Chapter 24 Resource: Energy and Energy Resources

Glencoe Science 

Includes: 

Chapter Resources 

Energy and Energy Resources 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

Photo Credits 

Section Focus Transparency 1: Jean-Loup Charmet/Science Photo Library/Photo Researchers; Section Focus 

Transparency 2: Bob Wickley/SuperStock; Section Focus Transparency 3: Macduff Everton/CORBIS 

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. 

Permission is granted to reproduce the material contained herein on the condition 

that such material be reproduced only for classroom use; be provided to students, 

teachers, and families without charge; and be used solely in conjunction with the 

Energy and Energy Resources program. Any other reproduction, for use or sale, is 

prohibited without prior written permission of the publisher. 

Send all inquiries to: 

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8787 Orion Place 

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Printed in the United States of America. 

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

Reproducible 

Student Pages 

Reproducible Student Pages 

■ Hands-On Activities 

MiniLAB: Try at Home Analyzing Energy Transformations. . . . . . . . . 3 

MiniLAB: Building a Solar Collector. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 

Lab: Hearing with Your Jaw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Use the Internet Energy to Power Your Life . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Energy Transformations . . . . . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Hydroelectric Generator . . . . . . . . . . . . . . . . . 11 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 

■ Transparency Activities 

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Energy and Energy Resources 1

Hands-On Activities 

2 Energy and Energy Resources 

Hands-On 

Activities

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 

Name Date Class 

Analyzing Energy Transformations 

Procedure 

1. Place soft clay on the floor and smooth out its surface. 

2. Hold a marble 1.5 m above the clay and drop it. Measure the depth of the 

crater made by the marble. Record your findings in the data table below. 

3. Repeat this procedure using a golf ball and a plastic golf ball. Record your 

measurements in the data table below. 

Data and Observations 

Object Depth of Crater 

Marble 

Golf ball 

Plastic golf ball 

Analysis 

1. Compare the depths of the craters to determine which ball had the most kinetic energy as it hit 

the clay. Why did this ball have the most kinetic energy? 

2. Explain how potential energy was transformed into kinetic energy during your activity. 

Energy and Energy Resources 3 

Hands-On Activities




Building a Solar Collector 

Procedure 

1. Line a large pot with black plastic and fill with water. 

2. Stretch clear-plastic wrap over the pot and tape it taut. 

3. Make a slit in the top and slide a thermometer or a computer probe into 

the water. 

4. Place your solar collector in direct sunlight and monitor the temperature 

change every 3 min for 15 min. 

5. Repeat your experiment without using any black plastic. 


Experiment with Plastic 

Time after setup that 

you recorded 

the temperature 

3 min. 

6 min. 

9 min. 

12 min. 

15 min. 

Temperature of the 

solar collector 

Analysis 

1. Graph the temperature changes in both setups. 

2. Explain how your solar collector works. 

Experiment without Plastic 

Time after setup that 

you recorded 

the temperature 

3 min. 

6 min. 

9 min. 

12 min. 

15 min. 

Temperature of the 

solar collector 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.



Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What materials are needed for this lab? 

2. What will you investigate in this lab? 

You probably have listened to music using speakers or headphones. Have you 

ever considered how energy is transferred to get the energy from the radio or 

CD player to your brain? What type of energy is needed to power the radio 

or CD player? Where does this energy come from? How does that energy 

become sound? How does the sound get to you? In this activity, the sound 

from a radio or CD player is going to travel through a motor before entering 

your body through your jaw instead of your ears. 

Real-World Question 

How can energy be transferred from a radio 

or CD player to your brain? 

Materials 

radio or CD player 

small electrical motor 

headphone jack 

Hearing with Your Jaw 

Goals 

■ Identify energy transfers and transformations. 

■ Explain your observations using the law of 

conservation of energy. 

Conclude and Apply 

1. Describe what you heard. 

2. Identify the form of energy produced by the radio or CD player. 

Procedure 

1. Go to one of the places in the room with a 

motor/radio assembly. 

2. Turn on the radio or CD player so that you 

hear the music. 

3. Push the headphone jack into the headphone 

plug on the radio or CD player. 

4. Press the axle of the motor against the side 

of your jaw. 





(continued) 

3. Draw a diagram below to show all of the energy transformations taking place. 

4. Evaluate Did anything get hotter as a result of this activity? Explain. 

5. Explain your observations using the law of conservation of energy. 

Communicating Your Data 

Compare your conclusions with those of other students in your class. For more help, 

refer to the Science Skill Handbook. 





Use the Internet 

Energy to Power Your Life 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What energy sources do you use at home? 

2. Is the food you eat a source of energy? Why? 

Over the past 100 years, the amount of energy used in the United States and 

elsewhere has greatly increased. Today, a number of energy sources are available, 

such as coal, oil, natural gas, nuclear energy, hydroelectric power, wind, 

and solar energy. Some of these energy sources are being used up and are nonrenewable, 

but others are replaced as fast as they are used and, therefore, are 

renewable. Some energy sources are so vast that human usage has almost no 

effect on the amount available. These energy sources are inexhaustible. 

Think about the types of energy you use at home and school every day. In this 

lab, you will investigate how and where energy is produced, and how it gets to 

you. You will also investigate alternative ways energy can be produced, and 

whether these sources are renewable, nonrenewable, or inexhaustible. 

Real-World Question 

What are the sources of energy you use every 

day? 

