Applied Science - Built Environment (2)
Post Lab

   
OBJECTIVES:
  • Contrasting different forms of energy.
  • Exploring which forms of energy are more efficient.

VOCABULARY:

  • energy
  • fuel
  • hydroelectric
  • nuclear
  • solar
  • wind
MATERIALS:
  • butcher paper
  • pictures of items that use energy

Students create a collage of items that use energy.

BACKGROUND:

Energy is a difficult concept for students to understand. The term is used in advertisement that are selling candy to shoes. It has several meanings depending on the context of the conversation. The term "energy" is used in a general way in American society. It sometimes refers to a specific energy such as solar energy (work created by the Sun) or can be expressed as a generality (you are full of energy).

Energy is the ability to do work, from a scientistís point of view. It can turn on a light or television. It can melt ice or make ice. It can make a car move. Energy is not something you can pick up and hold.

PROCEDURE:

  1. This activity acts as a review of many different forms of energy. Review the use of different fuels to create energy. Moving water can be used to create hydroelectric. Dams and reservoirs are created for this purpose. Nuclear material such as plutonium and uranium are used to generate electricity in nuclear power plants. The Sun's light can be converted into heat or electrical energy. Wind can move windmills which is converted to electrical energy.
      
  2. As a homework assignment, ask students to look through magazines and find pictures of different forms of energy such as a windmill, solar calculator, nuclear plant, or other items you have discussed.
      
  3. In class classify the different types of energy that they have found. Group them into electrical, solar, petroleum, coal, wind, hydroelectric, or nuclear. Paste them on a collage and put it outside the classroom for other students in the school to see.

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