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Science 21 Grade 6 Unit 2

Curriculum Companion Reproducibles EDITION

Fall - Winter 2020

This file is a collection of reproducible materials from the Science 21 curriculum for the convenience of teachers for copying purposes.

We have created NEW student pages for the potential of school closure due to the COVID-19 pandemic. The new pages will be shown using a purple fill color in the upper right-hand corner.

Unmodified or the original student pages will show in yellow in the upper right-hand corner.

Some of these reproducible materials are provided in the kit, but we have placed all the materials here in case a teacher wants more copies or wish to use with smaller group sizes. Page number, headers, and footers were intentionally removed, so a copy will be without student distraction.

Dear Parents,

Soon our class will begin a unit on energy, including a study of electricity and magnetism. There will be many hands-on activities to help us explore these fascinating phenomena. Students will build their own circuits, working with batteries and light bulbs. They will investigate how circuits work as well as look at their own use of electricity at home. They will experiment with magnets and discover how to build working electromagnets. We encourage them to create their own methods for solving problems they observe. We hope this increases their enthusiasm for learning about the world around them. We trust you will see some of this enthusiasm at home and share your own curiosity and fascination with your children.

We will be warning students to use circuits and magnets carefully. They will discuss electrical safety and be warned of the hazards of using electrical appliances near water. We will remind them that placing magnets near computer monitors/ disk drives/ memory devices, television sets, wind-up watches or credit cards may cause damage to those objects and appliances.

There are several materials needed in this unit that you may need to gather if any or all of this unit curriculum will be completed at home with remote direction from the teacher.

Our activities require a variety of magnets. If you have any available magnets, your student can use them during this unit. You may also want to provide several empty shoe boxes to organize your student’s supplies. We will be experimenting with bouncing balls. You will want to collect several bouncing balls; the greater the variety of balls, the more

interesting the investigation. Different sizes of batteries (e.g., AAA, AA, D & C), common steel nails (e.g., 8d - 16d, or 2½” - 3½”) and different types (e.g., varying

gauges/ thicknesses) of insulated (i.e., plastic-coated) wire.

Thank you for your continued help in supporting your young scientist.

Sincerely,

Helpful Hints for the At Home Lesson Facilitator Science 21 Investigating Energy

Grade 6 Unit 2 – Lesson 1 Classifying Matter and Energy

Lesson 1 Overview:This lesson gives students a list of terms including forms of energy and examples of matter. Students should group this list into two categories using their own criteria. They will also create a title for each list. This lesson is designed to make students aware of the fact that scientists classify everything as either matter or energy. Matter is everything that has mass and takes up space. Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. So, energy is not matter, but matter “has” energy. Energy is sometimes difficult for students to understand since energy cannot be directly observed or touched, like an object. One can observe how energy affects matter. Using the definition of energy as the ability to do work or cause changes in matter may help if you define work as the physical concept of causing a change. It is correct to say that energy is “in” chemicals, electrical circuits, a moving car, a car on top of a hill, food, a battery, etc. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will

be completed with the classroom teacher as well as at home or remotely.

2) It’s possible that the classroom teacher has provided the students with working definitions of Matter and Energy. If not, use these: Matter: Anything that has mass and takes up space. Energy: The ability to cause change to matter. The main purpose of this lesson is to give the students the experience of classifying matter and energy and to describe the differences between matter and energy.

3) Follow the instructions on the student pages. Be sure that all of the items have been placed in one of the two categories. Then you will need to help your student examine the categories and name each category, as per the directions on the student page.

4) Please ensure that your student completes the pages and submits them.

Name Science 21 Investigating Energy

Grade 6 Unit 2 – Lesson 1 Lab Sheet #1

Title of Activity: ______________________________________________________ (You’re going to name this when you are done)

ENERGY & MATTER: Scientists classify everything as either matter or energy. Matter is anything that has mass and takes up space. Your books, pen, clothes, a car, etc., have mass and take up space.Energy does not have mass and does not take up space. Therefore, it is not matter. We cannot see energy, but we can see how it affects matter, and matter can have energy.Energy comes in many forms including mechanical, heat, chemical, light, sound and nuclear.

How are matter and energy different?

DIRECTIONS: On the following page, you will find a list of words you should recognize. Group them in a category with other words that have something in common. All of the words must fit into one or the other of your TWO categories. As you place each word into one or the other category, cross them off from the original list.After you sort the words into two groups, make a name for each Category.

Original List of Words:

Category 1

(Name):

Category 2

(Name):Phone ringing

Book

Rock

CD (compact disc)

Rainbow

Electric current

Money

Pencil

Sunlight

Lightning bolt

Styrofoam

Magnetic attraction

Film

Laser beam

Body heat

Oxygen

Fireworks

Explain why you named each category as you did:


Grade 6 Unit 2 – Lesson 1 ALL ABOUT ENERGY

DIRECTIONS: Think about energy. What do you know about energy? Do you have any questions about energy? What have you learned about energy?


Grade 6 Unit 2 – Lesson 1 ALL ABOUT ENERGY

DIRECTIONS: Think about energy. Do you know anything about energy? Do you have any questions about energy? When you have finished studying energy with your class, what have you learned about energy?

Read the article below and answer the questions on the next page. G6U2L1

THE ENERGY WE USE AND HOW IT IS TRANSFORMED

I Have Learned …I Want to Know …I Know …

Scientists classify everything as either matter or energy. Matter has mass and takes up space. So, all objects are matter. If you can touch it, it is matter.What is energy? Energy is sometimes difficult to understand since you cannot see it or touch it, like an object. Energy exists in many forms, such as heat, light, electrical, mechanical, chemical, sound, and nuclear. Energy is “in” chemicals, electrical circuits, a moving car, a car on top of a hill, food, a battery, a toaster, and sunlight. So, energy is not matter, but matter can have energy. And, energy can cause changes in matter.Energy can be “in” objects in two ways: the energy can be kinetic energy (energy of motion) or it can be stored in the object as potential energy. All forms of energy are either kinetic or potential.Kinetic energy is easy to recognize – if an object is moving, it has kinetic energy. Potential energy is more difficult to recognize, because it depends on relative position.For example, objects on Earth are attracted to the center of the Earth. This is called gravity. If you lift a ball, pulling it away from the center of the Earth (and this takes energy to do), the ball has the ‘potential’ to fall back to the Earth. Let it go and it will drop! Its relative position away from the center of the Earth gives it that potential and this energy is said to be “stored” in the object, until it drops. And, as it drops back down, the stored energy is converted into kinetic energy (and then heat when it hits the floor)! A swing hanging vertically in a playground is not moving, so it has no kinetic energy. As the swing is pulled back and up, it gains gravitational potential energy, because of its new, higher position, further from the center of the Earth. As the height of the swing increases, its potential energy increases. What happens to this potential energy when the swing is released? This potential energy is converted into kinetic energy as the swing moves forward.A rubber band can be given potential energy (called elastic potential energy), by stretching the rubber material. It has the ‘potential’ to pull back (and snap your finger)! In its stretched position it has stored energy.

An archer’s bow can also be given potential energy by flexing the bow and pulling it away from its stable, resting position. When the bow is released, it returns to its original position, converting this potential energy into kinetic energy which can be transferred to an arrow, causing the arrow to fly through the air. Also, all substances contain potential energy that is stored in the chemical bonds of the substance. This chemical potential energy can be converted into heat and light when the chemicals react. When wood is burned, for example, chemical potential energy is transformed into heat and light and the chemical potential energy of the new chemicals, carbon dioxide and water. Gravitational potential energy depends on how far an object is from the center of the Earth (its position) and also on the mass of the object. The greater the mass of an object, at a given height above the center of the Earth, the greater is its potential energy. What does kinetic energy depend on? It depends on both the mass of the object and how fast the object is moving – that is, its speed or velocity. The formula is KE = ½ mass x velocity2 . This tells us that you have more kinetic energy running up the stairs than walking up the stairs. Your mass has not changed, but your speed is greater when you run. Also, if a bowling ball and a basketball have the same speed, the bowling ball will have more kinetic energy because it has more mass. The Law of Conservation of Energy states that energy cannot be created or destroyed. Energy can change form, but the total energy after a change is exactly the same as the energy before the change. In a swing or a pendulum, potential energy and kinetic energy change from one into the other as the object swings back and forth, but the total kinetic energy plus potential energy remains constant. Sometimes, it seems that energy is destroyed, but this never happens. If it seems that you have less energy after a change took place, look for other forms of energy that you may not have noticed, especially heat. Consider a wrecking ball that strikes a wall and does not swing back to its original starting position. Has energy been destroyed? Is some energy gone? No, when the ball hit the wall, it did work on the wall and some of its energy was transferred to the wall. The wall acquired mechanical energy and fell down. Some of the ball’s energy was also transformed into sound and heat energy. Therefore, not all of the energy was still in the ball to move the ball back to its original position. The energy did not disappear. It was transformed into different forms of energy. Name ____________________________ Date _______________________

THE ENERGY WE USE AND HOW IT IS TRANSFORMED Now that you have read the article, THE ENERGY WE USE AND HOW IT IS TRANSFORMED, respond to the following questions:

1. What is energy “in”? (Give 3 examples and identify the type of energy in each.) _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

2. What is the difference between potential energy and kinetic energy? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 3. Why would you have more kinetic energy running up stairs than walking up? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