Form a Hypothesis 

When you wake up in the morning and turn 

on a light, you use electrical energy. When you 

ride to school in a car or bus, its engine consumes 

chemical energy. What other types of 

energy do you use? Where is that energy produced? 

Which energy sources are nonrenewable, 

which are renewable, and which are 

inexhaustible? What are other sources of 

energy that you could use instead? 

Goals 

■ Identify how energy you use is produced 

and delivered. 

■ Investigate alternative sources for the energy 

you use. 

■ Outline a plan for how these alternative 

sources of energy could be used. 

Data Source 

Visit green. 

msscience.com/ 

internet_lab for more information about 

sources of energy and for data collected by 

other students. 

Test Your Hypothesis 

Make a Plan 

1. Think about the activities you do every day 

and the things you use. When you watch 

television, listen to the radio, ride in a car, 

use a hair drier, or turn on the air conditioning, 

you use energy. Select one activity 

or appliance that uses energy. 

2. Identify the type of energy that is used. 

3. Investigate how that energy is produced 

and delivered to you. 





4. Determine if the energy source is renewable, nonrenewable, or inexhaustible. 

5. If the energy source is nonrenewable, how can that energy be produced by renewable sources. 

Follow Your Plan 

1. Make sure your teacher approves your plan before you start. 

2. Organize your findings in the data table on the next page. 


Energy Type 

(continued) 

Where is that energy produced? 

How is that energy produced? 

How is that energy delivered to you? 

Is the energy source renewable, 

nonrenewable, or inexhaustible? 

What type of alternative energy 

source could you use instead? 

Communicating Your Data 

Find this lab using the link below. Post your data in the table provided. Compare and 

combine your data with that of other students and make inferences with it. 


Local Energy Information 

Analyze Your Data 

1. Describe the process for producing and delivering the energy source you researched. How is it 

created, and how does it get to you? 

2. How much energy is produced by the energy source you investigated? 

3. Is the energy source you researched renewable, nonrenewable, or inexhaustible? Why? 

Conclude and Apply 

1. Describe If the energy source you investigated is nonrenewable, how could the use of this 

energy source be reduced? 

2. Organize What alternative sources of energy could you use for everyday energy needs? On the 

computer, create a plan for using renewable or inexhaustible sources. 

msscience.com/internet_lab. 




1 

Laboratory 

Activity 

Energy Transformations 

A small stone thrown up into the air has kinetic energy because it is moving. As it rises higher, 

it slows down and its kinetic energy decreases. At the same time, however, its potential energy is 

increasing as its position above Earth’s surface increases. When gravity causes the stone to stop 

rising and begin falling, its potential energy decreases as its kinetic energy increases. How can you 

demonstrate that potential energy can be converted to kinetic energy and vice versa? 

Strategy 

You will construct a device that changes 

energy from one kind to another. 

You will observe and measure the distances 

the device moves. 

You will interpret data in terms of energy 

transformations. 

Materials 

cardboard oatmeal box, with lid 

*salt box or other round cardboard 

container with lid 

scissors 

*ice pick 

string, 10 cm 

large metal washer 

rubber band 

toothpicks (2) 

masking tape, 1 m 

meterstick 

*Alternate materials 

Procedure 

1. Use the scissors to punch a small hole in 

the center of the bottom of the box. 

2. Remove the lid and punch another hole in 

the center of the lid. 

3. Use the string to tie the metal washer to 

the rubber band. Cut off the excess string. 

4. From the inside of the box, push part of 

the rubber band through the hole in the 

bottom. Put a toothpick through the loop 

in the rubber band to hold the rubber 

band in place, as shown in Figure 1. Pull 

any excess rubber band back into the box. 

5. While a partner holds the lid close to the 

top of the box, stretch the rubber band and 

push the other end through the hole in the 

lid. Put a toothpick through the loop to 

hold the rubber band in place on the lid. 

Your device should look like Figure 2. 

6. Put the lid on the box. 

7. Place the strip of masking tape on the floor 

or a table. Place the box on its side at one 

end of the tape. 

8. Push the box gently, so it rolls along the 

tape strip. Ask your partner to mark how 

far the box rolls before it stops and begins 

rolling back to you. Measure and record 

this distance in the table. 

9. Repeat step 8 two more times, pushing the 

box with a little more force each time. 

Figure 1 

Loop of 


Figure 2 

Loop of 


Toothpick 

Box 

bottom 

Toothpick 

Box lid 

Oatmeal box 

Oatmeal box 

Washer tied to 






Laboratory Activity 1 (continued) 


Force applied Distance box rolled (cm) 

Light 

Medium 

Hard 

Questions and Conclusions 

1. When does the box have kinetic energy? 

2. How did the force you applied affect the distance the box rolled? 

3. How did the force you applied affect the speed at which the box rolled? 

4. How did the strength of the force applied affect the kinetic energy of the box? 

5. As the box turns, the metal washer prevents the rubber band from turning. Instead, the rubber 

band twists. What kind of energy does the twisted rubber band have? 

6. How does this energy in the rubber band make the box return to you? 

Strategy Check 

Can you construct a device that changes energy from one kind to another? 

Can you observe and measure the distances the device moves? 

Can you interpret data in terms of energy transformations? 





