roll the 35-gram toy car down the track. Does
the car break the egg? No
6. Click Reset (
). Raise Hill 1 to 100 cm, and click Play again.
Does the car break the egg? Yes
7. Click Reset. Lower Hill 1 back to 70 cm and select the 50-gram toy car. Click Play. Does the 50-gram car
break the egg? Yes
8. What factors determine whether the car will break the egg?
The mass of the car and the speed of the car affect whether the car will break the egg. The speed of the
car is determined by the height of the hill.
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20
Activity C:
Get the Gizmo ready:
Energy on a roller
coaster
Click Reset.
Set Hill 1 to 100 cm, and Hill 2 and 3 to 0 cm.
Select the 50-g car.
Question: How is energy expressed in a moving roller coaster?
6. Observe: Turn on Show graph and select E vs t to see a graph of energy (E) versus time. Click Play and
observe the graph as the car goes down the track.
Does the total energy of the car change as it goes down the hill? No, it stays the same
7. Experiment: The gravitational potential energy (U) of a car describes its energy of position. Click Reset.
Set Hill 3 to 99 cm. Select the U vs t graph, and click Play.
C. What happens to potential energy as the car goes down the hill? It decreases
D. What happens to potential energy as the car goes up the hill? It increases
8. Experiment: The kinetic energy (K) of a car describes its energy of motion. Click Reset. Select the K vs t
(kinetic energy vs. time) graph, and click Play.
C. What happens to kinetic energy as the car goes down the hill? It increases
D. What happens to kinetic energy as the car goes up the hill? It decreases
9. Compare: Click Reset. Set Hill 1 to 80 cm, Hill 2 to 60 cm, and Hill 3 to 79 cm. Be sure the 50-g toy car is
selected, and press Play. Sketch the U vs t, K vs t, and E vs t graphs below.
10. Draw conclusions: Based on the graphs, how are potential energy, kinetic energy, and total energy related
to one another?
Answers will vary. [The total energy of the car is equal to the sum of its gravitational potential energy and
its kinetic energy. As the car goes down a hill, gravitational potential energy is converted to kinetic energy,
but the total energy of the car remains the same. As the car goes up a hill, kinetic energy is converted to
gravitational potential energy.]
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Name: ______________________________________
Date: ________________________
Teacher Answer Key
Energy in a Roller Coaster Simulation: http://www.teachersdomain.org/asset/mck05_int_rollercoaster/
100% PE
0% KE
1
Directions: For each
location on the
roller coaster, show
the relationship
between potential
and kinetic energy
by completing a
pie chart showing
your predicted
amounts of
potential energy
and kinetic energy.
0% PE
100% KE
65% PE
55% KE
4
0% PE
0% KE
“stopped”
6
3
Example
2
0% PE
100% KE
15% PE
85% KE
5
0% PE
100% KE
Use evidence from the diagram to explain and support the claim that the total amount of energy
remains the same when energy is transformed from one form to another.
______________________________________________________________________________________________
As energy in transformed throughout the rollercoaster ride between kinetic and potential
______________________________________________________________________________________________
energy, the total energy remains at 100%. For example, the 100%potential energy at position
______________________________________________________________________________________________
1, is completely transformed into 100% kinetic energy at position 2.
______________________________________________________________________________________________
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22
Investigation 6A Energy Transformations on a Roller Coaster
6A Energy Transformations on a Roller Coaster
Where does the marble move the fastest, and why?
To pedal your bicycle up a hill, you have to
work hard to keep the bicycle moving.
However, when you start down the other
side of the hill, you can coast! In this
investigation, you will see how a marble’s
speed changes as it moves up and down
hills. It’s all about energy!
Materials
CPO Roller Coaster
steel marble
CPO Timer and photogates
meter stick
Physics stand
A
Set up the roller coaster
1. Attach the roller coaster to
the fifth hole from the
bottom of the stand.
2. Place the marble against the
starting peg and let it roll
down the track.
3. Watch the marble roll along
the track. Where do you
think it moves the fastest?
