Science and Technology

Activity

Introduce the concepts of potential and kinetic energy to your students. Discuss the Law of Conservation of Energy. Challenge students to create an invention that will demonstrate an energy- exchange system chain reaction. They may work in small groups or individually and be given size specifications. Or this may be a class project using the classroom space. Participants may use string, pulleys, weights, rings, rulers, springs, elastic bands and any variety of building materials for their "chain-reaction" inventions.

To stimulate ideas, demonstrate a simple chain reaction. Place a plastic cup holding a small amount of water on the low end of a ruler balanced on a fulcrum (e.g., a felt pen), in a sink. Have a student drop a weight such as an eraser on the raised end of the ruler. What happens? (It tips the cup and drains the water into a sink or low-sided pan.) Discuss whether potential or kinetic energy is at work and why. What is another way to push on the raised end of the ruler? What work might the moving water do? Discuss other examples of chain reactions.

Activity

Fossil fuels are non-renewable sources of energy, whereas biomass energy, wind, solar heat and light are a few of the renewable sources. Assign short discovery projects on the various sources of energy and their applications today.

Self and Society

Assign group projects on one of the following:

• energy in the home
• energy in transportation
• energy in manufacturing

In each case, have students list the forms of energy and suggest ways to reduce consumption and improve efficiency. What alternate, more efficient or non-polluting forms of energy could be used?

Language

Discuss the different forms of energy. Introduce heat and chemical energy by performing the experiments on the Heat Energy and Chemical Energy activity sheets. Have the students select one form of energy and write a paragraph (Grade 5) or short research paper (Grade 8) about it. The paper should include information about where the form of energy occurs, how it is used in society, the transformations it undergoes when put to practical use, and the detrimental effects.

Forms of Energy

• chemical energy
• heat energy
• mechanical energy
• light energy
• electrical energy
• nuclear energy

Review the energy vocabulary list.

The Arts

Activity

Have the students create a poster on one of the following topics:

• water cycle
• photosynthesis
• sources of energy
• energy transformations
• energy and the environment

Display the posters on an "Energy" bulletin board.

Activity

Challenge the students to create a "moving" sculpture, using one form of energy. The sculpture is to be three-dimensional, and fit inside an area measuring 30cm X 30cm (or less, depending on the available space). The sculpture is to be no taller than 30cm (or other specified height). One part of the sculpture must move as a result of putting energy to work. For example, wind energy may turn a windmill, or the student's muscular energy may be used to move a part of the sculpture. Magnets, light or water may cause motion.

Encourage the students to be creative and original, both in their presentation and their idea. The sculptures should look attractive, in addition to demonstrating one form of energy. Have the students demonstrate and discuss their sculptures with the class. Display them for all to see.

Note: You may wish to introduce this activity by using the "Energy Transformation," activity sheet.

Math

Many of our home appliances carry the EnerGuide label, which shows how much electricity the appliance consumes in one year. Models of refrigerators, freezers, dishwashers, ranges, clothes washers and clothes dryers sold in Canada are tested to determine their energy consumption. The results of these tests are indicated on the EnerGuide label. A bar shows the efficiency of the appliance compared to similar models in its class.

The average price of electricity in Canada is $0.0724 per kilowatt hour.

Ask the students to locate the EnerGuide label on their home appliances and answer the following questions.

How much does it cost to operate this appliance for one year? (EnerGuide rating times the average price of electricity)

1. What is the minimum cost of operating a similar appliance for one year?
2. What is the maximum cost of operating a similar appliance for one year?
3. How much more energy does this appliance use than the minimum?
4. How much less energy does this appliance use than the maximum?

Students may graph the results of the annual operating cost for each appliance to see which appliances are the most expensive to operate.

Note:

The class may be divided into six groups (one group for each appliance) and students asked to calculate the operating cost of only one appliance. The results of different models of the same appliance may be compared on a graph.

Go back to The Many Faces of Energy