4. The amount of kinetic energy depends on what two factors? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

5. A basketball and bowling ball are moving at the same velocity. Do they both have the same kinetic energy? Explain your answer: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________


Grade 6 Unit 2 – Lesson 2 Energy in Action

Lesson 2 Overview:In this lesson students will complete investigations at various work stations where they will observe energy interacting within different systems. They will be able to observe changes that have occurred and will determine where energy was stored before it was transformed. They will name each type of energy. Energy is defined as the ability to do work. When work is done on an object, energy is used and a change occurs. All forms of energy can be classified as either kinetic energy (energy of motion) or potential (stored) energy. A swing hanging vertically in a playground is not moving, so it has no kinetic energy. As work is done on the swing to pull it back and up, it gains gravitational potential energy. (The new, higher position is further from the center of the earth.) When the swing is released, this potential energy is converted into kinetic energy as the swing moves forward. At the bottom of the swing the kinetic energy is at its maximum. (This is where the swing is going the fastest.) As the swing continues to move to the other side, the kinetic energy is converted into potential energy as the swing stops momentarily before it starts to move back in the other direction. This lesson introduces the Law of Conservation of Energy. This scientific law explains that energy cannot be created or destroyed. It can be transformed into different forms of energy. For example, if you pull back a wrecking ball and release it into a wall, it will knock down the wall but not return to its original release point. You may wonder if energy cannot be created or destroyed, why didn’t the wrecking ball return to its original position? When the ball hit the wall, it did work on the wall as some of its energy was transferred to the wall. The wall acquired mechanical energy and fell down. Some of the ball’s energy was also transformed into sound and heat energy. Therefore, not all of the energy was still in the ball to move the ball back to its original position. The energy did not disappear, it was transformed into different kinds of energy. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will

be completed with the classroom teacher as well as at home or remotely. If you are setting this lesson up at home you may need to modify some of the stations. Here are some hints that may help:

Station 1: The Swinging Pendulum. A simple pendulum can be constructed at home using 2 chairs, a curtain rod, (or hang from your shower curtain rod) some string, and a metal washer, screw nut or fishing bob. Place the curtain rod (or a similar long, straight object) between the two chairs. Tie a string to the middle of the curtain rod so that it hangs freely between the two chairs. Tie your weight (metal washer, screw nut, or fishing bob) to the bottom of the string. You now have a pendulum to demonstrate gravitational potential energy that transforms to kinetic mechanical energy as the pendulum bob swings and knocks over objects placed in its path.

Station 2: Catch a Wave. This station uses a tuning fork to demonstrate mechanical energy transformed into sound and

mechanical energy. Use the video clip on the student page unless you have access to a tuning fork at home.

Station 3: Mechanical Chick Spinner. Any wind-up toy or even a wind-up clock can be used for this investigation to show mechanical energy transformed into mechanical energy through the movement of the gears in the wind-up toy.

Station 4: Hot Stuff. This investigation can be done with a Pyrex measuring cup, water, and sugar in your microwave. Compare the difference between the physical change that happens when heat energy is applied to the water and the chemical change that happens to the sugar when heat energy is applied.

Station 5: Chemical Magic. Use a small piece of chalk (even sidewalk chalk works) and place it in a glass container (a cup or measuring cup will work). Add about 10 ml of white vinegar. The chalk will break up and give off gas bubbles. This is chemical energy transforming into chemical energy and heat energy.

Station 6: Static Fun. This investigation demonstrates electrical energy (static electricity) transforming into mechanical energy (moving pieces of paper). The lesson calls for using a balloon but if you don't have one at home you can use a nitrile glove or even a plastic sandwich bag. If you use the glove or sandwich bag, rub it in your hair for maximum static build up. Then wave it over small pieces of paper and watch the paper jump.

2) It’s possible that the classroom teacher has provided the students with working definitions of types of energy. If not, use these: Electrical Energy: Energy associated with electrically charged objects. A current flowing in an electrical circuit carries electrical energy. Heat: kinetic energy that molecules and atoms have due to their random motion. Kinetic Energy: The energy a body has due to its motion. Mechanical Energy: Energy possessed by an object due to its motion or its stored energy of position. It can be kinetic(motion) or potential(stored). Potential Energy: Energy that is stored. Sound Energy: A special kind of kinetic energy associated with the vibration of molecules. Static Electricity: Electric charge that is stationary, usually acquired on an object by friction. When discharged, electrons move so that the object becomes neutral (not charged).

3) Follow the instructions on the student pages. Be sure that all of the investigations have been completed. Then you will need to help your student examine the results and name each energy transformation, as per the directions on the student page.

4) Please ensure that your student completes the pages and then submits them.


Grade 6 Unit 2 – Lesson 2 Student Journal-Data TableEnergy In Action CircusIn this investigation, you will encounter six simple energy-containing systems. At each station, review the directions from the Helpful Hints for the At Home Lesson Facilitator carefully before you begin!

Station Title of Station What happened? (What evidence is there that energy was used?)

Where did the energy come from? (Where

was it stored?)

My name for this type of energy

Form of energy

1The Swinging Pendulum

2Catch A Wave

3The Mechanical Chicken Spinner

Station Title of Station What happened? (What evidence is there that energy was used?)

Where did the energy come from? (Where

was it stored?)

My name for this type of energy

Form of energy

4Hot Stuff

*sugar*water

5Chemical Magic

*chalk

6 Static fun


Grade 6 Unit 2 – Lesson 2

STATION #1: The Swinging Pendulum

WHAT TO DO: Pull the pendulum to one side and hold it.Do you think it has any energy now? _________Now let the pendulum go. Watch it a number of times as it swings. Do you think the pendulum has any energy when the string is vertical? __________ Using the domino (or wooden block), how could you prove whether it does or not?

FILL IN THE INFORMATION FOR STATION #1 ON THE DATA TABLE NOW.

STATION #2: Catch a Wave

WHAT TO DO: Tap the tuning fork on the bottom of a rubber-soled shoe. What do you observe?

Using more of your senses, what else do you observe?

When you hit a tuning fork, it vibrates. Using the other materials at this station, what can you do to prove this?

What happens when you test your idea?


STATION #3: The Mechanical Chick Spinner

WHAT TO DO: Look at the mechanical chicken spinner at this station. Notice how it is constructed. Push the handle quickly.What happens?

Try pushing the handle slower than the first time. What happens?

Suppose the handle was much shorter. Would the mechanical chicken spinner work the same way? Explain.


STATION #4: Hot Stuff

EVERYONE IN YOUR GROUP MUST BE WEARING GOGGLES BEFORE YOU BEGIN!! WHAT TO DO: Grip the aluminum pan with the tongs. Use the flame from a votive / tealight candle to heat the bottom of the aluminum pan for 30 seconds. Try heating:

a. Approximately 2 ml. of water b. Approximately 2 grams of sugar

Caution: The bottom of the aluminum pan will be hot and will have a large amount of black carbon. So please, do not touch! Do both substances change the same way? Explain.


STATION #5: Chemical Magic!

EVERYONE IN YOUR GROUP MUST BE WEARING GOGGLES BEFORE YOU BEGIN!!

WHAT TO DO: Using the graduated cylinder, measure approximately 10 ml. of white vinegar in a test tube.Break a piece of chalk into small pieces. Add the smallest piece of chalk to the test tube.What do you observe?

What happens to the chalk?


Wash your test tube. Again, measure approximately 10 ml. of white vinegar in a test tube. This time, add many smaller pieces of chalk. What do you observe?

What happens to the chalk?

FILL IN THE REMAINING INFORMATION FOR STATION #5 ON THE DATA TABLE NOW.

STATION #6: Static fun!WHAT TO DO: Blow up a balloon. Have a person rub it with a piece of wool at least 10 times. Immediately bring the balloon near the pieces of paper. What happens?


WHEN YOU HAVE FINISHED THE ENTIRE CIRCUS, ANSWER THESE QUESTIONS:

1. Based on everything you have learned, write 3 sentences about energy. 1.

2.

3.

2. What type of energy did you observe at each station?

Station #1: ____________________ Station #2: ____________________

Station #3: ____________________ Station #4: ____________________

Station #5: ____________________ Station #6: ____________________

3. When one form of energy turns into another form of energy, we call that an energy transformation. For example, when you light a match, the chemical energy stored in the sulfur at the tip of the match turns into the light and heat energy of the flame. Review each of the stations you visited. Choose any two stations and describe the energy transformations you witnessed. (use back of page if necessary)


Grade 6 Unit 2 – Lesson 3 What is Potential Energy?