2 

Laboratory 

Activity 

Hydroelectric Generator 

Moving water has energy that you can use. For centuries, waterwheels have been used to turn 

millstones to grind grain or to run machines in factories. Today, moving water is used to make 

electricity. Dams along rivers create reservoirs where water is stored and then released when 

electricity is needed. In this laboratory activity, you can examine the series of energy transformations 

that occur when moving water is used to generate electrical energy. 

Strategy 

You will build a model hydroelectric generator. 

You will build a device to detect the electricity generated. 

You will demonstrate how the energy of moving water is converted to electrical energy. 

Materials 

small spool insulated magnetic wire (#28 or finer) 

metric ruler 

7.5-cm nails (2) 

scissors 

hammer 

7.5-cm ✕ 12.5-cm ✕ 5-cm wooden block 

2.5-cm nails (2) 

germanium diode (type 1N34A) 

white glue 

small bar magnet, 2–3 cm 

round piece from toy wooden construction set 

7.5-cm spokes from toy wooden construction set (8) 

small paper cups (8) 

ice pick 

cardboard strips, approximately 2.5 cm ✕ 15 cm (2) 

small nails (4) 

electrical tape 

cardboard rectangles, approximately 12.5 cm ✕ 17.5 cm (2) 

compass 

alligator clips (2) 

rubber tubing 

sink with running water 

Procedure 

1. Measure about 10 cm of magnetic wire. 

Starting beyond the 10-cm mark, begin 

wrapping the wire around the lower part of 

one of the 7.5-cm nails. Wrapping up and 

down the nail, wrap 1,000 turns of wire 

around the nail. See Figure 1. When you 

are finished, the coil should be 2 to 3 cm 

long. Allow another 10 cm of wire to 

extend at the bottom end of the coil. Cut 

off any leftover wire. 

Figure 1 






Figure 2 

Diode 

2. Twist the two ends of the wire together a 

few times to keep the coil from unwinding. 

3. Use a hammer to drive this nail into the 

center of the wooden block. Drive the two 

2.5-cm nails into the wooden block as 

shown in Figure 2. 

4. Remove the insulation from the ends of 

the two pieces of coil wire. Wrap the ends 

around the heads of the two 2.5-cm nails. 

Refer to Figure 2. 

5. Hook the diode across the nails. Make 

sure all connections are secure. 

6. Glue one side of the bar magnet to the 

head of the second large nail. Set it aside 

to allow the glue to dry. This nail will 

form the shaft for the water wheel. 

7. Put the toy spokes into the holes around 

the outer edge of the round toy piece. If 

any do not fit securely, remove them and 

add a small amount of white glue to the 

end. Then put them back in the holes. 

8. Use scissors to cut out about one-third of 

the side of each paper cup. See Figure 3. 


Magnet 

Cardboard 

Nail 

Figure 3 

Tape 

Wooden block 

9. Glue the bottoms of the paper cups to the 

spokes. Refer back to Figure 2. 

10. Use the ice pick to make a hole in the 

center near one end of each of the cardboard 

strips. The holes should be large 

enough for the shaft of the water wheel to 

fit through easily. 

11. Glue the water wheel onto the shaft (on 

the end opposite the magnet). 





12. You will need to bend the unpunched 

ends of the cardboard strips so they can 

be attached to the wooden block with 

nails. You will have to decide where to 

bend them, based on the proper position 

of the shaft. When the shaft is placed 

through the holes, the magnet end of the 

shaft should be close to the top of the coil 

nail, but should be able to turn freely 

without hitting the coil nail. With one 

person holding the shaft in the proper 

position, another person should bend the 

bottom edges of the cardboard at the 

proper place. 

13. Remove the shaft from the cardboard 

supports and use the small nails to secure 

the folded ends of the cardboard to the 

wooden block. Use tape to keep the bend 

in the cardboard secure. Refer back to 

Figure 2. 

14. Place the water wheel shaft back through 

the holes. Your completed setup should 

look like Figure 2. 

15. Build a base for the compass by folding the 

ends of each of two squares of cardboard 

and stacking them back-to-back, as shown 

in Figure 4. 

Figure 4 

16. Place a compass on the base and wind 

magnetic wire around the north-south 

axis, making about 100 turns. Allow about 

30 cm of wire at each end. Twist the free 

ends of the wire together a few times to 

prevent the coil from unwinding. Connect 

the free ends of the wire to the two 

alligator clips. Your completed device 

should look like Figure 4. 

17. Connect the alligator clips to the 2 nail 

terminals on your generator, just below 

where the diode is attached. Keep the 

compass at least 25 cm away from the 

magnet and align the compass needle with 

the coil of wire around it. 

18. Attach the rubber tubing to a sink faucet. 

Place the generator next to the sink with 

the water wheel extending over the sink. 

Use the tubing to direct a stream of water 

over the water wheel. As the wheel turns, 

observe what happens to the magnet and 

the compass needle. 

19. Turn the water off and observe what 

happens to the compass needle. 







1. What happened to the magnet when the water wheel turned? 

2. What happened to the compass needle when the water wheel turned? 

3. What happened to the compass needle when water was no longer flowing over the water wheel? 

Questions and Conclusions 

1. A galvanometer is a device that can measure tiny electrical currents. Which part of your 

apparatus acted as a galvanometer to let you know when electricity was being generated? 

2. Describe how your apparatus qualifies as a generator. 

3. Describe the energy transformations that took place in your apparatus. 

Strategy Check 

Can you build a model hydroelectric generator? 

Can you build a device to detect the electricity generated? 

