Topic: Energy Transfer Quarter 2: Force, Motion and Energy

Time Frame: 15 days

Stage 1 Content Standard: The learner demonstrates understanding Performance Standard: Learners, working in groups, advocate of the importance of advocating efficient energy transfer. efficient use of energy and its alternative sources in the community through a cooperatively planned, relevant, comprehensive, accurate and creative or innovative activity. Essential Understanding(s): Advocating efficient energy transfer is a means of using energy resources wisely and its alternative sources in the community. Learners will know: I. Energy Transfer 1. Energy operational definition, spontaneous and non-spontaneous/deliberate energy transfer 2. Law of conservation of energy 3. Kinetic and potential energy 4. Heat - conduction, convection, radiation 5. Work 6. Power 7. Efficiency of machines 8. Power rating of electrical appliances 9. Energy use and sources in the community, country and the world II. Human activities that impact on the thermal environment III. Conserving energy and energy resources Essential Question(s): Why should we advocate efficient energy transfer? Learners will be able to: Demonstrate relationships between and among closely related science principles on energy Suggest examples of observations that illustrate a science principle Gather, synthesize and evaluate energy and energy-related information from multiple sources Apply principles or scientific data to anticipate effects of technological design decisions Communicate results of experiments or studies

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Product or Performance Task: Conduct of advocacy for efficient use of energy and its alternative sources through a cooperatively planned, relevant, comprehensive, and creative or innovative activity

Stage 2 Evidence at the level of understanding: Learners should be able to demonstrate understanding by covering the following six facets of understanding: EXPLANATION Describing how energy is transferred efficiently in the homes, school and workplace Criteria a. Accurate b. Clear c. Thorough d. Justifiable INTERPRETATION Evaluating why there are different power ratings of electrical appliances and relating these to the efficient use of energy Criteria a. Illustrative b. Meaningful c. Accuracy APPLICATION Proposing ways to efficiently use energy and its alternative sources Criteria a. Appropriate b. Practical

Evidence at the level of performance: Performance assessment of the conduct of advocacy activity for efficient use of energy and its alternative sources in the community based on the following criteria: 1. Innovativeness/ creativity in the design and/or implementation of the activity 2. Relevance/ suitability to the home, school and community 3. Cooperation Teamwork (members work together; each member performs a specific task) Communication (members communicate thought processes and strategies by asking

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d. Effective PERSPECTIVE Inferring how proposed ways to minimize energy wastage contribute to the global campaign on the efficient use of energy Criteria a. Credible b. Reflective of critical thinking c. Insightful d. With practical / true to life examples EMPATHY Assuming the role of a policymaker who develops measures for the efficient use of alternative energy sources and standard energycompliant appliances/vehicles Criteria a. Perceptive b. Responsive SELF-KNOWLEDGE Identifying ones habits which do not contribute towards efficient use of energy and be able to do concrete steps to correct these Criteria a. Reflective b. Responsive

questions, discussing ideas, offering suggestions and constructive criticisms, and summarizing discoveries as a result of the groups effort to come up with an advocacy)

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Stage 3 Teaching/Learning Sequence: EXPLORE As part of initial activities, learners shall be given an overview of efficient energy transfer, what they are expected to learn and how their learning shall be assessed. In this stage, diagnosis of their knowledge on the topic gained from elementary science shall form part of the prerequisites. Hence, learners shall: 1. undergo an assessment of their knowledge on energy and energy concepts learned from elementary science. (TN: Assessment to use includes either concept mapping, asking learners to write 4 different sentences containing the word energy, producing a poster illustrating what is meant by the word energy, graphic organizer, etc. Teachers shall take note of learners prior knowledge and misconceptions, if any);
2.

be oriented on the topic efficient energy transfer and all the subtopics. (TN: The discussion should start with an operational description of energy that is transferred from one location to another, like a battery transfers energy stored in the chemicals to the electrical charges which transfer it to the light emitted from the battery. This means that the traditional term used in school- the energy conversion kit should actually be an energy transfer kit).

