Chemical Energy. Grade Level: Subject Areas:

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1 20 12 Chemical Energy An inquiry-based unit for primary and elementary students in an after-school setting including background information. The unit includes hands-on activities on chemical energy. Grade Level: n Primary n Elementary Subject Areas: n Science n Social Studies n Math n Language Arts n Technology

2 NEED Mission Statement Teacher Advisory Board Shelly Baumann Rockford, MI Constance Beatty Kankakee, IL Sara Brownell Canyon Country, CA Loree Burroughs Merced, CA Amy Constant Raleigh, NC Joanne Coons Clifton Park, NY Nina Corley Galveston, TX Regina Donour Whitesburg, KY Matthew Inman Spokane, Washington Michelle Lamb Buffalo Grove, IL Barbara Lazar Albuquerque, NM Robert Lazar Albuquerque, NM Leslie Lively Reader, WV Mollie Mukhamedov Port St. Lucie, FL Don Pruett Sumner, WA Josh Rubin Palo Alto, CA The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs. Teacher Advisory Board Statement In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training. Permission to Copy NEED materials may be reproduced for non-commercial educational purposes. Energy Data Used in NEED Materials NEED believes in providing the most recently reported energy data available to our teachers and students. Most statistics and data are derived from the U.S. Energy Information Administration s Annual Energy Review that is published in June of each year. Working in partnership with EIA, NEED includes easy to understand data in our curriculum materials. To do further research, visit the EIA web site at EIA s Energy Kids site has great lessons and activities for students at Linda Fonner New Martinsville, WV Samantha Forbes Vienna, VA Viola Henry Thaxton, VA Robert Hodash Bakersfield, CA DaNel Hogan Kuna, ID Greg Holman Paradise, CA Linda Hutton Kitty Hawk, NC Joanne Spaziano Cranston, RI Gina Spencer Virginia Beach, VA Tom Spencer Chesapeake, VA Joanne Trombley West Chester, PA Jim Wilkie Long Beach, CA Carolyn Wuest Pensacola, FL Wayne Yonkelowitz Fayetteville, WV Printed on Recycled Paper 2 Chemical Energy

3 Chemical Energy Table of Contents Correlations to National Science Education Standards 4 Materials 7 Teacher Guide 8 Answer Key 15 Lab Safety Rules Master 16 Student Informational Text Introduction to Energy 17 Chemical Energy 20 What Can You Do With a Soybean? 28 Biodiesel 29 What Can You Do With a Field of Corn? 30 Ethanol 31 Forms of Energy Master 32 Energy Chants 33 Energy Source Matching 35 How We Use Energy Master 36 Energy Flow Master 37 Energy Flow Cards 38 Where Do You Kids Get All That Energy? 44 The Tale of Johnny Energy Seed 46 Food Chain Song 47 UV Bead Activity 48 Burn a Chip 50 The Energy in Food 51 Apple Battery 52 Chemical Reaction 1 53 Chemical Reaction 2 54 Biodiesel Math 55 Ethanol Math 56 Mai 57 Under the Sea 58 The Tale of Little Big Fuel 60 The Tale of Fern Fossil 61 Chemical Energy Survey 62 Evaluation Form 63 Developed in partnership with the U.S. Department of Energy, Association of Public and Land Grant Universities, and the National 4-H Council s 4-H Afterschool program The NEED Project P.O. Box 10101, Manassas, VA

4 Correlations to National Science Education Standards This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit Unifying Concepts For all grade levels Systems, Order, and Organization Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics, especially probability, allows for greater or lesser certainty of prediction. Evidence, Models, and Explanation Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems. Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have an explanatory power. Models help scientists and engineers understand how things work. Scientific explanations incorporate existing scientific knowledge and new evidence from observations, experiments, or models into internally consistent, logical statements. As students develop and as they understand more scientific concepts and processes, their explanations should become more sophisticated. Change, Constancy, and Measurement Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same. Changes can occur in the properties of materials, position of objects, motion, and form and function of systems. Interactions within and among systems result in change. Changes in systems can be quantified and measured. Mathematics is essential for accurately measuring change. 4 Chemical Energy