Can you demonstrate how the energy of moving water is converted to electrical energy? 






Directions: Use this page to label your Foldable at the beginning of the chapter. 

Know? 

Like to know? 

Learned? 



Meeting Individual Needs 


Meeting Individual 

Needs



Directions: Complete the concept map using the terms in the list below. 

position power plants light solar 

magma nuclear food and fuel 

Some forms 

of energy 

Directed Reading for 

Content Mastery 

are 

Overview 


electrical 

2. 

chemical 

4. 

geothermal 

6. 

potential 

which is 

produced 

by 

which 

comes 

from 

which is 

stored in 

which is 

stored in 

which 

comes 

from 

which 

is 

an 

which is 

energy 

of 

1. 

the Sun 

3. 

the nucleus 

of an atom 

5. 

inexhaustible 

resource 

7. 


Meeting Individual Needs




Section 1 ■ What is energy? 

Directions: Draw a line between each type of energy on the left to the example of this type of energy on the right. 

1. kinetic energy 

2. radiant energy 

3. nuclear energy 

4. thermal energy 



5. potential energy 

6. chemical energy 

7. electrical energy 

energy stored in a bicycle at the top of a hill 

the heat released by a steaming bag of popcorn 

the bonds between the protons of a silver atom 

the bonds between the atoms of a match 

energy used to power a computer 

the motion of a skateboard 

the light of a candle 

Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided. 

8. If two skydivers are the same distance from the ground, the 

one with the greater mass will have greater aeilnoptt 

energy. 

9. Your body’s source of energy is the aecchilm energy in food. 

10. Whenever a change in your surroundings occurs, yrngee 

is being transferred from one place to another. 

11. If two roller coasters have the same mass, the one with 

the greater ceilotvy will have greater kinetic energy. 

12. In a light bulb, acceeillrt energy produces thermal energy, 

which then produces radiant energy. 






Directions: Read each step. Then put the steps in order from first to last. Write 1 for the first step, 2 for the 

second step, and so on. 

1. Fossil fuels are burned. The thermal energy of the burning fuel turns 

water into steam. 

2. Over millions of years, the chemical energy in ancient organisms is 

transformed into the chemical energy of fossil fuels. 

3. The turbine turns a generator. The kinetic energy of the generator is 

converted to electrical energy. 

4. Organisms transform the radiant energy in sunlight into chemical 

energy. 

5. The kinetic energy of steam is transferred to a turbine. 

Directions: Use the words in the list to fill in the blanks below. 

conservation electrical hydroelectric nuclear 

nonrenewable turbine renewable photovoltaic 

6. One problem with using _________________________ energy is that it 

produces radioactive waste. 

7. The _________________________ of a _________________________ power 

plant is turned by moving water. 

8. A _________________________ device converts solar energy directly into 

_________________________ energy. 

Section 2 ■ Energy 

Transformations 

Section 3 ■ Sources of Energy 

9. Windmills produce electricity by using a _________________________ source 

of energy. 

10. The law of _________________________ of energy states that energy cannot 

be created or destroyed; it can only change form. 

11. Coal and oil are examples of _________________________ resources. 








Key Terms 


Directions: Circle eleven terms in the puzzle and then write the terms in the blanks at the left of their definitions. 

R 

A 

D 

I 

A 

N 

T 

B 

A 

N 

T 

E 

A 

E 

L 

U 

A 

P 

N 

O 

K 

I 

N 

E 

T 

I 

C 

O 

H 

N 

H 

G 

E 

N 

E 

R 

A 

T 

O 

R 

E 

T 

S 

U 

R 

S 

R 

E 

A 

E 

N 

U 

A 

C 

N 

T 

C 

N 

T 

N 

E 

R 

B 

L 

A 

A 

E 

T 

H 

E 

R 

B 

C 

E 

T 

C 

S 

I 

E 

W 

G 

I 

A 

A 

I 

E 

C 

A 

R 

A 

Y 

N 

L 

R 

V 

C 

R 

L 

M 

B 

E 

E 

C 

H 

E 

M 

I 

C 

A 

L 

1. the ability to cause change 

R 

W 

L 

D 

E 

L 

U 

B 

L 

E 

2. type of energy stored within an atom 

3. form of energy also known as light energy 

4. kind of energy that is stored in bonds between atoms 

5. another name for a renewable energy source 

6. form of energy that an object has due to its 

temperature 

7. type of energy that an object has because of its 

movement 

8. device that converts energy of motion into electrical 

energy 

9. type of energy that is stored in an object because of 

its position 

10. wheel composed of a series of blades that is used to 

turn a generator 

11. type of energy source that will eventually be used up 



Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenido 

Instrucciones: Completa el mapa de conceptos usando los siguientes términos. 

posición plantas de energía luz solar 

magma nuclear alimento y combustible 

Algunas formas 

de energía 

son 

Sinopsis 

Energía y recursos energéticos 

eléctrica 

2. 

química 

4. 

geotérmica 

6. 

potencial 

que se 

produce 

mediante 

que 

viene 

de 

que se 

almacena 

en 

que se 

almacena 

en 

que 

viene 

de 

que es 

un 

que es la 

energía 

de 

1. 

Sol 

3. 

el núcleo 

de un átomo 

5. 

recurso 

inextinguible 

7. 

Energía y recursos energéticos 21 

Satisface las necesidades individuales

Satisface las necesidades individuales 




22 Energía y recursos energéticos 

Sección 1 ■ ¿Qué es la 

energía? 

