Energy Makes It Happen - Scientists in School · Energy Makes It Happen. ... energy stored in the molecules of coal, oil and gasoline, ... Heat (thermal) - energy transferred due

www.scientistsinschool.ca 3

Energy Makes It Happen When singing “Twinkle, twinkle, little star….” tiny pinpoints of light in the night sky are conjured up in the mind’s eye. The Sun, the Earth’s closest star, is anything but little! If the Earth was the size of a pea, the Sun would be the size of a beach ball! The surface temperature of the Sun is 5500 degrees Celsius and at its core, the temperature soars to 15-25 million degrees Celsius! It generates huge amounts of heat and light energy through a process called nuclear fusion, in which hydrogen nuclei are combined to form helium. It takes about eight minutes for this life sustaining energy to reach the Earth. Plants use this energy to grow, people use it to stay warm, cook their food, and with the invention of solar panels, generate electricity. Without the Sun, we would not have changing weather patterns. The Sun is by far our most important star and the primary source of energy for Earth. Background Information Energy Makes Things Happen Energy is properly defined as the ability to do work or produce heat; however, for young scientists - energy can be defined as something that makes things happen. Kinetic energy is the energy of motion, whereas potential energy is the stored energy of position. A child on their bike at the top of a hill has potential energy; when they start to move down the hill some of the potential energy changes to kinetic energy as their position changes. The Law of Conservation of Energy states that energy cannot be created nor destroyed; it can only change forms or be transferred. For example, chemical energy stored in the battery of a flashlight is transformed into light and heat energy. Energy can also be transferred between objects; the human energy required to hit a baseball with a baseball bat is transferred to the ball when hit. The Sun is the Earth’s Primary Source of Energy The Earth’s primary source of energy is the Sun. We see this energy as light and feel it as heat. Theoretically, energy from the Sun moves through a cycle on Earth, analogous to that of the carbon cycle. Plants use light energy from the Sun and convert it via photosynthesis into sugars, a form of chemical energy. Some animals eat the plants and transform the energy into mechanical, sound and heat energy. Other animals eat those animals and energy is further transformed and then transferred up the food chain. Any excess energy is stored, usually on an animal’s body as fat, and may be used for survival and reproduction. When animals and plants die, the energy is trapped in them – trapped in the bonds of carbon compounds. These carbon compounds can go back into the cycle via decomposers and nourish new plants; thus, starting the cycle again. Or, after millions of years and a lot of pressure, that energy can be transformed into fossil fuels – coal, oil or gas. Humans have invented ways to transform that energy into forms that run our vehicles, heat our homes and power our TVs. And it all started with the Sun. Forms of Energy Different sources of energy can produce different forms of energy. Forms of energy include: ● Chemical – energy released or absorbed by a chemical reaction. For example, energy stored in

the molecules of coal, oil and gasoline, and in the molecules of the food we eat. ● Gravitational – energy of an object being placed in a position farther away from gravity. When

you are at the top of a toboggan hill and ready to slide down is an example of this. ● Elastic - energy that is stored in stretched or compressed objects such as elastic bands or

springs. A pogo stick is a form of elastic energy.

www.scientistsinschool.ca 4

● Sound - energy produced by vibrations or disturbance of matter. For instance, when guitar strings are plucked.

● Electrical - energy of charged particles, such as those moving within a wire. ● Magnetic - energy involved in attraction and repulsion. The fastest trains in the world use this

type of energy to stop and start. ● Heat (thermal) - energy transferred due to a temperature difference between two objects. A hot

stove element transfers heat to a cooler pot or frying pan. ● Light – visible light is part of the energy of the electromagnetic spectrum. Some of the other

parts of the spectrum include ultraviolet radiation, microwaves and x-rays. ● Mechanical – energy of an object due to its motion and position. Mechanical energy of an object

can be calculated as the sum of its kinetic and potential energies. A pitcher getting ready to throw and then throwing a ball is a good example.

● Nuclear – energy produced during nuclear fission or fusion. Heat is produced and used to produce electricity.