3. be oriented on related and varied resources and materials to be used in understanding efficient energy transfer including heat and thermal energy (see resources and equipment/materials needed); 4. be given time to formulate questions on efficient energy transfer and cluster these to initially find out what is/are interesting for them; 5. be given time to formulate other questions leading to Essential Question focusing on advocating efficient energy transfer (TN: Strategies to use include either Focus Group Discussion, brainstorming, think-pair &square, dyads, round robin, etc.); 6. generate as many tentative ideas (TI) to the Essential Question (EQ) as possible to show what they already know about efficient energy transfer. (TN: strategies to use include either brainstorming, Focus Group Discussion, graphic organizer, concept mapping, etc. At this point, the teacher shall be careful not to reject learners opinion but shall encourage them to
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give their ideas without being judged as right or wrong. Each tentative idea (TI) shall be published on the class bulletin board); 7. be grouped accordingly to choose some of the identified prior knowledge, misconceptions and tentative ideas (TI). (TN: Whatever each group of learners selected, the group shall be asked to challenge or explore the validity of these prior knowledge, misconceptions or tentative ideas during the Firm Up Stage); 8. be oriented that they need to show their understanding of efficient energy transfer by conducting activity or activities clearly advocating efficient energy transfer; and 9. be informed that these activities shall be based on the following criteria: (a) cooperation, (b)relevance/ suitability in the context of ones community, (c) comprehensiveness, (d) innovativeness/ creativity in the design and/or implementation of the activity, (e) with a focus on the wise use of energy and its alternative sources in the community. (TN: Brainstorming may be used to discuss how these criteria shall be used. Learners need to be clarified on the details on how their product or performance shall be assessed. Such details of criteria may be revised based on agreements reached). FIRM UP Varied learning experiences shall be introduced to help learners disprove misconceptions, examine/ assess prior knowledge and begin to discover the validity of tentative ideas (TI) to the EQ. Furthermore, differentiated instruction will also be provided to address their unique strengths and needs. Activities that will equip them with the necessary knowledge and skills like accessing and gathering information focus on concepts that are found to be difficult in the EXPLORE phase. Hence, learners shall perform/present results of simple teacher-guided activities/from library assignments/computer simulations to relate each concept between and among the following: I. Energy Transfer Learners shall: Energy 10. perform an activity on ones understanding of energy. (TN: All learners will be given a chance to write four different sentences containing the word energy. Try to get as many interpretations as possible and towards the end come up with a simpler scientific idea for the concept of energy - that it is conserved, transferredspontaneously /non-spontaneously and spreads out. When energy spreads out, that became more often a non-useful or less useful form of energy. You may also
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ask,Are objects dependent on a supply of energy to make them go? Answer: No, the moon constantly revolves around the earth without the supply of energy. Is energy needed to lift things or change things? Answer: Yes.) Law of conservation of energy 11. work in groups to perform activities on the law of conservation of energy using metacognitive / reflection journal. 12. cite daily activities showing the utilization of energy and do a diagram of how it is conserved. 13. make predictions on the events that will occur during energy conservation. 14. revisit prior knowledge by summary writing. (TN: Consider this In all processes energy is conserved. There is the same amount of energy after as before an event. Energy conservation essentially limits what is possible. Something cannot happen where the total energy is more after the event than before. Revisit what has been learned and cite again the energy that is transferred from one location to another- like a battery transfers energy stored in the chemicals to the electrical charges which transfer it to the light emitted from the battery; or other examples like those coming from power plants. For each transfer to different locations, account for the amount of energy transferred.) Potential and kinetic energy 15. work in groups to perform activities on kinetic and potential energy. (TN: Sample activities are daily tasks of a student e.g., putting a 100 N schoolbag on a 1.2 m high shelf. If they know the Grandfathers clock, the pendulum is a good sample for discussion.) 16. make an inference about the two kinds of energy potential and kinetic energy using the above-cited examples. 17. relate their daily personal experiences in which they use kinetic and potential energy. 18. revisit prior knowledge, misconception and or TI on kinetic and potential energy. (TN:Potential energy comes from the position of an object relative to Earth. It is stored in a spring-like manner. It has this
1

relationship: PE = mgh . Kinetic energy is a property of moving objects and has this formula: KE = 2 . An object gains kinetic energy when you either increase the mass or velocity or both. An object gains PE like when the Earth and the
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mv