B
A hypothesis
a. Think about the seven places in the
diagram. Where do you think the
marble is moving the fastest? Choose
one of the seven places and write down
why you think that will be the fastest
place.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
23
CTesting your idea
1. Set the timer in interval mode and plug a
photogate into input “A.”
2. Measure the time it takes the marble to roll
through the photogate at each of the seven
places. Be sure the photogate is pushed up
against the bottom of the track.
3. The speed of the marble is its diameter
divided by the time it takes to pass through
the photogate. Find the speed of the marble
at each position by dividing the diameter of
the marble (1.9 cm) by the time through
photogate A.
Table 1: Speed of the Marble
Position
Distance (cm)
1
1.9
2
1.9
3
1.9
4
1.9
5
1.9
6
1.9
7
1.9
Time A (s)
Speed (cm/s)
DStop and think
a.
Which position was fastest?_____________________________
b.
Propose an explanation for why that place was fastest.
c.
The marble has more potential energy at the top of the roller coaster than at the bottom.
What happens to this energy?
Investigation 6A Energy Transformations on a Roller Coaster
d. It takes energy to increase the marble’s speed. Where does this energy come from?
E
Energy and change
1. Measure the speed and height of the marble every 10 cm along the roller coaster.
Table 2: Speed and height data
Position
(cm)
Height
(cm)
Time A
(s)
Speed
(cm/s)
10
20
30
40
50
60
a. Make a graph with the height on the y-axis
and the position on the x-axis.
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Example
b. Scale the right hand side so you can plot speed on the same graph. Use the example in the
diagram.
d. What does the graph tell you about the relationship between speed and height?
c.
Explain the graph in terms of potential energy, kinetic energy, and total energy.
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CPO Lab Investigation Lab 6A – Teacher Pages
Part I: Digital Lab sheets, directions, and teacher answer key can be found in the CPO
Textbook Resource Materials - Teacher Resource CD.
Part II: This activity is adapted from the New Learning Standards: Vision Into Practice
Classroom Examples.
Distribute 4 index cards to each group. Each group should pick 4 positions on the roller
coaster, create 4 bar graphs for each of 4 different positions showing the relationship
between potential and kinetic energy. Example:
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TEACHER KEY - Index Card examples:
Section 1
Section 3
100
100
0
0
Potential
Energy
Kinetic
Energy
Potential
Energy
Section 5
Section 7
100
100
0
0
Potential
Energy
Kinetic
Energy
Kinetic
Energy
Potential
Energy
Kinetic
Energy
Next, have each group mix up their cards and switch index cards with another group
in the class. Students organize the index cards in the correct order and place in the
correct positions on the roller coaster.
Students must explain and defend the reasoning for the order they picked.
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Light bulb or Heat bulb?
Inquiry through Energy Transformations in a Light bulb
Teacher Pages
1. Review the energy transformations in a light bulb:
2. Ask students, to think about if all light bulb transformations are the same?
When energy transfers to a large system, it may be difficult to measure the effects of the
added energy. Dissipated energy (energy that is transformed into thermal energy and
released into the surroundings) is difficult or impossible to recapture. Some systems, such as
certain light bulbs, dissipate less energy than others, leaving more energy to use.
It is suggested to facilitate as students develop their own investigation to test and
compare the amount of energy (thermal) dissipated in various bulbs, and to explain
how the energy transformation takes place in order to understand the differences in
energy input/output.
Example investigation:
The following lesson has been adapted from the
Ohio Energy Project e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson.
PURPOSE: to introduce students to how lighting affects their energy usage and how
changing the type of light bulb used can dramatically change that. Perhaps NO measure
is more effective, than changing a bulb, in terms of easy energy conservation action. The
energy savings are dramatic. This experiment allows students to draw conclusions
comparing the two types of light bulbs: compact fluorescent light bulbs (CFLs) and
incandescent light bulbs (ILs).