Renewable and Non-Renewable Energy Solar energy from the Sun is an example of a renewable energy resource. Renewable resources can be replenished naturally within a reasonable passage of time, whereas non-renewable resources cannot. Renewable sources of energy include solar, wind, water, geothermal, and biomass. Non-renewable sources of energy like fossil fuels include coal, natural gas, oil and uranium (although some uranium sources can be reused). Generally, non-renewable energy resources produce more pollution than renewable energy resources. Energy Conservation Why is it important to think about energy conservation? Currently, fossil fuels provide the primary source of energy for people; and fossil fuels are running out. By conserving energy – i.e. turning off the lights, or not letting the car idle – energy can be saved for future generations. The burning of fossil fuels also produces pollution, which negatively affects human, animal and plant health. For these reasons, scientists are working to develop alternative and clean sources of energy. These alternative sources include solar, wind and water/wave power, all of which are renewable and produce essentially no pollution. The downside to these sources are that they do not produce enough energy fast enough to satisfy human consumption. In contrast, nuclear energy is an extremely efficient source and produces almost no pollution. To provide electricity to the average home over one year, one would need 0.16 kilograms of uranium (the element used in nuclear fission) compared to 3200 kilograms of coal. The downside to nuclear energy is the radioactive waste produced, but scientists are working on ways to store this waste to keep people and the environment safe.

Fun Fact: Turn it off!

A photocopier left on overnight uses

enough energy to make 5,300

photocopies!

www.scientistsinschool.ca 5

Activity 1: Cooperative Energy Game Time: 30 minutes

Time: 30 minutes Other Applications: Math Key Terms: renewable, non-renewable, energy Group Size: game can be played by 2 or 3 students Materials:

□ Energy game board

□ 6 Renewable Energy cards

□ 1 die

□ game pieces – 1 per student (e.g. coin, small figurine)

Learning Goal: Students will learn what type of energy, renewable or non-renewable, objects use. The object of the game is to have students work as a group to cover up the dirty, factory picture, which produces pollution from using non-renewable resources. They will cover it with the puzzle pieces of the clean-air picture. A discussion of renewable versus non-renewable resources and electricity, which can be produced by either, should occur before the game. There is no winner. Students can play this game many times and see how long it takes them each time to create the clean-air picture. Procedure: 1. Hand out one game board, six Renewable Energy cards and

one die to each group of students. Each student should also have one game piece of their choice.

2. Place the six Renewable Energy cards beside the game board. Students can place their game piece on any space on the board. There is no start space or end space.

3. The student with the next birthday in the group rolls first. They roll the die and move their piece clockwise the number of spaces shown on the die.

4. There are 3 types of spaces on the board: ● Renewable energy spaces ● Non-renewable energy spaces ● Electricity spaces

5. When a student lands on a Renewable Energy space, they take

one Renewable Energy card from the pile and place it picture-side up on the factory picture. Eventually these pieces will create a clean-air picture.

6. When a student lands on a Non-renewable space, they will take away a Renewable Energy card that has already been placed on the factory picture and place it back on the pile. If there are no Renewable Energy cards on the factory picture, this student does nothing and the next student rolls.

7. When a student lands on an Electricity space, they do nothing and the play moves on to the next student. The Electricity spaces contain images of objects that use electricity that can be produced from either renewable or non-renewable resources.

8. When all six of the Renewable Energy cards are placed on the factory picture, the students can rearrange them to put the clean-air picture together.

9. There is a teacher answer sheet that provides the answer to each of the game board icons.

www.scientistsinschool.ca 6

Observations: It should take the students about 3 or 4 turns each to be able to complete the clean-air picture. Discussion The renewable resources on the game board include sun, wind, water, and human energy. These sources can be used over and over again and do not pollute the environment like non-renewable resources do. For example, the water flowing down a waterfall can turn a turbine to generate electricity, or the wind can move a boat through the water. Food provides the energy that humans require to run or ride a bike. The non-renewable resources on the game board include fossil fuels – coal, oil, and gasoline. These are non-renewable because they are formed over millions of years by the compression of organic matter (dead plants and animals). Ultimately, it was the Sun that provided the energy to produce the organic matter needed to form these fossil fuels; however, when they are processed and used as fuel, they produce pollutants, which are detrimental to the environment. Electricity can be generated from both renewable and non-renewable resources. For example, electricity can be generated by wind turbines and solar power, or by nuclear power and burning coal. Therefore, objects on the game board that use electricity are considered neutral spaces for this game.