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object are moved farther apart, effectively stretching the invisible spring between them. In any process or event, energy is transferred between these forms by pushing or pulling. Hence, winding up a toy is transferring energy to the spring which is stored as potential energy. Food like corn or rice have energy that is stored in the chemical bonds of the food. This energy is released by a process of combination with oxygen. Thus energy is stored and localized in the fuel-oxygen system. Such systems are stores of concentrated energy which can be used to do work.) Heat 19. perform an activity to infer on the flow of energy in different media (solid, fluid and vacuum) and varied temperatures. (TN: Account for the amount of energy transferred from one object to another. Is the transfer greater than, equal or less than 50 %? Pursue the topic on entropy if it appears in the discussion) 20. diagram the flow of heat in a spontaneous transfer considering or citing objects involved (TN: create in groups of 3s-- a diagram or caricature on how energy is transferred in several real life-situations and this should include energy sources/generators, heat, conduction, convection, radiation, use of machines- mechanical and electrical, appliances, vehicles) 21. demonstrate his/her knowledge of heat through a summary writing or graphics organizer. (TN: Summary writing contains the insight into how learners condense information that usually contains major ideas or concepts of a topic. Under this subtopic, consider the following concepts: Heating an object with a gas burner is merely a process of transferring energy from the fuel and oxygen to the water in the pan. The transfer in energy raises its temperature. Thus, it increases the waters thermal / internal energy. Conduction is the transfer of thermal energy by molecular and electronic collisions within a substance (especially within a solid). Convection is the transfer of thermal energy in a gas or liquid by means of currents in the heated fluid. The fluid flows, carrying energy with it. Radiation is the transfer of energy by means of electromagnetic waves. [Entropy-optional topic) Work 22. measure the work done either in climbing up a flight of stairs in the school/home/community or a laboratory activity.
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(TN: Estimate the height and angle of the stairs if the dimension is not provided. Let learners explain why the work input is less than, equal to or greater than the work output. ) . 23. perform simple activity on how work is done scientifically and relate this in moving a car/vehicle. Derive the formula for work. (TN: Work is force times distance moved in the direction of the force. Only the part of the force in the direction of the motion that does work in the physics sense. Non-spontaneous or deliberate transfers of energy are what the physicist measures through the operational definition of work done = force x distance or electrical energy transferred = voltage x current x time. Whenever any change occurs energy is transferred from one object to another and without a supply of energy it is impossible to do certain processes. As a result, energy is needed to make deliberate changes occur.) Power 24. relate the activity on work with how powerful a person is in climbing stairs or using a laboratory data. (TN: Power is how long the work is done. Twice the power means that for example, the car engine can do twice the work in the same amount of timeor it can do the same amount of work in half the time. A powerful engine can produce greater
Work acceleration. Power has this equation: Power = time or Power = ForceXdis tan ce time )

Efficiency of machines

25. discuss the difficulty of producing a 100% efficient machine. (TN.: To revisit, show a sankey diagram [shown at the right] for energy transfer in a light bulb or the sample provided by DTI re comparison of CFLs over incandescent bulb focusing on the amount Internal energy of bulb of energy inputted and outputted by both lamps. There could be a and wires radiated by heat revisit on the idea that energy spreads out; with friction as a mechanism that transfers energy in unwanted ways; and to have a data if not to measure the efficiencies of a range of electrical devices. : In the case of vehicle engines, only 13% of the energy
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energy from lamp is transferred to

