Introduction to
Energy
Unit Study for Grades K - 6
INTRODUCTION TO
Energy
Created by Mindi Eldredge
Table of Contents
Unit Informa on iii
Supplies Needed iv
Op onal Read-Aloud Story Books v
Lesson 1 - What Is Energy? 1
Lesson 2 - Atoms, Molecules, and Forms of Energy 7
Lesson 3 - Forms of Energy: Experiments 22
Lesson 4 - The Transfer of Energy 25
Lesson 5 - Poten al and Kine c Energy 31
Lesson 6 - Renewable and Non-Renewable Energy 39
Grades 7-12 Unit Extension 49
ii © Jenny Phillips
INTRODUCTION TO
Energy
Created by Mindi Eldredge
Unit Information
This unit is wri en as an introduc on to and overview of energy subjects. It is suggested as a prerequisite to the physics
units in The Good & the Beau ful curriculum including Heat, Light, and Sound; Gravity, Forces, Mo on, and Simple
Machines; Electricity and Magne sm.
Science Journal
All of The Good & the Beau ful science units
include ac vi es for a science journal. For
each child, prepare a 1” to 2” 3-ring binder
to func on as their “science journal.” Have
wide-ruled paper and blank white paper
on hand for science journal ac vi es. All
completed journal ac vi es are to be kept
in the science binder. You may also consider
having children create a cover for their
science journals, which they insert under the
clear cover of the binder.
Science Wall
All of The Good & the Beau ful science units
include vocabulary words to be placed on
your “science wall,” which is a wall in your
learning area on which you can a ach the
vocabulary words and other images. Print
and cut out the vocabulary word cards at
the beginning of the unit. The course will
indicate when to place them on the wall.
Lesson Mini Books
Many lessons include science mini books.
To make your mini books, simply print the
pages single-sided, cut them in half along the
do ed lines, stack the pages together, and
staple twice along the le side.
Lesson Prepara on
All of The Good & the Beau ful science units
include easy-to-follow lesson prepara on
direc ons at the beginning of each lesson.
Experiments
Many of The Good & the Beau ful science lessons
involve hands-on experiments and teacher
demonstra ons. Always supervise children as they
par cipate in the experiments to ensure that they
are following all necessary safety procedures.
Teaching Older Children?
This unit study is designed for Grades K-6. If
you are also teaching older children (Grades
7-12), look for the “older children” symbol at
the end of some of the lessons in this unit.
There you will find ideas for guiding older
children through more in-depth research and
study.
Addi onally, you will find at the end of
the unit an 18-page ar cle tled “Energy”
wri en for older children (Grades 7-12).
© 2 0 1 6 Je n n y P h i l l i p s | w w w. Je n n y ph i l l i p s . c o m
No part of this PDF document may be copied or distributed for those outside your family or school group.
INTRODUCTION TO
Energy
Created by Mindi Eldredge
Supplies Needed
Lesson 1 - What Is Energy?
Lesson 4 - The Transfer of Energy
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One small toy car
One ball (any size)
One candle (any size)
Matches or lighter
Op onal read-aloud books (see read-aloud page)
Lesson 2 - Atoms, Molecules, and Forms of Energy
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Three containers of different colored play-dough per
child
One dozen toothpicks per child
Op onal read-aloud books (see read-aloud page)
Lesson 3 - Forms of Energy: Experiments
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One plas c spoon
Two plas c cups
One piece of yarn at least three yards long
One sandwich-sized plas c bag per child
1/3 cup vinegar per child
A couple drops of food coloring per child
Two tablespoons of baking soda per child
A digital camera or a phone with a camera
One rubber band per child
A hot glue gun and glue s ck
One small plas c toy animal
One paper plate
Two cra magnets, 3/4 inch diameter
15 graham crackers
3/4 cup margarine
1/2 cup powdered sugar
1 cup chocolate chips
12 large marshmallows
One muffin n
12 muffin cup liners
One medium-sized bowl
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One ba ery powered flashlight
Two balls, one smaller than the other (for best results
use one ball roughly the size of a ping-pong ball and
one ball between the size of a cantaloupe and basketball)
One set of dominoes or domino-shaped blocks
One water bo le with lid
One piece of yarn several feet long
Tape (op onal)
One long pole, such as a broom handle (op onal)
Op onal read-aloud books (see read-aloud page)
Lesson 5 - Poten al and Kine c Energy
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One 8.5”x8.5” piece of construc on paper per child
Nine cra s cks or popsicle s cks per child
Six regular size rubber bands per child
One plas c spoon per child
Three cra magnets, 3/4 inch diameter (op onal)
One hot glue gun and glue s ck (op onal)
One ruler or wooden paint s r s ck that a magnet can
be glued to (op onal)
One piece of thread several feet long (op onal)
Tape (op onal)
A stack of books (op onal)
Op onal read-aloud books (see read-aloud page)
Lesson 6 - Renewable and Non-Renewable Energy
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One die
One game pawn per child (other games’ pawns or
items such as colored rocks or bu ons may be used)
iv © Jenny Phillips
Instructions: Cut out the boxes on this page and place them on your “science wall”
as you discuss the vocabulary words. Review the vocabulary words each day during
this unit and at various times throughout the year.
Vocabulary - Energy
Energy
the ability that God gave to all things to
perform work
The Law of Conservation of Energy
Energy is never created or destroyed but can be
transferred and transformed.
Transfer
to move from one object to another
vi © Jenny Phillips
Atoms
extremely small particles that are the building blocks
of all substances upon the earth
Nucleus
Protons and Neutrons)
Electron
Molecule
more than one atom bonded together
Atom
Molecule
Atom
viii © Jenny Phillips
Science
Lesson 2
Lesson 2 - Atoms, Molecules, and Forms of Energy
Objec ve
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Help children iden fy many different forms of energy.
Understand vocabulary words: atoms, molecule, mechanical energy, electrical energy, light energy, heat
energy, sound energy, chemical energy, nuclear energy, magne c energy.
Prepara on
 For each child, print one copy of the “Build an Atom” page included in this lesson.
Print and cut out one copy of the “Forms of Energy Title Cards,” “Forms of Energy
Defini on Cards,” and “Examples of Energy Cards.”
Op onal Read-Aloud
Ac vity
At any point in the lesson, you may wish to
read one or more of the children’s books
listed in the read-aloud sec on at the
beginning of the unit.
Give each child a “Build an Atom” page and three
containers of play-dough, each a different color.
Show children the Atoms vocabulary card and tell
children they will be making their own model of an
atom.
Read to children:
Not all energy is the same. There are many different
forms of energy on the earth and throughout the
universe. Today we are going to talk about some of
the main forms of energy. However, before we talk
about forms of energy, we need to understand more
about what makes up the substances on the earth.
Extremely small particles that make up all substances
on the earth are called atoms. Atoms are so small that
they can only be seen using special high-powered
electron microscopes. Atoms are like tiny building
blocks that, when put together, make larger items. For
example, your body is made of atoms. The chair you
sit on is made of atoms. The table is made of atoms.
The food you eat is made of atoms. Even the air you
breathe is made of atoms.
Atoms are made of protons, neutrons, and electrons.
And every single atom contains energy.
1. Have children choose one color of play-dough
and roll three to four marble-sized balls with it.
Have children place them on the center of their
“Build an Atom” paper.
2. Have children choose a second color of playdough and make another three to four marble-sized balls. Have them place these with the
others on the center of their pages and gently
7 © Jenny Phillips
Lesson 2
Science
press them together so that they are s ll separated by color but all grouped together into one
ball.
3. Tell children that this represents the nucleus or
center of an atom. The nucleus of an atom is
made up of protons and neutrons.
9. Leave the play-dough atom and the “Build an
Atom” page out for use later in the lesson.
Science Wall
Place the vocabulary card Atoms on the
science wall.