5 Correlations to National Science Education Standards: Grades K-4 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit Content Standard A Science as Inquiry Abilities Necessary to do Scientific Inquiry Ask a question about objects, organisms, and events in the environment. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. Use data to construct a reasonable explanation. Communicate investigations and explanations. Content Standard B Physical Science Properties of Objects and Materials Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools such as rulers, balances, and thermometers. Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materials from which they are made, and those properties can be used to separate or sort a group of objects or materials. Content Standard C Life Science Organisms and Environments All animals depend on plants. Some animals eat plants for food. Other animals eat animals that eat plants. Content Standard D Earth and Space Science Properties of Earth Materials Earth materials are solid rocks and soils, water, and the gases of the atmosphere. The varied materials have different physical and chemical properties, which make them useful in different ways; for example, as building materials, as sources of fuel, or for growing the plants we use as food. Earth materials provide many of the resources that humans use. Content Standard F Science in Personal and Social Perspectives Types of Resources Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population. Some resources are basic materials, such as air, water, and soil; some are produced from basic resources, such as food, fuel, and building materials; and some resources are nonmaterial, such as quiet places, beauty, security, and safety. The supply of many resources is limited. If used, resources can be extended through recycling and decreased use. Science and Technology in Local Challenges People keep inventing new ways of doing things, solving problems, and getting work done. New ideas and inventions often affect other people; sometimes the effects are good and sometimes they are bad. It is helpful to try to determine in advance how ideas and inventions will affect other people. Science and technology have greatly improved food quality and quantity, transportation, health, sanitation, and communication. These benefits of science and technology are not available to all of the people in the world The NEED Project P.O. Box 10101, Manassas, VA

6 Correlations to National Science Education Standards: Grades 5-8 This book has been correlated to National Science Education Content Standards. For correlations to individual state standards, visit Content Standard A Science as Inquiry Abilities Necessary to do Scientific Inquiry Identify questions that can be answered through scientific inquiry Design and conduct a scientific investigation Use appropriate tools and techniques to gather, analyze, and interpret data Develop descriptions, explanations, predictions, and models using evidence Content Standard B Physical Science Properties and Changes of Properties in Matter A substance has characteristic properties, such as density, boiling point, and solubility, all of which are independent of the amount of the substance. A mixture of substances can often be separated into the original substances using one or more of the characteristic properties. Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances are often put in categories or groups if they react in similar ways; metals, for example. There are more than 100 known elements that combine in many ways to produce compounds, which account for the living and nonliving substances in the world. Transfer of Energy Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers. The sun is the major source of energy for changes on the earth s surface. The sun loses energy by emitting light. A tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The sun s energy arrives as light with a range of wavelengths. Content Standard C Life Science Populations and Ecosystems For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. The energy then passes from organism to organism in food webs. Content Standard D Earth and Space Science Earth in the Solar System The sun is the major source of energy for phenomena on the earth s surface, such as growth of plants, winds, ocean currents, and the water cycle. Content Standard F Science in Personal and Social Perspectives Personal Health Food provides energy and nutrients for growth and development. Science and Technology in Society Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies. 6 Chemical Energy

7 Materials Activity Materials In Kit Materials Needed Introduction Activity to Forms and Sources of Energy Energy Transformations Growth and Energy Foods Contain Energy 1: Chip Demo Foods Contain Energy 2: Apple Battery Chemical Reactions Fuels We Use: Biodiesel and Ethanol Fuels We Use: Fossil Fuels Ribbon UV Beads Pipe cleaners Calorimeter apparatus Lab thermometer Large paper clips Ammeter Zinc nails (large and small) Copper wires (thin and thick) Alligator clips Student thermometers 15 ml Beakers 100 ml Beakers Ziplock bags Baking soda Calcium chloride Measuring cups Ziplock bags Toothpicks For additional materials, call The NEED Project at Matches Tape Art supplies Matches Chips Water Digital balance (optional) Apples Vinegar Water Waste materials Yeast Glass beaker or container Rubbing alcohol Bottle of grape juice Matches Art supplies Calculators Napkins Soft chocolate chip cookies Art supplies 2012 The NEED Project P.O. Box 10101, Manassas, VA

