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CONSERVATION LAWS
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AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
CONSERVATION LAWS
Teacher’s Guide
Table of Contents
Introduction ............................................................1
Program Summary ................................................1
Links to Curriculum Standards ...........................1
Pre-Test ....................................................................3
Teacher Preparation/Instructional Notes ..........3
Student Objectives .................................................3
Student Preparation...............................................4
Blackline Masters ...................................................4
Answer Key ............................................................5
Script of Video Narration .....................................9
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CLASSROOM/LIBRARY
VIEWING CLEARANCE
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AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
INTRODUCTION
This Teacher’s Guide accompanies Program Twenty, “Con-
servation Laws,” from the Simply Science series.
PROGRAM SUMMARY
“Conservation Laws” reviews some of the basic concepts
behind all science. The investigations conducted by
van Helmont, Joule, and Lavoisier are discussed. The con-
nection between those experiments and fundamental sci-
entific laws is a key concept. Joule’s work leads us to cal-
culations of kinetic energy and gravitational potential en-
ergy.
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PRE-TEST
A Pre-Test is included with the Blackline Masters for this
program. It is meant to be administered before the video
and its ensuing activities are used. This assessment tool
allows you to gauge student comprehension of the Objec-
tives before completing the lesson; its results may be con-
trasted with those of the Post-Test, also included herein, to
assess comprehension of the Objectives after completing
the lesson.
STUDENT OBJECTIVES
After viewing the video and participating in the follow-up
activities, students will be able to:
• Identify evidence for the conservation of mass.
• Apply the first and second laws of thermodynamics.
• Define and calculate kinetic energy.
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STUDENT PREPARATION
This video is one of a series. Before students view this pro-
gram and complete the follow-up activities, they should
be able to:
1. Explain the meaning of the phrase, “Matter is conserved
in a closed system.”
In a system in which matter cannot enter or leave, the total mass,
and therefore the total number of atoms, does not change.
2. Write a balanced chemical equation for the photosyn-
thesis reaction.
6CO2(g) + 6H2O(l) + energy →C6H12O6(s) + 6H2O(g)
3. Use coefficients to balance the following chemical reac-
tion equation: Al(s) + Br2(l) → AlBr3(s)
2Al(s) + 3Br2(l) → 2AlBr3(s)
4. Identify the units used to measure energy and work.
The unit of energy and work is the joule.
If students have difficulty with any of the items, you should
review the concepts in reference materials before viewing
the video.
BLACKLINE MASTERS
The following blackline master activity sheets are included
with this guide. Duplicate and distribute those you wish to
use. An Answer Key appears on pages 5-8.
(1.) Blackline Master #1: Pre-Test is to be given to your
students prior to viewing the video to assess their prior
knowledge of the topic. It may be contrasted to Blackline
Master #9: Post-Test to gauge student comprehension of
the Objectives after the lesson has been completed.
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ANSWER KEY
Blackline Master #1: Pre-Test
1.F
2.T
3.T
4.F
5.F
6.T
7.T
8.T
9.F
10.F
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AGC/United Learning • 1560 Sherman Ave., Suite 100 • Evanston, IL 60201 • 800-323-9084
v2 = 2Ek divide by m
m
2Ek take the square root
v=
m
9. v = 29.6 m/s
10. The billiard ball has greater potential energy because
it has greater mass.
11. Ep = 6.7 J (remember to convert grams to kilograms!)
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14. Ep = mgh
Ep
m= gh
4.8 × 105 kg • m2
2
s
m= m
(9.81 2 ) (650 m)
s
m = 75 kg
Long Answer
1. That the tree interacts with the atmosphere as well as
the soil.
2. 2 HgO(s) + energy –––> 2Hg(l) + O2(g)
2Mg(s) + O2(g) –––> 2 MgO(s)
3. In a chemical reaction mass is conserved.
4. carbon dioxide is released through stomata
carbon dioxide is released when the tree burns
carbon is returned to the biosphere when the tree de-
composes
5. Ek = 1/2mv2
6. Ek = 1/2mv2
= 1/2(57.2 kg)(4.00 m/s)2
Ek =458 J
7. gravitational potential energy of the ball is converted to
kinetic energy
8. Ep = mgh
= (20.5 kg)(9.81 m/s2)(2.00 m)
Ep = 402 J
9. a. A remote controlled car power by a 9.0 volt bat-
tery; chemical potential energy of the battery in, kinetic
energy of the car out
b. A cyclist coasting downhill; gravitational potential
energy in, kinetic energy out
c. A log burning; chemical potential energy of the log
in, thermal energy, light out
10. sugar cane; corn (wheat and other grains)
11. Ep = mgh
h = Ep / mg
= (7.36 J) / (0.500 kg)(9.81 m/s2)
h = 1.50 m
12. They are both captured and converted solar en-
ergy.
13. conservation of energy ; energy can be trans-
formed from one form to another but it cannot be
destroyed
14. heat; He measured the amount of work done
turning a paddle wheel in a closed container full of
water. He compared the initial and final temperature of
the water to determine the amount of thermal energy
gained.
