Chapter 24 Resource: Energy and Energy Resources
Chapter 24 Resource: Energy and Energy Resources
Chapter 24 Resource: Energy and Energy Resources
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Glencoe Science<br />
Includes:<br />
<strong>Chapter</strong> <strong>Resource</strong>s<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Reproducible Student Pages<br />
ASSESSMENT<br />
✔ <strong>Chapter</strong> Tests<br />
✔ <strong>Chapter</strong> Review<br />
HANDS-ON ACTIVITIES<br />
✔ Lab Worksheets for each Student Edition Activity<br />
✔ Laboratory Activities<br />
✔ Foldables–Reading <strong>and</strong> Study Skills activity sheet<br />
MEETING INDIVIDUAL NEEDS<br />
✔ Directed Reading for Content Mastery<br />
✔ Directed Reading for Content Mastery in Spanish<br />
✔ Reinforcement<br />
✔ Enrichment<br />
✔ Note-taking Worksheets<br />
TRANSPARENCY ACTIVITIES<br />
✔ Section Focus Transparency Activities<br />
✔ Teaching Transparency Activity<br />
✔ Assessment Transparency Activity<br />
Teacher Support <strong>and</strong> Planning<br />
✔ Content Outline for Teaching<br />
✔ Spanish <strong>Resource</strong>s<br />
✔ Teacher Guide <strong>and</strong> Answers
Glencoe Science<br />
Photo Credits<br />
Section Focus Transparency 1: Jean-Loup Charmet/Science Photo Library/Photo Researchers; Section Focus<br />
Transparency 2: Bob Wickley/SuperStock; Section Focus Transparency 3: Macduff Everton/CORBIS<br />
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Permission is granted to reproduce the material contained herein on the condition<br />
that such material be reproduced only for classroom use; be provided to students,<br />
teachers, <strong>and</strong> families without charge; <strong>and</strong> be used solely in conjunction with the<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s program. Any other reproduction, for use or sale, is<br />
prohibited without prior written permission of the publisher.<br />
Send all inquiries to:<br />
Glencoe/McGraw-Hill<br />
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Printed in the United States of America.<br />
1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04
Reproducible<br />
Student Pages<br />
Reproducible Student Pages<br />
■ H<strong>and</strong>s-On Activities<br />
MiniLAB: Try at Home Analyzing <strong>Energy</strong> Transformations. . . . . . . . . 3<br />
MiniLAB: Building a Solar Collector. . . . . . . . . . . . . . . . . . . . . . . . . . . 4<br />
Lab: Hearing with Your Jaw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5<br />
Lab: Use the Internet <strong>Energy</strong> to Power Your Life . . . . . . . . . . . . . . . . . 7<br />
Laboratory Activity 1: <strong>Energy</strong> Transformations . . . . . . . . . . . . . . . . . . 9<br />
Laboratory Activity 2: Hydroelectric Generator . . . . . . . . . . . . . . . . . 11<br />
Foldables: Reading <strong>and</strong> Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15<br />
■ Meeting Individual Needs<br />
Extension <strong>and</strong> Intervention<br />
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17<br />
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21<br />
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25<br />
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28<br />
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31<br />
■ Assessment<br />
<strong>Chapter</strong> Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35<br />
<strong>Chapter</strong> Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37<br />
■ Transparency Activities<br />
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 42<br />
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45<br />
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 47<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 1
H<strong>and</strong>s-On Activities<br />
2 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
H<strong>and</strong>s-On<br />
Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Analyzing <strong>Energy</strong> Transformations<br />
Procedure<br />
1. Place soft clay on the floor <strong>and</strong> smooth out its surface.<br />
2. Hold a marble 1.5 m above the clay <strong>and</strong> drop it. Measure the depth of the<br />
crater made by the marble. Record your findings in the data table below.<br />
3. Repeat this procedure using a golf ball <strong>and</strong> a plastic golf ball. Record your<br />
measurements in the data table below.<br />
Data <strong>and</strong> Observations<br />
Object Depth of Crater<br />
Marble<br />
Golf ball<br />
Plastic golf ball<br />
Analysis<br />
1. Compare the depths of the craters to determine which ball had the most kinetic energy as it hit<br />
the clay. Why did this ball have the most kinetic energy?<br />
2. Explain how potential energy was transformed into kinetic energy during your activity.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 3<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
4 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Building a Solar Collector<br />
Procedure<br />
1. Line a large pot with black plastic <strong>and</strong> fill with water.<br />
2. Stretch clear-plastic wrap over the pot <strong>and</strong> tape it taut.<br />
3. Make a slit in the top <strong>and</strong> slide a thermometer or a computer probe into<br />
the water.<br />
4. Place your solar collector in direct sunlight <strong>and</strong> monitor the temperature<br />
change every 3 min for 15 min.<br />
5. Repeat your experiment without using any black plastic.<br />
Data <strong>and</strong> Observations<br />
Experiment with Plastic<br />
Time after setup that<br />
you recorded<br />
the temperature<br />
3 min.<br />
6 min.<br />
9 min.<br />
12 min.<br />
15 min.<br />
Temperature of the<br />
solar collector<br />
Analysis<br />
1. Graph the temperature changes in both setups.<br />
2. Explain how your solar collector works.<br />
Experiment without Plastic<br />
Time after setup that<br />
you recorded<br />
the temperature<br />
3 min.<br />
6 min.<br />
9 min.<br />
12 min.<br />
15 min.<br />
Temperature of the<br />
solar collector<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. What materials are needed for this lab?<br />
2. What will you investigate in this lab?<br />
You probably have listened to music using speakers or headphones. Have you<br />
ever considered how energy is transferred to get the energy from the radio or<br />
CD player to your brain? What type of energy is needed to power the radio<br />
or CD player? Where does this energy come from? How does that energy<br />
become sound? How does the sound get to you? In this activity, the sound<br />
from a radio or CD player is going to travel through a motor before entering<br />
your body through your jaw instead of your ears.<br />
Real-World Question<br />
How can energy be transferred from a radio<br />
or CD player to your brain?<br />
Materials<br />
radio or CD player<br />
small electrical motor<br />
headphone jack<br />
Hearing with Your Jaw<br />
Goals<br />
■ Identify energy transfers <strong>and</strong> transformations.<br />
■ Explain your observations using the law of<br />
conservation of energy.<br />
Conclude <strong>and</strong> Apply<br />
1. Describe what you heard.<br />
2. Identify the form of energy produced by the radio or CD player.<br />
Procedure<br />
1. Go to one of the places in the room with a<br />
motor/radio assembly.<br />
2. Turn on the radio or CD player so that you<br />
hear the music.<br />
3. Push the headphone jack into the headphone<br />
