(5-8) H1

Science Curriculum Preview Committee Clarification of Learning Results

Revised 06/29/04

5-8

H1: Analyze the benefits and drawbacks of energy conversions (e.g. in electricity generation).

Curriculum Organizing Questions

Where can we find energy energy conversions taking place?

How is energy being converted in this particular system?

Where is heat being lost in this system?

What are some of the environmental consequences of electrical power generation?

Which system is more efficient at transforming energy?

What are some energy conversions that are beneficial in this system?

Elaboration
Students should have experience in using a variety of energy- transforming devices and considering what their inputs and outputs are. Understanding of the science and technology of energy can grow together and lead to a better grasp of this elusive term. It also can lead to understandings needed to inform decisions about energy use. Benchmarks p. 192.

Specific Ideas

Energy is transferred in many ways.

Energy can change from one form to another, although in the process some energy is always converted to heat. This heat energy spreads around into cooler places. Benchmarks 8C1.(Although just as much total energy remains, being spread out more evenly means less can be done with it.)

Some systems transform energy with less loss of heat than others.Benchmarks 8C1.

Different ways of transforming and distributing energy have different environmental consequences.Benchmarks 8C2.

Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.Benchmarks 8C4.

Developmental & Instructional Implications
Performance indicator H (5-8) #2 should be mastered before attempting this indicator.

Pages 117-126 in Driver at al provides a detailed description of children's ideas and misconceptions about electricity.

Heat energy is a difficult idea for students, who thoroughly confound it with the idea of temperature. Children may not recognize temperature as a physical parameter that can describe the condition of a material. There may be misconceptions about the idea of temperature and how to measure it. For an extensive discussion of misconceptions about temperature and heat.(See Driver et al pages 138-142.)

Students at this level usually respond enthusiastically to design challenges in which teams of students are called upon to create energy-conversion systems using readily available mechanical, electrical, and electronic devices. Benchmarks p. 194.

Examples

Back to Big Ideas Grid H Back to Standard H Back to Index

Curriculum Organizing Questions	Where can we find energy energy conversions taking place? How is energy being converted in this particular system? Where is heat being lost in this system? What are some of the environmental consequences of electrical power generation? Which system is more efficient at transforming energy? What are some energy conversions that are beneficial in this system?
Elaboration	Students should have experience in using a variety of energy- transforming devices and considering what their inputs and outputs are. Understanding of the science and technology of energy can grow together and lead to a better grasp of this elusive term. It also can lead to understandings needed to inform decisions about energy use. Benchmarks p. 192.
Specific Ideas	Energy is transferred in many ways. Energy can change from one form to another, although in the process some energy is always converted to heat. This heat energy spreads around into cooler places. Benchmarks 8C1.(Although just as much total energy remains, being spread out more evenly means less can be done with it.) Some systems transform energy with less loss of heat than others.Benchmarks 8C1. Different ways of transforming and distributing energy have different environmental consequences.Benchmarks 8C2. Electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy.Benchmarks 8C4.
Developmental & Instructional Implications	Performance indicator H (5-8) #2 should be mastered before attempting this indicator. Pages 117-126 in Driver at al provides a detailed description of children's ideas and misconceptions about electricity. Heat energy is a difficult idea for students, who thoroughly confound it with the idea of temperature. Children may not recognize temperature as a physical parameter that can describe the condition of a material. There may be misconceptions about the idea of temperature and how to measure it. For an extensive discussion of misconceptions about temperature and heat.(See Driver et al pages 138-142.) Students at this level usually respond enthusiastically to design challenges in which teams of students are called upon to create energy-conversion systems using readily available mechanical, electrical, and electronic devices. Benchmarks p. 194.
Examples