Fun Fact: Sun Fun! All the coal, oil, gas and wood on the

Earth would only keep the Sun burning

for a few days.

The amount of energy reaching the

Earth's surface from the Sun is 6,000

times the amount of energy used by all

human beings worldwide.

www.scientistsinschool.ca 7

www.scientistsinschool.ca 8

Cut along the dotted lines to

make 6 Renewable Energy cards

www.scientistsinschool.ca 9

Teacher Answer Sheet for Cooperative Energy Game

Jet-fuel/gas:

non-renewable

Gasoline:

non-renewable

Gasoline:

non-renewable

Coal/gas:

non-renewable

Diesel:

non-renewable

Gasoline:

non-renewable

Electricity:

renewable OR

non-renewable

Electricity:

renewable OR

non-renewable

Electricity:

Renewable OR

non-renewable

Electricity:

renewable OR

non-renewable

Sunshine:

renewable

Wind energy:

renewable

Wind energy:

renewable

Wind energy:

renewable

Wind energy:

renewable

Water energy:

renewable

Water energy:

renewable

Human energy:

renewable

Human energy:

renewable

Human energy:

renewable

Human energy:

renewable

www.scientistsinschool.ca 10

Activity 2: Recycled Instruments

Time: 20 minutes per instrument Other Applications: Art, Music Group Size: Individual Materials per student:

□ paper towel roll

□ sharp pencil

□ waxed paper (minimum 15 cm x 15 cm)

□ piece of paper (minimum 15 cm x 15 cm)

□ elastic bands of varying widths and lengths

□ variety of plastic containers

□ tissue box (rectangular or square)

□ materials to decorate instruments (e.g. crayons, ribbons, stickers)

□ “My Favourite Recycled Instrument” datasheet

Learning Goal: The students will learn how sound energy is produced. This short video will help students to learn about pitch and the difference between high and low notes: http://www.learninggamesforkids.com/science-games/science-songs/vibration-science-song-2.html (10/04/14) Procedures for three different instruments: Kazoo: 1. Cover one end of the paper towel roll with a piece of waxed

paper and hold in place tightly with an elastic band. 2. Sing - don’t blow - into the open end of the paper towel roll.

Listen to the sound produced. 3. Remove the waxed paper and cover one end of the paper towel

roll with a regular piece of paper. Try singing into the end. Regular paper does not vibrate as well as the waxed paper. Ask the students to determine which part vibrates to make the sound.

4. Repeat step 1 using the waxed paper to make the kazoo. 5. Ask the students to make a higher sound. Ask the students to

make a lower sound. 6. Ask the students to produce a loud sound. How did they do it? 7. Students can also decorate their kazoo. Hand Drum: 1. Hand out different sized plastic containers to students. Have

them turn the container over and tap the bottom with their hand and listen to the sound produced. Ask the students to determine which part vibrates to make the sound.

2. Have the students share their containers and listen for the different sounds produced from each one. Ask them why different containers make different sounds (i.e. size). Which containers make higher sounds? Which ones make lower sounds?

3. Ask the students how to make a loud sound on their drum. 4. Students can choose one “drum” and decorate it.

www.scientistsinschool.ca 11

Guitar: 1. Remove any plastic from the opening of a tissue box. 2. Take three different elastic bands of different widths and wrap them around the box and over the

opening. These will make the strings of the guitar. Make sure the elastic bands are long enough to fit around the tissue box without crushing it, but they are not too loose. They should all fit snuggly around the box so they can be “plucked” to make a sound. Ask the students to determine which part vibrates to make the sound.

3. Pluck the “strings” and listen to the sounds made. Help the students understand how the width of the elastic band is related to the pitch of the sound produced.