plug on the radio or CD player.<br />
4. Press the axle of the motor against the side<br />
of your jaw.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 5<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
(continued)<br />
3. Draw a diagram below to show all of the energy transformations taking place.<br />
4. Evaluate Did anything get hotter as a result of this activity? Explain.<br />
5. Explain your observations using the law of conservation of energy.<br />
Communicating Your Data<br />
Compare your conclusions with those of other students in your class. For more help,<br />
refer to the Science Skill H<strong>and</strong>book.<br />
6 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Use the Internet<br />
<strong>Energy</strong> to Power Your Life<br />
Lab Preview<br />
Directions: Answer these questions before you begin the Lab.<br />
1. What energy sources do you use at home?<br />
2. Is the food you eat a source of energy? Why?<br />
Over the past 100 years, the amount of energy used in the United States <strong>and</strong><br />
elsewhere has greatly increased. Today, a number of energy sources are available,<br />
such as coal, oil, natural gas, nuclear energy, hydroelectric power, wind,<br />
<strong>and</strong> solar energy. Some of these energy sources are being used up <strong>and</strong> are nonrenewable,<br />
but others are replaced as fast as they are used <strong>and</strong>, therefore, are<br />
renewable. Some energy sources are so vast that human usage has almost no<br />
effect on the amount available. These energy sources are inexhaustible.<br />
Think about the types of energy you use at home <strong>and</strong> school every day. In this<br />
lab, you will investigate how <strong>and</strong> where energy is produced, <strong>and</strong> how it gets to<br />
you. You will also investigate alternative ways energy can be produced, <strong>and</strong><br />
whether these sources are renewable, nonrenewable, or inexhaustible.<br />
Real-World Question<br />
What are the sources of energy you use every<br />
day?<br />
Form a Hypothesis<br />
When you wake up in the morning <strong>and</strong> turn<br />
on a light, you use electrical energy. When you<br />
ride to school in a car or bus, its engine consumes<br />
chemical energy. What other types of<br />
energy do you use? Where is that energy produced?<br />
Which energy sources are nonrenewable,<br />
which are renewable, <strong>and</strong> which are<br />
inexhaustible? What are other sources of<br />
energy that you could use instead?<br />
Goals<br />
■ Identify how energy you use is produced<br />
<strong>and</strong> delivered.<br />
■ Investigate alternative sources for the energy<br />
you use.<br />
■ Outline a plan for how these alternative<br />
sources of energy could be used.<br />
Data Source<br />
Visit green.<br />
msscience.com/<br />
internet_lab for more information about<br />
sources of energy <strong>and</strong> for data collected by<br />
other students.<br />
Test Your Hypothesis<br />
Make a Plan<br />
1. Think about the activities you do every day<br />
<strong>and</strong> the things you use. When you watch<br />
television, listen to the radio, ride in a car,<br />
use a hair drier, or turn on the air conditioning,<br />
you use energy. Select one activity<br />
or appliance that uses energy.<br />
2. Identify the type of energy that is used.<br />
3. Investigate how that energy is produced<br />
<strong>and</strong> delivered to you.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 7<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
4. Determine if the energy source is renewable, nonrenewable, or inexhaustible.<br />
5. If the energy source is nonrenewable, how can that energy be produced by renewable sources.<br />
Follow Your Plan<br />
1. Make sure your teacher approves your plan before you start.<br />
2. Organize your findings in the data table on the next page.<br />
Data <strong>and</strong> Observations<br />
<strong>Energy</strong> Type<br />
(continued)<br />
Where is that energy produced?<br />
How is that energy produced?<br />
How is that energy delivered to you?<br />
Is the energy source renewable,<br />
nonrenewable, or inexhaustible?<br />
What type of alternative energy<br />
source could you use instead?<br />
Communicating Your Data<br />
Find this lab using the link below. Post your data in the table provided. Compare <strong>and</strong><br />
combine your data with that of other students <strong>and</strong> make inferences with it.<br />
8 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Local <strong>Energy</strong> Information<br />
Analyze Your Data<br />
1. Describe the process for producing <strong>and</strong> delivering the energy source you researched. How is it<br />
created, <strong>and</strong> how does it get to you?<br />
2. How much energy is produced by the energy source you investigated?<br />
3. Is the energy source you researched renewable, nonrenewable, or inexhaustible? Why?<br />
Conclude <strong>and</strong> Apply<br />
1. Describe If the energy source you investigated is nonrenewable, how could the use of this<br />
energy source be reduced?<br />
2. Organize What alternative sources of energy could you use for everyday energy needs? On the<br />
computer, create a plan for using renewable or inexhaustible sources.<br />
msscience.com/internet_lab.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Laboratory<br />
Activity<br />
<strong>Energy</strong> Transformations<br />
A small stone thrown up into the air has kinetic energy because it is moving. As it rises higher,<br />
it slows down <strong>and</strong> its kinetic energy decreases. At the same time, however, its potential energy is<br />
increasing as its position above Earth’s surface increases. When gravity causes the stone to stop<br />
rising <strong>and</strong> begin falling, its potential energy decreases as its kinetic energy increases. How can you<br />
demonstrate that potential energy can be converted to kinetic energy <strong>and</strong> vice versa?<br />
Strategy<br />
You will construct a device that changes<br />
energy from one kind to another.<br />
You will observe <strong>and</strong> measure the distances<br />
the device moves.<br />
You will interpret data in terms of energy<br />
transformations.<br />
Materials<br />
cardboard oatmeal box, with lid<br />
*salt box or other round cardboard<br />
container with lid<br />
scissors<br />
*ice pick<br />
string, 10 cm<br />
large metal washer<br />
rubber b<strong>and</strong><br />
toothpicks (2)<br />
masking tape, 1 m<br />
meterstick<br />
*Alternate materials<br />
Procedure<br />
1. Use the scissors to punch a small hole in<br />
the center of the bottom of the box.<br />
2. Remove the lid <strong>and</strong> punch another hole in<br />
the center of the lid.<br />
3. Use the string to tie the metal washer to<br />
the rubber b<strong>and</strong>. Cut off the excess string.<br />
4. From the inside of the box, push part of<br />
the rubber b<strong>and</strong> through the hole in the<br />
bottom. Put a toothpick through the loop<br />
in the rubber b<strong>and</strong> to hold the rubber<br />
b<strong>and</strong> in place, as shown in Figure 1. Pull<br />
any excess rubber b<strong>and</strong> back into the box.<br />
5. While a partner holds the lid close to the<br />
top of the box, stretch the rubber b<strong>and</strong> <strong>and</strong><br />
push the other end through the hole in the<br />
lid. Put a toothpick through the loop to<br />
