Unit 5: Energy Transfer

LP 4.1
I can define energy and differentiate between kinetic and potential types of energy.
LP 4.2
I can calculate work and power used in a system.
LP 4.3
I can use the law of conservation of energy to describe how energy is transformed in a system.
LP 4.4
I can make a model of a waterwheel and explain how energy is transferred to power the model.

STUDENTS WILL:

EXPLORE THE FOLLOWING SCIENCE AND ENGINEERING PRACTICES:

- Developing and Using Models
- Using Mathematics and Computational Thinking


HAVE DISCOURSE ON THE FOLLOWING DISCIPLINARY CORE IDEAS:

HS-PS3-1 Energy
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

PS3.A: Definitions of Energy
Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
PS3.B: Conservation of Energy and Energy Transfer
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
The availability of energy limits what can occur in any system.


OBSERVE THE FOLLOWING CROSS CUTTING CONCEPTS:

- Energy and Matter
-Stability and Change

GS 3a, b, c, d:  MODELING - Students can construct and use models to represent and analyze phenomena and systems.

GS 4a, b, c, d, e:  DATA ANALYSIS AND INTERPRETATION - Students can analyze and interpret scientific data and solve problems using a range of tools, technology, and mathematical techniques.

GS 5a, b, c, d:  EXPLANATION AND ARGUMENTATION - Students can develop, evaluate, and critique scientific claims/explanations, arguments, and solutions based on evidence from the natural and designed world.

Model Assessment- Students will create a model

https://drive.google.com/file/d/1SpJzlykUWf441penbU8pFNR8va-KV3u9/view?usp=sharing

https://tenor.com/view/woodpecker-slow-motion-woodpecker-slow-motion-slow-mo-super-slow-motion-gif-21532643