15. flows always flows from matter at a higher tem-
perature to matter at a lower temperature; useful en-
ergy diminishes with every energy conversion
16. temperature difference
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SCRIPT OF NARRATION
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IN THE REACTANTS?
JENNIFER: WELL, THERE ARE 6 CARBON HERE. AND FOR OXY-
GEN WE HAVE 6 TIMES 2 IS 12, AND 6 MORE IS 18.
JOHN: AND 6 TIMES 2 IS 12 HYDROGEN.
DANA: RIGHT.\E AND BECAUSE WE BALANCED THE EQUA-
TION, WE KNOW THAT THE ATOMS PRESENT IN THE REAC-
TANTS ARE PRESENT IN THE PRODUCTS.
JOHN: THAT’S IMPORTANT.
DANA: WELL, IT SEEMS THAT IN A CHEMICAL REACTION AT-
OMS ARE NEVER CREATED OR DESTROYED.
JENNIFER: THEY JUST CHANGE PLACES.
DANA: AND WHERE DOES THE MASS OF AN OBJECT COME
FROM?
JENNIFER: THE ATOMS.
JOHN: SO IN A CHEMICAL REACTION, MASS IS NEVER CREATED
OR DESTROYED EITHER.
SCOTT: IN 1774, ANTOINE LAVOISIER PERFORMED AN EXPERI-
MENT IN A CLOSED SYSTEM SO THAT NO MATTER COULD EN-
TER OR LEAVE ONCE THE
REACTION HAD BEGUN. LAVOISIER USED MERCURY (II) OX-
IDE. BUT MERCURY IS A TOXIC SUBSTANCE, SO IT’S SAFER TO
USE MAGNESIUM. JUST LIKE LAVOISIER, WE CAREFULLY MEA-
SURE THE MASS OF THE REACTANT, PLACE IT IN A CLOSED SYS-
TEM AND IGNITE IT. THIS CREATES AN EXOTHERMIC REAC-
TION: WHEN WE MEASURE THE MASS OF THE PRODUCTS, WE
DISCOVER THE TOTAL MASS OF THE PRODUCTS IS IDENTICAL
TO THE TOTAL MASS OF THE REACTANTS. LAVOISIER CON-
CLUDED THAT ALTHOUGH ATOMS HAD REARRANGED THEM-
SELVES, THEY WERE ALL ACCOUNTED FOR. RESTATED,
LAVOISIER’S CONCLUSIONS BECAME KNOWN AS THE “LAW OF
CONSERVATION OF MASS.”
BRENDON: WE TALKED ABOUT PHOTOSYNTHESIS AFFECTING
THE AMOUNT OF CARBON. NOW, HOW WOULD A FIRE AFFECT
THE AMOUNT OF CARBON?
MIKE APPS: THAT’S A GOOD QUESTION, BECAUSE WE OFTEN
FORGET ABOUT FIRE. BUT FIRE IS ANOTHER WAY BY WHICH
THE CARBON THAT’S BEEN FIXED IN THE TREE, THROUGH PHO-
TOSYNTHESIS, ENDS UP GOING BACK TO THE ATMOSPHERE. A
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TO A COOLER ONE.
FRED: ALTHOUGH THE BURNING LOG BOILS THE WATER IN
THE KETTLE, IT ALSO HEATS THE AIR, THE FIREPLACE, AND THE
KETTLE.
TARA: THAT’S BECAUSE DURING ANY ENERGY CONVERSION,
USEFUL ENERGY IS LOST.
DANA: SO AS SCIENTISTS CONTINUE TO EXPERIMENT, THEY
DEVELOP THEORIES TO EXPLAIN HOW NATURE WORKS. THE
“LAW OF CONSERVATION OF MASS” STATES THAT MATTER
CANNOT BE CREATED OR DESTROYED. THE “FIRST LAW OF
THERMODYNAMICS” SAYS ENERGY CANNOT BE CREATED OR
DESTROYED, ONLY CONVERTED FROM ONE FORM TO AN-
OTHER. THE “SECOND LAW OF THERMODYNAMICS” TELLS US
HEAT GOES FROM MATTER AT A HIGH TEMPERATURE TO MAT-
TER AT A LOWER TEMPERATURE. AND IN EVERY TYPE OF EN-
ERGY CONVERSION, SOME USEFUL ENERGY IS CONVERTED TO
THERMAL ENERGY, WHICH IS NO LONGER USEFUL. WE SAY
THE ENERGY IS LOST BECAUSE THE AMOUNT OF USEFUL EN-
ERGY HAS DECREASED. THE FACT THAT ENERGY IS LOST ON
EVERY ENERGY CONVERSION MEANS THAT POTENTIAL EN-
ERGY CAN NEVER BE COMPLETELY CONVERTED TO KINETIC
ENERGY. INSTEAD, SOME OF IT BECOMES THERMAL ENERGY
OR SOUND ENERGY. AND THAT’S WHY THE SEARCH FOR A PER-
PETUAL MOTION MACHINE HAS PROVED FUTILE.
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