hold the rubber b<strong>and</strong> in place on the lid.<br />
Your device should look like Figure 2.<br />
6. Put the lid on the box.<br />
7. Place the strip of masking tape on the floor<br />
or a table. Place the box on its side at one<br />
end of the tape.<br />
8. Push the box gently, so it rolls along the<br />
tape strip. Ask your partner to mark how<br />
far the box rolls before it stops <strong>and</strong> begins<br />
rolling back to you. Measure <strong>and</strong> record<br />
this distance in the table.<br />
9. Repeat step 8 two more times, pushing the<br />
box with a little more force each time.<br />
Figure 1<br />
Loop of<br />
rubber b<strong>and</strong><br />
Figure 2<br />
Loop of<br />
rubber b<strong>and</strong><br />
Toothpick<br />
Box<br />
bottom<br />
Toothpick<br />
Box lid<br />
Oatmeal box<br />
Oatmeal box<br />
Washer tied to<br />
rubber b<strong>and</strong><br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 9<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
Laboratory Activity 1 (continued)<br />
Data <strong>and</strong> Observations<br />
Force applied Distance box rolled (cm)<br />
Light<br />
Medium<br />
Hard<br />
Questions <strong>and</strong> Conclusions<br />
1. When does the box have kinetic energy?<br />
2. How did the force you applied affect the distance the box rolled?<br />
3. How did the force you applied affect the speed at which the box rolled?<br />
4. How did the strength of the force applied affect the kinetic energy of the box?<br />
5. As the box turns, the metal washer prevents the rubber b<strong>and</strong> from turning. Instead, the rubber<br />
b<strong>and</strong> twists. What kind of energy does the twisted rubber b<strong>and</strong> have?<br />
6. How does this energy in the rubber b<strong>and</strong> make the box return to you?<br />
Strategy Check<br />
Can you construct a device that changes energy from one kind to another?<br />
Can you observe <strong>and</strong> measure the distances the device moves?<br />
Can you interpret data in terms of energy transformations?<br />
10 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
2<br />
Laboratory<br />
Activity<br />
Hydroelectric Generator<br />
Moving water has energy that you can use. For centuries, waterwheels have been used to turn<br />
millstones to grind grain or to run machines in factories. Today, moving water is used to make<br />
electricity. Dams along rivers create reservoirs where water is stored <strong>and</strong> then released when<br />
electricity is needed. In this laboratory activity, you can examine the series of energy transformations<br />
that occur when moving water is used to generate electrical energy.<br />
Strategy<br />
You will build a model hydroelectric generator.<br />
You will build a device to detect the electricity generated.<br />
You will demonstrate how the energy of moving water is converted to electrical energy.<br />
Materials<br />
small spool insulated magnetic wire (#28 or finer)<br />
metric ruler<br />
7.5-cm nails (2)<br />
scissors<br />
hammer<br />
7.5-cm ✕ 12.5-cm ✕ 5-cm wooden block<br />
2.5-cm nails (2)<br />
germanium diode (type 1N34A)<br />
white glue<br />
small bar magnet, 2–3 cm<br />
round piece from toy wooden construction set<br />
7.5-cm spokes from toy wooden construction set (8)<br />
small paper cups (8)<br />
ice pick<br />
cardboard strips, approximately 2.5 cm ✕ 15 cm (2)<br />
small nails (4)<br />
electrical tape<br />
cardboard rectangles, approximately 12.5 cm ✕ 17.5 cm (2)<br />
compass<br />
alligator clips (2)<br />
rubber tubing<br />
sink with running water<br />
Procedure<br />
1. Measure about 10 cm of magnetic wire.<br />
Starting beyond the 10-cm mark, begin<br />
wrapping the wire around the lower part of<br />
one of the 7.5-cm nails. Wrapping up <strong>and</strong><br />
down the nail, wrap 1,000 turns of wire<br />
around the nail. See Figure 1. When you<br />
are finished, the coil should be 2 to 3 cm<br />
long. Allow another 10 cm of wire to<br />
extend at the bottom end of the coil. Cut<br />
off any leftover wire.<br />
Figure 1<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 11<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
Figure 2<br />
Diode<br />
2. Twist the two ends of the wire together a<br />
few times to keep the coil from unwinding.<br />
3. Use a hammer to drive this nail into the<br />
center of the wooden block. Drive the two<br />
2.5-cm nails into the wooden block as<br />
shown in Figure 2.<br />
4. Remove the insulation from the ends of<br />
the two pieces of coil wire. Wrap the ends<br />
around the heads of the two 2.5-cm nails.<br />
Refer to Figure 2.<br />
5. Hook the diode across the nails. Make<br />
sure all connections are secure.<br />
6. Glue one side of the bar magnet to the<br />
head of the second large nail. Set it aside<br />
to allow the glue to dry. This nail will<br />
form the shaft for the water wheel.<br />
7. Put the toy spokes into the holes around<br />
the outer edge of the round toy piece. If<br />
any do not fit securely, remove them <strong>and</strong><br />
add a small amount of white glue to the<br />
end. Then put them back in the holes.<br />
8. Use scissors to cut out about one-third of<br />
the side of each paper cup. See Figure 3.<br />
12 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Magnet<br />
Cardboard<br />
Nail<br />
Figure 3<br />
Tape<br />
Wooden block<br />
9. Glue the bottoms of the paper cups to the<br />
spokes. Refer back to Figure 2.<br />
10. Use the ice pick to make a hole in the<br />
center near one end of each of the cardboard<br />
strips. The holes should be large<br />
enough for the shaft of the water wheel to<br />
fit through easily.<br />
11. Glue the water wheel onto the shaft (on<br />
the end opposite the magnet).<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
12. You will need to bend the unpunched<br />
ends of the cardboard strips so they can<br />
be attached to the wooden block with<br />
nails. You will have to decide where to<br />
bend them, based on the proper position<br />
of the shaft. When the shaft is placed<br />
through the holes, the magnet end of the<br />
shaft should be close to the top of the coil<br />
nail, but should be able to turn freely<br />
without hitting the coil nail. With one<br />
person holding the shaft in the proper<br />
position, another person should bend the<br />
bottom edges of the cardboard at the<br />
proper place.<br />
13. Remove the shaft from the cardboard<br />
supports <strong>and</strong> use the small nails to secure<br />
the folded ends of the cardboard to the<br />
wooden block. Use tape to keep the bend<br />
in the cardboard secure. Refer back to<br />
Figure 2.<br />
14. Place the water wheel shaft back through<br />
the holes. Your completed setup should<br />
look like Figure 2.<br />
15. Build a base for the compass by folding the<br />
ends of each of two squares of cardboard<br />
<strong>and</strong> stacking them back-to-back, as shown<br />
in Figure 4.<br />
Figure 4<br />
16. Place a compass on the base <strong>and</strong> wind<br />
magnetic wire around the north-south<br />
axis, making about 100 turns. Allow about<br />
30 cm of wire at each end. Twist the free<br />
ends of the wire together a few times to<br />
prevent the coil from unwinding. Connect<br />
the free ends of the wire to the two<br />
alligator clips. Your completed device<br />
should look like Figure 4.<br />
17. Connect the alligator clips to the 2 nail<br />
terminals on your generator, just below<br />