Lesson 3 Overview:In this lesson students will complete 2 investigations (one has 2 parts) to find out which factors can affect potential energy. In each investigation, students are asked to test a variable in an energy transformation system, thus discovering the determining factors of an object’s potential energy. Students will use marbles and balls of varying sizes to recognize that height and mass can determine an object’s potential energy. The potential energy (PE) will be transformed into kinetic energy (KE) as a ball or marble is held at a certain height (PE) and then released (KE). Energy is defined as the ability to do work. When work is done on an object, energy is used and a change occurs. All forms of energy can be classified as either kinetic energy (energy of motion) or potential energy (stored energy). To complete these investigations at home you will need various sized balls (bouncy balls, ping pong balls, golf balls, etc.) a meter stick (any ruler or tape measure will work), masking tape (or any other type of tape you have available), 2 small marbles, 1 large marble, a ruler with a groove down the middle (you can substitute a folded piece of paper for this as the ruler is used as a ramp).Helpful Background Information:Work is required to elevate (lift) objects against earth’s gravity. The potential energy due to elevated positions is called gravitational potential energy. All three investigations in this lesson study this principle. The amount of gravitational potential energy possessed by an elevated object is equal to the work done against gravity in lifting it. The work done to an object depends on the force applied to lift it (its weight) and the distance it must be lifted (height). Therefore, as the height or mass increases, the potential energy increases. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will

be completed with the classroom teacher as well as at home or remotely. If you are setting this lesson up at home you may need to provide the materials listed above. Here are some hints that may help:

Investigation 1: Follow the Bouncing Balls. Working with various sized balls, students are asked to design an experiment to see if the height you release a ball from will affect how high it bounces. In this instance they will see that as the ball’s release height (this is directly proportional to the PE) is increased, the ball’s bounce will also increase. However, the ball will never bounce back to its initial release height due to friction and air resistance.

Investigation 2: Don’t Lose Your Marbles! Students roll a marble down a grooved ruler (or homemade ramp) which hits another marble that has been placed at the base of the ramp, making it move. Students then are given another marble of larger mass to roll down the grooved ruler (ramp). Students discover that the marble’s PE is increased when a marble of a larger mass is used. The larger marble will move the second marble (converting greater PE into kinetic energy) thus moving the smaller marble (at

the base of the ramp) a further distance.

Investigation 3: Don’t Lose Your Marbles! (Part 2). This investigation is an extension of investigation 2. However, this time students are challenged to determine a way to make the larger marble knock the small marble (at the base of the ramp) the same distance the smaller marble knocks it. Students discover that the height of the release must decrease for the larger marble to compensate for its greater mass.

2) It is essential to note that mass and weight are not the same thing. Mass is the measure of the amount of actual material in a body. Weight is a measure of the gravitational force that acts on the material and depends on where the object is located. Therefore, on the moon (which has less gravitational pull than earth) your mass would remain the same but your weight would be significantly less. Students do not need to know this to complete these investigations. However, students should see the relationship that objects with greater mass have more potential energy at the same relative position above the earth than objects with less mass.

3) Follow the instructions on the student pages. Be sure that all of the investigations have been completed. Then you will need to help your student examine the results and determine the factors that affect an object's potential energy, as per the directions on the student page.




POTENTIAL ENERGY LAB REPORT

FOLLOW THE BOUNCING BALL

Directions: In this investigation, you will release balls (of different sizes) from a release height and measure the height of their bounces. Choose one of the following hypotheses to base your investigation on:

1. As the release height increases, the bounce height will increase.2. As the release height increases, the bounce height will decrease.3. As the release height increases, the bounce height will remain the same.

Use the data table below to record your findings.

PROBLEM: _______________________________________________________________________________________________ _________________________________________________________________________________________________________ HYPOTHESIS: ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

VARIABLES:Controlled Variables:

Manipulated Variable: _______________________________________________________________________________________

Dependent Variable: ________________________________________________________________________________________

MATERIALS: _____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

PROCEDURE: ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Data Table

Release Height(cm)

Bounce Height(cm)

Release Height (cm)CONCLUSIONS: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

SOURCES OF ERROR:_________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________


Grade 6 Unit 2 – Lesson 3 POTENTIAL ENERGY LAB REPORT

DON’T LOSE YOUR MARBLES (Pt. I)

Directions: Set up your ramp so that it has a slight incline. This will work on any surface (even carpet) but you may see better results if you use a smooth surface. Place a small marble at the base of your ramp. Place the other small marble at the top of your ramp. Release the marble at the top of your ramp so that it rolls down the ramp and hits the marble at the bottom. Measure the distance the marble from the base of the ramp rolls. You may want to conduct several trials and record the average for best results. Next, predict what will happen if you roll a larger, heavier marble down the ruler. Use the larger marble to roll down the ramp and measure the distance it pushes the small marble at the base of the ramp. Record your results.

PROBLEM: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

HYPOTHESIS: ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

VARIABLES:

Controlled Variables: ________________________________________________________________________________________

Manipulated Variable: _______________________________________________________________________________________

Dependent Variable: ________________________________________________________________________________________

MATERIALS: ______________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

PROCEDURE: ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Data Table

Mass of Marble (g) Average Distance Moved (cm)

Small Marble

Large Marble

CONCLUSIONS: __________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

SOURCES OF ERROR: ____________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________


Grade 6 Unit 2 – Lesson 3 POTENTIAL ENERGY LAB REPORT

DON’T LOSE YOUR MARBLES (Part II)Directions: Set up your ramp as you did for investigation 2. Place a small marble at the base of your ramp. Roll the other small marble from the top of your ramp. Record the distance the marble at the base of the ramp rolled. Now, using the large marble, can you roll it down the ramp and make the small marble move the same distance? Since the larger marble has a greater mass and therefore greater potential energy, can you compensate to match the distances exactly? Record your results.

PROBLEM: _______________________________________________________________________________________________ _________________________________________________________________________________________________________

HYPOTHESIS: ____________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

VARIABLES:

Controlled Variables: ______________________________________________________________________________________

Manipulated Variable: ______________________________________________________________________________________

Dependent Variable: _______________________________________________________________________________________

MATERIALS:

PROCEDURE:

Data: (Tables, graphs, diagrams, charts, etc.)

Mass of Marble (g) Average Distance Moved (cm) Height of Release (cm)

Small Marble

Large Marble

CONCLUSIONS:

SOURCES OF ERROR:

MOVE THAT MASS!

IN THE UPCOMING SUPER BOWL, FOOTBALL LINEMEN MAY BE MEAN AND MASSIVE. THEY’RE ALSO EXPERTS IN PHYSICS! by Chana Stiefel, SCIENCE WORLD, January 12, 1998.

HIKE! The center whips the ball to the quarterback. The crowd goes wild. The quarterback shifts swiftly, scanning his teammates for a receiver. He has to make his move fast! A stampede of defensive linemen lunge for him with a single aim—to slam him to the ground before the football escapes his hand.The only problem is, to tackle the quarterback, defensive linemen have to mow past his “bodyguards”—big, brawny tackles who tip the scales at more than 300 pounds. Good luck!It's not just brawn that helps offensive and defensive tackles plow each other down like Mack trucks. Believe it or not, they’re also pros in physics. In the “Super Bowl of Size” the player with the most mass (the quantity of matter to be moved) has a heavy advantage. After all, the more massive you are, the more force it takes to ram you to the ground.Plenty of muscles and a big gut help. “I’m a real physical player and my size helps me out,” says 320-pounder Erik Williams, offensive tackle for the Dallas Cowboys. Williams has “moved mass” in three Super Bowls.Scientists use this equation to describe the relationship between force and mass:

Force (F) = mass (m) X acceleration (a) Acceleration is the rate of change in speed or direction as a result of force. The equation says bigger football players are harder to move than less massive football players. For one thing, it takes a lot more force. For another, for a given force—or shove—the effect is smaller.Think of it as trying to move two grocery carts blocking your way in a market aisle. The cart stuffed with more groceries has more mass so it will be harder to move. You’ll have to use more force. Likewise, it takes more force to make those giant football tackles change direction or speed. So a less massive player will have a tough time shoving Erik Williams off balance

BIG BOYSTackles aren’t always born big. They have to work to get huge. Richmond Webb, a 320-pound offensive tackle for the Miami Dolphins, lifts weights for more than an hour two to three times a week. He can bench-press more than 400 pounds! As for diet, “some guys pack it in,” admits Jerry Wunsch (335 lbs.), offensive tackle for the Tampa Bay Buccaneers. “I could eat one of those 12-inch frozen pizzas for dinner, but that’s stuffing myself.”Mass isn’t a tackle’s only weapon. He needs good technique, too. “You can have size and not be able to move,” Wunsch says. “You also need explosive power. A small guy with explosive power is going to get more done than a big, massive guy.” Say at the sound of “Hike!” a truck-size defensive lineman lunges at you.

What’s the best way to keep your balance?Strategy No. 1: “Keep a good base—a medium stance with your feet about shoulder-width apart,” says Miami’s Webb.Strategy No. 2: “Grouch real low. The low man wins,” Webb says. Crouching lowers a player’s center of gravity—the point around which the body’s mass is evenly balanced. The lower your center of gravity, the more stable your stance. The higher your center of gravity, the more likely, a powerful shove can topple you (see Pushy Science, below).

Finally, if you want to walk off the field in one piece, be careful! “At any moment you can get hurt,” Wunsch says. Nobody likes to get clobbered, but these tackles might feel better knowing that smart physics will keep them standing.

Hands on Science and “Pushy Science” You don’t have to wear a helmet, shoulder pads, and black smudges under your eyes to learn a tackle’s key strategy: Keep your balance by controlling your center of gravity. All you need is a partner and somebody to say “Hike!”

WHAT TO DO: 1. Stand straight about an arm’s length from your partner, and place your hands palm to palm.

2. When you hear “Hike,” try to push your partner off balance. You can only touch palm to palm—no rough stuff allowed. Stop when either of you moves a foot.

3 Try again, this time changing your stance (for example, crouch, lean back, or spread your feet, etc.).

CONCLUSIONS: Which stance gave you the best balance? The worst? What’s the best strategy for throwing your partner off balance?