8 Teacher Guide An inquiry-based unit for primary and elementary students including background information and hands-on activities on chemical energy. Grade Level Primary K-2 Elementary 3-5 Time Approximately minute sessions Overview and Preparation Read the guide and become familiar with the information, activities, and equipment in the kit. Gather the materials needed for activities using the chart on page 7. Practice the experiments to gain an understanding of possible outcomes, difficulties, and questions. Make copies of student worksheets and the informational text, as needed. Make two copies of Chemical Energy Survey on page 62 for each student. One copy can be used as a pre-assessment, the other, a post-assessment of student understanding. Allow the students to take their work home each day to share with their families. With all of the activities, give older students the responsibility of working with the younger students to understand and complete the experiments and student worksheets. Make sure the students understand the applicable Lab Safety Rules on page 16. Activity 1: Introduction to Forms and Sources of Energy Concepts Energy is the ability to do work or make a change. Energy is found in many forms thermal, radiant, chemical, nuclear, gravitational, and electrical. We use many sources of energy. Some sources of energy are renewable; some are nonrenewable. Most of the energy we use today is in the form of chemical energy. Materials Student Informational Text, pages Forms of Energy master, page 32 Energy Chants, pages Energy Source Matching, page 35 How We Use Energy master, page 36 Procedure 1. Ask for a volunteer to do jumping jacks or run in place. Ask the other students what enabled this student to run or jump. Discuss energy with students as the ability to do work. In order to jump or run, that student needed energy. List all the items and activities that students can think of that use energy. 2. Read about energy with your students using the Student Informational Text section entitled Introduction to Energy. 3. Use the Forms of Energy master to explain the different forms of energy. 4. Explain that there are 10 major sources for energy that we use in the United States, and demonstrate them using the Energy Chants. Discuss how the energy is stored or harnessed in each one of the sources using the Energy Source Matching activity. 5. Show students the How We Use Energy master and discuss that most of our energy comes from things that must be burned to release their energy, like oil, gas, coal, propane, and biomass. 8 Chemical Energy

9 Activity 2: Energy Transformations Concepts Energy is found in many forms thermal, radiant, chemical, nuclear, gravitational, and electrical. Energy can be converted from one form to another. Energy from the sun fuels most all energy transformations. Materials Matches Ribbon Tape Art supplies Energy Flow master, page 37 Energy Flow Cards, pages Where Do You Kids Get All That Energy? story, pages The Tale of Johnny Energy Seed, page 46 Procedure 1. Introduce the activities by lighting several matches. Ask students what forms of energy they are witnessing. Ask students what must be done to transform the energy. The match holds chemical energy that is stored until it is converted to heat (thermal energy) and light (radiant energy) when the match burns. 2. Use the Energy Flow master to explain how energy is converted in an energy flow. Explain that most energy on the Earth originates in the nuclear energy in the core of the sun. 3. Pass out sets of Energy Flow Cards to students. Have the students work in pairs to connect the cards using ribbon and tape. There are four sets of cards that should be grouped together. Each card includes a number in the upper left hand corner to identify it with its set. 4. Note: The Energy Flow Cards can be used throughout the unit to reinforce or assess energy transformations. Sets 1 and 2 are focused mainly on food chains, while 3 and 4 include energy sources as well. Set 3 and 4 may be more challenging to use at the beginning of the unit. 5. Have students read the stories Where Do You Kids Get All That Energy? and The Tale of Johnny Energy Seed. Students should make their own books with illustrations using the text of one story or act out a story in groups. Activity 3: Growth and Energy Concepts Energy is not lost or gained; it is converted from one form to another. Energy from the sun fuels most all energy transformations. Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. Plants convert radiant energy (from the sun) into chemical energy through the process of photosynthesis. Materials Food Chain Song, page 47 Energy Flow master, page 37 Students Informational Text, pages UV beads Pipe cleaners UV Bead Activity, pages Procedure 1. Review the ideas that energy is not lost or gained, but transformed into another type of energy, and most energy originates from the sun. Review the concept of an energy flow by singing the Food Chain Song. 2. Discuss with students that energy flows are sometimes called food chains when they only include plants and animals. Energy flows can also include more than just plants and animals. Review the Energy Flow master, if needed. 3. Read the Student Informational Text section entitled, Chemical Energy. Ask students what they need to grow. Brainstorm a list of things plants need to grow The NEED Project P.O. Box 10101, Manassas, VA