4. Ask them to make a high pitched sound and a low pitched sound. 5. Challenge the students to produce a louder sound. How did they do it? 6. Students can decorate their guitar. Favourite Instrument: Have the students choose their favourite recycled instrument and complete “My Favourite Recycled Instrument” datasheet. They can draw a picture of their instrument and circle the area that makes the vibrations. They can then answer the questions about what they had to do to get their instrument to produce a high and low pitched sound and how they produced a louder sound. Observations: Each instrument needs to produce vibrations in order to produce sound. The following chart provides sample answers for the “My Favourite Recycled Instrument” datasheet.

Instrument

Part of the instrument

producing the sound

How to make a low sound

How to make a high sound

How to make a louder sound

Kazoo waxed paper sing a higher pitch sing a lower pitch sing louder

Hand Drum bottom of container

(or top of drum)

hit a larger container

hit a smaller container hit harder

Guitar elastic bands pluck the wider elastic

pluck the narrower (skinny) elastic

pluck harder (pull elastic out more)

The vibrations are produced by the waxed paper on the kazoo, the plastic head on the drum, and the elastics on the guitar. The more human energy that is applied to the instrument, the louder the sound energy produced. The larger the instrument, the lower the pitch made by that instrument. A drum made from a large container will sound lower than one made of a small container. On the guitar, wider, thicker and/or longer elastics will produce lower pitches than thinner, shorter elastics.

www.scientistsinschool.ca 12

Discussion: Sound energy is produced when a force causes a substance or object to vibrate. The vibrations travel as mechanical “sound” waves and require a medium such as air or water to move. Pitch and frequency are two characteristics of sound energy. Pitch is how high or low a particular sound is. For example, a lighthouse foghorn has a lower pitch than a screeching tire on pavement. Frequency is the number complete sound waves produced per second. Typically, high pitched sounds have faster frequencies than low pitched sounds. The two characteristics are related in that all pitches have some measure of frequency, but not all frequencies are associated with a single pitch. The difference between a loud and quiet sound is the amplitude or the height of the sound wave produced. Two sounds can have the same pitch and frequency, but the amplitude can differ. A loud sound has a larger amplitude, or higher wave, than a quiet sound. A loud sound also requires more energy to produce than a quiet sound. Extension: Have students form musical bands of 3-4 people who play a song to demonstrate their knowledge of pitch and volume.

Fun Fact: Why do you see lightning before

you hear thunder? Light travels a lot faster than sound energy. The sound of

a thunder clap is due to the lightning bolt heating up air

molecules. As the air heats up, it pushed the air molecules

out and sends out an enormous sound wave.

You can estimate the distance to a lightning flash by

measuring how much time it takes for the sound of

thunder to arrive. For example, a 3 second delay is

approximately a one kilometre distance.

www.scientistsinschool.ca 13

Name: _________________

My Favourite Recycled Instrument

My favorite instrument is (circle one): Kazoo Hand Drum Guitar

Draw your favorite instrument - Circle the part that makes sound

How did you make a LOW sound?___________________________________________

How did you make a HIGH sound?__________________________________________

What did you do to make a LOUDER sound?___________________________________

www.scientistsinschool.ca 14

Activity 3: Sun and the Environment

Time: 30 min Other Applications: Physical Education, Language Group Size: 2-3 students Suggested Materials: □ black pavement

□ metal fence

□ car

□ top of the sand vs. the bottom of a sand box

□ a leaf vs. the bark on a tree

□ a puddle of water

□ a light coloured vs. dark coloured rock

□ “Sun and the Environment” datasheet

Learning Goal: The students will learn if the sun heats objects differently. Procedure: 1. Hand out a Sun and the Environment datasheet to each student.

Take the students to the playground or park and have them touch a variety of surfaces.

2. On their datasheet, the students will either draw a picture or print out the word for each object touched.

3. Students can rate the object according to how cold or warm it feels compared to their own skin. The first row on the datasheet has been completed as an example.