MATERIALS NEEDED:
Lamp bases or clamp lights
Timers
Calculators
Thermometers
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Light bulb packaging with prices (or
copies of sample packaging WS)
Incandescent light bulbs (IL)
Compact fluorescent light bulb(CFL)
FOR CONVENIENCE, THIS EXPERIMENT IS BROKEN INTO TWO PARTS.
For Part I, students compare the structure of each bulb, and the heat generated by
each bulb measured by the change in temperature.
For Part II, students compare the costs of purchasing and operating each type of bulb.
PART I PROCEDURE:
1) Begin the unit by showing the 2 types of light bulbs: compact fluorescent light bulbs (CFLs)
and incandescent light bulbs (ILs). Ask students which type they use the most at home.
Ask students if they use CFLs in their home. Ask students which type of bulb they think is
better. Ask students what type of lighting is used in school (fluorescent). Explain that a CFL
uses the same basic technology as a fluorescent light bulb at school. Tell students that
they are doing a scientific experiment comparing CFLs to ILs. Tell students this is important
in energy use because between 10-20% of their electricity bill pays for lighting in their
home.
2) Ask students to observe the structure of each type of bulb in the lamp bases. Ask students
to sketch each bulb and put observations about the structure of each bulb in the data
table.
3) Demonstrate how to read the thermometer. If possible, groups can run both lamps at
once. For safest data collection, mount the thermometer on a stand or lay the
thermometer on a table next to the lamp bases, so the students do not have to hold the
thermometers. The thermometers could even be taped on a box to the correct height
above the lamp bases or below the clamp lights. Remind students to keep thermometers
the same distance from each bulb. Remind students to take the temperature before they
turn on the lights. Have the timer begin timing after the starting temperature is
determined and recorded. Be sure the lamp bases are not next to each other. BE SURE
NOT TO TOUCH THE BULBS ONCE THE LIGHT IS ON - ILs GET HOT!
4) Once students have completed the graph, discuss results of the
first part of the lab. Discuss the different appearance and feel of
each bulb. Remind students that a compact fluorescent light
bulb is a rolled up fluorescent light tube. Discuss the change in
temperature for the 2 bulbs. Review the results on their graphs.
Discuss why the incandescent bulb gets so much hotter. Explain
how the filament in the bulb actually gets so hot it emits light and
glows. Explain that compact fluorescent bulbs do not have a
filament. Students may have noticed this while observing the
bulbs. CFLs are actually a tube of gas. When electricity flows
through the gas from an electronic or magnetic ballast, the gas
emits ultraviolet light. That ultraviolet light (UV) strikes a painted
white phosphor coating on the inside of the tube. Phosphor is a
substance that can emit visible light when it is struck by UV light.
So the coating glows.
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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PART II PROCEDURE:
1) Explain that in Part II of the lab, they will compare the costs of purchasing and operating
the two types of bulbs.
2) Review the following terms. They will be used in Part II of the lab.
Lumens - a measure of the amount of light falling on an object at a given distance
Watts - units of power, the rate at which a bulb or appliance uses energy.
Kilowatt - 1000 watts. (It is more useful when talking about electricity use than a single
watt because we use so many thousands of watts.)
Kilowatt-hour - the unit in which we buy electricity. It is a unit for energy. It is equal to
1000 watts used for one hour. Kilowatt-hours are calculated by kilowatts X hours used.
Life Expectancy - the average time a bulb has been tested and is expected to
operate in hours under normal use.
3) Background info: The average cost of 1 kwh is $0.11 in Ohio.
4) If possible, distribute real light bulb packaging.
5) Help students work through the calculations. Two versions are available. Pick which version
is most appropriate for your students. A key for each table is provided with sample data
from the sample packaging.
The first version, “LET”S COMPARE! 12,000 Hours of Light is geared toward lower grades.
The second version “CALCULATING THE COST OF 12,000 HOURS OF LIGHT” is geared
toward upper grades.
6) Review the data, calculations, and questions. Students will probably be amazed by their
findings. Discuss the merits of each bulb. Ask students which bulb they think is better now.