where the diode is attached. Keep the<br />
compass at least 25 cm away from the<br />
magnet <strong>and</strong> align the compass needle with<br />
the coil of wire around it.<br />
18. Attach the rubber tubing to a sink faucet.<br />
Place the generator next to the sink with<br />
the water wheel extending over the sink.<br />
Use the tubing to direct a stream of water<br />
over the water wheel. As the wheel turns,<br />
observe what happens to the magnet <strong>and</strong><br />
the compass needle.<br />
19. Turn the water off <strong>and</strong> observe what<br />
happens to the compass needle.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 13<br />
H<strong>and</strong>s-On Activities
H<strong>and</strong>s-On Activities<br />
Name Date Class<br />
Laboratory Activity 2 (continued)<br />
Data <strong>and</strong> Observations<br />
1. What happened to the magnet when the water wheel turned?<br />
2. What happened to the compass needle when the water wheel turned?<br />
3. What happened to the compass needle when water was no longer flowing over the water wheel?<br />
Questions <strong>and</strong> Conclusions<br />
1. A galvanometer is a device that can measure tiny electrical currents. Which part of your<br />
apparatus acted as a galvanometer to let you know when electricity was being generated?<br />
2. Describe how your apparatus qualifies as a generator.<br />
3. Describe the energy transformations that took place in your apparatus.<br />
Strategy Check<br />
Can you build a model hydroelectric generator?<br />
Can you build a device to detect the electricity generated?<br />
Can you demonstrate how the energy of moving water is converted to electrical energy?<br />
14 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Directions: Use this page to label your Foldable at the beginning of the chapter.<br />
Know?<br />
Like to know?<br />
Learned?<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 15<br />
H<strong>and</strong>s-On Activities
Meeting Individual Needs<br />
16 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Meeting Individual<br />
Needs
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directions: Complete the concept map using the terms in the list below.<br />
position power plants light solar<br />
magma nuclear food <strong>and</strong> fuel<br />
Some forms<br />
of energy<br />
Directed Reading for<br />
Content Mastery<br />
are<br />
Overview<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
electrical<br />
2.<br />
chemical<br />
4.<br />
geothermal<br />
6.<br />
potential<br />
which is<br />
produced<br />
by<br />
which<br />
comes<br />
from<br />
which is<br />
stored in<br />
which is<br />
stored in<br />
which<br />
comes<br />
from<br />
which<br />
is<br />
an<br />
which is<br />
energy<br />
of<br />
1.<br />
the Sun<br />
3.<br />
the nucleus<br />
of an atom<br />
5.<br />
inexhaustible<br />
resource<br />
7.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 17<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
18 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Section 1 ■ What is energy?<br />
Directions: Draw a line between each type of energy on the left to the example of this type of energy on the right.<br />
1. kinetic energy<br />
2. radiant energy<br />
3. nuclear energy<br />
4. thermal energy<br />
Directed Reading for<br />
Content Mastery<br />
5. potential energy<br />
6. chemical energy<br />
7. electrical energy<br />
energy stored in a bicycle at the top of a hill<br />
the heat released by a steaming bag of popcorn<br />
the bonds between the protons of a silver atom<br />
the bonds between the atoms of a match<br />
energy used to power a computer<br />
the motion of a skateboard<br />
the light of a c<strong>and</strong>le<br />
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.<br />
8. If two skydivers are the same distance from the ground, the<br />
one with the greater mass will have greater aeilnoptt<br />
energy.<br />
9. Your body’s source of energy is the aecchilm energy in food.<br />
10. Whenever a change in your surroundings occurs, yrngee<br />
is being transferred from one place to another.<br />
11. If two roller coasters have the same mass, the one with<br />
the greater ceilotvy will have greater kinetic energy.<br />
12. In a light bulb, acceeillrt energy produces thermal energy,<br />
which then produces radiant energy.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
Directions: Read each step. Then put the steps in order from first to last. Write 1 for the first step, 2 for the<br />
second step, <strong>and</strong> so on.<br />
1. Fossil fuels are burned. The thermal energy of the burning fuel turns<br />
water into steam.<br />
2. Over millions of years, the chemical energy in ancient organisms is<br />
transformed into the chemical energy of fossil fuels.<br />
3. The turbine turns a generator. The kinetic energy of the generator is<br />
converted to electrical energy.<br />
4. Organisms transform the radiant energy in sunlight into chemical<br />
energy.<br />
5. The kinetic energy of steam is transferred to a turbine.<br />
Directions: Use the words in the list to fill in the blanks below.<br />
conservation electrical hydroelectric nuclear<br />
nonrenewable turbine renewable photovoltaic<br />
6. One problem with using _________________________ energy is that it<br />
produces radioactive waste.<br />
7. The _________________________ of a _________________________ power<br />
plant is turned by moving water.<br />
8. A _________________________ device converts solar energy directly into<br />
_________________________ energy.<br />
Section 2 ■ <strong>Energy</strong><br />
Transformations<br />
Section 3 ■ Sources of <strong>Energy</strong><br />
9. Windmills produce electricity by using a _________________________ source<br />
of energy.<br />
10. The law of _________________________ of energy states that energy cannot<br />
be created or destroyed; it can only change form.<br />
11. Coal <strong>and</strong> oil are examples of _________________________ resources.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 19<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
Directed Reading for<br />
Content Mastery<br />
20 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Key Terms<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Directions: Circle eleven terms in the puzzle <strong>and</strong> then write the terms in the blanks at the left of their definitions.<br />
R<br />
A<br />
D<br />
I<br />
A<br />
N<br />
T<br />
B<br />
A<br />
N<br />
T<br />
E<br />
A<br />
E<br />
L<br />
U<br />
A<br />
P<br />
N<br />
O<br />
K<br />
I<br />
N<br />
E<br />
T<br />
I<br />
C<br />
O<br />
H<br />
N<br />
H<br />
G<br />
E<br />
N<br />
E<br />
R<br />
A<br />
T<br />
O<br />
R<br />
E<br />
T<br />
S<br />
U<br />
R<br />
S<br />
R<br />
E<br />
A<br />
E<br />
N<br />
U<br />
A<br />
C<br />
N<br />
T<br />
C<br />
N<br />
T<br />
N<br />
E<br />
R<br />
B<br />
L<br />
A<br />
A<br />
E<br />
T<br />
H<br />
E<br />
R<br />
B<br />
C<br />
E<br />
T<br />
C<br />
S<br />
I<br />
E<br />
W<br />
G<br />
I<br />
A<br />
A<br />
I<br />
E<br />
C<br />
A<br />
R<br />
A<br />
Y<br />
N<br />
L<br />
R<br />
V<br />
C<br />
R<br />
L<br />
M<br />
B<br />
E<br />
E<br />
C<br />
H<br />
E<br />
M<br />
I<br />
C<br />
A<br />
L<br />
1. the ability to cause change<br />
R<br />
W<br />
L<br />
D<br />
E<br />
L<br />
U<br />
B<br />
L<br />
E<br />
2. type of energy stored within an atom<br />
3. form of energy also known as light energy<br />