Observations: The students should feel that some objects are cooler, warmer or the same as their own skin. For example, on a warm sunny day, the sand at the top of the sandbox will feel warmer than the sand at the bottom of the sandbox. Discussion: Heat and light are two types of energy produced from the sun, and both can be transformed into the other. Light is composed of different wavelengths and when it hits an object, some of the wavelengths are absorbed by the object and some are not. The more wavelengths that are absorbed, the more heat is produced. Dark objects absorb more wavelengths than light objects; therefore, dark objects are typically warmer than light ones. The colour black absorbs all wavelengths, so it is always warmer than a white object like a piece of paper. The temperature of an object will also vary depending on the amount of sunlight shining on it because the intensity of light is reduced. Have a discussion with the students about how the temperature of outside objects changes depending on the time of day. The temperature of outside objects will also vary with the seasons. Discuss with students why that might be. Extension: Record and make a graph of the maximum daily temperatures over a month. Repeat during a different season and compare and contrast the observations. Look at the Government of Canada’s weather summaries: http://climate.weather.gc.ca (11/06/15)

www.scientistsinschool.ca 15

Name: _________________

Sun and the Environment

What I Touched

(word or picture)

Colder

Same as Me

Warmer

maple leaf

www.scientistsinschool.ca 16

Activity 4: Ultraviolet Radiation & Your Skin

Time: 15 min set-up; 1 hour in full sunlight, longer if cloudy Other Applications: Health, Visual Arts Key Terms: ultraviolet (UV) radiation, sunscreen, SPF (Sun Protection Factor) Group Size: Pairs Materials: □ 2 bottles of cream

sunscreen with 2 different SPF ratings (e.g. SPF 8 and SPF 50)

□ stapler or paper clip Per pair of students: □ dark colour construction

paper (e.g. red, blue, purple, black)

□ 1 large freezer bag

□ ruler

Learning Goal: The students will learn whether applying sunscreen will make a difference to the amount of UV rays that reach their skin. Humans get suntans and sunburns due to over exposure to the sun’s ultraviolet radiation. Sunscreen is designed to absorb and reflect this radiation and prevent potential skin damage. In this activity, construction paper will be exposed to the sun. One section will not be exposed to the sun, one section will be exposed but have no sunscreen applied, and two other sections will have sunscreen of two different SPFs applied. Children will compare the colour of the paper after sun exposure. Procedure: 1. Draw three horizontal lines across a piece of dark construction

paper, dividing the paper into four equal sections. Turn the paper so the lines are vertical. At the top of each section, write No Sun, Sun, SPF 8 and SPF 50.

2. Fold the section labeled No Sun over (along the drawn line) and slide the construction paper into a large freezer bag. If there is any writing on the plastic bag, make sure it is on the underside. Staple, or secure with a paperclip, the bag to the paper so that the paper cannot move.

3. Have students apply the correct SPF of sunscreen to the corresponding section on top of the plastic bag. Students can either make a series of polka dots, a happy face or a long smudge. It’s ideal if the markings are not too small and the sunscreen is not applied too thinly. The one section marked sun, will not have any sunscreen applied.

4. Carefully place the bag in direct sunlight, with the sunscreen side facing the sun, for a minimum of two hours. The longer the paper is left in the sun, and the more direct the sunlight is, the more dramatic the difference will be between the exposed part and the part covered with sunscreen.

5. Once a difference can be seen, remove the staples/paperclip and the construction paper and observe the results.

Fun Fact: Human Energy It would take one hour and two minutes

of riding a bike to generate enough

energy to power the TV for one hour.

