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Theresas College Science and Technology Area High School Department 2011-2012 UNDERSTANDING BY DESIGN FRAMEWORK Transfer of Energy First Year Level (Prepared by: Raul Bernardo and Ma. Paciencia Balanag) STAGE 1 DESIRED RESULTS Established Goal/s Content Standard Performance Standard

The learner demonstrates Learners in groups cooperatively understanding of energy transfer and develop a relevant, comprehensive, the effects of energy transformation. accurate and creative or innovative advocacy materials focusing on the wise use of energy and its alternative sources in the community
Transfer Students will be able to independently use their learning to. ..

be aware of the effects of the transfer and transformation of energy to other organisms and to the environment; apply the law of conservation of energy so that they can come up with ways and means to use energy efficiently; and ensure that energy conservation efforts would bring about progress and sustainability of resources.

Meaning Essential Question/s 1. Why should energy be transferred Campaigning for efficient energy efficiently? transfer is a means of using energy Understanding/s

resources wisely and its alternative sources in the community.

2. How does one contribute to the efficient use of energy and its alternative sources in the community?

Acquisition Students will know Students will be skilled at I. Law of Conservation of Energy 1. defining energy as used in science; II. Energy Transfer 2. explaining how energy is related to 1. Spontaneous transfer heat work; 2. Work 3. describing the different forms of 3. Machines energy; 4.Power and efficiency of machines 4. citing examples of common forms of 5.Power rating of electrical appliances energy encountered in daily life; 6.Energy use and sources in the Philippines 5. stating the principle of Conservation 7.Human activities that impact on thermal of Energy environment 6. solve problems using the principle of III. Conserving Energy and Energy Sources Conservation of Energy;

11. differentiating the work done when a force is parallel to the motion from that when the force is not parallel; 12. defining power in relation to the scientific definition of work; 13. relating power rating of an appliance with work it can do; 14. defining a machine; 15. describing the simple types of machines; 16. explaining how machines make work easier; 17. discussing the three classes of levers; 18. describing a compound machine; 19. citing applications of simple and compound machines in transferring energy in daily activities;

7. discuss implications of the law of conservation of energy; 8. citing practical applications of the mechanisms for heat transfer; 9. stating the scientific definition of work; 10. explaining why, in some cases, no work is done even if a force is exerted; 23. discussing developments in the use of renewable energy sources in other countries; 24. explaining how these nonconventional and conventional renewable sources are used; 25. comparing nonconventional with conventional energy sources in terms of their impact on the environment; enumerating the non-renewable sources of energy in the Philippines; 26. describing the uses of fossil fuels as an energy source; comparing the different fossil fuels in terms of their impact on the environment; 27. explaining why we need to conserve energy; 28. suggesting ways of making more efficient use of electrical appliances; 29. choose appliances that make more efficient use of energy

20. enumerate the conventional sources of renewable energy in the Philippines;

21. explaining how these renewable energy sources are used; 22. citing some advantages and disadvantages of using conventional sources and nonconventional sources of renewable energy sources on the environment;

STAGE 2 - EVIDENCE Assessment Evidence Transfer Task/s Performance assessment of advocacy Global warming is an environmental materials (print and non-print) based problem that sprung from abusive on the following criteria: technological developments and needs the 1. Cooperation cooperation of everyone to minimize its Teamwork ( members work together; adverse effects on weather, biological each member performs a specific function, etc. task) With the principle think globally but act Communication locally, you need to make people more aware of the effects of unwise transfer and Evaluative Criteria

(members communicate thought processes and strategies by asking questions, discussing ideas, offering constructive criticisms, and summarizing discoveries as a result of the groups effort to come up with an advocacy) 2. Relevance/ suitability in the context of ones community 3. Comprehensiveness 4. Accuracy in terms of data and science concepts presented 5. Innovativeness/ Creativity in the design and presentation of information 5. Focusing on the wise use of energy and its alternative sources in the community Evidences in the Level of Understanding EXPLANATION Demonstrate how energy is transferred efficiently Criteria Accurate (giving correct data / information) Clear (expressing with clarity the scientific thought) Thorough (giving complete explanation in terms of how energy is transferred efficiently in two or more ways) Justifiable (providing depth and breadth of scientific reasoning) INTERPRETATION Evaluate why there are different power ratings of electrical appliances. Criteria Illustrative (discussing in details the value of having different power ratings using graphs, etc) Meaningful (giving the value of having different power ratings) APPLICATION Propose ways to minimize energy consumption. Criteria

transformation of energy. As a chairman of a certain barangay in Quezon City, come up with an advocacy campaign with 3 other members to start an educational drive for people to have an active role in fighting global warming. Science concepts and principles should be embedded in making the campaign more credible and accurate. The campaign should be relevant to the context of the community, comprehensive, and innovative so that the people would focus on the wise use of energy and its alternative sources in the community. Other Evidence

Summative Assessment: Section Assessments Review and Reinforce Quizzes Tests Writing Prompt Formative Assessments: Class activities Do Nows Teacher observations Class discussions Teacher demonstrations Student Self-Assessment and Reflection: Students will complete a KWL chart Facilitated Group Discussion Role play Experiments/Activities 1. Energy transformation
2.