Read to children:
4. Have children take the third color of play-dough
and roll out three to four pea-sized balls. Have
children place the balls in different spots on the
three outside rings of their “Build an Atom” page.
5. Tell children that these represent electrons. Electrons are the part of the atom that spin around
the outside of the nucleus.
6. Reiterate to children that, although the model
of the atom they created is large, atoms are
actually extremely small.
7. Have children take all the play-dough balls on
the “Build an Atom” page and gently press them
together into one ball.
8. Explain that though we have spread out the
parts of an atom on the “Build an Atom” page,
the parts of the atom are held all together
crea ng one li le atom. Tell children that the
ball containing the protons, neutrons, and
electrons will represent one atom throughout
the remainder of the lesson.
When an atom joins with one or more other atoms,
they become bonded together and create a molecule.
Molecules are made up of different types of atoms.
The specific types of atoms, the number of atoms,
and the arrangement of atoms in each molecule
determines the type of molecule. For example, when
two hydrogen atoms join together with one oxygen
atom, they form a water molecule.
Ac vity
Have children build a molecule using tooth picks and
play-dough.
1. Show children the Molecule vocabulary card. Tell
children they will place atoms together to create
a model of a molecule.
2. Have children create four more atom models
using the “Build an Atom” page as a guide.
3. Have children s ck the end of a toothpick into
one “atom” ball of play-dough.
4. Have children take another play-dough ball and
place it at the other end of the tooth pick.
5. Have children take another toothpick and s ck
it into the other side of one of the balls. Have
them then s ck another ball at the other end of
that toothpick.
8 © Jenny Phillips
Lesson 2
Science
reading it aloud, and deciding with the group what
type of energy they think it defines. Then, have
the group choose which example cards best fit the
specific form of energy.
Con nue un l all of the cards have been matched up.
Answers:
6. Children will con nue un l they have a model of
a molecule.
7. Explain to children that each individual ball
represents an atom, but that when the atoms
are bonded together, the whole group of bonded
atoms represent a molecule.
8. Point out that, although molecules are larger
than single atoms, they are s ll extremely small-smaller than the naked eye can see.
[Mechanical Energy: This form of energy comes from
the motion of an object or the possible motion of
an object because of its location. Mechanical energy
example cards: “Cutting With Scissors,” “A Falling
Ball,” “A Moving Bike”]
[Electrical Energy: This form of energy is created
when electrons move rapidly from atom to atom.
Electrical energy example cards: “An Ipod Charging,”
“Lightning,” “Power Lines”]
[Light Energy: We see this form of energy when
electromagnetic waves move through space or air.
This energy allows us to see all that is around us.
Light energy example cards: “Sunshine,” “A Flashlight
Turned On,” “A Light Bulb Turned On”]
[Heat Energy: This form of energy is created as
molecules move about within a substance. The faster the
molecules move, the hotter the substance becomes. The
slower the molecules move, the cooler the substance is.
Heat Energy example cards: “A Volcanic Eruption,” “A
Stove Turned On,” “Fire in a Barbecue”]
9. If me allows, children may build more
molecules, arranging each differently.
Science Wall
Place the vocabulary card Molecule on the
science wall.
Read to children:
Now that we understand what atoms and molecules
are, we can discuss eight common forms of energy.
Ac vity
Lay the “Forms of Energy Title Cards” across a table
or floor. Also, lay out the “Examples of Energy Cards”
in random order. Tell children that they will match
up the tles, defini ons, and examples of different
forms of energy.
Fan out the “Forms of Energy Defini on Cards.”
Have children take turns choosing a defini on card,
[Sound Energy: This form of energy comes from the
vibration of an item. The vibration sends out special
waves that we can hear. Sound energy example
cards: “Music From a Saxophone,” “A Ringing Alarm
Clock, “Music Playing on Headphones”]
[Chemical Energy: This form of energy is released
when the bonds of molecules are broken apart. The
released energy can be used as fuel for humans,
animals, cars, and more. Chemical energy example
cards: “Digesting a Hamburger,” “Energy Within a
Battery,” “Gasoline”]
[Nuclear Energy: This form of energy is released
when the center of an atom, the nucleus, is split or
when an atom’s nucleus is joined with the nucleus
of another atom. Nuclear energy example cards:
“Nuclear Fission Reactions at a Power Plant,” “Nuclear Fusion: The Combining of Two Nuclei,” “Nuclear
Fission: The Nucleus of an Atom Splitting”]
9 © Jenny Phillips
Lesson 2
Science
[Magne c Energy: In most atoms, the electrons spin
randomly around the nucleus. However, in some types
of atoms, the electrons all move in the same direction.
When these types of atoms line up together, they create
magnetic energy. Magnetic energy example cards: “A
Compass,” “A Magnet,” “Earth’s Magnetic Field”]
Science Wall
If space allows, place the forms of energy tles,
defini ons, and example cards on the science
wall.
Older Children - Lesson Extension
Have older children (Grades 7-12) read sec on
one through five of the “Grades 7-12 Unit
Extension: Energy” reading material found
at the end of this unit. A er reading, have
children write a one page descrip on of what energy
is, what the Law of Conserva on of Energy is, and
how energy affects their everyday lives.
Note: This lesson includes a photo by IgniX - Own work, CC
BY-SA 3.0, hƩps://commons.wikimedia.org/w/index.php?curid=11238866.
10 © Jenny Phillips
Lesson 2
Build An Atom
11 © Jenny Phillips
Forms of Energy Title Cards
Mechanical Energy
Electrical Energy
Light Energy
Heat Energy
12 © Jenny Phillips
Forms of Energy Title Cards
Sound Energy
Chemical Energy
Nuclear Energy
Magnetic Energy
13 © Jenny Phillips
Forms of Energy Definition Cards
This form of energy comes from the
motion of an object or the possible motion
of an object because of its location.
This form of energy is created when
electrons move rapidly from atom to atom.
We see this form of energy when
electromagnetic waves move through
space or air. This energy allows us to see
all that is around us.
This form of energy is created as molecules
move about within a substance. The
faster the molecules move, the hotter
the substance becomes. The slower the
molecules move, the cooler the substance is.
14 © Jenny Phillips
Forms of Energy Definition Cards
This form of energy comes from the
vibration of an item. The vibration sends
out special waves that we can hear.
This form of energy is released when the
bonds of molecules are broken apart. The
released energy can be used as fuel for
humans, animals, cars, and more.
This form of energy is released when the
center of an atom, the nucleus, is split, or
when an atom’s nucleus is joined with the
nucleus of another atom.
In most atoms, the electrons spin randomly around
the nucleus. However, in some types of atoms, the
electrons all move in the same direction. When
these types of atoms line up together, they create
magnetic energy.
15 © Jenny Phillips
Examples of Energy Cards
Music from a Saxophone
A Volcanic Eruption
Sunshine
Digesting a Hamburger
16 © Jenny Phillips
Examples of Energy Cards
A Flashlight Turned On
An iPod Charging
Energy within a Battery
Cutting with Scissors
17 © Jenny Phillips
Examples of Energy Cards
A Falling Ball
Lightning
Gasoline
A Moving Bike
18 © Jenny Phillips
Examples of Energy Cards
A Light Bulb Turned On
Power Lines
A Stove Turned On
Fire in a Barbecue
19 © Jenny Phillips
Examples of Energy Cards
A Ringing Alarm Clock
Music Playing on Headphones
Nuclear Fission Reactions at a
Power Plant
Nuclear Fusion: The Combining
of Two Nuclei
20 © Jenny Phillips
Examples of Energy Cards
A Compass
A Magnet
Nuclear Fission: The Nucleus of
an Atom Splitting
Earth’s Magnetic Field
21 © Jenny Phillips
Science
Lesson 3
Lesson 3 - Forms of Energy: Experiments
Objec ve
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Children will par cipate in energy experiments and iden fy the forms of energy exhibited.
Prepara on
Print one copy of the “Oven Cupcake S’mores” recipe.