10 4. Distribute the UV beads to students and have them make a bracelet as directed on the UV Bead Activity worksheet. 5. Complete the UV Bead Activity while outside. 6. Discuss student answers to Conclusion Questions. Make sure to remind students that the sun s energy is essential to many energy transformations and that plants are often the next step. Different plants need different amounts of sun, or energy, to grow. Activity 4: Foods Contain Energy 1 (Chip Demo) Concepts Energy is not lost or gained; it is converted from one form to another. Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. Plants convert radiant energy (from the sun) into chemical energy through the process of photosynthesis. We can release and use the chemical energy in biomass through a chemical reaction. Materials Burn a Chip worksheet, page 50 The Energy in Food worksheet, page 51 Calorimeter apparatus Paper clip Matches Preparation Place 50 ml of water in the flask. Chips Water Lab thermometer Balance to weigh chips (optional) Assemble the calorimeter apparatus as shown in the operating instructions that accompany the equipment. Instead of using the pin included with the calorimeter, bend the paper clip so that it forms a holder for the chip when placed in the cork, as shown in the diagram. Procedure 1. Introduce the activity by showing the students the chips and discussing the concept that they are made from plants that have chemical energy stored in them. 2. Explain the equipment and the demonstration that you will be burning a chip underneath the flask of water, recording the temperature of the water before and after the chip is burned. 3. Distribute and review the Burn a Chip activity with the students. 4. Use the lab thermometer to measure the temperature of the water in the flask and instruct the students to record the temperature on their sheets. Remove the thermometer from the flask. 5. Place a chip on the paper clip and put it directly underneath the flask of water. Make sure the opening is facing the students so that they can see the chip burning. 6. Use a match to light the chip. When the chip has completely burned and the fire has gone out, measure and record the temperature of the water again. 7. Repeat the demonstration with other food products, if you like. 8. NOTE: Many foods have high moisture content and do not catch fire easily. You can place them in a warm oven overnight to extract most of the moisture so they will burn more readily. 9. Discuss the conversion of the chemical energy in the chips into heat and light (and maybe sound). 10. Distribute and review The Energy In Food activity with the students. 11. Have them complete the activity, then discuss using the answer key on page Chemical Energy

11 12. Review the Conclusion questions. 13. OPTIONAL: Ask students to find the energy content (calories) of the foods they ate that day. Have them look at the package labels of common foods they eat, or items on their lunch menu at school. Discuss results as a class. *Note: As some students may have allergies, check to be sure that chips used are not cooked in peanut oil. The extension below may be a suitable substitute, if needed. Extension: Burning Calories Materials 2 Packages of microwave popcorn (one unpopped, one popped and allowed to dry for one week) Beaker/can of water on tripod Matches Heavy metal pan Thermometer Procedure 1. DO THIS OUTSIDE! Pour a small amount of water into the beaker and place it on the tripod. Record the temperature of the water. 2. Place the bag of popped corn into a heavy metal pan. Place the pan under the tripod. Light the bag on fire and observe the popcorn. Record the temperature of the water in the beaker after the popcorn has burned. 3. Show students the unpopped corn with the nutrition label. Explain that the paper bag is also made of plants. Discuss with students how the energy in plants can be released by their bodies to produce energy or burned by fire to produce heat. Activity 5: Foods Contain Energy 2 (Apple Battery) Concepts Energy is not lost or gained; it is converted from one form to another. Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. Plants convert radiant energy (from the sun) into chemical energy through the process of photosynthesis. We can release and use the chemical energy in biomass through a chemical reaction. Materials Apple Battery worksheet, page 52 Materials FOR EACH STUDENT 1 Piece of goldenrod paper Materials FOR EACH GROUP 1 Ammeter 2 Zinc nails (one large/one small) 2 Copper wires (one thick/one thin) 1 Set of alligator clips 1 Apple Preparation Divide students into groups. Set up work stations with the materials to conduct the Apple Battery activity The NEED Project P.O. Box 10101, Manassas, VA