Appropriate (expressing varied ways how energy consumption can be minimized within ones context or experience) Practical (illustrating how such ways can be done easily) Efficient (expounding how these proposed ways can be done using time and resources productively) Effective (presenting documents showing that desired results are achieved) PERSPECTIVE Infer how proposed ways to minimize energy consumption contribute to global campaign on the wise use of energy. Criteria Credible(citing authoritative source of information / data while arguing for/against a view) Critical-minded (reaching the view impartially and without bias by combining research, knowledge of historical context, and having a balanced judgment) Insightful ( creating ones own view after considering all the situations / views) EMPATHY Imagine how you will live in a world characterized by the abundance of non-useful form of energy. Criteria Open minded / Receptive (being ready / willing to accept the possibility of having a lack of useful form of energy) Perceptive (recognizing emotions / world view of others) Sensitive / Responsive (exhibiting others feelings or worldview and able

to reciprocate it) SELF-KNOWLEDGE Recognize the need to use energy and its alternative sources wisely. Criteria Reflective (becoming aware of how ones thoughts are influenced by certain factors (e.g., acquisition of a comprehensive knowledge and skills on energy demands) Responsiveness (reacting positively from ones understanding of energy transfer)
STAGE 3 - LEARNING PLAN

Learners shall:
undergo an assessment of their knowledge on energy, energy transfer, heat, work, power, efficiency of machines, power ratings of electrical appliances individually or in pairs relate motion concepts to energy compare local, country and global data on energy use compare energy sources in the community, country and the world be able to provide tentative responses to the EQs

1. Why should energy be transferred efficiently?

2. How does one contribute to the efficient use of energy and its alternative sources in the community?

be informed on the product/performance shall be assessed using the agreed rubric.

LAW OF CONSERVATION OF ENERGY Learners shall:

observe pictures of different activities both in living and non-living systems. answer the question: What makes each picture possible to happen? be asked of the operational definition of energy. be asked of what will happen if our supply of energy runs out one day? answer: How does energy appear in our lives? identify the form of energy in each picture: a. petrol and food b. boulder in a cliff c. stretched rubber compare the pictures above and see the similarity define potential energy cite other situations that potential energy is used describe the form of energy in each picture: a. leaves at work b. ironing clothes c. melting metals d. lampshade

e. fire alarm f. electrical fan study the similarity and share it to the class cite other situations that kinetic energy is used carefully study the teacher-given picture and identify the different forms of energy answer: Can energy change as it flows in a system? study the following pictures and determine what happened to the given energy: a. photosynthesis in plants b. an archer releasing his bow c. a moving car identify the energy transformations in a coal-powered plant and nuclear power plant both in generating electricity answer the worksheet on energy transformation (see attachment) answer: Where did the initial energy go? Did it get lost in the process? Why do you think so? watch a video of swinging baby use the laws of motion in explaining the babys limited swinging movement. answer: If the swing stopped moving, does it mean that has run out of energy? Was some energy destroyed? understand that energy was converted to other forms of energy such as heat and sound energy due to friction between the swing and the surrounding air analyze how the law of conservation is observed in a bouncing bal by drawing a diagram with the teachers guidance give some situations that energy transformation can also be harmful. a. global warming b. thermal pollution c. ozone depletion be clarified that conservation of energy can also mean saving energy cite some household practices to say that they are saving energy. answer: Why do we need to conserve energy? be informed of the different energy resources found in the Philippines watch a video showing the basic principle of electricity generation pre-assigned of the following topics and be able to know the sources, problems, and where the following energy source can be utilized. Team 1: wood and coal Team 2: petroleum and natural gas Team 3: nuclear energy and biomass Team 4: geothermal energy and hydro energy Team 5: ocean or tidal energy and solar energy Team 6: wind energy have a brainstorm session of the topics using jigsaw strategy and assign a team representative present a result of their discussion to the class. Each one will be graded on the following criteria: accuracy 3 points completeness 2 points promptness of the given time 1 point clarity 2 points presentation 2 points

be encouraged to share their ideas on the following questions: a. What is the energy source most appropriate in Philippine setting considering that our country is an archipelago? b. Is nuclear energy a promise or a peril? be asked to construct posters to encourage people to harness and use renewable sources of energy II. Energy Transfer 1. Spontaneous transfer heat be asked of the question: How does a thermos bottle keep the water hot? draw some hypotheses to come up with solutions to the problem. be informed of the parts of the thermos and allow them to infer how is heat trapped inside the thermos bottle? suspend their judgement and be informed that they will use the following lesson to explain the science of thermos bottle.