Name ______________________________ Date _________________________

Move That Mass!

Copy the following definitions from the article:

Mass - _______________________________________________________________________________________________

Acceleration - _________________________________________________________________________________________

Center of Gravity - ______________________________________________________________________________________

Think about the information in this article in terms of our next lab, using the large and small marbles. Based on what you have read, when the larger marble is used, will the second marble travel a longer or shorter distance?

Why? ___________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________


Grade 6 Unit 2 – Lesson 4 How Can We Change an Object’s Kinetic Energy?

Lesson 4 Overview:In this lesson students will set up an investigation to determine if they can change the amount of kinetic energy in an object. Students will set up a rocket balloon and determine ways to change either the distance the balloon travels or the speed it moves at. They may change the amount of air in the balloon or the slope of the string it is traveling on. They will find that the more air in the stretched balloon, the greater the distance the balloon will travel, in the opposite direction from the expelled air. Elastic materials, such as rubber bands and balloons, can be used to store energy. When they are stretched, they have potential (stored) energy and they will try to get back to their original shape. When a rubber band is stretched and then released, the potential energy of the rubber is converted into kinetic energy and, if you let it go, can fly across the room. Similarly, if air is blown into a balloon, the stretched rubber of the balloon has potential energy. When the open end of the balloon (also called the nozzle) is opened, the air trapped inside will be pushed out rapidly as the rubber balloon goes back to its original size. The potential energy of the stretched balloon has been transformed into kinetic energy as the air is escaping from the balloon. If the balloon is released when the nozzle is opened, the balloon flies through the air as the air is expelled. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will


2) It’s possible that the classroom teacher has provided the students with background knowledge on Newton’s Third Law of Motion. This law states that for every action (force or push) there is an equal and opposite reaction (force or push). The force of the air escaping in one direction exerts an equal force that pushes the balloon and the remaining air in the opposite direction. If you have ever stepped off a small boat that was not tightly tied to a pier, you have experienced what this law means.

3) Follow the instructions on the student pages. Be sure that all of the data has been collected and recorded on the student page. Then you will need to help your student examine the data and draw conclusions, as per the directions on the student page.

4) Please ensure that your student completes all work and submits it.


Grade 6 Unit 2 – Lesson 4 KINETIC ENERGY LAB REPORT

ROCKET BALLOONS

In this investigation you are going to determine if you can change an object’s kinetic energy. You may want to change the amount of air you fill the balloon with or change the slope of the string it will travel across. Choose only one variable to change on purpose. (This is your manipulated variable). Choose how you are going to measure the change in the balloon’s kinetic energy. You can measure the distance it travels or the speed it travels. (This is your dependent variable).

To calculate the speed your balloon travels, use this formula: Speed = Distance ÷ Time

You will need: String A Straw Tape A Balloon A Plastic Bag A Timer A Ruler

First decide on your variables and then tape your straw to the plastic bag. Run the string through the straw, making sure the straw can move freely. Secure the string between two chairs or tables so that your balloon rocket can travel a measurable distance. When you have your timer, and ruler ready, blow up the balloon and place it in the bag. Be sure that the bag remains open so the air can escape. Be sure to record the conditions of your manipulated variable (for example: The amount of air in the balloon may be ½ full for two trials, ¼ full for two trials, etc.) and the measurements of your dependent variable (the distance traveled or the speed traveled) for each trial on the data table. Use this data to draw your conclusions about whether or not you can change an object’s kinetic energy. Be sure to complete the entire lab report!

Set up your investigation to look like this:

PROBLEM:

HYPOTHESIS:

Plastic bag

balloon

tape

Straw

VARIABLES:Controlled Variables:

Manipulated Variable:

Dependent Variable:

MATERIALS:

PROCEDURE:

DATA TABLE:

Amount of Air OR

Slope of String(circle one)

Distance TraveledOR

Speed(circle one)

TRIAL 1

Distance TraveledOR

Speed(circle one)

TRIAL 2

Distance TraveledOR

Speed(circle one)

TRIAL 3

Average Distance Traveled

ORAverage Speed

(circle one)

CONCLUSIONS:

SOURCES OF ERROR:


Grade 6 Unit 2 – Lesson 5 Law of Conservation of Energy

Lesson 5 Overview:In this lesson students will build an apparatus which demonstrates energy transformation and conservation. To further investigate the Law of Conservation of Energy, students are asked to think of examples of energy transformations in their everyday lives as well as identify how different forms of energy are converted into heat. When energy changes from potential to kinetic and back again, it often changes its form. Work is often needed for this to happen. If heat is given off during the conversion, then the amount of energy available to do work decreases. People often perceive energy as being lost, because energy changes are not 100% efficient. Energy is never lost. The Law of Conservation of Energy states that energy cannot be created or destroyed, it can merely be transformed from one form to another. The energy that seems to be lost in a system is often thought of as wasted energy in the form of heat produced. Think of a light bulb. You turn on (electrical energy) the light switch to illuminate (light energy), but the light bulb will also get hot (heat energy). In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will


2) It’s possible that the classroom teacher has provided the students with examples of energy transformations. You can remind your student that many of the energy sources on earth derived their energy from the sun. Plants convert solar energy into chemical energy through the process of photosynthesis. We get chemical energy to fuel our bodies and heat energy to warm our bodies by eating plants. Fossil fuels, such as coal, oil, and natural gas developed from decaying plants.

3) Follow the instructions on the student pages. Be sure that all of the balls in the first set of questions are of the same size and mass. Then you will need to help your student examine the energy transformation examples and name each change of energy, as per the directions on the student page.

4) Be sure to ensure that your student completes the pages and then submits them.



What Happens to Energy When It Changes?

You are going to create a Newton’s Cradle to answer the first four questions on this Student Page. You will need 4 pieces of string (all cut to the same length of 20 cm), 4 balls of the same mass (you can use 4 wooden balls, 4 golf balls, 4 ping pong balls, 4 bouncy balls), a wooden dowel (a broomstick or mop handle suspended between two chairs will work) , masking tape and your Student Page. You will fasten one piece of string to each ball and hand the balls from the dowel. For an extra challenge, you can add more balls to your Newton’s Cradle as long as all of the balls are hanging at the same height and have the same mass.

Your setup should look like this:

1. Can you make the ball on either end move without touching it? Try and do it. Explain how you did it.

2. Why do you think your method worked?

3. The ball probably did not move as much as you expected it to? Explain why.

4. Now, space the balls so they are about 2 cm. apart and repeat the method you devised from #1. Describe your observations and suggest some possible reasons why these actions occurred in terms of energy.

5. Rub your hands together for ten seconds. What type of energy are you using?

What type of energy did you transform it into?

6. Can you name two other examples of objects or activities in which a transformation of energy is involved?

7. Look at the following situations. For each example, identify what the different forms of energy are that are being transformed (including wasted energy).Example: Your home's oil furnace keeps your room warm. Chemical (gas) turns to heat (warm air).

a. You dry your hair with a blow dryer.

b. A woman plays a song on the piano.

c. A baseball player runs to first base.

8. In the following situations energy is being transformed. Some of the new energy is used to do something. Some energy is wasted heat. Explain where the wasted heat is made in each example.

a. A top spinning uses mechanical energy to spin until it stops.

b. A firecracker uses chemical energy to make a loud pop.

c. A bicycle uses mechanical energy to go up a large hill.

d. A lamp lights up your room.

CHALLENGE QUESTION:

A family is in the country driving in their car. As they start to climb a large hill, the car seems to slow down. The driver steps on the accelerator to get the car to go faster. Just as they reach the top of the hill the car suddenly stops. Oh no! They are out of gas. Off in the distance they see a gas station. No matter what they do, the car will not start. Does the car still have any available energy? Is there anything they can do to get the car to the gas station? Explain your answer in terms of potential and kinetic energy.


Grade 6 Unit 2 – Lesson 5 Extension What Is the Deal Here?

If I take 2 balls (a tennis ball and a basketball) and drop them as pictured below, what happens?

ANSWER THE FOLLOWING QUESTIONS:

1. What happened to the small ball after it hit the ground?

2. What happened to the big ball after it hit the ground?

3. Why does this happen? Is the small ball breaking the law of conservation of energy? (I think not!) EXPLAIN YOUR ANSWER


Grade 6 Unit 2 – Lesson 6 Simple Electric Circuits

Lesson 6 Overview:In this lesson students will be given the challenge to build a simple electrical circuit using a battery, wire and a bulb. They will then test various materials around their home to see which will conduct electricity and which are insulators. You will need to provide your student with: a length of wire, 2 batteries and a small light bulb. Be sure to have enough wire to avoid creating a short circuit, these can get very hot!! Let your student know that if any part of this circuit gets too hot, they should stop and you should disassemble the circuit immediately. Some Background Information:Current electricity involves the movement of electrons from atom to atom in a conductor. The movement of electrons through a conductor can be compared to a line-up of dominoes. Hit the first domino and they will all fall, right to the last one. The “push” (voltage) needed for a current to flow is provided by a chemical reaction between the substances in the battery. This chemical reaction in the battery pushes electrons away at one terminal (negative) and pulls electrons in at the other terminal (positive). For electrons to flow from the negative terminal to the positive terminal, the terminals must be connected externally by a conductor (the wire). With a bulb in the circuit, current will flow through the bulb and cause it to light. So, the chemical energy in the battery is converted into electrical energy in the circuit and then converted to light and heat in the bulb. A circuit has three properties: 1. How forcefully the electrons are being pushed through the circuit (voltage). 2. How many electrons are being pushed through the circuit (current) in a period of time. 3. How much the parts of the circuit resist the flow of electrons (resistance).In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will


2) It’s possible that the classroom teacher has provided the students with definitions and examples of conductors and insulators. You can remind your student that conductors consist of atoms whose outer electrons are loosely held, which allows the electrons to move from atom to atom and the material “conducts” the electric current. In an insulator, the electrons are tightly held by the atoms and a battery cannot cause electrons to move from atom to atom. Therefore, an insulator will not conduct the electrical current.