12 Procedure 1. Introduce the activity by asking students what they know or have heard about acids. Discuss common acids students might recognize battery acid, lemon juice, etc. Tell students that acids react with some other materials. Energy is released when they react. 2. Distribute the Apple Battery activity, and instruct students to complete the activity in groups. 3. Review and discuss the Conclusion questions. Activity 6: Chemical Reactions Concepts Energy is not lost or gained; it is converted from one form to another. Chemical energy is released or used through a chemical reaction. Most of the energy we use today is in the form of chemical energy. Materials Chemical Reaction 1 and 2 worksheets, pages Student thermometers 8 15 ml Beakers ml Beakers Vinegar Preparation Divide the students into four groups. Baking soda 8 Ziplock bags Cold water Calcium chloride Measuring cups Place 5 cc of baking soda and 5 cc of calcium chloride into 4 sets of 15 ml beakers, 25 ml of vinegar, and 25 ml of cold water into 4 sets of 100 ml beakers. Set up four work stations with the materials to conduct the Chemical Reaction I activity. Once the students have completed the first activity and the work stations have been cleared of all chemicals, then set up the work stations for the second activity. Procedure 1. Distribute and review the Chemical Reaction 1 activity. 2. Instruct the students to conduct the activity in their groups, dispose of the remaining chemicals and plastic bags as you instruct, and complete the student page. 3. Distribute and review the Chemical Reaction 2 activity. Distribute the materials the groups need to conduct the activity. 4. Instruct the students to conduct the activity in their groups, dispose of the remaining chemicals and plastic bags as you instruct, and complete the student page. 5. Discuss the Conclusion and Extension questions for both student pages. 12 Chemical Energy

13 Activity 7: Fuels We Use: Biodiesel and Ethanol Concepts Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. We can release and use the chemical energy in biomass by burning it and in other ways, such as turning biomass into an alcohol fuel. Materials Ziplock bags Leaves, grass clippings, leftovers, etc. Yeast Bottle of grape juice Rubbing alcohol Glass beaker Matches Mai story, page 57 Art Supplies Calculators Biodesel Math, page 55 Ethanol Math, page 56 Student Informational Text, pages Procedure 1. Ask students who has seen or eaten a soybean before. (Hint: ask if the ve ever eaten edamame). Ask students who has seen or eaten corn before. Share with students that these common food crops are also very important energy sources. 2. Have students read pages in the Student Informational Text. These sections discuss soybeans, biodiesel, corn, and ethanol. Discuss the energy transformations that take place when these items are used for fuels. 3. Ask students to brainstorm a list, from their reading, of reasons why we might use biodiesel and ethanol for fuels. Be sure to discuss and include environmental impacts. 4. Have students make biogass by filling a ziplock bag with leaves, leftovers from lunch, and a pinch of yeast. Add a little water, if necessary, so that the mixture is moist. Force out as much air as possible by flattening the bag before closing. Put the bags in a warm place. Watch them for a week or two. The mixture should be decaying and creating biogas from the decaying biomass. The bag should begin to expand. 5. Have students read and illustrate the story Mai. 6. Open the bottle of grape juice and add a pinch of yeast. Recap the bottle and set it on a windowsill near the bag of leaves and leftovers to allow fermentation to occur. Explain that the juice will turn into alcohol. After a few weeks, allow students to smell the juice. 7. Pour some rubbing alcohol into a glass beaker. Carefully light the alcohol to show that it can be burned as a fuel. Discuss how alcohol from corn and other grains is mixed with gasoline for fuel. Activity 8: Fuels We Use: Fossil Fuels Concepts Most of the energy we use today is in the form of chemical energy. Fossil fuels coal, petroleum, natural gas, and propane were made from ancient organic materials hundreds of millions of years ago. These fuels contain chemical energy. We can release and use the chemical energy in fossil fuels by burning them. Materials Student Informational Text, pages Art supplies Soft chocolate chip cookies Napkins Toothpicks Under the Sea, pages The Tale of Little Big Fuel, page 60 The Tale of Fern Fossil, page The NEED Project P.O. Box 10101, Manassas, VA

