PS3.D

SCUSD NGSS Curriculum Guide PS3.D - Energy in Chemical Processes and Everyday Life

K-2 Grade Band
//When two objects rub against each other, this interaction is called friction. Friction between two surfaces can warm up both of them (e.g., rubbing hands together). There are ways to reduce the friction between two objects. //

Performance Expectations:
2-PS3-1: Carry out investigations to determine the relationship among friction, motion, and the warming of objects. [Clarification Statement: Investigations should be focused on observations on the interaction between objects (e.g. an object sliding on rough vs. smooth surfaces on a slope).] [Assessment Boundary: Observations of warming are qualitative.]

2-PS3-2: Define a problem caused by either too much or too little friction between two objects and develop solutions that address the problem.* [Clarification Statement: Solutions to change the amount of friction between surfaces might include creating a smoother or rougher surface.]

Key Vocabulary:

 * friction || smooth/rough || slippery/dry || motion ||
 * thermal energy || surface || material || liquid ||
 * ramp || slide/roll || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">slope || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">observation ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">investigation || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">change || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">reduce || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">increase ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Possible Assessments (formative and/or summative):
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2-PS3-1: Not sure about an assessment for this. What would students “investigate”?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2-PS3-2: Students need to move a heavy box across the room. They are provided with several examples of different materials that they could use to “cover the floor”. They have to explain why they chose the material they chose.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Key Student Activity:
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Sliding down a ramp with a variety of materials and objects <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">- students observe how far something slides in a variety of situations: different surface materials, sliding vs rolling, different lubricants (water, oil, etc.)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Rubbing hands (friction changes motion to thermal energy)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Rubbing a block on carpet? (Is the block noticeably warmer?)

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Key Teacher Demo/Activity:
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">- Common format/usage for energy transfer diagrams??? See InterActions in Physical Science (It’s About Time) unit 2, chapter 2 and pg 385

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Common Student Misconceptions:
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">All objects come to a stop “naturally”, even if no friction is present. Emphasize that friction changes motion into thermal energy; sets the students up for imagining no friction at later grade levels.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Things to Avoid/Correct:
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Friction is a force, not a form of energy.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Use “thermal energy”, not “heat”. Avoid “heat” except as a verb (e.g., to heat your house). Thermal energy is the correct term for the random motion of electrons, atoms and molecules. Heat is a process (conduction, convection, radiation) by which thermal energy is transferred from one location to another, usually involving a change of temperature.

====<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Other Resources (text, video, simulations, activities, models, etc..): ====

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bill Nye video on bowling with block vs. ball

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">3-5 Grade Band
//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use - for example, the stored energy of water behind a dam is released so that it flows downhill and drives a turbine generator to produce electricity. Food and fuel also release energy when they are digested or burned. When machines or animals “use” energy (e.g., to move around), most often the energy is transformed to heat the surrounding environment. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> The energy released by burning fuel or digesting food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> It is important to be able to concentrate energy so that it is available for use where and when it is needed. For example, batteries are physically transportable energy storage devices, whereas electricity generated by power plants is transferred from place to place through distribution systems. //

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Performance Expectations:
==== 4-PS3-4 : Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into thermal energy. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.] ==== ==== 5-PS3-1 : Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.] ====

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">6-8 Grade Band
//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> Both the burning of fuel and cellular digestion in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> Machines can be made more efficient, that is, require less fuel input to perform a given task, by reducing friction between their moving parts and through aerodynamic design. Friction increases energy transfer to the surrounding environment by heating the affected materials. //

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Performance Expectations:
==== MS-LS1-6 : Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] (secondary) ==== ==== MS-LS1-7 : Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] (secondary) ====

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">9-12 Grade Band
//<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Nuclear fusion processes in the center of the sun release the energy that ultimately reaches Earth as radiation. The main way in which that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> A variety of multistage physical and chemical processes in living organisms, particularly within their cells, account for the transport and transfer (release or uptake) of energy needed for life functions. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> All forms of electricity generation and transportation fuels have associated economic, social, and environmental costs and benefits, both short and long term. // //<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;"> Although energy cannot be destroyed, it can be converted to less useful forms - for example, to thermal energy in the surrounding environment. Machines are judged as efficient or inefficient based on the amount of energy input needed to perform a particular useful task. Inefficient machines are those that produce more waste heat while performing a task and thus require more energy input. It is therefore important to design for high efficiency so as to reduce costs, waste materials, and many environmental impacts. //

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Performance Expectations:
==== HS-PS3-3 : Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] ==== ==== HS-PS3-4 : Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] ==== ==== HS-PS4-5 : Communicate technical information about about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.] (secondary) ==== ==== HS-LS2-5 : Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] (secondary) ==== ==== HS-ESS1-1 : Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] (secondary) ====