Read to children:
Experiment #1
In our last lesson we learned about different forms
of energy. We discussed mechanical, electrical,
light, heat, sound, chemical, nuclear, and magne c
forms of energy. Today we are going to par cipate in
experiments and ac vi es involving all of these forms
of energy (except nuclear energy). Let’s review each of
these forms of energy. Briefly review the defini ons
of the eight forms of energy discussed in Lesson 2.
Science Journal
Have children take a piece of blank paper
from their science journals and label the top
of the paper “Forms of Energy.” Have children
draw lines dividing the page into six even rectangles.
Have them label the top of each of the boxes with
the following tles: “Mechanical Energy,” “Electrical
Energy,” “Light Energy,” “Heat Energy,” “Sound Energy,” and “Chemical Energy.” As children observe and/
or par cipate in the following experiments, have
them iden fy which form of energy was observed:
mechanical, electrical, light, heat, sound, or chemical energy. Children will then draw a picture of the
experiment in the applicable space on their paper.
Have the children place the page in their science
journals.
Bending Water: Electrical Energy
Turn a sink on slowly so that a very small
stream of water comes out. Place the rounded
part of the spoon next to the stream of water,
showing the children that nothing happens. Then,
rub the rounded part of the spoon back and forth
briskly through your hair. Now place the rounded
part of the spoon next to the stream of water and
watch as the water bends slightly towards the spoon.
Without telling them which type of energy was
shown, explain to the children what they observed
in this experiment. As the spoon was rubbed rapidly
through the hair, the electrons from the atoms of the
hair moved to the atoms of the spoon. The addi onal electrons on the spoon give the spoon a nega ve
charge. The stream of water coming from the sink
has posi vely charged atoms. Opposite charges
a ract, causing the posi ve charge in the stream
of water to be drawn to the nega ve charge in the
spoon.
22 © Jenny Phillips
Science
Lesson 4
Lesson 4 - The Transfer of Energy
Objec ve
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Help children understand that the transfer of energy is energy changing forms or being transferred to
another object.
Define vocabulary terms: The Law of Conserva on of Energy, transfer, convert.
Prepara on
 Print and assemble one copy of the Transferred and Converted mini book included
in this lesson.
Op onal Read-Aloud
At any point in the lesson, you may wish to
read one or more of the children’s books
listed in the read-aloud sec on at the
beginning of the unit.
Read to children:
God organized energy in a way that it is never created
or destroyed. Instead, energy is always present. It may
be transferred from one object to another and change
form, but it is always there. Today we are going to
learn more about the transfer of energy.

Lesson Mini Book
Read to the children the mini book included in
this lesson: Transferred and Converted.
Science Wall
Place the vocabulary cards The Law of
ConservaƟon of Energy, transfer, and convert
on the science wall.
or destroyed, where did this light energy come from?
Pause for response. The ba ery inside this flashlight
is full of chemical energy. When I push the bu on a
mechanism inside the flashlight allows the ba ery
to transfer some of its energy through the flashlight.
As the chemical energy is transferred from inside
the ba ery to the flashlight, the energy is converted
into electrical energy and sent to the bulb at the
end of the flashlight. Special material inside the bulb
lights up when electricity flows through it. Thus, the
electrical energy changes to light energy. This example
shows us the transfer of energy from the ba ery to
the light bulb.
Now we are going to try three experiments that
demonstrate the transfer of energy. As we complete
these experiments, no ce where the transfers of
energy take place.
Experiment #1
Read to children:
This flashlight is an example of light energy. Turn on a
ba ery powered flashlight. If energy is never created
25 © Jenny Phillips
Have children each take a turn trying the
following experiment:
Lesson 4
Science
Take two balls, one smaller than the other. (For
more drama c results use one ball roughly the size
of a ping-pong ball and one ball at least the size of
a cantaloupe or as large as a basketball.) Drop the
larger ball and note how high the ball bounces. Then
drop the smaller ball and note how high it bounces.
Now take the two balls together, place the smaller
one on top of the larger one and drop them together.
Watch as they land. The bo om ball does not bounce
as high as it did before but it transfers its energy to
the top ball.
Ask the children to describe the energy transfer that
they observe.
below. Choose the pendulum that will work best
with the items you have on hand. A er children set
up the pendulum, have them build a tower using
items such as blocks or paper cups. Have children
swing the pendulum to knock over the tower.
Discuss with children the transfer of energy that they
observe.
Pendulum 1:
Place a long pole, such as a broom handle, between
the slats of two chairs. Tie a piece of yarn around the
neck of a full bo le of water. Tie the yarn to the pole
so the bo le hangs at least an inch above the floor.
Pendulum 2:
Experiment #2
Have children build a domino trail around the
room. To set this up, have them stand each
domino on end about an inch apart.
A er the dominoes are set up, have them p the first
domino towards the second domino to start a chain
reac on.
Tie a piece of yarn around the neck of an empty soda
or water bo le. Tape the other end of the yarn to a
counter or table top so the bo le hangs at least an
inch above the floor.
A er the experiment is complete, discuss with
children what items they observed the transfer of energy in. Make sure to point out the energy that came
from the person who first pushed the domino over.
Experiment #3
Have children build and experiment with a
pendulum to show the transfer of energy. Two
op ons for building the pendulum are shown
26 © Jenny Phillips
Transferred and Converted
Energy is ever
present in the
world around
us. That energy
is never created
nor destroyed
but is eternal.
O en energy
changes form as
it is transferred
from one item to
another, but none
of the energy is
destroyed along
the way.
This is called The Law of ConservaƟon of Energy.
© Jenny Phillips
2
Let’s pretend you are bowling. As you bowl, energy is transferred mul ple
mes. To begin with, the energy in the food you’ve eaten provides your
body with the strength to walk and to roll the bowling ball. The energy in
your body is transferred to the bowling ball. And when the bowling ball
hits the pins, the energy in the bowling ball is transferred to the pins.
3
We know that energy
can be transferred and
changed in form. But
what does transfer
actually mean?
To transfer something
means to move it from
one object to another.
So when energy is
transferred, it moves
from one object to
another.
Electricity is transferred
from the wall outlet to
the night light.
When the electrical
energy reaches the light
bulb, it is converted to
light energy.
O en when energy is transferred from object to object, the energy
changes form. When energy changes form, we say it is converted.
Energy can be converted from electrical energy to light energy, from
chemical energy to mechanical energy, from mechanical energy to
sound energy, and in many other ways.
© Jenny Phillips
4
Most of the energy on the earth
can be ed directly back to the sun.
We know that the sun’s energy
brings the earth heat and light, but
how else does the sun bring energy
to the earth and all upon it?
Let’s take a look at this example:
The energy from the sun radiates to
the earth. Through a process called
photosynthesis, plants on the
earth, such as grass, use this energy
from the sun to grow.
Cows eat grass, and as they do so, the energy from the grass is
transformed within their bodies to give them energy, help them grow, and
eventually give them the energy to produce milk. Milk and other forms
of drinks or food are forms of chemical energy that give us energy to live,
run, jump, and play!
5
What about fossil fuel sources of energy? We use fossil fuels such as
gasoline for fuel in our cars. Coal is burned in power plants and
converted to electricity. If most sources of energy can trace their
energy back to the sun, can the energy in fuels such as coal, oil, and
natural gas be traced back to the sun?
© Jenny Phillips
6
Yes, even fossil fuel energy can be
traced back to the sun!
Long ago, before God placed man
on the earth, plants and trees
grew upon the earth as they do
now. The sun’s energy radiated
down upon the plants, giving them
energy to grow.
Over me the plants and trees
died and gradually became
covered with earth.
Slowly the trees began to break down and decay. A er a great many
years, the weight and heat of the earth caused the remains of the trees to
become coal.
Today miners dig for coal deep within the earth. The coal is taken to
power plants where its chemical energy is converted into electricity.