3) Follow the instructions on the student pages. Be sure that your student uses enough wire to avoid creating a short circuit. Have your student notify you if any part of the circuit becomes hot and immediately disconnect the battery.



Grade 6 Unit 2 – Lesson 6 INVESTIGATION #6a: Building a Circuit

CHALLENGE #1 Purpose: Using one battery and any additional materials from your box, try to light up one bulb.

Hypothesis: What materials do you think you will need?

Materials & Procedures: Experiment with the materials. Try to light up one bulb. a. List the materials you used and give a reason why you chose each material to light up the bulb?

What did each material do?

b. To describe your procedures, scientists have invented a way of describing electric circuits using pictures.

Wire single battery 2 batteries in series bulb with filament

Using the pictures above, draw a diagram of the circuit you built. LABEL ALL OF THE PARTS OF YOUR COMPLETE CIRCUIT.

Your circuit could look something like this:

(All circuit diagrams are drawn with neat straight lines)

1. Did you include all of the materials in the picture above when you made your circuit?

2. What were you missing, if anything?

3. Go back to your original drawing and redraw it correctly below. Rewire your circuit like the picture if yours does not already look like the example above.

Light bulb

Wire

Battery

OBSERVATIONS & RESULTS: 1. How did you know you had a complete circuit? What happened?

2. Why did you have to use a battery?

3. To make the circuit complete, the bulb has to be pushed down. Why do you think this makes the circuit work?

4. When a bulb lights up in a complete circuit, we call that a closed circuit. When something is missing and the bulb does not light up we call that an open circuit. Think of the complete circuits in your house. Why is it important for us to be able to open and close these circuits?

5. A complete circuit needs the following materials: A POWER SOURCE: in our case, the battery. AN ENERGY PATH: in our circuit, the wire. AN ENERGY RECEIVER: in our case, the bulb’s filament.

When the filament (or wire inside the bulb) glows, we know we have hooked everything correctly and our circuit is complete. Think of any TWO electrical appliances in your home. Write them in the spaces provided and then fill out the rest of the chart below:

ELECTRICAL APPLIANCE Appliance #1: Appliance #2:

POWER SOURCE:What is supplying the electrical energy to run this appliance?

ENERGY PATH:What is carrying the electricity through the circuit?

USER:How do you know the circuit is complete?


Grade 6 Unit 2 – Lesson 6 CHALLENGE #2

1. Using the materials in your box, light up one bulb with two batteries.

a. Draw a picture of the circuit using the symbols scientists use to describe electrical circuits. Refer to the last Student Page for the circuit symbols. Be sure to label your model and use arrows to show the flow of electrical energy.

b. Which bulb is brighter? The one in your original circuit or the one in this new circuit?

c. Why is there a difference in brightness between the two bulbs?


Grade 6 Unit 2 – Lesson 6 INVESTIGATION #6B

Testing Your Circuits

CHALLENGE: Can other materials be used to close a circuit?

1. Using the following materials in your box to make a complete circuit: one battery one bulb in holder wires

2. Now you want to see if there are other objects in the room that still will close the circuit. Set up your circuit with two exposed wires so it looks like this:

Practice opening and closing the circuit by allowing the exposed ends of the wires to touch. Now, investigate. Touch the exposed ends of the wire to objects around the room and see if they complete the circuit. (Hint, be creative...try things like paper clips, the table leg, a ring, your notebook, your finger, etc.)

FILL OUT THE TWO CHARTS BELOW AS YOU COLLECT YOUR DATA

Objects that CLOSE the circuit Objects that do NOT close the circuit

Object Material Object Material

Paper clip metal Blue jeans cotton

3. Can you make any conclusions about the types of materials that close a circuit? Do these materials have anything in common?

WE CALL MATERIALS THAT CAN CLOSE A CIRCUIT CONDUCTORS.

4. Try to make up a definition for an ELECTRICAL CONDUCTOR:

5. Can you make any conclusions about the types of materials that do not close a circuit? Do these materials have anything in common?

MATERIALS THAT DO NOT CLOSE A CIRCUIT ARE ALL NON-METALLIC. WE CALL MATERIALS THAT CANNOT CLOSE A CIRCUIT NON-CONDUCTORS OR INSULATORS.

6. Try to make up a definition for an ELECTRICAL INSULATOR:


Grade 6 Unit 2 – Lesson 6 ALL ABOUT ELECTRICITY

Directions: Think about electricity. Do you know anything about electricity? Do you have any questions about electricity? When you have finished studying electricity with your class, what have you learned about electricity?

I KNOW … I WANT TO KNOW … I HAVE LEARNED …


Grade 6 Unit 2 – Lesson 7 Series vs. Parallel Circuits

Lesson 7 Overview:In this lesson students will be given challenges to build a series and a parallel circuit using batteries, wire and bulbs. They will then identify circuits as either a series circuit or a parallel circuit. They will be able to demonstrate that bulbs in a parallel circuit will glow brighter than a bulb in a series circuit. You will need to provide your student with: a length of wire, 2 batteries, and 6 small light bulbs (bulbs found on holiday lights are the perfect size). Be sure to have enough wire to avoid creating a short circuit; these can get very hot!! Let your student know that if any part of this circuit gets too hot, they should stop and you should disassemble the circuit immediately. Some Background Information:In the previous lesson, students built a simple circuit using one light bulb. When more than one device is used, there are two ways to connect the circuit (series or parallel).When connected in series, bulbs form a single pathway for electron flow. When connected in parallel, the devices form branches, each of which is an independent path for the flow of electrons. In a series circuit, with only one path for the current (electrons), all of the current passes through all of the bulbs and the current is the same at every point in the circuit. If any filament burns out, or if you take one bulb out of the holder, the entire path is broken and the circuit is open. No current will flow through any part of the circuit. Also, as bulbs (resistors) are added to a series circuit, the overall resistance of the circuit increases. With the battery supplying the same voltage and the resistance of the circuit increased, the current in the circuit is lower with more bulbs in the circuit. As a result, the bulbs will be dimmer and dimmer as more are added to the series circuit.Most circuits are wired so that electrical devices can operate independently of one another on a parallel circuit. In our homes, a computer can be turned on and off without disrupting the lights in the room. The appliances in our homes are set up in parallel circuits. In a parallel circuit, if you take one bulb out (or turn off the computer), the other bulbs will stay lit. Each bulb in the circuit is in its own path from the battery and back again. The current does not need to pass through the other bulbs to keep the circuit complete and closed, so a break in one path does not interrupt the flow of electrons in the other paths. Each loop functions independently. Parallel circuits are also different from series circuits in bulb brightness as more bulbs are added. As you increase the number of bulbs in parallel circuits, the bulbs will either remain equal to the one bulb series circuit in brightness if the bulbs are all of equal resistance.Why? The overall resistance of the circuit actually decreases with additional bulbs in parallel paths. (It’s like blowing through three straws instead of one – it is easier!) In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at

home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will


2) It’s possible that the classroom teacher has provided the students with definitions and examples of series circuits and parallel circuits. You can remind your student that a series circuit there is a single (one) path for the electricity to flow along. If that single path is disrupted (a bulb in the series may burn out) then the current will not flow through the circuit. In a parallel circuit there are branches (made with wires in this lesson) that form independent paths for the current to flow through. Therefore, if one bulb on a parallel circuit burns out, the other bulbs will remain lit.

3) Follow the instructions on the student pages. Be sure that your student uses enough wire to avoid creating a short circuit. Have your student notify you immediately if any part of the circuit becomes hot and disconnect the batteries.



Grade 6 Unit 2 – Lesson 7 INVESTIGATION #7

How Do the Lights in My House Work?

CHALLENGE #1: Using 2 batteries and 2 bulbs, set up a circuit so that you can turn off one bulb and the other stays lit. You can only have one wire connected to each end of the battery. (Remember to screw both bulbs into their holders to begin.)

WARNING: If any of the wires become warm, disconnect the battery. Have your home facilitator check all circuits before reconnecting the battery.

This will not be an easy task......Draw TWO of the mistaken circuits you made below and write down what happened.

Mistake #1 Mistake # 2

What happened? What Happened? _________________________________ ________________________________________________________________________ ________________________________________________________________________ _______________________________________

Do not rush. If you don’t get this right away, keep trying! Your facilitator will help you but only after you have made some clever mistakes first. When you finally get it, draw it on the following page and show your facilitator before you go on.

It worked! Here is my correctly connected circuit:



We call this type of circuit a PARALLEL CIRCUIT It means that each bulb has its own independent loop.

Electricity can flow into each loop separately, so if one bulb burns out the other can still light.

Loop # 2Loop # 1

Junction

Please answer questions on the next page. 1. Sometimes these loops are called branching loops. Can you explain why?