4. kind of energy that is stored in bonds between atoms<br />
5. another name for a renewable energy source<br />
6. form of energy that an object has due to its<br />
temperature<br />
7. type of energy that an object has because of its<br />
movement<br />
8. device that converts energy of motion into electrical<br />
energy<br />
9. type of energy that is stored in an object because of<br />
its position<br />
10. wheel composed of a series of blades that is used to<br />
turn a generator<br />
11. type of energy source that will eventually be used up<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Instrucciones: Completa el mapa de conceptos us<strong>and</strong>o los siguientes términos.<br />
posición plantas de energía luz solar<br />
magma nuclear alimento y combustible<br />
Algunas formas<br />
de energía<br />
son<br />
Sinopsis<br />
Energía y recursos energéticos<br />
eléctrica<br />
2.<br />
química<br />
4.<br />
geotérmica<br />
6.<br />
potencial<br />
que se<br />
produce<br />
mediante<br />
que<br />
viene<br />
de<br />
que se<br />
almacena<br />
en<br />
que se<br />
almacena<br />
en<br />
que<br />
viene<br />
de<br />
que es<br />
un<br />
que es la<br />
energía<br />
de<br />
1.<br />
Sol<br />
3.<br />
el núcleo<br />
de un átomo<br />
5.<br />
recurso<br />
inextinguible<br />
7.<br />
Energía y recursos energéticos 21<br />
Satisface las necesidades individuales
Satisface las necesidades individuales<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
22 Energía y recursos energéticos<br />
Sección 1 ■ ¿Qué es la<br />
energía?<br />
Instrucciones: Une con una línea cada tipo de energía a la izquierda con el ejemplo de este tipo de energía a la<br />
derecha.<br />
1. energía cinética<br />
2. energía radiante<br />
3. energía nuclear<br />
4. energía térmica<br />
5. energía potencial<br />
6. energía química<br />
7. energía eléctrica<br />
energía almacenada en una bicicleta en lo alto de una colina<br />
el calor liberado por una bolsa de palomitas de maíz<br />
los enlaces entre los protones de un átomo de plata<br />
los enlaces entre los átomos de una cerilla<br />
energía que se usa para que funcione una computadora<br />
el movimiento de la patineta<br />
la luz de una vela<br />
Instrucciones: Ordena las letras de los términos en bastardilla para completar las oraciones siguientes. Escribe los<br />
términos en los espacios asignados<br />
8. Si dos voladores están a la misma distancia del suelo, el que<br />
tenga más masa tendrá más energía claipeton.<br />
9. La fuente de energía de tu cuerpo es la energía úimaciq de<br />
los alimentos.<br />
10. Siempre que se de un cambio en tus alrededores, se está<br />
transfiriendo gaínree de un sitio a otro.<br />
11. Si dos montañas rusas tienen la misma masa, la que tenga<br />
mayor covileadd tendrá más energía cinética.<br />
12. En una bombilla, la energía léatreicc produce energía tér-<br />
mica, la cual a su vez produce energía radiante.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
Instrucciones: Lee cada paso. Pon luego los pasos en orden desde el primero hasta el último. Escribe 1 para el<br />
primer paso, 2 para el segundo paso, hasta el final.<br />
1. Se queman combustibles fósiles. Al quemarse, la energía térmica de<br />
los combustibles convierte el agua a vapor.<br />
2. Después de millones de años, la energía química de los organismos del<br />
pasado se transforma en la energía química de los combustibles<br />
fósiles.<br />
3. La turbina hace girar un generador. La energía cinética del generador<br />
es convertida a energía eléctrica.<br />
4. Los organismos transforman la energía radiante de la luz solar a energía<br />
química.<br />
5. La energía cinética del vapor se transfiere a la turbina.<br />
Instrucciones: Usa las palabras siguientes para llenar los espacios en blanco.<br />
conservación eléctrica hidroeléctrica nuclear<br />
no renovable turbina renovable fotovoltaica<br />
6. Un problema con el uso de la energía _________________________ es que<br />
produce desechos radiactivos.<br />
7. El(La) _________________________ de un(a) _________________________<br />
planta energética se hace girar con agua en movimiento.<br />
8. Un aparato _________________________ convierte energía solar directamente<br />
a energía _________________________.<br />
9. Los molinos de viento producen electricidad us<strong>and</strong>o un recurso energético<br />
_________________________.<br />
10. La ley de _________________________ de la energía dice que la energía no se<br />
crea ni se destruye, solamente cambia de forma.<br />
Sección 2 ■ Transformaciones<br />
de la energía<br />
Sección 3 ■ Fuentes de energía<br />
11. El carbón es un ejemplo de recursos _________________________.<br />
Energía y recursos energéticos 23<br />
Satisface las necesidades individuales
Satisface las necesidades individuales<br />
Nombre Fecha Clase<br />
Lectura dirigida para<br />
Dominio del contenido<br />
<strong>24</strong> Energía y recursos energéticos<br />
Términos claves<br />
Energía y recursos energéticos<br />
Instrucciones: Encierra en un círculo en la sopa de letras los términos que corresponden a las definiciones<br />
siguientes. Escribe los términos en los espacios a la izquierda de las definiciones.<br />
N U C L E A R Q Z N P O<br />
J A T R E N M U L O B C<br />
P L E N E R G I A R N I<br />
O T F G J N W M S E V N<br />
T E H R A D I I A N T E<br />
E R Y U H D F C L O U T<br />
N N I O P H S A K V R I<br />
C A W Z C Q L U J A B C<br />
I T E R M I C A O B I A<br />
A I V A L K U D C L N H<br />
L V Z Q D A B J U E A Y<br />
V O L G E N E R A D O R<br />
1. capacidad de causar cambio<br />
2. tipo de energía almacenada dentro del átomo<br />
3. forma de energía también conocida como energía<br />
lumínica<br />
4. tipo de energía que se almacena en los enlaces entre<br />
los átomos<br />
5. otro nombre para una fuente de energía renovable<br />
6. forma de energía que tiene un objeto debido a su<br />
temperatura<br />
7. tipo de energía que tiene un objeto debido a su<br />
movimiento<br />
8. aparato que convierte la energía de movimiento a<br />
energía eléctrica<br />
9. tipo de energía que está almacenada en un objeto<br />
debido a su posición<br />
10. rueda compuesta de una serie de hojas que se usa para<br />
hacer girar un generador<br />
11. tipo de fuente de energía que se agotará<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
1<br />
Reinforcement<br />
Directions: Answer the following questions on the lines provided.<br />
1. What is energy?<br />
2. How can you tell when something has energy?<br />
What is energy?<br />
Directions: Fill in the following table with what kind of energy each of the examples contains.<br />
Example Type of energy<br />
3. a flying bird<br />
4. a burning c<strong>and</strong>le<br />
5. a battery<br />
6. a hamburger<br />
7. a book on a shelf<br />
8. a green plant<br />
9. a beam of sunlight<br />
10. a piece of radioactive metal<br />
11. a cup of hot cocoa<br />
Directions: Fill in the blanks with the terms that best complete the statements.<br />
12. ____________________ energy is the energy of motion.<br />
13. A balloon floating in the air has more ____________________ energy than a boulder at the<br />
top of a cliff.<br />
14. When you pick up a book, you are ____________________ energy from your h<strong>and</strong>s to the book.<br />
15. The faster an object moves, the ____________________ its kinetic energy.<br />
16. A scooter moving at 10 km/h has ____________________ kinetic energy than a motorcycle<br />