Instrucciones: Une con una línea cada tipo de energía a la izquierda con el ejemplo de este tipo de energía a la 

derecha. 

1. energía cinética 

2. energía radiante 

3. energía nuclear 

4. energía térmica 

5. energía potencial 

6. energía química 

7. energía eléctrica 

energía almacenada en una bicicleta en lo alto de una colina 

el calor liberado por una bolsa de palomitas de maíz 

los enlaces entre los protones de un átomo de plata 

los enlaces entre los átomos de una cerilla 

energía que se usa para que funcione una computadora 

el movimiento de la patineta 

la luz de una vela 

Instrucciones: Ordena las letras de los términos en bastardilla para completar las oraciones siguientes. Escribe los 

términos en los espacios asignados 

8. Si dos voladores están a la misma distancia del suelo, el que 

tenga más masa tendrá más energía claipeton. 

9. La fuente de energía de tu cuerpo es la energía úimaciq de 

los alimentos. 

10. Siempre que se de un cambio en tus alrededores, se está 

transfiriendo gaínree de un sitio a otro. 

11. Si dos montañas rusas tienen la misma masa, la que tenga 

mayor covileadd tendrá más energía cinética. 

12. En una bombilla, la energía léatreicc produce energía tér- 

mica, la cual a su vez produce energía radiante. 






Instrucciones: Lee cada paso. Pon luego los pasos en orden desde el primero hasta el último. Escribe 1 para el 

primer paso, 2 para el segundo paso, hasta el final. 

1. Se queman combustibles fósiles. Al quemarse, la energía térmica de 

los combustibles convierte el agua a vapor. 

2. Después de millones de años, la energía química de los organismos del 

pasado se transforma en la energía química de los combustibles 

fósiles. 

3. La turbina hace girar un generador. La energía cinética del generador 

es convertida a energía eléctrica. 

4. Los organismos transforman la energía radiante de la luz solar a energía 

química. 

5. La energía cinética del vapor se transfiere a la turbina. 

Instrucciones: Usa las palabras siguientes para llenar los espacios en blanco. 

conservación eléctrica hidroeléctrica nuclear 

no renovable turbina renovable fotovoltaica 

6. Un problema con el uso de la energía _________________________ es que 

produce desechos radiactivos. 

7. El(La) _________________________ de un(a) _________________________ 

planta energética se hace girar con agua en movimiento. 

8. Un aparato _________________________ convierte energía solar directamente 

a energía _________________________. 

9. Los molinos de viento producen electricidad usando un recurso energético 

_________________________. 

10. La ley de _________________________ de la energía dice que la energía no se 

crea ni se destruye, solamente cambia de forma. 

Sección 2 ■ Transformaciones 

de la energía 

Sección 3 ■ Fuentes de energía 

11. El carbón es un ejemplo de recursos _________________________. 

Energía y recursos energéticos 23 

Satisface las necesidades individuales

Satisface las necesidades individuales 




24 Energía y recursos energéticos 

Términos claves 

Energía y recursos energéticos 

Instrucciones: Encierra en un círculo en la sopa de letras los términos que corresponden a las definiciones 

siguientes. Escribe los términos en los espacios a la izquierda de las definiciones. 

N U C L E A R Q Z N P O 

J A T R E N M U L O B C 

P L E N E R G I A R N I 

O T F G J N W M S E V N 

T E H R A D I I A N T E 

E R Y U H D F C L O U T 

N N I O P H S A K V R I 

C A W Z C Q L U J A B C 

I T E R M I C A O B I A 

A I V A L K U D C L N H 

L V Z Q D A B J U E A Y 

V O L G E N E R A D O R 

1. capacidad de causar cambio 

2. tipo de energía almacenada dentro del átomo 

3. forma de energía también conocida como energía 

lumínica 

4. tipo de energía que se almacena en los enlaces entre 

los átomos 

5. otro nombre para una fuente de energía renovable 

6. forma de energía que tiene un objeto debido a su 

temperatura 

7. tipo de energía que tiene un objeto debido a su 

movimiento 

8. aparato que convierte la energía de movimiento a 

energía eléctrica 

9. tipo de energía que está almacenada en un objeto 

debido a su posición 

10. rueda compuesta de una serie de hojas que se usa para 

hacer girar un generador 

11. tipo de fuente de energía que se agotará 




1 

Reinforcement 

Directions: Answer the following questions on the lines provided. 

1. What is energy? 

2. How can you tell when something has energy? 

What is energy? 

Directions: Fill in the following table with what kind of energy each of the examples contains. 

Example Type of energy 

3. a flying bird 

4. a burning candle 

5. a battery 

6. a hamburger 

7. a book on a shelf 

8. a green plant 

9. a beam of sunlight 

10. a piece of radioactive metal 

11. a cup of hot cocoa 

Directions: Fill in the blanks with the terms that best complete the statements. 

12. ____________________ energy is the energy of motion. 

13. A balloon floating in the air has more ____________________ energy than a boulder at the 

top of a cliff. 

14. When you pick up a book, you are ____________________ energy from your hands to the book. 

15. The faster an object moves, the ____________________ its kinetic energy. 

16. A scooter moving at 10 km/h has ____________________ kinetic energy than a motorcycle 

moving at the same speed. 

17. ____________________ is energy stored due to an object’s position. 