Radiation be asked: In spite of the enormous space between the Earth and the Sun, why do we feel the heat coming from the sun? Can heat travel through empty space? be informed that radiant energy travels using the EM waves use the shaking of the rope to infer that waves differ in the amount of energy that they have. From these, they travel in terms of the amount of energy. study the EM spectrum and compare the sun with the other waves such as Xrays, gamma rays and all of these do not a medium to transfer energy. be asked: Can you imagine a day without the sun? Can you imagine if we have only daytime? Give some reasons for having day and night. be asked: Explain why it is usually colder on clear nights than on nights with cloudy skies.

Conduction be asked to volunteer for short demonstration: a. Ask a student to mix 1 tablespoon of sodium hydroxide in 100-ml water to make a solution b. Let the student touch the bottom of the beaker and observe what she felt. c. Ask the following questions: a. What did you feel after touching the bottom of the beaker? b. What do you think happened to the heat made by the mixture? be asked of the definition of conduction and draw their concept on the board watch a video what makes a material a conductor and an insulator. give some everyday experiences that they have used a conductor and an insulator be asked to volunteer for a short demonstration: Ask a student to mix 1 tablespoon of ammonium chloride in 100-ml water to make a solution Let the student touch the bottom of the beaker and observe what she felt. Ask the following questions: What did you feel after touching the bottom of the beaker? Is there conduction in this particular case? How?

What is the direction of the flow of heat? be asked of the following self-check questions: a. You can safely place your hand inside a hot oven. But if you touch any metal part, you will get a serious burn. Why is there a difference? b. A piece of metal feels colder to the touch than a similar piece of wood even if both are at a temperature of 250C. Explain why. Convection be asked of the question: How will you know that the water is hot without touching it? answer: How do liquids and gases transfer heat? infer the movement of fluids with different temperatures using the activity, Convection in Liquids. be aware that warm fluids rise up while cold fluids descends relate convection to cloud formation, thunderstorms, and sea breeze and land breeze answer the following self-check questions: a. Car radiators use circulating water to cool the engine. However, the name radiator is misleading. Explain. b. What mechanism of heat transfer does a microwave oven use? c. An ordinary thermos bottle is designed to minimize heat transfer by any of the methods that have been discussed. How is this accomplished? 2. Work: Forces that go a distance play a game of charade and choose activities that involve work write the activity demonstrated on small cartolina and post it in appropriate columns on the board identify whether the activity acted out by a volunteer shows work give their own definition of work based on the answers posted on the board. know the students how scientific definition of work differs from common definition compare and check the activities posted on the board whether it is work in science or not demonstrate examples of work and evaluate if they agree with the scientific definition of work. use the operational definition to give the mathematical formulation of work solve some simple problems on work to quantify the concept 3. Machines be asked if they have lifted a heavy object from a lower level to a higher level have a brainstorming on how to do this task be introduced to the use of ramp and infer that a ramp is just an example of a simple machine determine the simple machines in the following pictures and explain why 1. zip their jacket 2. eating with a fork 3. closing the peanut butter jar 4. fishing 5. climbing stairs perform a six ring circus (see attachment) discuss their observations in each station ask students to draw the setups in each station have them identify the resistance, effort,

effort distance, and resistance distance in the setups where these are applicable choose among the objects are levers and classify each as first class, second class or third class (1) fork; (2) scissors; (3) egg beater; (4) hammer; (5) bat; (6) fishing rod (7) broom, (8)doorknob, (9)knife, (10)seesaw, (11) wheelbarrow, (12) chisel demonstrate how work is done easier if resistance is closer to the fulcrum. Power and efficiency of machines be asked: How will you know that the machine makes your work easier quantitatively? explain that different forms of machines produce different forms of machines produce different mechanical advantage be informed that there is no machine that is 100% efficient and infer why is this so. name some ways how to prolong the MA and efficiency of a machine analyze a picture of an ordinary car and race car. be asked of the capacities of two cars be informed that although both are cars, one more powerful than the other. define what power is derive the unit for power perform the activity: Ive Got the power 5.Power rating of electrical appliances answer: How do you define electrical power? be informed that the power of a circuit component tells how much electrical energy is being converted per second by the component. answer: What is the SI unit for power be asked of their concepts on hearing kilowatts/hr infer on the following example to define kilowatt/hr An oven rated 1.2. kW is switched on for 2 hours. Calculate the electrical energy used by it. study carefully the parts of their latest MERALCO bill be asked: Why do you think electricity is charged by kilowatt-hour and not joule? solve more problems on electrical power be asked: How is the energy-saving lamp different from the filament bulb? be informed of the parts of a CFL compared to a incandescent bulb. watch a video that shows a short circuit causing damage to home be informed of the kinds of household wiring a. earth wire b. neutral wire c. live wire share their experiences or knowledge on the hazards of electricity: electrical shocks and electrical fires give some ways or means on how to make your home to be safe in using electrical energy