moving at the same speed.<br />
17. ____________________ is energy stored due to an object’s position.<br />
18. A bowling ball sitting on a shelf has ____________________ potential energy than a<br />
basketball on the same shelf.<br />
19. A sock lying on a dresser has ____________________ potential energy than a skateboard on<br />
the floor.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 25<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
2<br />
Reinforcement<br />
26 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
<strong>Energy</strong> Transformations<br />
Directions: Fill in the blanks with the terms that best complete the statements.<br />
1. In every energy transformation, some ____________________ is released.<br />
2. When you climb a rope, you change ____________________ energy into<br />
____________________ energy.<br />
3. <strong>Energy</strong> can never be created or destroyed, just ____________________ or<br />
____________________.<br />
4. As temperature increases, ____________________ energy increases.<br />
5. Fireworks change ____________________ into ____________________ <strong>and</strong><br />
____________________ energy.<br />
6. When a pendulum swings, if it is not continuously pushed, it will stop eventually because<br />
some of its energy is changed into ____________________ energy.<br />
7. In the muscle cells in your body, ____________________ energy is changed into<br />
____________________ energy.<br />
Directions: Answer the following questions on the lines provided.<br />
8. Trace the energy transformations from a hamburger you eat to riding your bike.<br />
9. In most forms of generation of electrical energy in power plants, the last two steps are the<br />
same. What are they?<br />
10. Trace the energy transformations from a radio signal to the music you hear.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Reinforcement<br />
Directions: Circle the term in parentheses that correctly completes the following statements.<br />
1. (Oil, Wind, Water) is a fossil fuel.<br />
2. As you go deeper into Earth, the temperature (increases, decreases, stays the same).<br />
3. (Coal, Oil, Water) is a renewable resource.<br />
4. (Geothermal energy, Fossil fuels, Hydroelectric energy) cause acid rain.<br />
5. A mountainous region would be a likely source for (nuclear, hydroelectric, wind) energy.<br />
Directions: Determine whether each of the following statements is true or false. If it is true, write true on the<br />
line. If it is false, change the underlined term to make it true.<br />
6. Fossil fuels cause air pollution.<br />
7. Geothermal energy is caused by falling water.<br />
8. A thermal cell produces electricity directly from sunlight.<br />
9. A reflecting panel uses the kinetic energy of moving air.<br />
10. About 68% of the electrical energy in the United States is produced by nuclear fuel.<br />
Directions: Answer the following questions on the lines provided.<br />
11. Explain why it would be necessary for a home using solar energy to have some type of an<br />
energy storage device.<br />
12. Explain how hydroelectric energy works.<br />
Sources of <strong>Energy</strong><br />
13. Give two advantages <strong>and</strong> two disadvantages of using fossil fuels.<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 27<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
1<br />
Enrichment<br />
28 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
How much do you use?<br />
In this activity, you will analyze the amount of electrical energy your family uses <strong>and</strong> estimate<br />
the amount used by all U.S. households. Read the information carefully <strong>and</strong> then answer the<br />
questions. You may use a calculator to make your calculations.<br />
1. Ask to see one of your family’s electricity bills. Near the top of the bill there should be two<br />
meter readings. The difference between the two readings is equal to the amount of electrical<br />
energy your family used in units of kilowatt-hours. (Running a dishwasher uses a little more<br />
than 1 kilowatt-hour of energy.)<br />
a. How many kilowatt-hours of electrical energy did your family use during the month<br />
shown by the bill?<br />
b. Based on this bill, about how much electrical energy does your family use in one year?<br />
c. Do you think your family uses the same amount of electrical energy each month? Explain<br />
your answer.<br />
2. The following table shows the amount of electrical energy that can be produced from the<br />
chemical energy in three common types of fuel.<br />
Electrical <strong>Energy</strong> Generated from Fuel<br />
Fuel Mass or Volume Electrical <strong>Energy</strong><br />
Crude oil 1 barrel (159 L) 1850 kWh<br />
Natural gas 1000 L 11.5 kWh<br />
Hard coal 1 kg 8.75 kWh<br />
a. About how many liters of natural gas are needed to produce the electricity your family<br />
uses in one year?<br />
b. In 1999, there were an estimated 101,000,000 households in the United States. Suppose<br />
each of these households uses as much electrical energy as your family does. About how<br />
many kilograms of hard coal would be needed to produce the electricity used by all U.S.<br />
housholds for one year?<br />
c. About how many barrels of crude oil would be needed to produce the electricity used by<br />
all U.S. households for one day?<br />
d. Do you think your answer to part c is a good estimate of the amount of fuel that would be<br />
needed to generate the total amount of electricity used in the United States in one day?<br />
Explain your answer.<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
2<br />
Enrichment<br />
How is electricity generated on a spacecraft?<br />
One common way is by using solar panels.<br />
These panels are capable of turning radiant<br />
energy from the Sun into electrical energy.<br />
This energy is then used to power devices such<br />
as computers, lights, or radios.<br />
Passing Through Shadow<br />
When a spacecraft is circling a planet,<br />
however, part of its orbit passes through the<br />
planet’s shadow. As a result, sunlight does not<br />
reach the solar panels during this part of the<br />
orbit, <strong>and</strong> the panels are not able to produce<br />
electrical energy.<br />
Thermal <strong>Energy</strong> Storage<br />
One solution to this problem involves the<br />
storage of thermal energy. Canisters filled with<br />
certain types of crystals are attached to the<br />
spacecraft. One crystal that is often used is<br />
called lithium fluoride. During the sunny part<br />
of the orbit, the canisters absorb radiant energy.<br />
This energy is transformed into thermal energy.<br />
Made in the Shade<br />
The canisters become so warm that the lithium<br />
fluoride inside them melts.<br />
Releasing <strong>Energy</strong><br />
Once the spacecraft enters the shaded part of<br />
its orbit, the liquid lithium fluoride begins to<br />
lose heat, <strong>and</strong> it eventually freezes. The thermal<br />
energy released during this process is captured<br />
<strong>and</strong> used to generate electrical energy. This<br />
electricity powers the spacecraft’s instruments<br />
during the shaded portion of the orbit.<br />
The Cycle Repeats<br />
At about the same time as the lithium<br />
fluoride returns to its original temperature <strong>and</strong><br />
all of its extra thermal energy has been released,<br />
the spacecraft moves from the shaded part of its<br />
orbit to the sunny part. The solar panels once<br />