www.scientistsinschool.ca 17

Observations: The section of construction paper that was not exposed to the sunlight should not have changed colour (first column in sample below). The section that was exposed, but had no sunscreen applied, should have faded colour (second column). The sections that had sunscreen applied, will have faded colour around the areas that did not have sunscreen. The areas that were covered with sunscreen should be the original colour of the paper. The sunscreen covered areas with the higher SPF (e.g. 50, fourth column) should be darker than the ones for the lower SPF (e.g. 8, third column). This experiment should show that a higher SPF blocks more UV radiation. Discussion: There are three types of ultraviolet radiation (UV) produced by the sun, A, B and C. Ultraviolet C cannot pass through the ozone layer so cannot reach the surface. Ultraviolet A and B do pass through the ozone layer and directly affect life on Earth. Small amounts of UV exposure are required for humans to produce vitamin D; however, extreme and long-term exposure can damage the body’s cells. The type of damage includes skin cancer, weakened immune system, and vision problems. The UV Index is an international standard measurement that indicates the relative strength of the UV radiation coming from the sun. It is a linear scale – an index of 0 means there is no radiation, such as at night, and an index of 10 would correspond to mid-day sun with no clouds. The UV Index can get above 10 at lower latitudes and in geographic regions where the ozone layer in the atmosphere is depleted. To prevent sun damage, it is important to protect the body from the sun when outdoors. This can be done by wearing proper clothing and hats, and applying sunscreen with UV protection. Sunscreens indicate their strength using a Sun Protection Factor, or SPF. Technically, SPF is the amount of light that induces redness in sunscreen-protected skin, divided by the amount of light that induces redness in unprotected skin. It is mainly a measure of UV-B protection and ranges from 1 to 50+. For example, a sunscreen with an SPF of 15 will delay the onset of a sunburn in a person, who would otherwise burn in 10 minutes, to 150 minutes. In other words, this person could stay in the sun 15 times longer than without sunscreen before burning. Extensions: 1. This same experiment can be repeated using different pairs of sunglasses or a regular t-shirt

verses a UV t-shirt to compare the amount of protection each item provides.

2. After discussing what the UV Index means (higher UV index, more sunlight, more potential damage), start a classroom chart to monitor the UV Index over time. The UV Index can be recorded and compared over a month or over seasons.

www.scientistsinschool.ca 18

Activity 5: Can Plants Move?

Time: several weeks depending on the type of seeds Key Terms: solar energy, phototropism Group Size: Pairs, but each student will have their own plant Materials: □ 8 sunflower seeds

□ 2 plant pots (e.g. pots, plastic cups, yogurt containers)

□ potting soil

□ water

□ 2 empty rectangular tissue boxes (same size)

□ scissors & tape

□ “Can Plants Move?” datasheet

Learning Goal: The students will learn if the direction a plant grows is affected by the sun. Phototropism is the response of an organism to light – either movement towards or away from a source of light. Generally, plant shoots exhibit positive phototropism and grow towards the light. This activity will demonstrate plant phototropism to students. Procedure: 1. Soak the plant seeds overnight. This will facilitate germination. 2. Have each student plant four sunflower seeds in their pot,

according to the planting instructions on the seed package. Label the plant pot with the student name. Keep the soil moist, but not wet, for the duration of the experiment.

3. Prepare the tissue boxes for the plants. Box A will have the top removed, where the tissue hole is located. It will then be placed on one end, with the open side facing the window. Box B will have one of the ends removed and placed on the opposite end. Box B will also need to have the tissue hole covered up so light cannot enter it.

4. One student from each pair will place their pot in Box A, which allows light to enter from only one side. The other student will place their pot in Box B, which allows light to enter from the top only. Place each box in the window beside each other. Students should mark down which box they put their plant in on their “Can Plants Move?” datasheet.

Box A Box B

www.scientistsinschool.ca 19

5. Over the course of four to six weeks, each student will monitor their plants. When the seeds start to germinate, have the students record their observations on the datasheet. Have students record the date and make a mark (e.g. “X” or checkmark) in the column that represents their shoot growth: growing towards the light, growing straight up or growing away from the light. They can also record any visual observations. Students may record observations two or three times per week.

6. About two weeks after germination, or once the shoots have bent towards the light, have the students with Box A turn their plants 180° so the shoots point away from the sun. Mark this date on the datasheet. Observe what has happened to the shoots the next time they check their plants.