answer the checklist for a safe home and reflect on your home practices

DEEPEN

Learners shall: 1.describe spontaneous and deliberate energy transfer through examples 2. design an activity to prove that energy is not necessary to make objects move 3.suggest the preferred energy resource for the community/country 4. compute or estimate the total energy use at home, classroom and barangay and compare to country/world usage 5. suggest means to further lower the energy cost or increase the efficiency of appliances/machines 6.at the level of understanding: -explain how energy is transferred efficiently -interpret why different power ratings of electrical appliances -apply ways to minimize energy consumption individually or in group -developing perspective how minimizing energy consumption contributes to global campaign on the wise us of energy -show empathy to citizens living in a world characterized by the abundance of nonuseful energy -manifest self-knowledge on the need to use energy and its alternative sources wisely 7. draw out the essential understanding TRANSFER++ Learners shall: 1.propose activities at home, in school and community to conserve energy 2.develop print and non-print advocacy materials based on the proposed activities Scoring Rubrics for Advocacy for Wise Energy Use Criterion Cooperation 4
Completed all of the required tasks and was always actively engaged in all group activities. It can be applied to all situations or context for wise use of energy The plan is very detailed and full of information that promotes wise energy use beyond the expectation of the teacher Every detail is deeply rooted with the principles and concepts of efficient energy

3
Completed almost all of the required tasks and was actively engaged in all group activities. Most of the details can be applied to all situations for wise use of energy The plan has basic details that are required to explain wise use of energy use.

2
Completed some of the required tasks and was sometimes engaged in all group activities. Limited in application and only to kind of situation can benefit from it The plan has minimal details and the information is very few that would completely point the wise use of energy Some of the details are deeply rooted with the principles and concepts of efficient

1
Did not complete any of the required tasks and/or was not engaged in any group activities. Very limited in application and only to kind of situation can benefit from it The plan has no details and information that would promote the wise use of energy

Score

Relevance/Sui tability

Comprehensiv eness

Accuracy

Most of the details are deeply rooted with the principles and concepts of efficient

No signs of accuracy with the concepts and principles of wise energy use.

transfer

Innovativenes s

Project is very modern, employs practices that exceeds the expectation of the teacher

Focus Energy Efficiency

on Every part of

the campaign focuses heavily on the conservation of energy

energy transfer Project is modern and well thought out; it minimally incorporates practices that is required by the plan Some parts of the campaign were related to conservation of energy

energy transfer Project shows limited innovativeness , is not well thought out, is basically continuing known procedures Very limited parts of the campaign focuses on conservation of energy

Project lacks innovativenes s

Not a single parts of the campaign focuses on the conservation of energy.

Resources (Web sites, Software, etc.) National Geographic,Biggs, A.H., et al. 2002. Glencoe Science Level Blue Teacher Wraparound Edition. Mc Graw Hill: __ Houghton Mifflin Company. 2005. McDougal Littell Science Integrated Course 1. McDougal Littell:Ilinois blue.msscience.com <classzone.com> by using the following code to create the username and password: MCDTCOWDMSSZ http://www.physicsclassroom.com/: MCDTCOWDMSSZ http://www.gcsescience.com/pen1-energy-joules.htm http://www.physicsclassroom.com/ http://newsy.missouri.edu/ plans/65 http://en.wikipedia.org/wiki/Large_Hadron_Collider#Purpose Osborne, J. and Freeman, J. Teaching Physics: a guide for the non-specialist. 1989. Cambridge University Press: Melbourne Materials/Equipment Needed (some items will depend on the activities selected by the teacher/student: Stopwatch or other time recording device Meterstick or meter tape or ruler Rubber ball Graphing paper Balloons meterstick Drinking straws stopwatch String *clock Tape *alternate materials Textbooks & Laboratory Manuals Rabago, Lilia M et. al. Dynamic Science: Modular Approach. Vibal Publishing House. 2010 Villamil, Aurora & Sinugbuhan, Ruben. Integrated Science. Abiva Publishing House. 2003 Ferriols-Pavico et. al. Integrated Science. Phoenix Publishing House. 2009 Ferriols-Pavico et. al. Integrated Science: Laboratory Manual. Phoenix Publishing House. 2009 Chew, Charles et.al. Physics Matters. Marshall Cavendish Ed. 2010. Chew, Charles et.al. Science Matters. Marshall Cavendish Ed. 2010. Singleton, Glenn. 101 Cool Science Experiments. Hinkler Books. 2005