18. A bowling ball sitting on a shelf has ____________________ potential energy than a 

basketball on the same shelf. 

19. A sock lying on a dresser has ____________________ potential energy than a skateboard on 

the floor. 





2 

Reinforcement 


Energy Transformations 

Directions: Fill in the blanks with the terms that best complete the statements. 

1. In every energy transformation, some ____________________ is released. 

2. When you climb a rope, you change ____________________ energy into 

____________________ energy. 

3. Energy can never be created or destroyed, just ____________________ or 

____________________. 

4. As temperature increases, ____________________ energy increases. 

5. Fireworks change ____________________ into ____________________ and 

____________________ energy. 

6. When a pendulum swings, if it is not continuously pushed, it will stop eventually because 

some of its energy is changed into ____________________ energy. 

7. In the muscle cells in your body, ____________________ energy is changed into 

____________________ energy. 


8. Trace the energy transformations from a hamburger you eat to riding your bike. 

9. In most forms of generation of electrical energy in power plants, the last two steps are the 

same. What are they? 

10. Trace the energy transformations from a radio signal to the music you hear. 




3 

Reinforcement 

Directions: Circle the term in parentheses that correctly completes the following statements. 

1. (Oil, Wind, Water) is a fossil fuel. 

2. As you go deeper into Earth, the temperature (increases, decreases, stays the same). 

3. (Coal, Oil, Water) is a renewable resource. 

4. (Geothermal energy, Fossil fuels, Hydroelectric energy) cause acid rain. 

5. A mountainous region would be a likely source for (nuclear, hydroelectric, wind) energy. 

Directions: Determine whether each of the following statements is true or false. If it is true, write true on the 

line. If it is false, change the underlined term to make it true. 

6. Fossil fuels cause air pollution. 

7. Geothermal energy is caused by falling water. 

8. A thermal cell produces electricity directly from sunlight. 

9. A reflecting panel uses the kinetic energy of moving air. 

10. About 68% of the electrical energy in the United States is produced by nuclear fuel. 


11. Explain why it would be necessary for a home using solar energy to have some type of an 

energy storage device. 

12. Explain how hydroelectric energy works. 

Sources of Energy 

13. Give two advantages and two disadvantages of using fossil fuels. 





1 

Enrichment 


How much do you use? 

In this activity, you will analyze the amount of electrical energy your family uses and estimate 

the amount used by all U.S. households. Read the information carefully and then answer the 

questions. You may use a calculator to make your calculations. 

1. Ask to see one of your family’s electricity bills. Near the top of the bill there should be two 

meter readings. The difference between the two readings is equal to the amount of electrical 

energy your family used in units of kilowatt-hours. (Running a dishwasher uses a little more 

than 1 kilowatt-hour of energy.) 

a. How many kilowatt-hours of electrical energy did your family use during the month 

shown by the bill? 

b. Based on this bill, about how much electrical energy does your family use in one year? 

c. Do you think your family uses the same amount of electrical energy each month? Explain 

your answer. 

2. The following table shows the amount of electrical energy that can be produced from the 

chemical energy in three common types of fuel. 

Electrical Energy Generated from Fuel 

Fuel Mass or Volume Electrical Energy 

Crude oil 1 barrel (159 L) 1850 kWh 

Natural gas 1000 L 11.5 kWh 

Hard coal 1 kg 8.75 kWh 

a. About how many liters of natural gas are needed to produce the electricity your family 

uses in one year? 

b. In 1999, there were an estimated 101,000,000 households in the United States. Suppose 

each of these households uses as much electrical energy as your family does. About how 

many kilograms of hard coal would be needed to produce the electricity used by all U.S. 

housholds for one year? 

c. About how many barrels of crude oil would be needed to produce the electricity used by 

all U.S. households for one day? 

d. Do you think your answer to part c is a good estimate of the amount of fuel that would be 

needed to generate the total amount of electricity used in the United States in one day? 

Explain your answer. 




2 

Enrichment 

How is electricity generated on a spacecraft? 

One common way is by using solar panels. 

These panels are capable of turning radiant 

energy from the Sun into electrical energy. 

This energy is then used to power devices such 

as computers, lights, or radios. 

Passing Through Shadow 

When a spacecraft is circling a planet, 

however, part of its orbit passes through the 

planet’s shadow. As a result, sunlight does not 

reach the solar panels during this part of the 

orbit, and the panels are not able to produce 

electrical energy. 

Thermal Energy Storage 

One solution to this problem involves the 

storage of thermal energy. Canisters filled with 

certain types of crystals are attached to the 

spacecraft. One crystal that is often used is 

called lithium fluoride. During the sunny part 

of the orbit, the canisters absorb radiant energy. 

This energy is transformed into thermal energy. 

Made in the Shade 

The canisters become so warm that the lithium 

fluoride inside them melts. 

Releasing Energy 

Once the spacecraft enters the shaded part of 

its orbit, the liquid lithium fluoride begins to 

lose heat, and it eventually freezes. The thermal 

energy released during this process is captured 

and used to generate electrical energy. This 

electricity powers the spacecraft’s instruments 

during the shaded portion of the orbit. 

The Cycle Repeats 

At about the same time as the lithium 

fluoride returns to its original temperature and 

all of its extra thermal energy has been released, 

the spacecraft moves from the shaded part of its 

orbit to the sunny part. The solar panels once 

again begin to convert radiant energy to electrical 

energy. Meanwhile, the thermal energy of 

the lithium fluoride crystals begins to increase. 