14 Procedure 1. Ask students to make a list of other fuels we use, other than biodiesel and ethanol. Ask them to label the things we use these fuels for. 2. Explain to students that fuels like gasoline (petroleum), diesel, natural gas, oil, coal, and propane are nonrenewable fossil fuels. They are similar to biodiesel and ethanol, in that they were formed from once living things. They are different in that they took hundreds of millions of years to form. 3. Direct students to read the fossil fuels section of the Student Informational Text. 4. Have students read Under The Sea, The Tale of Little Big Fuel, and The Tale of Fern Fossil and illustrate the stories. 5. Give each student a cookie, napkins, and toothpick. Explain to students that they will use the toothpicks to mine the cookie for resources. Have the students mine as carefully as possible, trying not to disturb the land. Have the students compete to see who can recover the most resources. While the students eat their cookies, discuss that nonrenewable resources like coal must be mined and petroleum must be drilled for. Discuss how this activity might be like mining and drilling for fossil fuels, making sure to address the following points: Just as the body burns the chocolate chips for energy, power plants or vehicles can burn fuels for energy. Once the fuel is burned, we can t use it again, and we cannot make more. Some places (or cookies) have more resources than others. The resources (chips) closer to the surface are easier to recover than those buried within. The land (cookie) might be difficult to put back together (reclaim) once the mining is complete. Evaluation Distribute Chemical Energy Survey on page 62 to students as a post-assessment. If you have young students, you can read the questions to them. Collect the forms and send them to NEED to evaluate the program. Together with the students, complete the Evaluation Form on page 63 and return to The NEED Project, P.O. Box Manassas, Virginia Survey Answer Key 1. C 2. A 3. C 4. C 5. B 6. A 7. B 8. B (False) 9. A 10. B 14 Chemical Energy