again begin to convert radiant energy to electrical<br />
energy. Meanwhile, the thermal energy of<br />
the lithium fluoride crystals begins to increase.<br />
This cycle repeats itself during each orbit that<br />
the spacecraft makes around the planet.<br />
1. Write the transformation process showing the energy conversions required to turn an electric<br />
fan on board a spacecraft during the shaded part of its orbit. Start your process with the radiant<br />
energy of sunlight.<br />
2. Could thermal energy stored in lithium fluoride be used to generate electricity on a spacecraft<br />
that was always in a planet’s shadow? Explain your answer.<br />
3. Do you think that thermal energy stored in lithium fluoride could be used to generate all of the<br />
electricity used on Earth at night? Explain your answer. (Hint: On a cloudy day or during the<br />
winter, there are more hours of shadow than of sunlight.)<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 29<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
3<br />
Enrichment<br />
30 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Fuel Cells<br />
A fuel cell is a device that can produce electrical<br />
energy directly from chemical energy.<br />
Inside a fuel cell, a chemical reaction takes<br />
place between hydrogen <strong>and</strong> oxygen gas. This<br />
reaction generates an electric current. In the<br />
future, power plants that rely on fuel cells may<br />
come to replace many that rely on fossil fuels.<br />
Fuel cells may also be used to power cars that<br />
run on electricity.<br />
Wet <strong>and</strong> Dry Cells<br />
Fuel cells aren’t the only devices that convert<br />
chemical energy directly into electrical energy.<br />
Wet cells (such as those in automobile batteries)<br />
<strong>and</strong> dry cells (such as flashlight batteries) can<br />
do so as well. However, the chemicals used to<br />
generate electricity from wet <strong>and</strong> dry cells are<br />
present in fixed amounts. Once these amounts<br />
are used up by the chemical reaction, the cells<br />
can no longer generate electrical energy.<br />
Refueling Fuel Cells<br />
Fuel cells, by contrast, can be refueled. When<br />
a continuous supply of hydrogen <strong>and</strong> oxygen<br />
is pumped into a fuel cell, it can produce electricity<br />
almost indefinitely. The supply of reacting<br />
chemicals won’t be used up because it is<br />
constantly being replaced.<br />
Fuel cells have several advantages over fossil<br />
fuels. One is that fuel cells produce much less<br />
pollution than the burning of fossil fuels does.<br />
In fact, the only “waste” products of a fuel cell<br />
that uses hydrogen gas are water <strong>and</strong> heat.<br />
Fuel Cell Disadvantages<br />
Sometimes, however, hydrogen gas is not<br />
practical or affordable to use as a fuel. In such<br />
cases, a carbon-based fuel, such as methanol,<br />
can be used as a starting material. The carbonbased<br />
fuels are broken down in the fuel cell to<br />
produce hydrogen gas <strong>and</strong> carbon dioxide (a<br />
greenhouse gas). The hydrogen then reacts with<br />
oxygen to produce electric current. The amount<br />
of carbon dioxide produced from these types of<br />
fuel cells is much less than what would be produced<br />
by a power plant that burns fossil fuels.<br />
A second advantage of fuel cells is that they<br />
can generate electrical energy from chemicals<br />
that are renewable. Hydrogen gas <strong>and</strong> methanol,<br />
for example, can be produced from chemicals<br />
that are not fossil fuels. Some fuel cells even<br />
run on gases produced by decaying garbage<br />
in l<strong>and</strong>fills.<br />
Fuel Cell Uses<br />
Today, small fuel-cell power plants are being<br />
used to provide electricity for some hospitals<br />
<strong>and</strong> hotels. Early models of fuel-cell-powered<br />
cars <strong>and</strong> buses are also being tested. It is<br />
likely that everyday uses of fuel cells will<br />
grow as supplies of fossil fuels continue to<br />
diminish.<br />
1. Hydrogen-oxygen fuel cells are often used to provide electrical power on human-piloted<br />
spacecraft. What is one advantage of using this energy source on such missions?<br />
2. Which do you think is more efficient at generating electrical power: a fossil-fuel power plant or<br />
a fuel-cell power plant? Explain your answer. (Hint: In general, the more energy transformations<br />
that occur, the less efficient a power plant will be.)<br />
3. The ideas behind fuel cells were developed in 1839. Scientists began using fuel cells in the<br />
space program in the 1960s. Why do you think that fuel cells are only recently coming into<br />
widespread use?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Section 1 What is energy?<br />
A. _______________ is the ability to cause change.<br />
B. <strong>Energy</strong> from motion is ________________ energy.<br />
1. Kinetic energy increases as an object moves _______________.<br />
2. Kinetic energy increases as the _____________ of an object increases.<br />
C. <strong>Energy</strong> stored in an object due to its position is __________________ energy.<br />
D. <strong>Energy</strong> comes in different ______________.<br />
1. <strong>Energy</strong> that increases as temperature increases is ________________ energy.<br />
2. _________________ energy—energy stored in chemical bonds<br />
3. ________________ energy—light energy<br />
4. <strong>Energy</strong> from electricity is ___________________ energy.<br />
5. The nucleus of an atom contains ________________ energy.<br />
Section 2 <strong>Energy</strong> Transformations<br />
A. <strong>Energy</strong> is constantly _________________ from one form to another.<br />
B. Law of _______________________________—energy is never created or destroyed; it merely<br />
changes form.<br />
C. <strong>Energy</strong> can be ____________________ from kinetic to potential energy <strong>and</strong> back to kinetic.<br />
D. _________________ transform energy from one form to another.<br />
1. Chemical energy can be ____________________ to kinetic, radiant, thermal, or electrical<br />
energy.<br />
2. ___________________ energy can be transformed to kinetic, chemical, electrical, or<br />
thermal energy.<br />
3. Unlike other forms of energy, thermal energy is not easy to ______________.<br />
E. A turbine’s kinetic energy is converted to electrical energy by a __________________ at a<br />
power plant.<br />
Note-taking<br />
Worksheet<br />
<strong>Energy</strong><br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 31<br />
Meeting Individual Needs
Meeting Individual Needs<br />
Name Date Class<br />
Note-taking Worksheet (continued)<br />
Section 3 Sources of <strong>Energy</strong><br />
A. <strong>Energy</strong> comes from either the ____________ or from radioactive ______________ in Earth.<br />
B. _____________________ include oil, natural gas, <strong>and</strong> coal.<br />
1. Fossil fuels contain ________________________ from the Sun’s radiant energy via<br />
photosynthesis.<br />
2. _____________________ resources such as fossil fuels are used up faster than they can<br />
be replaced.<br />
C. ________________ energy comes from the nuclei of uranium atoms.<br />
D. _________________________ from the potential energy of water is a renewable resource.<br />
E. ______________________________ of energy may be safer for people <strong>and</strong> the environment.<br />
1. ______________ energy can be captured in thermal collectors or photovoltaic collectors.<br />