2. Why is the term "junction" a good term for the location that it labels? (hint: a junction is another word for intersection.)

3. Why is it important that the lights in your home are hooked up in parallel circuits?

Look at your mistakes. Find the one where you turned off one bulb and the other bulb also went out. Did it look like the picture below?

This is called a SERIES CIRCUIT. Set this circuit up again and see what happens when you unscrew one bulb.


Grade 6 Unit 2 – Lesson 7 Look at the picture of the SERIES CIRCUIT to answer the following questions:

1. If the first bulb burns out, why is the second bulb unable to light?

2. Christmas lights used to be hooked up in series and had the problem that if one of the bulbs burned out it was a great nuisance. Suggest 2 solutions to this problem. THINK HARD TO GET 2 GOOD SOLUTIONS.

CHALLENGE #2: Using 3 bulbs and 2 batteries, set up a circuit in SERIES and another in PARALLEL.

While you are doing this, carefully compare the brightness of the bulbs in each circuit. Which is brighter? Why?

Draw the SERIES circuit below.

Draw the PARALLEL circuit below.

Which circuit had the BRIGHTER bulbs? Why?

Remember, as the useful stored energy of the battery travels through the circuit, it transforms into useless energy called HEAT.

Suggest what parts of the circuit transform electricity into heat. _______________, _______________ & _______________ EXPLANATION: • The wire transforms some energy into heat. Remember our copper wires are insulated so you cannot feel the heat. • The filament in the bulb transforms electricity into both heat and light. That energy comes from the chemical energy stored in the battery.

Don't forget..."you can't get something from nothing". • Even the bulb holders transform some energy into heat, although the metal that makes up the holders is a good conductor of electricity. When a part of the circuit transforms some of the electricity into heat, we say that object provides RESISTANCE.

SOME DEFINITIONS TO KNOW:

1. RESISTANCE: How hard it is for energy to travel through or any objects that resist the flow of electricity. This is measured in units called ____.QUESTION: Which part of the circuit has the most resistance? Why?

2. VOLTAGE: The potential energy in a battery that can be used to send a current through a circuit. Voltage is measured in units called ______. QUESTION: Why do you suppose a small radio needs only 4 “D” batteries to run while a portable CD player needs 8 “D” batteries to run?

3. CURRENT: The flow of energy through a circuit. This is measured in units called amperes or ______.



CHALLENGE #3:

1. Using 2 batteries, try to set up 3 bulbs in series again. Now try 4 bulbs. Draw a picture of one of the circuits.

Using the words CURRENT, VOLTAGE & RESISTANCE, explain what happened when you added the 4th bulb in the line?

2. If you added a 5th bulb in series, predict what would happen. How could you set up the circuit to make 6 bulbs light?

3. EXPLAIN THIS STATEMENT: “Just because the bulbs don't light up, that doesn't mean the current stops flowing!”

To complete the next challenges, you will need:

6 small bulbs (holiday lights have the perfect size bulbs)2 batteries

wire

CHALLENGE #4: Using 2 batteries, try to set up 6 bulbs in parallel. Draw a picture of the circuit.

Using the words CURRENT, VOLTAGE & RESISTANCE, explain what happens to all the bulbs in this circuit compared to the series circuit you built.


Grade 6 Unit 2 – Lesson 8 Magnetism Review

Lesson 8 Overview:In order to see what students already understand about magnetism, a simple investigation is conducted. In part one, students will investigate what materials are attracted to a magnet. In part two, they will draw a magnetic field and will determine which materials affect a magnetic field. They will investigate the capacity and limitations of a magnet to attract a magnetic object (paper clip) through a variety of magnetic and non-magnetic materials. To complete these two investigations, you will need: a magnet (one from the refrigerator will work), paper clips, a plastic ruler, a wooden ruler, paper, cardboard, fabric (blue jeans will work), aluminum foil, wire (use the wire from Lesson 7), clear cup of water, steel can (a clean, empty tuna can will work), shoe, glass jar (without the lid). You can substitute any object with an object made of similar material that you have at home. For example, the steel can can be a soup can or a can of peas, as long as it is empty, clean, and dry.Some Background Information:A magnet is an object with a strong magnetic field around it. This magnetic field can exert a magnetic force on other objects with magnetic fields. This force is what scientists call magnetism. Magnets attract and repel other magnets and, like gravitational force, magnetic force acts without direct contact. There are three different kinds of permanent magnets available: alnico (made of aluminum, nickel and cobalt), ferrite (made of tiny particles of iron and strontium imbedded in rubber or ceramic), and ‘supermagnets’ (made of neodymium, iron and boron). A magnet can be distinguished from a magnetic material in that magnets attract and repel each other, but magnetic materials can only be attracted by a magnet. Objects made of other metals, such as aluminum, copper, silver, steel, and metal alloys such as brass, etc. are not magnetic materials. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will

be completed with the classroom teacher as well as at home or remotely.2) It’s possible that the classroom teacher has provided the students with this cautionary note: Magnets should NOT be held near

these things: TV, VCR, Microwave oven, Computer, Credit Cards, Wind-up watches, Computer discs, Radios, Tape Recorders, Phones, Answering Machines, or Video tapes. Please remind your student of this cautionary note.

3) Follow the instructions on the student pages. You can substitute any material that needs to be tested with a material you have at home that is made of a similar substance. For example, if you don’t have a wooden ruler, you can use a wooden spoon because they are both made of wood.



Grade 6 Unit 2 – Lesson 8 ALL ABOUT MAGNETISM

DIRECTIONS: Think about magnetism. Do you know anything about magnetism? Do you have any questions about magnetism? When you have finished studying magnetism with your class, what have you learned about magnetism?

I KNOW … I WANT TO KNOW … I HAVE LEARNED …


Grade 6 Unit 2 – Lesson 8 LAB SHEET #8

Part One: What's Magnetic???Directions: Using your magnets, investigate objects from the list below and determine which ones are magnetic and which are non-magnetic. Suggested Objects to Test: paper clips plastic ruler paper cardboard fabricaluminum foil wire cup with water empty steel can (tuna size) shoeglass jar (without the lid) any three items (your choice)

Write your results in the table:

Magnetic Objects Non-magnetic Objects

1. Look at your list of magnetic objects. What do they have in common?

2. Look at your list of non-magnetic objects. What do they have in common?


Grade 6 Unit 2 – Lesson 8 LAB REPORT #8

PART TWO: Will a Magnet Attract Through This?In this investigation you will place a paper clip under your “MATERIALS TO BE TESTED” and determine which materials allow the magnetic force to act through them.

PROBLEM: To determine which materials will affect a magnetic field.

HYPOTHESIS:

MANIPULATED VARIABLE (EXPERIMENTAL):

RESPONDING VARIABLE (DEPENDENT):

CONTROLLED VARIABLES (CONSTANTS):

MATERIALS: magnet, supply of paper clips MATERIALS TO BE TESTED: paper, aluminum foil, wooden ruler, plastic ruler, cardboard, denim, glass, scissors, clear plastic cup, steel bowl.

PROCEDURE:

DATA / CONCLUSIONS:

OBJECT PREDICTION: Will the clip attract? Still attracted Didn't attract

paper

wooden ruler

plastic ruler

cardboard

plastic cup

steel bowl

tin foil

denim

glass

scissors

CONCLUSIONS:

SOURCES OF ERROR:


Grade 6 Unit 2 – Lesson 9 Building an Electromagnet

Lesson 9 Overview:Students will be able to see firsthand the connection between electricity and magnetism as they build their own electromagnets using wire, a nail, and a battery. They will learn how to control magnetism and how to make a stronger magnet by varying the number of coils around the iron nail. (A good motivator to introduce the lesson is a small video clip https://www.youtube.com/watch?v=BQA5VDXE7ts that shows an electromagnet lifting and tossing a car engine.)For this investigation you will need: insulated copper wire (use the wire from Lesson 7), 2 batteries, 1 iron nail, a box of paper clips (or you can use staples).Warn students that the nail will get hot if the current is allowed to pass through it for a very long time, because they have built a short circuit. They should make their observations quickly (no more than 5 seconds) and then open the circuit. The nail will become magnetized. It is important for your student to tap the nail on a hard surface (e.g., desk or table) in order to demagnetize the nail after each testing trial. Some Background Information:When Hans Christian Oersted discovered that an electric current affects a compass just as magnetism does, he realized that whenever there is an electric current, there is also a magnetic field. This can be seen when one builds an electromagnet. A nail wrapped in a coil of insulated copper wire becomes a magnet when electric current passes through the wire, because electricity flowing in a wire produces a magnetic field. When electricity flows through a wire, each loop of the wire has a magnetic field like a small bar magnet. The fields of all the loops together produce a stronger field. In addition, the iron nail has magnetic domains that align themselves with those of the coil. Therefore, it greatly increases the magnetic field, creating an electromagnet. Of course, the greater the current in the wire, the greater the magnetic field strength of the electromagnet. In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will


2) It’s possible that the classroom teacher has provided the students with directions on how to assemble their electromagnet. Please remind them of these pointers:

Use steel paper clips. Copper or plastic clips will not work. You can also use individual staples for more precise results.

Use 2 batteries for this experiment to make a strong electromagnet.