Ask students why they think some people are resistant to trying CFLs. (Want to generate
some more drama? Share some of “THE AMAZING LIGHTBULB FACTS” with your students.
7) Instruct students to transfer the appropriate data to the “CFL vs IL: The Big Picture”
graphic. They will take this home to share with their parents.
8) Discuss variables that were controlled (kept the same) in this experiment (e.g. distance,
thermometers, bases, time interval, location, lumens). Discuss variables that were
changed (e.g. bulb type). Discuss any variables that were uncontrolled (e.g. different
thermometer readers). Discuss how the experiment might be changed for improvement.
9) Give each student an ENERGY SAVERS booklet to take home. Review the pages they will
read with their parents on the “LIGHT BULB OR HEAT BULB AT HOME” home activity (pages
20-21). Online version may be found at:
http://www1.eere.energy.gov/consumer/tips/pdfs/energy_savers.pdf
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Name______________________________________Date______________________Period_____
Light Bulb or Heat Bulb?
PART I:
Purpose: to compare an incandescent light bulb to a compact fluorescent light bulb
Materials:
1 incandescent light bulb (IL)
2 thermometers
1 compact fluorescent light bulb
(CFL)
light bulb packaging for IL and
CFL
2 lamp bases or clamp lights
1 calculator
Hypothesis:
Which light bulb do you think will give off the most heat? ______________
Which light bulb do you think will use more electricity? ______________
Procedure:
1) Observe each light bulb. Sketch and record their physical characteristics. Be
very careful with the bulbs. Do not shake the bulbs.
Observations (Physical Characteristics):
Compact Fluorescent Light Bulb (CFL)
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Incandescent Light Bulb (IL)
2) Put a compact fluorescent light bulb (CFL) in the lamp base or clamp light. Hold
or place the thermometer 5-10 cm from the bulb and take the temperature.
Take the temperature every minute for 10 minutes and record it in the data
table.
3) Put an incandescent light bulb (IL) in the lamp base. Hold or place the
thermometer 5-10 cm from the bulb and take the temperature. (Make sure the
thermometer is at the same distance from the bulb as before.) Take the
temperature every minute for 10 minutes and record it in the data table. BE
CAREFUL NOT TO TOUCH THE BULB.
4) Calculate the change in temperature for each bulb.
Data Table:
Time (min)
Temperature of Compact
Fluorescent (CFL) Bulb
(°C)
Temperature of
Incandescent Light (IL) Bulb
(°C)
0
1
2
3
4
5
6
7
8
9
10
Change in
Temperature
5) Graph the results of your temperature experiment. Use one color for the
compact fluorescent light bulb and one color for the incandescent light bulb.
Make a key showing which bulb each color represents. Label each axis and
give the graph a title.
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Name______________________________________Date______________________Period_____
Graph:
Time (minutes)
Color Key:
CFL
IL
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Sample Data – Teacher Key
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
Data Table:
Time (min)
Temperature of Compact
Fluorescent (CFL) Bulb
(°C)
Temperature of Incandescent
Light (IL) Bulb
(°C)
0
19
19
1
20
21
2
21
29
3
21
31
4
21.5
33.5
5
22
36
6
22
36
7
22.5
37
8
23
37
9
23
37.5
10
23
38
Change in
Temperature
+4
+19
Graph:
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Name______________________________________Date______________________Period_____
Questions:
1) Do your results support your hypothesis? Explain.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2) What characteristics do the light bulbs have in common?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3) How do the light bulbs differ?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4) Which light bulb is coolest? _____________________________________________________
5) Which bulb is truly a “heat bulb”, not a “light bulb”? Explain your answer.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6) How does this experiment relate to energy transformations?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Questions: - TEACHER
KEY
1) Do your results support your hypothesis? Explain.
Answers will Vary
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2) What characteristics do the light bulbs have in common?
Size is fairly similar, same electrical input, both made out of glass with a similar
________________________________________________________________________________
metal base,
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3) How do the light bulbs differ?