7
In recent years,
scien sts have
discovered and invented
many ways to capture
the energy of the world.
Much of this energy is
converted into electrical
energy, bringing us the
electricity we need
to power our homes,
stores, and so much
more.
What types of energy
do you see in this
picture being captured
and converted into
electrical energy?
© Jenny Phillips
8
Science
Lesson 5
Lesson 5 - Potential and Kinetic Energy
Objec ve
•
•
Help children understand the difference between poten al and kine c energy.
Define vocabulary words: poten al energy, kine c energy.
Prepara on
Cut a piece of construc on paper into one 8.5 x 8.5 square per child.
Print one copy of the “Frog Hopper” folding instruc on pages.
Print one copy each of the “Poten al Energy” and “Kine c Energy” poster pages.
Print one copy per child of the “Kine c Energy, Poten al Energy” journal page.
Op onal Read-Aloud
At any point in the lesson, you may wish to
read one or more of the children’s books
listed in the read-aloud sec on at the
beginning of the unit.
Food is an example of poten al energy. The energy
stored in the food has the poten al to be released
when eaten and digested.
Ac vity
Wood and other fuels contain poten al energy.
Energy is stored within them but not released un l
they are burned. When the wood is burned and the
energy released, it is no longer poten al energy.
Following the instruc ons on the “Frog Hopper”
page, have children each create an origami frog
hopper. A er the frogs are made, let the children
have fun hopping the frogs about.
When an item such as an elas c or spring is stretched,
the item gains poten al energy. The bowstrings on
a bow gain poten al energy as they are pulled back,
ready to be released.
Have the children put the frog hoppers aside. Tell
the children that they will be learning about the two
types of energy their frog hopper exhibited.
All atoms contain energy within them. This energy is
poten al energy because it is stored within the atom
and will not be released except through nuclear fusion
or fission.
Read to children:
An apple hanging on a tree has poten al energy. The
apple has poten al energy because of gravity and the
apple’s posi on on the tree.
In this unit we have learned about many forms
of energy. Each and every form of energy can be
grouped into one of two groups, either kine c or
poten al energy.
Poten al energy is stored energy. Show children the
“Poten al Energy” poster page. Items have poten al
energy when they have energy stored within them
with the poten al of being released.
Show children the “Kine c Energy” poster page.
When the stem of an apple becomes weakened, and
the apple begins to fall, the apple loses poten al
energy and gains kine c energy.
Kine c energy is energy in mo on. When items fall
or roll down a hill, they have kine c energy. However,
31 © Jenny Phillips
Lesson 5
Science
falling or rolling is not the only type of kine c energy.
cra pom-pom, a small ball, etc.
Sound waves are waves of energy moving through
the air. Because of their movement, sound waves are
kine c energy.
How to build the cra s ck tongue depressor
catapult:
1. Place seven cra s cks on top of each other
and fasten them together using elas c bands
wrapped around each end.
Both light and heat are examples of radia ng energy
moving through space. They are both examples of
kine c energy.
The movement of electricity through an item is an
example of kine c energy. Lightning is kine c energy
when the electrical current moves through the clouds
and from the sky to the earth below.
All forms of energy have either poten al or kine c
energy. Can you think of other examples of kine c and
poten al energy? Allow me for sharing.
Let’s think again about our frog hoppers. Use one of
the frog hoppers to demonstrate as you explain. As
I place my finger down against the back of the frog,
ge ng it ready to hop, what type of energy does
the frog hopper contain? [poten al energy] When
I release the frog hopper and it flies through the air,
what type of energy does the frog hopper now have?
[kine c energy]
2. Place one cra s ck on top of and perpendicular to the bundled cra s cks and one directly
beneath.
3. A ach the top cra s ck and the bo om cra
s ck together at the same end using an elas c
band.
Science Wall
Place the vocabulary cards: potenƟal energy
and kineƟc energy on the science wall. (These
are full pages included in this lesson.)
4. Using another rubber band, secure the cra
s cks all together across the middle of both.
Science Journal
Using the “Poten al Energy/Kine c Energy”
blank journal pages, have children illustrate
an example of both poten al and kine c
energy.
Project
Have children build a cra s ck catapult. A er
building the catapults, ask the children to
demonstrate and explain when poten al and kine c
energy are shown in launching an item using the
catapult. [Poten al energy is shown when, a er an
item is placed on the spoon, the spoon is pressed
down and ready for the launch. Kine c energy
is shown as the spoon is released and the item
flies through the air.] Children can launch small,
light-weight items such as a mini marshmallow, a
5. Using two rubber bands, a ach a plas c spoon
to the empty end of the top cra s ck.
32 © Jenny Phillips
Renewable and Non-Renewable Energy Example Cards
Wind
The Sun
Water
Heat Beneath the Earth
41 © Jenny Phillips
Renewable and Non-Renewable Energy Example Cards
Biomass
Coal
Oil
Natural Gas
42 © Jenny Phillips
Older Children: Grades 7-12
Grades 7-12 Unit Extension
Energy
Energy is something that we are all familiar with and use on a daily basis. But have you ever wondered
what energy really is? When you plug a lamp into an electric socket, you see energy in the form of
light, but when you plug a heating pad into that same socket, you only feel warmth. When you eat a
bowl of spaghetti, the energy it provides helps you to function throughout the day, but when you eat
five bowls of spaghetti, some of that energy is turned into body fat.
If you stop to think about it, energy is very complicated. Still, we use energy for every single thing that
we do, from the moment we wake up to the moment we go to sleep. Even during the night while we
sleep, our body is using energy to do things such as growing bones. Without energy, we couldn’t turn
on lights, we couldn’t brush our teeth, we couldn’t make our lunch, and we couldn’t travel to school.
Although we all use energy, very few of us understand how we use it.
1. Ability to Do Work
All matter upon the earth has energy. However, energy is not a physical substance. Energy cannot be
weighed and doesn’t take up space. Rather energy is the ability to do work. It is a cause or agent of
change.
Not all matter contains the same amount of energy. Gas molecules contain more energy than an
equal number of liquid molecules (under the same exact conditions) and move more freely than liquid
molecules. Liquid molecules contain more energy than solids and move more freely than solids.
2. Forms of Energy
Just as there are many different forms of matter upon the earth, energy also comes in many different
forms. We will discuss some of the main forms of energy here.
Radiant energy is the energy of electromagnetic waves or particles. Many forms of energy are radiant
energy, including visible light, heat, radio waves, and x-rays.
Solar energy is radiant energy that is put out specifically by the sun.
Thermal energy (sometimes called heat energy) is the energy associated with the microscopic,
random motion of particles within matter. In any given substance, the faster the movement of the
particles, the hotter the substance becomes. This causes the particles within the substance to space
out, becoming less dense.
Light energy is energy that can be seen because it is visible light. Light energy makes it possible to see
things when it bounces off objects and enters the eye. Light Energy moves through space as a wave.
Chemical energy is energy due to the way that atoms are arranged in molecules and various other
collections of matter. An example of something that stores chemical energy is food. When your body
digests and metabolizes food, it utilizes its chemical energy. Another example is gasoline. The energy
within gasoline is used to power the engine of a car.
49 © Jenny Phillips
Older Children: Grades 7-12
Electric energy is energy carried by charged electrons moving through a conductor.
Gravitational energy is energy stored in an object above ground. The amount of gravitational potential
energy possessed by an object depends on the height of the object above ground. The energy is
released when the object moves back to the ground.
Nuclear energy is energy stored within the nucleus of an atom. It is released during nuclear reactions,
in which the nucleus splits (nuclear fission) or joins to another nucleus (nuclear fusion). Examples of
things that utilize nuclear energy include nuclear power plants and nuclear weapons.
Magnetic energy is energy stored in a magnetic material (iron, cobalt, nickel) that has been moved
away from a magnet. It is released when the material moves towards the magnet. An example of
something that stores magnetic energy is a superconducting magnet used in an MRI.