7. Each pair of students should compare their observations with their partner to note any similarities or differences.

Observations: With sunflower seeds, it will take less than a month to see results. The majority of the shoots will grow towards the light. The shoots in Box A will bend towards the light, whereas the shoots in Box B will be directed up. When the plants in Box A are turned, it will take only a few days for the shoots to turn back towards the sun. Discussion: Plants require sunlight to grow. They convert sunlight into energy through photosynthesis. Plants will bend towards the light in order to maximize the sun exposure on the leaves. Phototropism is the response of an organism to light. Generally, plant shoots will exhibit a positive phototropism and grow towards the light. How does it work? Plant cells contain a hormone called auxin, which facilities cell elongation. Light breaks down the auxin. The cells in a plant that are farthest from the light tend to contain more auxin, which causes those cells to elongate, thus causing the shoot to bend towards the light and away from the dark. Extensions: 1. Have some plants face the light from the window and some plants face only the classroom, with no

direct light from the window. Compare the growth of the two plants.

2. Plant different types of seeds to test if all seedlings respond to light in the same way or not.

www.scientistsinschool.ca 20

Names: _____________________

Can Plants Move?

My plant is in box __________

DATE

Growing

towards

light

Growing

straight

up

Growing

away

from light

Observations

www.scientistsinschool.ca 21

Teacher Resources Literary Resources Super Simple Things to Do with Temperature: Fun and Easy Science for Kids. 2011. Minneapolis, Minnesota: ABDO Publishing Company. ISBN:978-1-61714-676-3. Great experiments to do with easy to follow procedures and photos and accessible materials. Website Resources http://www.mrcollinson.ca/1%20science/energy/1_science_energy_complete.htm (11/06/15) Make a toy gingerbread man which “climbs” up strings over a door knob. http://www.ndt-ed.org/EducationResources/HighSchool/Sound/components.htm (11/06/15) Clear, concise discussion of intensity, pitch and tone. http://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_energy2/cub_energy2_lesson05_activity3.xml (11/06/15) Pitch and frequency activity using a vibrating ruler and straw kazoo. http://www1.eere.energy.gov/education/pdfs/solar_rainmachine.pdf (11/06/15) Instructions on how to make a solar still, or rain machine, to take salt water and desalinate it using sunlight. http://www.miamisci.org/af/sln/mummy/raceways.html (11/06/15) Make a roller coaster by placing a track between two chairs and rolling a marble between them to illustrate the conversion between potential and kinetic energy. Interactive Whiteboard Resources http://exchange.smarttech.com/details.html?id=e3c88304-99c8-49bc-9b9d-d7dea3da077a (11/06/15) Non-renewable energy sources are limited so it is important that we conserve energy. http://exchange.smarttech.com/details.html?id=0af57b9c-537c-4da4-b6da-124e10913bce (11/06/15) Introduction to identifying and naming different forms of energy. Multi-media http://www.youtube.com/watch?v=8rrgpGo1Fw8 “SchoolHouse Rocks Energy – Quit wasting it all, will ya?” 2:54 min (11/06/15)A singing cartoon sun shows a historical account of how we obtain energy from wood, coal, oil to nuclear, solar, and wind and touches on the need to conserve. http://www.youtube.com/watch?v=Mz6bGY7ylWk “Animation of Renewable Energy Sources” 1:54 min (11/06/15) http://www.youtube.com/watch?v=0x7DKgBl1Cc “Sid the Science Kid-Super Sun!” 1:32 min (11/06/15) Song showing the importance of the sun for light, heat, and to help plants grow. Includes quick reference to sunscreen.

www.scientistsinschool.ca 22

Student Resources Literary Resources Reduce, Reuse, Recycle Energy. Alexandra Fix. 2008. Heinemann Library. ISBN-13: 978-1-4034-9723-9. Age appropriate language and photos to explain forms of energy, renewable and non-renewable energy sources, and how to conserve energy. Save the Planet Save Energy. Claire Llewellyn. 2003. Chysalis Education. ISBN: 1-93233-323-1. Great photos of children with “thought bubbles” showing different ways of reducing energy use in their own lives. A True Book Alternative Energy. Christine Petersen. 2004. Toronto: Children’s Press A Division of Scholastic Inc. ISBN: 0-516-22804-8. A thorough discussion of how fossil fuels are used to produce energy and how the sun, water, wind, geothermal, and biofuels can be used instead. Interactive Websites http://www.kids.esdb.bg/facts.html (11/06/15) Lots of information and games to play that are all about energy! http://kids.saveonenergy.ca/en/index.html (11/06/15) Kids Corner is a great website filled with lots of information, games and other fun facts about electricity and its wise use. http://www1.eere.energy.gov/kids/ (11/06/15) Games and ideas about renewable energy and energy conservation around the home. References In addition to resources listed above, the following websites were also used to develop this package: http://www.universetoday.com/15021/how-long-does-it-take-sunlight-to-reach-the-earth/(28/07/13);