If necessary, demonstrate how students should wrap the wire around the nail. The wire should be tight against the nail and the coils close together with every turn going in the same direction. (See the diagram on the Student Page)

3) Follow the instructions on the student pages. Warn students that the nail will get hot if the current is allowed to pass through it for a very long time, because they have built a short circuit. They should make their observations quickly (no more than 5 seconds) and then open the circuit.



Grade 6 Unit 2 – Lesson 9 LAB REPORT

Making an ElectromagnetIn this investigation you will be able to see firsthand the connection between electricity and magnetism as you build your own electromagnet using wire, a nail, and a battery. You will explore how to control magnetism and how to make a stronger magnet by varying the number of coils around the iron nail. (A good motivator to introduce the lesson is a small video clip showing an electromagnet lifting a car engine and releasing it.)

The electromagnet you create should look like this:

PROBLEM: To determine if the number of coils will affect the strength of an electromagnet.

HYPOTHESIS:

MANIPULATED VARIABLE (EXPERIMENTAL):

RESPONDING VARIABLE (DEPENDENT):

CONTROLLED VARIABLES (CONSTANTS):

MATERIALS: 100 cm. length of insulated copper wire, 2 batteries, iron nail, box of small paper clips, wire cutter

PROCEDURE:

DATA TABLE:

# of coils # of paper clips attracted

CONCLUSIONS:

SOURCES OF ERROR:

Read the article below and then answer the questions on the next page. G6U2L9

JUST THE FACTS!

Hans Christian Oersted was doing an experiment for his students with a battery and a piece of wire coil. A compass was sitting next to the wire coil. When the battery power was turned on, a current zipped through the wire. The north point of the compass needle suddenly pointed to the wire. The current flowing through the wire produced a magnetic field. Oersted had created and discovered the electromagnet. When Hans Christian Oersted discovered that an electric current affects a compass just as magnetism does, he realized that whenever there is an electric current, there is a magnetic field around it. This can be seen when one builds an electromagnet. A nail wrapped in a coil of insulated copper wire becomes a magnet when electric current passes through the wire because electricity flowing in a wire produces a magnetic field. When electricity flows through a wire, each loop of the wire has a magnetic field like a small bar magnet. The fields of all the loops together produce a stronger field. In addition, the iron nail has magnetic domains that align themselves with those of the coil, thus increasing the magnetic field even further. Of course, the greater the current in the wire, the greater the magnetic field strength of the electromagnet. Electricity, therefore, can be used to make electromagnets. These electromagnets can be switched on and off as easily as a lightbulb is switched on and off. Looping the wire makes the magnetic field even stronger. And inserting an iron down the center of the wire coil creates an even more powerful electromagnet.

Facts About Electromagnets 1. Giant electromagnet cranes are used to lift tons of iron and steel in scrap metal yards.

2. Without electromagnetic devices there would be no televisions, stereos, computers, or hair dryers. You may add to this list uncountable numbers of other electronic inventions such as microwave ovens.

3. Electromagnetic waves are responsible for all radios and televisions. A moving magnetic field makes up part of a radio wave.

4. Light, which gives us our vision, is also an electromagnetic wave.

5. The strength of an electromagnet may be increased by increasing the electrical current.

6. The strength of an electromagnet may be increased by winding more coils of wire around its core.

Name ____________________________________ Date _______________________ G6U2L9

Read the article “Just the Facts” and answer the following questions

1. How would life be different without electromagnetic devices?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Explain how Oersted created the electromagnet._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How can you increase the strength of an electromagnet?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What is the difference between permanent magnets and electromagnets? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Grade 6 Unit 2 – Lesson 10 Electricity At Home

Lesson 10 Overview:Students assess their own usage of electrical energy by locating appliances at home and calculating kilowatt hours used over time. They complete an individual survey in which they evaluate appliances. On the Reading In The Content Area pages there is guidance as to how to calculate the amount of energy used by individual appliances. The second challenge is a classroom investigation of appliance use. Students work in virtual teams to evaluate how much energy a typical family uses in one month. Upon completion, they present their findings to the class and make recommendations on how to practically conserve energy in the home. Background Information:All appliances made today are rated to show the power of the appliance. Power is measured in watts (W), a unit named after scientist James Watt. The power (or wattage) of an electrical appliance, tells you how fast it uses electrical energy. To find the total amount of energy consumed by an appliance over a period of time, you would multiply the power of the appliance by the amount of time it is used. This is called a watt-hour (Wh). Most people use the unit kilowatt-hour (kWh) to measure energy use. A kilowatt is 1000 watts. For example, let's calculate how much electricity is used if an 1000 W electric heater is used for 30 minutes, 3 times a day.

Watt-hour = Watts X time used in hours = 1000 X 30/60

Energy usage per day = 500Wh = 0.5 kWh X 3 days Total Usage = 1.5 kWh

You may also determine the cost of electrical energy, which varies from 5 cents to 15 cents per kilowatt-hour, depending on locality. For example, in a locality where electric energy costs 5 cents per kilowatt-hour, a 100-watt electric light bulb can be run for 10 hours at a cost of 5 cents, or a half-cent for each hour. A toaster or iron, which draws more current and therefore more power, costs several times as much to operate for the same time.In the event that schools are closed, there may be an opportunity for students to complete some parts of this lesson at home with the help of a Lesson Facilitator. These hints will cover sections that the classroom teacher will assign.1) There are step by step instructions directly on the student pages for this lesson. It’s likely that different parts of this lesson will

be completed with the classroom teacher as well as at home or remotely. A calculator can be used to determine the amount of electricity used and the cost to run an appliance.

2) It’s possible that the classroom teacher has provided the students with directions on how to calculate the cost of electrical energy. You can remind your student to follow these steps:

STEP ONE • Determine the wattage of the appliance Since the wattage of an appliance or machine determines the electrical usage per hour, the first thing to do is to find out the wattage. Look at the serial plate of the appliance to get this information. If the serial plate doesn't list watts, you can multiply volts times amps to get watts.

STEP TWO • Calculate the kilowatt hour use of the appliance This step requires you to do some math. The basic formula to find kilowatt hour use is: kWh use = watts x hours / 1000 Example A: A light uses 100 watts and is left on for 15 hours. How many kWhs are used? kWh use = (100 watts x 15 hours) / 1000 = 1.5 kWh Example B: A microwave oven uses 1,450 watts and you use it for 30 minutes. How many kWhs are used? kWh use = (1,450 watts x 0.5 hours) / 1000 = 0.725 kWh STEP THREE • Calculate the average cost of a kilowatt Get out your last electric bill and divide the total dollar amount of the electric bill by the number of kilowatt hours you used. This will give you an average cost per kilowatt hour. Average kWh cost = $ amount of bill kWh used. Example: $186 bill / 1200 kWh used = $ 0.155 per kWh

STEP FOUR • Find the cost of the appliance Using the information you found in Steps 2 and 3, you can calculate the cost of the use of the appliance you specified in Step 2. Example A: The cost of the use of the light for 15 hours = 1.5 kWh x $ 0155 = $ 0.2325 or a little more than 23 cents. Example B: The cost of the use of the microwave oven for 30 minutes = 0.725 kWh x $ 0.155 = $ 0.1124 or a little more than 11 cents.

3) Follow the instructions on the student pages. Please consider allowing your student access to your electric bill to determine actual usage and costs.


Name________________________ Date___________________________ G6U2L10

DIRECTIONS: The following is a list of appliances that you may have at home. Look at the list and decide which one consumes the most electrical energy in 1 hour. Rewrite the list below, placing the appliances in order from the greatest amount of electricity used to the least. Electric Kettle Stereo Toaster Washing Machine Computer Bright Light Bulb Electric Drill Television Set Iron Clothes Dryer Vacuum Cleaner Refrigerator Electric Blender Hair Dryer

1.(greatest) 8.

2. 9.

3. 10.

4. 11.

5. 12.

6. 13.

7. 14.(least)

PRACTICE PROBLEMSCalculate the total kiloWatt hours (kWh) for the following: (Use the Reading In The Content Area from this to help with the calculations.)

1. A 100 W light bulb is left on for 3 hours.

2. A 1200 W electric frying pan is used for 30 minutes.

3. A 1500 W electric hair dryer is used for 10 minutes everyday for 5 days.

4. An electric generator (2000kW) runs continuously for 30 days

. YOUR ASSIGNMENT: Find the appliances on the list, at home, a nearby friend, a relative or store and find out the following information about each appliance. ·POWER IN WATTS (W) ·POWER IN KILOWATTS (kW) ·ENERGY USED IN 1 HOUR (kWh)

From this information, rewrite the list of appliances in order, from the greatest amount of electricity used to the least. See if your prediction list was the same as the new list that you have created through your research.

To Tame a River G6U2L10 Reading in the Content Area

PLUNGE INTO THE DEBATE OVER DAMS AS CHINA BEGINS CONSTRUCTION ON THE WORLD’S LARGEST. by Chana Freiman Stiefel, Science World, January 10, 2007

It will be twice as tall as the Statue of Liberty and as long as 30 jumbo jets parked end to end. Water will gush through its turbines to generate power for millions of people. It’s the world’s largest dam and it’s under construction on the Yangtze River in China. If you happen to be on the Moon in 2009, when the dam is completed, you’ll be able to see it through a telescope. (The only other human-built structure you’d see is China’s Great Wall.)