Sound energy is energy that is associated with the vibration or disturbance of matter. When objects
vibrate they cause sound energy to travel through the air as waves, called sound waves. Sound waves
travel at different speeds depending on the material it is passing through. An example of something
that creates sound energy is your voice box (larynx).
Mechanical energy is energy that is associated with the motion and position of an object. It is the
sum of all of the moving and stored energy that the object has. An example of something that utilizes
mechanical energy is a pendulum.
Elastic energy is the energy stored up by pulling, stretching, or compressing an elastic object.
Examples of things that store elastic energy include a stretched rubber band or a spring pressed
together.
3. Transfer of Energy
A very important law of our universe is that energy is never created nor destroyed, but merely
transformed from one form to another.
When we speak of using energy, we are really referring to transferring energy from one place to
another. When you use energy to throw a ball, you transfer energy from your body to the ball, and this
causes the ball to fly through the air. When you use energy to warm your house, you transfer energy
from the furnace to the air in your home, and this causes the temperature in your house to rise.
Although energy is used in many different ways, all of these rely on energy being transferred in one of
two ways: as heat or as work.
Unfortunately, both “heat” and “work” are common words, so you might think that you already
know their meanings. In science, the words “heat” and “work” have very specific definitions that are
different from what you might expect. Do not confuse the
everyday meanings of the words “heat” and “work” with
the scientific meanings.
When scientists speak of heat, they are referring to
energy that is transferred from an object with a higher
temperature to an object with a lower temperature as
a result of the temperature difference. Heat will “flow”
from the hot object to the cold object until both end up at
the same temperature. When you cook with a metal pot,
you witness energy being transferred in the form of heat.
Initially, only the stove element is hot – the pot and the
50 © Jenny Phillips
Older Children: Grades 7-12
food inside are cold. As a result, heat moves from the hot stove element to the cold pot. After a while,
enough heat is transferred from the stove to the pot, raising the temperature of the pot and all of its
contents.
We’ve all observed heat moving from a hot object to a cold object, but you might wonder how the
energy actually travels. Whenever an object is hot, the molecules within the object are shaking and
vibrating vigorously. The hotter an object is, the more the molecules move around. The more an item
is moving, the more energy it has. Hot objects have a lot of
energy, and it’s this energy that is transferred to the colder
objects when the two come in contact.
Heat is being transferred from a hot object to a colder object.
As the red molecules in the hot object move and vibrate,
they hit some of the blue molecules in the colder object.
This transfers energy from the hot molecules to the colder
molecules, causing these molecules to vibrate faster. Just like
dominoes, heat passes along the chain until the energy is
spread equally between all of the molecules.
Take a close look at the figure to the right. When the vibrating
molecules of the hot object bump into the molecules of the
colder object, they transfer some of their energy, causing the
molecules in the colder object to start vibrating vigorously
as well. As these molecules vibrate, they bump into their
neighbors and transfer some of their energy on down the
chain. In this way, energy passes through the whole system
until all of the molecules have about the same amount, and all
of the objects are at the same temperature.
Heat is only one way that energy can be transferred. Energy can also be transferred as work. The
scientific definition of work is force (any push or pull) applied over a distance. Whenever you push
an object and cause it to move, you’ve done work, and you’ve transferred some of your energy to
the object. At this point, it’s important to warn you of a common misconception. Sometimes we
think that the amount of work done can be measured by the amount of effort put in. This may be
true in everyday life, but it isn’t true in science. By definition, scientific work requires that force be
applied over a distance. It doesn’t matter how hard you push or how hard you pull. If you haven’t
moved the object, you haven’t done any work.
4. Types of Energy: Kinetic and Potential
Machines use energy, our bodies use energy, energy comes from the sun, energy comes from
volcanoes, energy causes forest fires, and energy helps us to grow food. With all these seemingly
different forms of energy, it’s hard to believe that there are really only two different types of energy
– kinetic energy and potential energy.
Kinetic energy is energy associated with motion. When an object is moving, it has kinetic energy.
When the object stops moving, it has no kinetic energy. While all moving objects have kinetic energy,
not all moving objects have the same amount of kinetic energy. The amount of kinetic energy
possessed by an object is determined by its mass and its speed. The heavier an object is and the faster
it is moving, the more kinetic energy it has.
51 © Jenny Phillips
Older Children: Grades 7-12
amounts of potential energy because they are made up of
different atoms, and those atoms have different positions
relative to one another.
Since different chemicals have different amounts of potential
energy, scientists will sometimes say potential energy
depends not only on position, but also on composition.
Composition affects potential energy because it determines
which molecules and atoms end up next to each other. For
example, the total potential energy in a cup of pure water
is different than the total potential energy in a cup of apple
juice, because the cup of water and the cup of apple juice
are composed of different amounts of different chemicals.
At this point, you might be wondering just how useful chemical potential energy is. If you want to
release the potential energy stored in an object held above the ground, you just drop it. But how do
you get potential energy out of chemicals? It’s actually not that difficult. You use the fact that different
chemicals have different amounts of potential energy. If you start with chemicals that have a lot of
potential energy and allow them to react and form chemicals with less potential energy, all the extra
energy that was in the chemicals at the beginning, but not at the end, is released.
5. Law of Conservation of Matter and Energy
So far we’ve talked about how energy exists as either kinetic energy or potential energy and how
energy can be transferred as either heat or work. While it’s important to understand the difference
between kinetic energy and potential energy and the difference between heat and work, the truth
is, energy is constantly changing. Kinetic energy is constantly being turned into potential energy, and
potential energy is constantly being turned into kinetic energy. Likewise, energy that is transferred as
work might later end up transferred as heat, while energy that is transferred as heat might later end
up being used to do work.
As we briefly discussed before, energy must follow one fundamental law – Energy cannot be created
or destroyed, it can only be changed from one form to another. This law is known as the Law of
Conservation of Energy. In a lot of ways, energy is like money. You can exchange quarters for dollar bills
and dollar bills for quarters, but no matter how often you convert between the two, you won’t end up
with any more or any less money than you started with. Similarly, you can transfer (or spend) money
using cash, or transfer money using a credit card, but you still spend the same amount of money, and
the store still makes the same amount of money.
As it turns out, the law of conservation of energy isn’t exactly the whole truth. Energy and matter are
actually interchangeable. In other words, energy can be created (made out of matter) and destroyed
(turned into matter). As a result, the law of conservation of energy has been changed into the Law of
Conservation of Matter and Energy. This law states that the total amount of mass and energy in the
universe is conserved (does not change).
This is one of the most important laws you will ever learn. Nevertheless, in chemistry we are rarely
concerned with converting matter to energy or energy to matter. Instead, chemists deal primarily
with converting one form of matter into another form of matter (through chemical reactions) and
converting one form of energy into another form of energy.
Let’s take a look at several examples where kinetic energy is switched to potential energy and vice
53 © Jenny Phillips
Older Children: Grades 7-12
Grades 7-12 Unit Extension
Non-Renewable Energy
In your studies of science, you likely have learned about the process that dinosaur bones turn into
fossils. The same processes that formed these fossils also formed some of our most important energy
resources. These resources are called fossil fuels. Fossil fuels provide a very high quality energy, but
because of our demand for energy, we are using up these resources much faster than they are formed.
As you might guess from their name, fossil fuels are made from fossils. Fossil fuels come from
materials that began forming long years ago. As plants and animals died, their remains settled on
the ground and at the bottom of bodies of water. Over time, these remains formed layer after layer.
Eventually, all of these layers were buried deep enough that they were under an enormous mass of
earth. The weight of the earth pressing down on these layers created intense heat and pressure.
After many years of heat and pressure, the material in these layers turned into chemicals
called hydrocarbons, which are compounds of carbon and hydrogen. The hydrocarbons in these layers
are what we call fossil fuels. The hydrocarbons could be solid, liquid, or gaseous. The solid form is what
we know as coal. The liquid form is petroleum, or crude oil. We call the gaseous hydrocarbons natural
gas.