energy radiated by light

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released by burning gasoline is converted to work done moving the car. The rest of the energy becomes heat, wears away engine parts, moves air around the car, and is spent in other ways that do not result in work done by the wheels) Efficiency is a measure of how successful we are at transferring the energy deliberately the way we want to transfer it. Efficiency is a measure of machine's energy effectiveness: the ratio of the amount of energy used by a machine to the amount of work done by it. For example, the measurement of the amount of heat produced per unit of fuel when all of the fuel has been burned is a measure of a heating unit's efficiency.) Power rating of electrical appliances 26. perform an activity that will explain / rationalize the different power ratings of electrical appliances. (TN: Ask How does this help in the campaign for wise use of energy?) 27. relate the power rating of electrical devices to energy consumption. (TN: The higher the power rating of an electrical device, the greater the energy. Ask When is it more practical to use a certain power rating of an electrical device?) 28. suggest means to further lower the energy cost or increase the efficiency of appliances / machines. Energy use and sources in the community, country and the world 29. compute or estimate the total energy use at home, classroom and barangay and compare this to country /world usage; 30. compare local (home or community or country) and the worlds data on energy use and its effect in the community, country, and the world; 31. demonstrate through creative presentation how energy can be used efficiently; and 32. revisit prior knowledge, misconception on conserving energy and energy resources. II.Human activities that impact on the thermal environment 33. create a comic strip on how energy is transferred in several human activities that have impact on the environment. (TN: Let the learners cite first in their comic strip their observations, on themselves and those in the home, school, community how they utilize energy-driven devices such as electric fans, lamps, cell phones, computers, washing machines, air
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conditioners, vehicles, etc ) 34. demonstrate how ones activities impact on the thermal environment. (TN: Almost the same requirement as above but this requires specific items on how energy utilization 'heats up the environment. 35. revisit prior knowledge, misconception on the impact of a thermal environment. III. Conserving energy and energy resources 36. prepare a matrix to compare different energy resources based on its efficiency. 37. revisit prior knowledge misconception on energy conservation and energy sources using RAFT writing prompts. (TN: RAFT writing prompts will help learners take different perspectives in their writing and thus their thinking based on various roles [e.g., scientists, HS students, etc.] audiences [e.g., government officials ,general public, etc.], formats [poster, journal,etc] and topics [favorite energy sources/resources] ) DEEPEN Here, learners shall be engaged in understanding scientific knowledge which includes the processing and making meanings out of the information. Learners need to reflect, revisit, revise and rethink their ideas; express their understandings and engage in meaningful self-evaluation; and undergo in-depth study of energy and related concepts. Learners shall do the following without the guidance of the teacher: 38. describe with examples spontaneous and deliberate/non-spontaneous energy transfer 39. design an activity to prove that energy is not necessary to make objects move. 40. suggest the energy resource you prefer for your community/country to have. Justify. 41. write a plan of action or design a similar activity to show how you will contribute to conserve energy. At the level of understanding, learners shall:
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42. describe how energy is transferred efficiently in the homes, school and workplace. 43. evaluate why there are different power ratings of electrical appliances and relate these to the efficient use of energy. 44. propose ways to efficiently use energy and its alternative sources 45. infer how the proposed ways to minimize energy wastage contribute to global campaign on the efficient use of energy. 46. assume the role of a policymaker who develops policy guidelines for the efficient use of alternative energy sources and standard energy-compliant appliances and / or vehicles. 47. identify ones habits that hinder or do not contribute towards efficient energy transfer and do concrete steps to correct these. To draw out the Essential Understanding, learners shall: 48. contemplate on the Essential Question Why should we advocate efficient energy transfer? 49. reexamine their revised tentative idea (TI). 50. justify the TI based on the understanding (s) gained TRANSFER There is a need to encourage learners to organize their learning experiences so that they can move from teacher-guided and concrete activities to independent applications where they may create or produce new knowledge in science. This is to challenge learners to transfer their learning in new settings and use this creatively to generate new ideas or view things differently. Learners shall: 51. conduct advocacy for wise use of energy and its alternative sources through a cooperatively planned, relevant, comprehensive, and creative or innovative activity; and 52. evaluate their product/performance.
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Resources (Web sites, Software, etc.) National Geographic,Biggs, A.H., et al. 2002. Glencoe Science Level Blue Teacher Wraparound Edition. Mc Graw Hill: __ Houghton Mifflin Company. 2005. McDougal Littell Science Integrated Course 1. McDougal Littell:Ilinois blue.msscience.com <classzone.com> by using the following code to create the username and password: MCDTCOWDMSSZ http://www.physicsclassroom.com/: MCDTCOWDMSSZ http://www.gcsescience.com/pen1-energy-joules.htm http://www.physicsclassroom.com/ http://newsy.missouri.edu/plans/65 http://en.wikipedia.org/wiki/Large_Hadron_Collider#Purpose Osborne, J. and Freeman, J. Teaching physics: a guide for the non-specialist. 1989. Cambridge University Press: Melbourne Hsu, Thomas C. 2006. Integrated science an investigative approach. CPO Science: Peabody, Massachusetts 01960. Hsu, Thomas c. 2004. Foundations of physics. CPO Science: Peabody, Massachusetts 01960. Microsoft Encarta 2006. 1993-2005 Microsoft Corporation. All rights reserved. Materials/Equipment Needed (some items will depend on the activities selected by the teacher/student: Stopwatch or other time recording device Meterstick or meter tape or ruler Rubber ball Graphing paper Balloons meterstick Drinking straws stopwatch String *clock Tape *alternate materials ICT Materials software and /or hardware (Check the materials available in the Internet, library hubs or school/community)

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