2. ___________________ energy—thermal energy contained in hot magma<br />
3. __________________ generate electricity without polluting the environment.<br />
F. ___________________ energy will help prevent energy shortages <strong>and</strong> allow fossil fuels to last longer.<br />
32 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment<br />
34 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
<strong>Chapter</strong><br />
Review<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Part A. Vocabulary Review<br />
Directions: Place the letters of the words defined on the spaces provided. When you are finished, the letters in<br />
the vertical box spell out the answer to question 14.<br />
11<br />
3<br />
12<br />
5<br />
7<br />
1. <strong>Energy</strong> sources that are in limited supply<br />
are ______ resources.<br />
2. device with blades that uses kinetic<br />
energy to turn a generator<br />
3. a device that directly converts solar energy<br />
into electricity<br />
4. energy of hot objects<br />
5. energy from separation of positive <strong>and</strong><br />
negative charges<br />
6. device that converts kinetic energy into<br />
electrical energy<br />
7. resource that is constantly being replenished<br />
10<br />
4<br />
1<br />
6<br />
9<br />
13<br />
8<br />
2<br />
8. <strong>Energy</strong> stored in the bonds between atoms<br />
is called ______ energy.<br />
9. <strong>Energy</strong> sources other than fossil fuel are<br />
______ resources.<br />
10. energy of light<br />
11. energy due to position<br />
12. energy due to motion<br />
13. the ability to cause change<br />
14. What is the energy stored in the bonds<br />
between protons in the nucleus?<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 35<br />
Assessment
Assessment<br />
Name Date Class<br />
<strong>Chapter</strong> Review (continued)<br />
Part B. Concept Review<br />
1. Number the steps for converting nuclear energy into electrical energy in the correct order in<br />
the blanks provided.<br />
36 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
a. kinetic energy turns turbine<br />
b. nuclear energy converted into thermal energy<br />
c. kinetic energy produces electricity<br />
d. thermal energy boils water<br />
e. kinetic energy turns generator<br />
Directions: Circle the term or phrase in parentheses that best completes each statement.<br />
2. As the mass of an object moving at a given speed decreases, its kinetic energy<br />
(increases, decreases, remains the same).<br />
3. As the velocity of a falling object increases, its potential energy (increases, decreases, remains the<br />
same).<br />
4. A feather floating in the air has (kinetic energy, potential energy,<br />
both kinetic <strong>and</strong> potential energy).<br />
5. Hydroelectric energy can generate electricity because of the initial (potential, radiant, kinetic)<br />
energy of the water.<br />
6. A photovoltaic collector turns radiant energy into (thermal, chemical, electrical) energy.<br />
7. If you put a book up on a shelf, you increase its (potential, kinetic, both potential <strong>and</strong> kinetic)<br />
energy.<br />
8. Wind turbines convert (potential, kinetic, thermal) energy into electrical energy.<br />
Directions: Answer the following questions on the lines provided.<br />
9. What is a renewable resource? What is a nonrenewable resource?<br />
10. When you drop a book on the floor, what happens to its original potential energy?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Transparency<br />
Activities<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 41<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
1<br />
Section Focus<br />
Transparency Activity<br />
42 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Zot!<br />
Lightning is a natural electrical spark. Sometimes the lightning we<br />
see goes from the clouds to the ground, but lightning also travels<br />
within a single cloud <strong>and</strong> between two clouds.<br />
1. When do you most often see lightning?<br />
2. Since lightning is a form of electricity, do you think it could be<br />
used by people to run appliances? Why or why not?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
2<br />
Section Focus<br />
Transparency Activity<br />
Burning Light<br />
You’ve probably heard a lot about lasers, but do you know what<br />
they really are? The word laser st<strong>and</strong>s for light amplification by<br />
stimulated emission of radiation. Lasers take incoming energy <strong>and</strong><br />
transform it into a focused beam of light.<br />
1. How is this laser being used?<br />
2. How does light from this laser appear to differ from light from<br />
a lamp?<br />
3. How are lasers used in the entertainment industry?<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 43<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
3<br />
Section Focus<br />
Transparency Activity<br />
44 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
A Fuming Fuel<br />
Peat is a fuel that is burned for heat. Formed by layers of<br />
partially decayed plants, heated <strong>and</strong> compressed over millions of<br />
years, peat is cut from vast swamps, dried, <strong>and</strong> used as an energy<br />
source. It has a very pungent odor.<br />
1. What might be some disadvantages of using peat to heat a home?<br />
2. Could you burn peat immediately after it is cut from the ground?<br />
Why or why not?<br />
3. What other sources of energy can you name?<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
3<br />
Teaching Transparency<br />
Activity<br />
2. Thermal energy<br />
of water<br />
1. Nuclear energy<br />
of atoms<br />
4. Kinetic 5. Electrical energy<br />
energy of turbine out of generator<br />
3. Kinetic energy<br />
of steam<br />
<strong>Energy</strong><br />
Transformations<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 45<br />
Transparency Activities
Transparency Activities<br />
Name Date Class<br />
Teaching Transparency Activity (continued)<br />
1. What has to happen to obtain electrical energy from nuclear energy?<br />
2. What are four sources of renewable energy?<br />
3. What kind of fuels are coal, oil, <strong>and</strong> gas?<br />
4. How long will nuclear waste remain radioactive?<br />
5. What is a renewable energy resource?<br />
46 <strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.<br />
Name Date Class<br />
Assessment<br />
Transparency Activity<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s<br />
Directions: Carefully review the diagrams <strong>and</strong> answer the following questions.<br />
D<br />
C<br />
B<br />
A<br />
RAMP 1 RAMP 2<br />
1. In the diagram of Ramp 1, at which spot does the car have the<br />
most potential energy?<br />
A A<br />
B B<br />
C C<br />
D D<br />
2. The energy transformation that is occurring as the car rolls down<br />
Ramp 1 is ___.<br />
F kinetic energy to potential energy<br />
G chemical energy to kinetic energy<br />
H potential energy to kinetic energy<br />
J electrical energy to potential energy<br />
3. The diagram shows a second ramp next to Ramp 1. If the car is<br />
allowed to roll down from the top of Ramp 2, it will probably ___.<br />
A roll further away from Ramp 2 than it did from Ramp 1<br />
B stop at the bottom of Ramp 2<br />
C have no kinetic energy at the bottom of Ramp 2<br />
D stop in the middle of Ramp 2<br />
<strong>Energy</strong> <strong>and</strong> <strong>Energy</strong> <strong>Resource</strong>s 47<br />
Transparency Activities