This cycle repeats itself during each orbit that 

the spacecraft makes around the planet. 

1. Write the transformation process showing the energy conversions required to turn an electric 

fan on board a spacecraft during the shaded part of its orbit. Start your process with the radiant 

energy of sunlight. 

2. Could thermal energy stored in lithium fluoride be used to generate electricity on a spacecraft 

that was always in a planet’s shadow? Explain your answer. 

3. Do you think that thermal energy stored in lithium fluoride could be used to generate all of the 

electricity used on Earth at night? Explain your answer. (Hint: On a cloudy day or during the 

winter, there are more hours of shadow than of sunlight.) 





3 

Enrichment 


Fuel Cells 

A fuel cell is a device that can produce electrical 

energy directly from chemical energy. 

Inside a fuel cell, a chemical reaction takes 

place between hydrogen and oxygen gas. This 

reaction generates an electric current. In the 

future, power plants that rely on fuel cells may 

come to replace many that rely on fossil fuels. 

Fuel cells may also be used to power cars that 

run on electricity. 

Wet and Dry Cells 

Fuel cells aren’t the only devices that convert 

chemical energy directly into electrical energy. 

Wet cells (such as those in automobile batteries) 

and dry cells (such as flashlight batteries) can 

do so as well. However, the chemicals used to 

generate electricity from wet and dry cells are 

present in fixed amounts. Once these amounts 

are used up by the chemical reaction, the cells 

can no longer generate electrical energy. 

Refueling Fuel Cells 

Fuel cells, by contrast, can be refueled. When 

a continuous supply of hydrogen and oxygen 

is pumped into a fuel cell, it can produce electricity 

almost indefinitely. The supply of reacting 

chemicals won’t be used up because it is 

constantly being replaced. 

Fuel cells have several advantages over fossil 

fuels. One is that fuel cells produce much less 

pollution than the burning of fossil fuels does. 

In fact, the only “waste” products of a fuel cell 

that uses hydrogen gas are water and heat. 

Fuel Cell Disadvantages 

Sometimes, however, hydrogen gas is not 

practical or affordable to use as a fuel. In such 

cases, a carbon-based fuel, such as methanol, 

can be used as a starting material. The carbonbased 

fuels are broken down in the fuel cell to 

produce hydrogen gas and carbon dioxide (a 

greenhouse gas). The hydrogen then reacts with 

oxygen to produce electric current. The amount 

of carbon dioxide produced from these types of 

fuel cells is much less than what would be produced 

by a power plant that burns fossil fuels. 

A second advantage of fuel cells is that they 

can generate electrical energy from chemicals 

that are renewable. Hydrogen gas and methanol, 

for example, can be produced from chemicals 

that are not fossil fuels. Some fuel cells even 

run on gases produced by decaying garbage 

in landfills. 

Fuel Cell Uses 

Today, small fuel-cell power plants are being 

used to provide electricity for some hospitals 

and hotels. Early models of fuel-cell-powered 

cars and buses are also being tested. It is 

likely that everyday uses of fuel cells will 

grow as supplies of fossil fuels continue to 

diminish. 

1. Hydrogen-oxygen fuel cells are often used to provide electrical power on human-piloted 

spacecraft. What is one advantage of using this energy source on such missions? 

2. Which do you think is more efficient at generating electrical power: a fossil-fuel power plant or 

a fuel-cell power plant? Explain your answer. (Hint: In general, the more energy transformations 

that occur, the less efficient a power plant will be.) 

3. The ideas behind fuel cells were developed in 1839. Scientists began using fuel cells in the 

space program in the 1960s. Why do you think that fuel cells are only recently coming into 

widespread use? 




Section 1 What is energy? 

A. _______________ is the ability to cause change. 

B. Energy from motion is ________________ energy. 

1. Kinetic energy increases as an object moves _______________. 

2. Kinetic energy increases as the _____________ of an object increases. 

C. Energy stored in an object due to its position is __________________ energy. 

D. Energy comes in different ______________. 

1. Energy that increases as temperature increases is ________________ energy. 

2. _________________ energy—energy stored in chemical bonds 

3. ________________ energy—light energy 

4. Energy from electricity is ___________________ energy. 

5. The nucleus of an atom contains ________________ energy. 

Section 2 Energy Transformations 

A. Energy is constantly _________________ from one form to another. 

B. Law of _______________________________—energy is never created or destroyed; it merely 

changes form. 

C. Energy can be ____________________ from kinetic to potential energy and back to kinetic. 

D. _________________ transform energy from one form to another. 

1. Chemical energy can be ____________________ to kinetic, radiant, thermal, or electrical 

energy. 

2. ___________________ energy can be transformed to kinetic, chemical, electrical, or 

thermal energy. 

3. Unlike other forms of energy, thermal energy is not easy to ______________. 

E. A turbine’s kinetic energy is converted to electrical energy by a __________________ at a 

power plant. 

Note-taking 

Worksheet 

Energy 





Note-taking Worksheet (continued) 

Section 3 Sources of Energy 

A. Energy comes from either the ____________ or from radioactive ______________ in Earth. 

B. _____________________ include oil, natural gas, and coal. 

1. Fossil fuels contain ________________________ from the Sun’s radiant energy via 

photosynthesis. 

2. _____________________ resources such as fossil fuels are used up faster than they can 

be replaced. 