The purpose of this colossal construction project? To tame the rolling Yangtze River, the fourth-longest river on the planet. The project’s designers claim the Three Gorges Dam will prevent catastrophic floods and generate electric power for as many as one-ninth to one-third of China’s 1.2 billion people. And by blocking the river’s flow, the dam will form a new, massive lake-like reservoir open to shipping and tourism. But people opposing the dam argue that the new lake will flood cities and villages, forcing more than 1 million people to move to higher ground. The rising water, they add, will threaten wildlife and permanently alter China’s spectacular Three Gorges, the steep-walled canyons for which the dam is named. If you think these arguments only take place thousands of miles away, think again. More than 63,000 dams have been built in the United States since 1900. Many were or still are controversial. Do you think dams should be built? Read opinions on both sides; then debate and decide.

Location of Three Gorges Dam

WATER POWER The Three Gorges Dam could be a “clean” solution to China’s energy problems. Right now, China gets about 75 percent of its energy from coal. But burning coal spews tons of harmful pollutants into the air. For example, sulfur dioxide in the air, reacts with water vapor in the atmosphere to form acid rain. Carbon dioxide, a “greenhouse gas” in our atmosphere traps Earth’s heat. Dams like the Three Gorges can help China convert to cleaner hydroelectric power, says Eugene Chang, an engineer at Harza Engineering, a Chicago firm that consulted on the project. Hydropower converts the energy of rushing water to electricity. A year’s supply of the dam’s hydropower could replace 50 million tons of coal. That’s about 4 percent of China’s annual supply—enough coal to fill a train stretching from New York to San Francisco. And unlike coal, oil and natural gas, says Hans Hasen, a consultant at Harza, the Yangtze’s water is a renewable resource. Nature will replenish the flowing water as long as rain falls on the river. “We’ll be out of oil in 40 years, out of coal in 60 years, and out of natural gas in 200 years,” Hasen says. “But water is here forever.” The “superdam” could also help prevent flooding in central and eastern China. Heavy rains known as monsoons cause the Yangtze to overflow its banks about once every 50 years. The dam would hold back flood waters by trapping some rain water in a new reservoir—Three Gorges Lake. Proponents say the dam will also create jobs. Currently, 40,000 workers are laying the foundation. Eventually, they will build shipping lanes so that massive ships can navigate the river from the coastal city of Shanghai into Three Gorges Lake. There, shipping companies and other industries will set up shop.

DOWN WITH THE DAM But new industries could mean the downfall of farmers living near the dam. The dam’s huge structure will slow the river’s normal flow of approximately 300 billion gallons of water per day. Backed up behind the dam, the river will overflow its banks, flooring 62,000 acres of farmland to create the reservoir. The rising water will completely submerge 13 riverside cities, 140 large towns, and numerous small villages. Some 1.2 million people will be forced to relocate to less fertile areas on higher ground, says Patrick McCully, campaign director at International Rivers Network, a Berkeley, California environmental and human-rights group. The government has already forced 20,000 to 40,000 people to relocate to less fertile areas on higher ground, says Patrick McCully, campaign director at International Rivers Network, a Berkeley, California environmental and human-rights group. Says Wang Cheng Liang, a farmer whose land will be flooded when the dam is built, “I don’t know how we can make a living up there (on higher ground). It’s all stones.” McCully and others also contend that hydropower isn’t as clean as it seems. “The power plant isn’t belching smoke,” he admits. “But in fact, hydroelectric dams destroy ecosystems.” Fish and other species that normally swim upriver to mate and lay eggs won’t be able to bypass the dam, he explains. In addition, pollutants like mercury and arsenic, which used to flow out to sea, will now build up to potentially toxic levels in Three Gorges Lake. McCully fears that these concentrated pollutants will kill fish, reptiles, and other wildlife, including the endangered baiji river dolphin. Higher water levels in the lake area will also damage bamboo groves and bottom-rooted aquatic plants, environmentalists say. That means giant pandas and Siberian white cranes, which feed on these plants, will suffer, too. In addition, as the water rises, the beauty of the Three Gorges canyons will be lost forever. “Flooding the Three Gorges would be like destroying the Grand Canyon,” says Roger Schlickeisen, an environmentalist.

FLOODS TO COME Dams aren’t even foolproof when it comes to flood control, McCully warns. And some experts say an earthquake could strike with tragic consequences. “Dams create a false sense of security,” McCully says. As a result, people living downstream may neglect to fortify embankments that have helped hold back floods for thousands of years. A final drawback: Dams are expensive. Three Gorges will cost some $17 billion to $50 billion to build, says McCully. That money, he says, would be better spent fortifying smaller dams and exploring other energy sources, like solar and wind power. “We just can’t go on destroying rivers and wildlife,” he says.

What do you think? Should dams be built?

Name _____________________________ Date _________________ G6U2L10

To Tame a River

1) Where does China currently get most of its energy from? ________________________________________________________ 2) What is the problem with this energy source? _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 3) What kind of power would the Three Gorges Dam generate? ______________________________________________________ 4) This type of power converts________________________energy into _________________________________________energy.

5) What is a renewable resource and why is it beneficial? __________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 6) List and explain 3 ways this type of power affects the environment. a. ______________________________________________________________________________________________________ _________________________________________________________________________________________________________ b. ______________________________________________________________________________________________________ ________________________________________________________________________________________________________ c. ______________________________________________________________________________________________________ ________________________________________________________________________________________________________

7) List and explain at least 3 pros and 3 cons of constructing the Three Gorges Dam. Pros Cons Pros:_________________________ ________________________ _________________________ Cons:________________________ _________________________ _________________________

8) Based on what you wrote above, do you think the dam should be built? Explain your answer. _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________

Should dams be built?

You don’t have to travel to China to hear the debate over dams. Just consider the American River near Sacramento, California. For three decades, many citizens and politicians have wanted to build a massive dam to control floods in Sacramento. The dam would also provide fresh water -- and eventually hydroelectric power -- to the area’s growing populationbut building the dam would flood 10,000 areas of natural habitat and recreational areas upstream. Opponents would rather strengthen existing dams and levees, and leave the river alone.

For more information about the Three Gorges Dam, visit these Web sites. International Rivers Network: http://www.irn.org

Defenders of Wildlife: http://www.defenders.org

Export-Import Bank (which considered offering loans to finance the dam): http://www.exim.gov/

Figuring Out How Much It Costs You to Operate a Specific Appliance G6U2L10 Reading

This page will help you to figure out how much a specific appliance is costing you for a specific amount of time. If some of the words are unfamiliar to you, you might want to look at the list of helpful terms.

Useful TermsWatt: W A basic unit of electrical power used for measuring how quickly work done.

Kilowatt: kW 1,000 watts Megawatt: MW 1,000 kilowatts or 1 million watts.

Kilowatt Hour: kWh A unit of work or energy equal to using 1,000 watts for one hour. Your electric bill is computed according to the number of kWhs that you use. Ampere: Amp. The unit for the amount of current flowing through a wire Volt: V The unit measuring the “push” of electrons through a conductor from the battery and back to the battery.

STEP ONE • Determine the wattage of the appliance Since the wattage of an appliance or machine determines the electrical usage per hour, the first thing to do is to find out the wattage. Look at the serial plate of the appliance to get this information. If the serial plate doesn't list watts, you can multiply volts times amps to get watts.

STEP TWO • Calculate the kilowatt hour use of the appliance This step requires you to do some math. The basic formula to find kilowatt hour use is: kWh use = watts x hours / 1000 Example A: A light uses 100 watts and is left on for 15 hours. How many kWhs are used? kWh use = (100 watts x 15 hours) / 1000 = 1.5 kWh Example B: A microwave oven uses 1,450 watts and you use it for 30 minutes. How many kWhs are used? kWh use = (1,450 watts x 0.5 hours) / 1000 = 0.725 kWh STEP THREE • Calculate the average cost of a kilowatt Get out your last electric bill and divide the total dollar amount of the electric bill by the number of kilowatt hours you used. This will give you an average cost per kilowatt hour. Average kWh cost = $ amount of bill kWh used. Example: $186 bill / 1200 kWh used = $ 0.155 per kWh

STEP FOUR • Find the cost of the appliance Using the information you found in Steps 2 and 3, you can calculate the cost of the use of the appliance you specified in Step 2. Example A: The cost of the use of the light for 15 hours = 1.5 kWh x $ 0155 = $ 0.2325 or a little more than 23 cents. Example B: The cost of the use of the microwave oven for 30 minutes = 0.725 kWh x $ 0.155 = $ 0.1124 or a little more than 11 cents.

ANSWER THE FOLLOWING QUESTIONS ON YOUR OWN:

1. The metal label on the end of a vacuum cleaner shows that it uses 1400 watts. It takes you 15 minutes to vacuum your living room and dining room and hallway. A kilowatt in your community costs 18 cents. How much did it cost you to vacuum these rooms?

STEP ONE: The wattage of the appliance is: ____________________

STEP TWO: The kilowatt hour use of the appliance is: kWh use ____________ x hours ____________ / 1000 = _____________

STEP THREE: Determine the average cost of a kilowatt. kWh = _$______________

STEP FOUR: What is the cost of the appliance? ___________ kWh x ________ (cost per kWh) = _____________

2. A toaster uses 1100 watts. It takes 90 seconds for two slices of bread to pop up after they are ready. How much does it cost you to toast the two

slices of bread. Show your work and use appropriate labels.

· web viewscience 21 grade 6 unit 2curriculum companion reproducibles edition fall - winter 2020...

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