You may be surprised to learn that anything that used to be alive could change enough to become
something so different, such as coal or oil. There is enough heat and pressure deep below the earth’s
surface even to create diamonds, which are the hardest natural material in the world.
Like fossil fuels, diamond is made of carbon. In fact, diamond is a type of pure carbon, so it does not
contain the hydrogen that fossil fuels do. What determines whether the remains of living things deep
in the earth turn into coal, oil, natural gas, diamond, or something else? All of these materials form
under high heat and pressure, but the conditions are different for each material.
Coal
Coal is the solid fossil fuel that formed from dead plants that settled at the bottom of swamps many
years ago. The water and mud in the swamps affected how the remains of plants broke down as they
were compressed. The water and mud in the swamp kept oxygen away from the plant material. When
plants are buried without oxygen, the organic material can be preserved or fossilized. Then, other
material, such as sand and clay, settle on top of the decaying plants and squeeze out the water and
some other substances. Over time, the pressure removes most of the material other than carbon, and
the carbon-containing material forms a layer of rock that we know as coal.
Coal is black or brownish-black in appearance. Coal is a rock that burns easily. Most forms of coal
are sedimentary rock. But the hardest type of coal, anthracite, is a metamorphic rock, because it
is exposed to higher temperature and pressure as it forms. Coal is mostly carbon, but some other
elements can be found in coal, including sulfur.
Around the world, coal is the largest source of energy for electricity. The United States is rich in coal,
which is used for electricity.
A common way of turning coal into a useful form to make electricity starts with crushing the coal
55 © Jenny Phillips
Older Children: Grades 7-12
into powder. Then, a power plant burns the powder in a furnace that has a boiler. Like other fuels,
coal releases most of its energy as heat when it burns. The heat that the burning coal releases in the
furnace is enough to boil the water in the boiler, making steam. The power plant uses this steam to
spin turbines, and the spinning turbines make generators turn to create electricity.
For people to use coal as an energy source, they need to get it out of the ground. The process of
removing coal from the ground is known as coal mining. Coal mining can take place underground
or at the surface. The process of coal mining, especially surface mining, affects the environment.
Surface mining exposes minerals from underground to air and water from the surface. These minerals
contain the chemical element sulfur, and sulfur mixes with air and water to make sulfuric acid, which
is a highly corrosive chemical. The sulfuric acid gets into nearby streams and can kill fish, plants, and
animals that live in or near the water. The process of burning coal causes other problems for the
environment. A little later, we will look at these other pollution problems when we explore problems
with fossil fuels in general.
Oil
Oil is a thick liquid that is usually dark brown or black in appearance. It is found mostly in formations of
porous rock in the upper layers of the Earth’s crust. Oil is currently the single largest source of energy
in the world. How does oil form? The process of making oil is similar in many ways to the process of
making coal. The main difference is in the size of the living things—the organisms—whose remains
turn into these fossil fuels. The organisms that die and became the material for making oil are much
smaller than the plants that turned into coal. These organisms are called plankton and algae. When
the plankton and algae die, their remains settle to the bottom of the sea. There, they are buried away
from oxygen, just as the plants did in the process of becoming coal. As layers of sediment pile on top
of these decaying organisms, heat and pressure increase. Over a period of many years, the heat and
pressure turn the material into liquid oil.
The United States produces oil, although only about one-quarter as much as it uses. The main oil
producing regions are the Gulf of Mexico, Texas, Alaska, and California. Most of California’s oil fields
are in the Southern San Joaquin Valley. Compression from when the region was a convergent plate
boundary produced a set of anticlines that are parallel to the San Andreas Fault. Oil collects in
permeable sediments that are capped by an impermeable cap rock. Oil is also pumped on and off the
Southern California coast.
Oil fresh from the ground is called crude oil. Crude oil is a mixture of many different hydrocarbons.
Oil refining is used to separate the compounds in
this mixture from one another. We can separate
crude oil into several useful fuels because each
hydrocarbon compound in crude oil boils at a
different temperature. An oil refinery heats the
crude oil enough to boil the mixture of compounds.
Special equipment in the refinery separates these
compounds from one another as they boil.
Most of the compounds that come out of the
refining process are fuels. The rest make up waxes,
plastics, fertilizers, and other products. The fuels
that come from crude oil, including gasoline, diesel,
and heating oil, are rich sources of energy that can be easily transported. Because of this, fuels from
56 © Jenny Phillips
Older Children: Grades 7-12
oil provide about 90% of the energy used for transportation around the world.
We get gasoline from refining oil. Like oil, gasoline is most commonly used for transportation because
it is a concentrated form of energy that is easily carried. Let’s consider how gasoline powers a car. Like
other fuels you have learned about, gasoline burns and releases most of its energy as heat. When it
burns, the gasoline turns into carbon dioxide gas and water vapor. The heat makes these gases expand
like the heated air that fills a hot-air balloon. The expanding gases create enough force to move pistons
inside an engine, and the engine makes enough power to move the car.
When a resource like gasoline is concentrated in energy, it contains a large amount of energy for its
weight. This is important because the more an object weighs, the more energy it takes to move that
object. If we could only get a little energy from a certain amount of gasoline, a car would have to
carry more of it to be able to travel very far. But carrying more gasoline would make the car heavier,
so moving the car would take even more energy. So a resource with highly concentrated energy is a
practical fuel to power cars and other forms of transportation.
There are both positives and negatives to using gasoline. Using gasoline to power our vehicles allows
us to travel great distances with greater ease and in a much shorter time frame. Unfortunately,
using gasoline to power automobiles can affect the environment negatively. The exhaust fumes from
burning gasoline include gases that cause many different types of pollution, including smog and
ground-level ozone. These forms of pollution cause air-quality problems for cities where large numbers
of people drive every day.
We can be conscious in our use of gasoline. We can choose to walk rather than drive to locations
that are within walking distance. We can join carpool groups in traveling to school and work, which
decreases the number of vehicles in use.
Natural Gas
Natural gas is a fuel that is a mixture of methane and several other chemical compounds. It is often
found along with coal or oil in underground deposits. The conditions that create natural gas are similar
to those that create oil. In both cases, small organisms called plankton and algae die and settle to the
bottom of the sea. In both cases, the remains of these organisms decay without oxygen being present.
The difference is that natural gas forms at higher temperatures than oil does.
The largest natural gas reserves in the United States are found in the Rocky Mountain states, Texas,
and the Gulf of Mexico region. California also has natural gas, mostly in the Northern Sacramento
Valley and the Sacramento Delta. In that region, a sediment-filled trough formed beside an ancient
convergent margin. Organic material buried in the sediment hardened to become a shale formation,
and that is the source of the gas.
Because it is a mixture of different chemicals, natural gas must be processed before it can be used as
a fuel. Some of the chemicals in unprocessed natural gas are poisonous to humans. Other parts, such
as water, make the gas a less useful fuel. The processing removes almost everything but methane from
natural gas. At this point, the gas is ready to be delivered and used.
Natural gas, often known simply as gas, is delivered to homes for uses such as cooking and heating.
Many ranges and ovens use natural gas as a fuel; gas-powered furnaces, boilers, water heaters, and
clothes dryers are also common ways that gas is used.
Natural gas is a major source of energy for powering gas turbines and steam turbines to make
electricity. When it is used in this way, natural gas works similarly to the way coal does in producing
57 © Jenny Phillips
Older Children: Grades 7-12
energy for electricity. Like coal and other fuels, natural gas releases most of its energy as heat when it
burns. The power plant is able to use this heat, either in the form of hot gases or steam from heated
water, to spin turbines. The spinning turbines turn generators, and the generators create electricity.
Processing and using natural gas does have some harmful effects on the environment. However,
natural gas does burn cleaner than other fossil fuels, meaning that it causes less air pollution. It also
produces less carbon dioxide than the other fossil fuels for the same amount of energy.
