Students analyze effects on Kinetic Energy when engaging in PHET Simulations. In addition, students consider these factors to apply their knowledge to generating Alternative Energy Sources and how this can be possible in the future.

Static Electricity VS Current Electricity- Video link below

2 types of Electric Circuits- Video

Activity-

TASK 1

1. Can you get the light bulb to light?–click here

http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/simple_circuit.htm

The system was made of:

1. 3 wires

2. 2 alligator clips

3. 1 battery

4. 1 light bulb and holder

5. 1 light switch and holder

Draw, color and label this SERIES CIRCUIT system in your notebook. 

Write and answer these 6 questions in your notebook.

1. List at least 2 inputs.
2. List at least 2 outputs.
3. The energy that turns the light bulb on is coming from
4. Chemical energy from the ? is transferred into ? energy
   and ? energy.
5. The model used is ??.
6. The boundaries of the system are: ?

TASK 2– CREATE A PARALLEL CIRCUIT

(Use the video above to learn how a Parallel Circuit works)

Interactive link to create a Parallel Circuit-

http://www.physics-chemistry-interactive-flash-animation.com/electricity_electromagnetism_interactive/components_circuits_association-series_parallel.htm

Draw, color and label this PARALLEL CIRCUIT system in your notebook

TASK 3– WORD BANK AND DEFINITIONS

Match the 6 terms with the definitions:

TERMS-
Models – Outputs – System – Inputs – Energy- Boundary

DEFINITIONS-

1. _______All of the items included in a System

2.________ A collection of objects that interact and/or influence one another. These objects often work together to answer a question or solve a problem. They are often represented by models, which uses boundaries, inputs, and outputs to describe what is and is not part of this. (e.g., the electric generator can be considered in this).

3._________Anything that goes into the system from outside its boundary (e.g., energy supplied by one’s hand to turn the nail and the magnets in the electric generator).

4. ______Anything that crosses the boundary to leave the system (e.g., light energy produced by the bulb and powered by the electric generator).

5. ________Something needed to cause change

6. ________ Simplified representations of systems, objects, ideas, processes, and/or phenomena that help scientists describe, explain, and make predictions. All of these have limitations and built-in inaccuracies that scientists need to be aware of.

DUE: TUESDAY, 10/15/19

DIRECTIONS ARE LOCATED ON GOOGLE CLASSROOM- WITH THE ASSIGNMENT.

CLAIM– (GIVEN)

• “WIND AND WATER ARE THE BEST ENERGY GENERATION METHODS TO USE IN MICHIGAN”

EVIDENCE– USE YOUR FLIP-CHART AND SENTENCE STARTERS TO PROVIDE THE EVIDENCE FOR THE 2 BEST ENERGY GENERATION METHODS IN MICHIGAN.

REASONING- PROVIDE THE REASON(S) THE OTHER 4 FORMS OF ENERGY GENERATION ARE NOT GOOD CHOICES FOR MICHIGAN.

TURN IN ON GOOGLE CLASSROOM.

What scientific knowledge and evidence do we need to explain where and how electricity can be generated?

Gotta Have Checklist

• How energy can be transformed from one type to another
• How electricity can be generated using a variety of methods
• How some energy generation methods have advantages over other methods
• How some energy generation methods have disadvantages over other methods
• How “Engaging in Arguments from Evidence” is an important skill for scientists

Learning Performance-

1. Students will develop questions that can be investigated to explain how electricity is generated.
2. Students will prepare arguments from evidence regarding potential alternative energy sources.

UNIT QUESTION:

How can we capture and transform energy from the world around us to help meet our needs? ******BE SURE YOU ANSWER THIS QUESTION DURING YOUR PRESENTATION**********

• Final Product must include-
• Power Point , Slide Show, or poster-
• Colored map of Family Land including Wind Mill and /or Water Mill picture and placement on property
• Claim (GIVEN), Evidence, Reasoning
• Stream Profile-colored with Water Mill in correct place along stream
• Create a Paper propelled Wind Mill

DESCRIBE HOW ELECTRICITY AFFECTS YOU PERSONALLY AND THE COMMUNITY AROUND YOU.

Students will create a bullet list/paragraph or write in paragraph form on what all their morning routine actions are from the time of getting out of bed in the morning to sitting down in 1st hour at school.

Students will partner up to Highlight the ways Electricity was used in their morning routines.

*****REFLECT ON HOW OFTEN YOU USE ELECTRICITY ON A DAILY BASIS AND HOW YOUR LIFE WOULD BE DIFFERENT WITHOUT ELECTRICITY.