C. ________________ energy comes from the nuclei of uranium atoms. 

D. _________________________ from the potential energy of water is a renewable resource. 

E. ______________________________ of energy may be safer for people and the environment. 

1. ______________ energy can be captured in thermal collectors or photovoltaic collectors. 

2. ___________________ energy—thermal energy contained in hot magma 

3. __________________ generate electricity without polluting the environment. 

F. ___________________ energy will help prevent energy shortages and allow fossil fuels to last longer. 



Assessment 


Assessment



Chapter 

Review 


Part A. Vocabulary Review 

Directions: Place the letters of the words defined on the spaces provided. When you are finished, the letters in 

the vertical box spell out the answer to question 14. 

11 

3 

12 

5 

7 

1. Energy sources that are in limited supply 

are ______ resources. 

2. device with blades that uses kinetic 

energy to turn a generator 

3. a device that directly converts solar energy 

into electricity 

4. energy of hot objects 

5. energy from separation of positive and 

negative charges 

6. device that converts kinetic energy into 

electrical energy 

7. resource that is constantly being replenished 

10 

4 

1 

6 

9 

13 

8 

2 

8. Energy stored in the bonds between atoms 

is called ______ energy. 

9. Energy sources other than fossil fuel are 

______ resources. 

10. energy of light 

11. energy due to position 

12. energy due to motion 

13. the ability to cause change 

14. What is the energy stored in the bonds 

between protons in the nucleus? 


Assessment

Assessment 


Chapter Review (continued) 

Part B. Concept Review 

1. Number the steps for converting nuclear energy into electrical energy in the correct order in 

the blanks provided. 


a. kinetic energy turns turbine 

b. nuclear energy converted into thermal energy 

c. kinetic energy produces electricity 

d. thermal energy boils water 

e. kinetic energy turns generator 

Directions: Circle the term or phrase in parentheses that best completes each statement. 

2. As the mass of an object moving at a given speed decreases, its kinetic energy 

(increases, decreases, remains the same). 

3. As the velocity of a falling object increases, its potential energy (increases, decreases, remains the 

same). 

4. A feather floating in the air has (kinetic energy, potential energy, 

both kinetic and potential energy). 

5. Hydroelectric energy can generate electricity because of the initial (potential, radiant, kinetic) 

energy of the water. 

6. A photovoltaic collector turns radiant energy into (thermal, chemical, electrical) energy. 

7. If you put a book up on a shelf, you increase its (potential, kinetic, both potential and kinetic) 

energy. 

8. Wind turbines convert (potential, kinetic, thermal) energy into electrical energy. 


9. What is a renewable resource? What is a nonrenewable resource? 

10. When you drop a book on the floor, what happens to its original potential energy? 


Transparency 

Activities 


Transparency Activities

Transparency Activities 


1 

Section Focus 

Transparency Activity 


Zot! 

Lightning is a natural electrical spark. Sometimes the lightning we 

see goes from the clouds to the ground, but lightning also travels 

within a single cloud and between two clouds. 

1. When do you most often see lightning? 

2. Since lightning is a form of electricity, do you think it could be 

used by people to run appliances? Why or why not? 




2 

Section Focus 


Burning Light 

You’ve probably heard a lot about lasers, but do you know what 

they really are? The word laser stands for light amplification by 

stimulated emission of radiation. Lasers take incoming energy and 

transform it into a focused beam of light. 

1. How is this laser being used? 

2. How does light from this laser appear to differ from light from 

a lamp? 

3. How are lasers used in the entertainment industry? 





3 

Section Focus 



A Fuming Fuel 

Peat is a fuel that is burned for heat. Formed by layers of 

partially decayed plants, heated and compressed over millions of 

years, peat is cut from vast swamps, dried, and used as an energy 

source. It has a very pungent odor. 

1. What might be some disadvantages of using peat to heat a home? 

2. Could you burn peat immediately after it is cut from the ground? 

Why or why not? 

3. What other sources of energy can you name? 




3 

Teaching Transparency 

Activity 

2. Thermal energy 

of water 

1. Nuclear energy 

of atoms 

4. Kinetic 5. Electrical energy 

energy of turbine out of generator 

3. Kinetic energy 

of steam 

Energy 

Transformations 





Teaching Transparency Activity (continued) 

1. What has to happen to obtain electrical energy from nuclear energy? 

2. What are four sources of renewable energy? 

3. What kind of fuels are coal, oil, and gas? 

4. How long will nuclear waste remain radioactive? 

5. What is a renewable energy resource? 





Assessment 



Directions: Carefully review the diagrams and answer the following questions. 

D 

C 

B 

A 

RAMP 1 RAMP 2 

1. In the diagram of Ramp 1, at which spot does the car have the 

most potential energy? 

A A 

B B 

C C 

D D 

2. The energy transformation that is occurring as the car rolls down 

Ramp 1 is ___. 

F kinetic energy to potential energy 

G chemical energy to kinetic energy 

H potential energy to kinetic energy 

J electrical energy to potential energy 

3. The diagram shows a second ramp next to Ramp 1. If the car is 

allowed to roll down from the top of Ramp 2, it will probably ___. 

A roll further away from Ramp 2 than it did from Ramp 1 

B stop at the bottom of Ramp 2 

C have no kinetic energy at the bottom of Ramp 2 

D stop in the middle of Ramp 2

Chapter 24 Resource: Energy and Energy Resources

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