Problems with Fossil Fuels
Although they are rich sources of energy, fossil fuels do present many problems. Because these
fuels are non-renewable resources, their supplies will eventually run out. Safety can be a problem,
too, because these fuels burn so easily. For
example, a natural gas leak in a building or
an underground pipe can lead to a deadly
explosion.
Using fossil fuels affects the environment in
a variety of ways. There are impacts to the
environment when we extract these resources.
There are problems that arise because we are
running out of supplies of these resources.
Burning these fuels can cause air pollution. Air
pollution affects both the environment and the
health of those people and animals living in the
area of the pollution.
Many of the problems with fossil fuels are worse
for coal than for oil or natural gas. Coal contains less energy for the amount of carbon it contains than
both oil and gas. As a result, burning coal releases more carbon dioxide than burning either oil or gas
for the same energy.
Additionally, coal usually contains sulfur. When coal burns, the sulfur goes into the air as sulfur
dioxide. Sulfur dioxide is the main cause of acid rain, which can be deadly to plants, animals, and
whole ecosystems. Burning coal also puts other polluting chemicals and a large number of small solid
“particulates” into the air. These particulates are dangerous to people, especially those who have an
illness, like asthma, that makes breathing difficult for them.
Nuclear Energy
When scientists learned how to split the nucleus of an atom, they released a huge amount of energy.
This energy is called nuclear energy. Nuclear power plants use uranium that has been processed and
concentrated in fuel rods. The uranium atoms are split apart when they are hit by other extremely tiny
particles.
Nuclear power plants use the energy they produce to heat water. Once the water is heated, the
process is similar to what happens in a coal power plant. The hot water or steam causes a turbine to
spin. When the turbine spins, it makes a generator turn, which in turn produces electricity.
The use of nuclear power (nuclear fission) may seem alarming to some. However, nuclear fission is
58 © Jenny Phillips
Older Children: Grades 7-12
not the same as using a nuclear bomb. Explosives cannot directly be made out of uranium. Uranium
has to be enriched with plutonium in order to create any type of explosive device. Therefore nuclear
power plants cannot explode. Meltdowns, however, can occur if the cooling system of the plant is
interrupted.
Nuclear energy does not pollute the air. In fact, a nuclear power plant releases nothing but steam into
the air. But nuclear energy does create other environmental problems. The process of splitting atoms
creates a dangerous by-product called radioactive waste. The radioactive wastes produced by nuclear
power plants remain dangerous for thousands or hundreds of thousands of years. So far, concerns
about this waste have kept nuclear energy from being a larger source of energy in this country.
Scientists and engineers are looking for ways to keep this waste safely away from people.
Renewable Energy
What if we could have all of the energy we needed and never run out of it? What if we could use this
energy without polluting the air and water? In the future, renewable sources of energy may be able
to provide all of the energy we need. Some of these resources can give us “clean” energy that causes
little or no pollution.
Plenty of clean energy is available for us to use. The largest amount of energy to reach Earth’s
surface is from solar radiation. Each year 174 petawatts (1.74×1017 W) of energy from the sun enter
the Earth’s atmosphere. Because the planet’s interior is hot, heat flows outward from the interior,
providing about 23 terawatts (2.3×1013 W) of energy per year. By contrast, the total world power
consumption is around 16 terawatts (1.6×1013 W) per year. So solar or geothermal energy alone could
provide all of the energy needed for people if it could be harnessed.
Solar Energy
When you think of the sun, you probably think of two things—light and heat. The sun is Earth’s main
source of energy, and light and heat are two different kinds of energy that the sun makes. The sun
makes this energy when one element, called hydrogen, changes into another element, called helium.
Changing hydrogen into helium releases huge amounts of energy. The energy travels to the Earth
mostly as visible light. The light carries the energy through the empty space between the sun and the
Earth in a process called radiation. We can use this light from the sun as an energy resource called
solar energy.
Solar energy is a resource that has been used on a
small scale for hundreds of years. Its use on a larger
scale is just starting to ramp up as people increase
production of renewable energy sources.
Solar energy is used to heat homes, to heat water,
and to make electricity. Solar energy can be used to
heat the water in your pool or to heat tile floors in
your home. In recent years, scientists and engineers
have found new ways to get more and more energy
from this resource. Because there are many different
uses for solar energy, there are also many different
59 © Jenny Phillips
Older Children: Grades 7-12
ways of turning the sun’s energy into useful forms. One of the most common ways is by using solar
cells. Solar cells are devices that can turn sunlight directly into electricity. You may have seen solar
panels on roof tops. Lots of solar cells make up an individual solar panel.
Solar power plants turn sunlight into electricity using a large group of mirrors to focus sunlight on
one place, called a receiver. When a liquid, such as oil or water, flows through this receiver, the
focused sunlight heats the liquid to a high temperature. Then this heated liquid transfers its heat
by conduction. In conduction, energy moves between two objects that are in contact with one
another. The object that is at a higher temperature transfers energy as heat to the object that is at
a lower temperature. For example, when you heat a pot of water on a stove top, conduction causes
energy to move from the pot to its metal handle, and the handle gets very hot. In the case of the solar
power plant, the energy conducted by the heated liquid is used to make electricity.
One of the great benefits of solar energy is that there is plenty of it available. In fact, the amount
of energy that reaches Earth from the sun every day is many times more than all of the energy we
use. For this reason, we consider solar energy a renewable form of energy. For as long as sunlight
continues to warm the Earth, we will never run out of this resource. One problem with solar energy is
that it cannot be used at night, unless a special battery stores extra energy during the day for use at
night. The technology for most uses of solar energy is still expensive. Until this technology becomes
more affordable, most people will prefer to get their energy from other sources. Most of the Earth’s
energy comes from the sun. Other renewable resources also come from the sun originally and will be
discussed in greater detail later in this article.
Water Power
Earlier in this lesson, you learned that energy can travel in the form of light and heat, just as it does
when it travels from the sun to the Earth. Now you will learn about one way that energy can travel in
the form of a moving object. In this case, the moving object is water. Water power uses the energy of
water in motion to make electricity. It is the most widely used form of renewable energy in the world,
and it provides almost one fifth of the world’s electricity.
In most power plants that use water power, a dam
holds water back from where it would normally
flow. Instead, the water is allowed to flow into a
large turbine. Because the water is moving, it has
energy of motion, or kinetic energy. The energy
of this moving water makes the turbine spin. The
turbine is connected to a generator, which makes
electricity.
Many of the streams in the United States where
water flows down a slope have been developed
for hydroelectric power. This is a major source of
electricity in some areas of the world.
One big benefit of water power is that it does not burn a fuel. This benefit gives water power an
advantage over most other energy resources in how it affects the environment. Because water power
does not burn a fuel, it causes less pollution than many other kinds of energy. Another benefit of
water power is that, like the other resources, it is a renewable resource. We use energy from the
water’s movement, but we are not using up the water itself. Water keeps flowing into our rivers
60 © Jenny Phillips
Older Children: Grades 7-12
and lakes, so wherever we can build plants to use it, water will be available as a source of energy.
Additionally, the energy of waves and tides can also be used to produce water power.
Water power does have its problems, though. When a large dam is built, this creates a reservoir,
changing the ecosystem upstream. Large river ecosystems are inundated, killing all the plants and
animals. The dams and turbines also change the downstream environment for fish and other living
things. Dams also slow the release of silt, so that downstream deltas retreat and seaside cities become
dangerously exposed to storms and rising seas. Tidal power stations may need to close off a narrow
bay or estuary. Wave power applications have to be able to withstand coastal storms and the corrosion
of seawater.