Structure is different – IL is one whole bulb and the CFL is a coil of glass tubing;
________________________________________________________________________________
the IL has a filament that heats up surrounded by Argon gas and the CFL is filled
________________________________________________________________________________
with gas and mercury vapor.
________________________________________________________________________________
________________________________________________________________________________
CFL
4) Which light bulb is coolest? _____________________________________________________
5) Which bulb is truly a “heat bulb”, not a “light bulb”? Explain your answer.
The CFL emits a tremendous of amount of heat in addition to light.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
6) How does this experiment relate to energy transformations?
Electrical energy enters the light bulb, which is then transformed into thermal
________________________________________________________________________________
energy and light energy.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Name______________________________________Date______________________Period_____
Part II.
“LET’S COMPARE! 12,000 Hours of Light”
Purpose: to compare the costs or purchasing and operating IL and CFL bulbs
Materials: IL and CFL packaging, calculator
Hypothesis: For each statement circle CFL(Compact Fluorescent Light) or
IL(Incandescent Light)
1. Which light bulb do you think will cost the most to purchase? CFL
IL
2. Which light bulb do you think will cost the most to operate?
CFL
IL
3. Which light bulb do you think will be most efficient?
CFL
IL
Vocabulary:
Lumens - A measure of the amount of light falling on an object at a given distance.
Watts – Units of power, the rate at which a bulb or appliance uses energy.
Kilowatt – 1000 watts.
Kilowatt-hour – The unit in which we buy electricity. It is a unit of energy. It is equal
to 1000 watts used for one hour.
Life Expectancy – The average time a bulb has been tested and is expected to
operate in hours under normal use.
Background: The average cost of 1 kilowatt-hour is $0.11.
Procedure:
1) Use the “Let’s Compare” worksheet. Look at the packaging of the light bulbs.
Use the packaging or the sample packaging sheet to record the Light Output in
lumens, the Power Used in watts, the Life Expectancy in hours, and the Cost per
Bulb
2) Do the calculations comparing the cost of light bulbs and record the data in
your table.
3) For the “LET’S COMPARE! 12,000 Hours of Light” data sheet, use the facts on the
packaging and the current average cost per kilowatt-hour to calculate the
numbers to complete the data.
4) Transfer your numbers to the “CFL vs IL: The Big Picture” sheet. Calculate the life
cycle savings.
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Sample Packaging
CFL:
Sample cost of CFL = $2.00/bulb
IL:
Sample cost of IL = $0.20/bulb
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Name________________________________________Date__________________Period_____
LET”S COMPARE!
12,000 Hours of Light
SAVINGS=$____________-$_____________=$_____________
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Name________________________________________Date__________________Period_____
LET”S COMPARE!
12,000 Hours of Light
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Name_____________________________________________________Date__________________Period_____________
CFL vs IL: THE BIG PICTURE!
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Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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Name________________________________________Date__________________Period_____
Questions:
1) Which light bulb is most energy efficient? Explain your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2) What is the life cycle savings in replacing one IL with a CFL?
_____________________________________________________________________________________
_____________________________________________________________________________________
3) Are light bulbs considered an open or closed system? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4) Draw a diagram showing the energy transformation in a light bulb.
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Questions: TEACHER ANSWER KEY
1) Which light bulb is most energy efficient? Explain your answer.
The CFL is most energy efficient because it is brighter, uses less electricity,
______________________________________________________________________________
lasts longer, and costs less per 12,000 hours of use.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2) What is the life cycle savings in replacing one IL with a CFL?
$81.60 -$19.16 = $62.44 savings
_____________________________________________________________________________________
_____________________________________________________________________________________
3) Are light bulbs considered an open or closed system? Explain.
A light bulb is considered an open system, because the electrical energy is
______________________________________________________________________________
transformed into heat in light, which is released out into the environment.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4) Draw a diagram showing the energy transformation in a light bulb.
Adapted from Ohio Energy Project’s e3 Smart Curriculum “Light Bulb or Heat Bulb” lesson
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