http://curious.astro.cornell.edu/question.php?number=656 (28/07/13); http://unitedcats.wordpress.com/2008/07/24/what-would-happen-if-the-sun-disappeared/ (28/07/13); http://www.physicsclassroom.com/Class/energy/u5l1d.cfm (19/07/13); http://www.who.int/uv/health/en/ (03/21/14); http://www.medterms.com/script/main/art.asp?articlekey=5898 (21/03/14); http://en.wikipedia.org/wiki/Phototropism (24/11/13);

http://kids.saveonenergy.ca/en/games/power_up.html(21/07/13); http://www.kids.esdb.bg/facts.html(5/05/14); http://www.goldenkstar.com/facts/sun-interesting-facts.htm(24/03/14); http://van.physics.illinois.edu/qa/listing.php?id=2076(29/07/13);

http://wiki.answers.com/Q/What_is_the_difference_between_lightning_and_thunder (29/07/13).

Fun Fact: Light vs. Sound Energy Light energy travels faster than sound energy. Through air, the

speed of sound is about 340 meters per second whereas the

speed of light is about 300 million meters per second.

During a storm, for each second delay between seeing the

lightning and hearing the thunder, the electrical discharge is

about 300 meters farther away.

Get kids excited about science

Science Education Through Partnership Scientists in School is a leading science education charity that reaches more Kindergarten to Grade 8 youth than any other science non-profit in Canada – 670,000 in the 2016-17 school year. Through our hands-on, inquiry-based science, technology, engineering, math (STEM) and environmental classroom and community workshops, we strive to ignite scientific curiosity in children so that they question intelligently; learn through discovery; connect scientific knowledge to their world; get excited about science, technology, engineering and math; and have their interest in careers in those fields piqued. By making science a verb - something you do - our workshops allow children’s natural curiosity to reign, inspire kids to see themselves as scientists and engineers, and make connections between science and the world around them. This sets the stage for a scientifically-literate future generation who will fuel Canada’s economic prosperity and think critically about the scientific challenges facing our society. Scientists in School relies upon corporate, community, government and individual donors, as well as school board partners for support to develop new programs, continuously improve our existing programs, reach new geographic areas, provide complimentary workshops to less-privileged schools, and subsidize the cost of every one of our 24,800 annual classroom workshops.

Our Partners Catalyst Level:

Natural Sciences and Engineering Research Council (NSERC), TD Friends of the Environment Foundation, Toronto Pearson International Airport

Innovation Level:

Google Canada, John and Deborah Harris Family Foundation, Nuclear Waste Management Organization, RBC Foundation

Imagination Level:

Amgen Canada, Amgen Foundation, McMillan LLP, Ontario Power Generation Superior Glove Works Ltd., TELUS

Discovery Level:

Cameco, Celestica, Community Foundation of Ottawa, J.P. Bickell Foundation Isherwood Associates, MilliporeSigma, Purdue Pharma, Syngenta, Systematix Inc., The J.W. McConnell Family Foundation,

The Maurice Price Foundation, The McLean Foundation

Exploration Level: Ajax Community Fund at Durham Community Foundation, Consulting Engineers of Ontario, Huronia

Community Foundation Isherwood Associates, Lee Valley Tools, Meridian Credit Union, Rotary Club of Lethbridge, Siemens Milltronics Process Instruments,

The Optimist Club of Ajax, Veridian Connections, Whitby Mayor’s Community Development Fund

[email protected] – www.scientistsinschool.ca Scientists in School is a registered Canadian charity: #867139537RR0001