Wind Power
As mentioned earlier, the sun provides plenty of energy to the Earth. The energy from the sun also
creates wind. Wind happens because the sun heats parts of the Earth differently. For example, sunlight
hits the equator much more directly than it hits the North and South Poles. Hot air rises and cooler air
moves in, so when the air near the equator is heated much more than the air near the poles, the air
begins carrying heat through the air in a process called convection. This movement of air is wind.
Wind power uses moving air as a source of energy. Some examples of wind power have been around
for a long time. Windmills have been used to grind
grain and pump water for hundreds of years. Ships
with sails have depended on wind for even longer.
Wind can be used to generate electricity, too. Like the
moving water that creates water power, the moving
air can make a turbine spin to make electricity.
To help you understand how moving air can be used
to make electricity, you could think back to what you
have learned about energy of motion, called kinetic
energy. Any form of matter that is moving has kinetic
energy. Even though you cannot see air, it is matter
because it takes up space and has mass. So when wind
makes the air move, this air has kinetic energy. When
the moving air hits the blades of a turbine, it makes
those blades move, and the turbine spins. The spinning of the turbine creates electricity.
Wind power has many advantages. It is clean energy, meaning that it does not cause pollution or
release carbon dioxide. Also, wind is plentiful almost everywhere. One problem with wind energy is
that the wind does not blow all of the time. One solution is to find efficient ways to store energy for
later use. Until then, another energy source needs to be available when the wind is not blowing. Lastly,
windmills are expensive and wear out quickly. For the amount of energy they generate, windmills are
more expensive than some other forms of renewable energy.
Biomass
Another renewable source of energy is biomass. Biomass is the material that comes from plants and
animals that were recently living. Biomass also includes the waste that plants and animals produce.
People can use biomass directly for heating. For example, many people burn wood in fireplaces or in
wood-burning stoves.
61 © Jenny Phillips
Older Children: Grades 7-12
Besides burning biomass directly for heating, people can process biomass to make fuel. This
processing makes what is called biofuel. Biofuel is a fairly new type of energy that is becoming more
popular. People can use fuels from biomass in many of the same ways that they use fossil fuels. For
example, some mechanics have made changes to car, truck, and bus engines to allow them to use a
fuel called biodiesel. Other engines can run on pure vegetable oil or even recycled vegetable oil.
If we use fuels made from biomass, we can cut down on the amount of fossil fuel that we use. Because
living plants take carbon dioxide out of the air, growing plants for biofuel can mean that we will put
less of this gas into the air overall, which in turn will help the environment.
Geothermal Energy
Geothermal energy is a source of energy that comes from heat deep below the surface of the Earth.
This heat produces hot water and steam from rocks that are heated by magma. Power plants that use
this type of energy get to the heat by drilling wells into these rocks. The hot water or steam comes up
through these wells. Then, the hot water or steam makes a turbine spin to make electricity. Because
the hot water or steam can be used directly to make a turbine spin, geothermal energy is a resource
that can be used without processing. The fact that it does not need to be processed makes geothermal
energy different from most other energy resources. Geothermal energy is clean and safe. It is
renewable, too, because the power plant can pump the hot water back into the underground pool.
There, the water can pick up heat to make more steam.
This source of energy is an excellent resource in some parts of the world. For example, Iceland
is a country that gets about one fourth of its electricity from geothermal sources. In the United
States, California leads all states in producing geothermal energy. Geothermal energy in California
is concentrated in a few areas in the northern part of the state. The largest geothermal power plant
in the state is in the Geysers Geothermal Resource Area in Napa and Sonoma Counties. The source
of heat is thought to be a large magma chamber lying beneath the area, a part of the Pacific Ring of
Fire. Many parts of the world do not have underground sources of heat that are close enough to the
surface for building geothermal power plants.
Grades 7-12 Unit Extension
62 © Jenny Phillips
Older Children: Grades 7-12
Energy Efficiency and
Conservation
Imagine that someone offers you a $100 bill that you can use for whatever you want. That would be
a pretty good deal, wouldn’t it? Now imagine that the person attaches a condition to their offer: in
order to get the $100 bill you have to pay them $75. You would still come out ahead, but this time you
would only be getting $25. Does it make sense to spend money to get money? That depends on how
much you get back for what you spend.
Getting and using natural energy sources is a lot like spending money to get money. We use a lot of
energy just to get energy. We have to find an energy source, extract it from the Earth, transport it
to the places where it will be used, and often
process or convert it into a different form of
energy. All of these steps of getting energy
require energy use themselves. For example,
we use petroleum to make fuel for our cars. To
get the petroleum, we often have to build huge
drilling facilities and drill down hundreds of
meters into the Earth. It takes energy to do this.
We then use trucks or ships to transport the oil
all over the world, which also takes energy. We
then have to heat the petroleum to its boiling
point to make different products from it, like fuel
and automotive oil, and this takes even more
energy.
In this article, you will learn that different
sources of energy all require adding some other
energy before they can be made useful. You will be able to compare various sources of energy in
terms of their usefulness. You will also learn some ways that we can conserve energy or use it more
efficiently.
Obtaining Energy
It takes energy to get energy. Net energy is the amount of usable energy available from a resource
after subtracting the energy used to extract it from the Earth and make it usable by humans. We just
discussed someone giving you $100 but requiring you to pay them back $75. In this case, your net
pay would be $25, or $100 minus $75. Net energy is calculated the same way. For example, for every
5 barrels of oil that we take from the Earth, we have to use 1 barrel for the extraction and refining
process. This leaves us a net supply of only 4 barrels (5 barrels minus 1 barrel).
Remember that oil is a non-renewable resource. Imagine what would happen if the energy needed
to extract and refine oil increased. What might happen if it took 4 barrels of oil being used to get
5 barrels of new oil? Then our net supply would only be 1 barrel. Our supply of oil would begin to
dwindle away even faster than the current rate.
63 © Jenny Phillips
Older Children: Grades 7-12
We sometimes use the expression (net energy ratio) to demonstrate the difference between the
amount of energy available in a resource and the amount of energy used to get it. If we get 10 units
of energy from a certain amount of oil, but use 8 units of energy to extract, transport, and refine the
oil, then the net energy ratio is 10/8 or 1.25. A net energy ratio larger than 1 means that we are still
getting some usable energy. A net energy ratio smaller than one means there is an overall energy loss.
The table below shows the net energy ratios for several energy sources commonly used for heating
our homes and schools. Higher ratios mean that the source provides more usable energy than those
with lower ratios.
Notice from the table that renewable solar energy gives you much more net energy than other sources
and that coal-fired electricity actually consumes more energy than it produces. Why do you think this
is so? Burning coal for electricity requires a large input of energy to get energy.
Energy Source
Solar Energy
Natural Gas
Petroleum
Coal-fired Electricity
Net Energy Ration
5.8
4.9
4.5
0.4
Energy Efficiency
The discussion above on net energy shows you that it takes energy to get energy and that some
sources of energy require more input than others to get usable energy. After we get the energy, we
then use it for some purpose. Energy efficiency is a term that describes how much usable energy we
have available to do work from every unit of energy that we use. Higher energy efficiency is desirable
because it means we are wasting less energy and getting more use out of the energy sources that we
take from the Earth. Higher energy efficiency also lets us extend our non-renewable sources and make
them last longer.
Nearly 85% of the energy used in the United States comes from non-renewable fossil fuels. Since these
exist in limited supplies, we need to be especially concerned about using them efficiently. Sometimes
our choices affect energy efficiency. For example, transportation needs require huge amounts of
energy. Forms of transportation such as cars and airplanes are less efficient than transportation by
boats and trains. Fluorescent light bulbs are more efficient than regular, incandescent light bulbs.
Hydroelectric power plants are more efficient than nuclear fission reactors.
Energy Conservation
Energy conservation involves reducing or eliminating the unnecessary use of energy. This improves
energy efficiency. Energy conservation saves us money, and it also ensures that our energy supplies
will last longer. There are two main ways to conserve energy: use less energy and use energy more
efficiently.
64 © Jenny Phillips