15 Answer Key Energy Source Matching, page H 3. D 5. G 7. B 9. A 2. E 4. F 6. J 8. C 10. I UV Bead Activity, pages How did you determine the areas each plant would grow the best? Students should be able to describe what they observed happening to the beads. The most color change indicates the most UV radiation, and thus would be the best location for Sunflowers, as they need full sun. The opposite would be true for the fern. What form of energy do plants rely on to grow? Radiant (light) energy from the sun What do plants do with their energy until we harvest them? They store the energy (chemical). Burn a Chip, page 50 What happened to the temperature of the water? What caused the change? The temperature of the water increases because the chip is burned. What form of energy is stored in the chips? Chemical Energy What forms of energy was the energy in the chip transformed into? It changed into thermal (heat), sound, and light. The Energy in Food, page 51 Chart pictured to the right What forms of energy does your body convert food energy into? Student answers may vary and include: heat, sound, and motion. What happens if your body takes in more food energy than it needs? Students might suggest that they get fat, because they are storing energy as fat for a later date. What happens if your body does not get the food energy it needs? The body must take energy from elsewhere and you burn fat stores, become more tired, etc. Apple Battery, page 52 What energy transformation occurred in this activity? The apple has chemical energy; when the metals react with the apple s acid, a reaction transforms the energy into electrical energy. Chemical Reaction 1, page 53 Is the chemical reaction between vinegar and baking soda releasing heat energy or taking it in? It is taking in, or absorbing the energy, because it gets cooler. Chemical Reaction 2, page 54 Is the chemical reaction between calcium chloride and water releasing heat energy or taking it in? It is releasing it, because it gets warmer. Biodiesel Math, page lbs Ethanol Math, page lbs bushels $ gallons 5. $300 Cheeseburger 360 Plain Hot Dog on Bun Chicken Nuggets 350 Small Taco 370 Banana 105 Large Carrot 25 Cup of Broccoli 30 Slice of Cheese 90 Bowl of Cheerios and Milk 250 Granola Bar 530 Bagel and Butter 280 Sausage and Egg Biscuit 580 Milk 135 Soda 155 Orange Juice 130 Water 0 Slice of Pepperoni Pizza 180 Nachos with Cheese 350 PBJ Sandwich 430 Medium French Fries Peanut Butter Cups 230 Cup of Ice Cream 290 Bag of Potato Chips 490 Cup of Sunflower Seeds ears bushels gallons 2012 The NEED Project P.O. Box 10101, Manassas, VA

16 MASTER Lab Safety Rules Eye Safety Always wear safety glasses when performing experiments. Fire Safety Do not heat any substance or piece of equipment unless specifically instructed to do so. Be careful of loose clothing. Do not reach across or over a flame. Keep long hair pulled back and secured. Do not heat any substance in a closed container. Always use tongs or protective gloves when handling hot objects. Do not touch hot objects with your hands. Keep all lab equipment, chemicals, papers, and personal items away from the flame. Extinguish the flame as soon as you are finished with the experiment and move it away from the immediate work area. Heat Safety Always use tongs or protective gloves when handling hot objects and substances. Keep hot objects away from the edge of the lab table in a place where no one will accidentally come into contact with them. Do not use the steam generator without the assistance of your teacher. Remember that many objects will remain hot for a long time after the heat source is removed or turned off. Glass Safety Never use a piece of glass equipment that appears to be cracked or broken. Handle glass equipment carefully. If a piece of glassware breaks, do not attempt to clean it up yourself. Inform your teacher. Glass equipment can become very hot. Use tongs or gloves if glass has been heated. Clean glass equipment carefully before packing it away. Chemical Safety Do not smell, touch, or taste chemicals unless instructed to do so. Keep chemical containers closed except when using them. Do not mix chemicals without specific instructions. Do not shake or heat chemicals without specific instructions. Dispose of used chemicals as instructed. Do not pour chemicals back into a container without specific instructions to do so. If a chemical accidentally touches your skin, immediately wash the area with water and inform your teacher. 16 Chemical Energy

17 What is energy? Energy is many things. Energy is light. Energy is heat. Energy makes things grow. Energy makes things move. Energy runs machines. Energy is the power to change things. Energy is the ability to do work. Energy is Light We use light energy to see. Most of our light comes from the sun. In our homes and schools we use electricity to power lights. Flashlights use batteries to produce light. Energy is Heat We use energy to make heat. We burn fuel to cook our food. The food we eat helps our bodies stay warm. When it is cold outside, we use energy to heat our homes. A campfire makes heat, too. Factories burn fuel to make the products they sell. Some power plants burn coal to make electricity. Energy Makes Things Grow All living things need energy to grow. Plants use light from the sun to grow. Plants change the sun s energy into sugar. Animals cannot change light energy into food. Neither can people. We eat plants and use the energy stored in them to grow. Energy Makes Things Move Student Informational Text Introduction to Energy Look around you. Many things are moving. They are in motion. Clouds drift across the sky. Leaves fall from trees. Birds fly. Plants grow and so do you. The Earth moves. The water moves. The air moves. Every living thing moves, too. It takes energy to make things move. Cars use the energy in gasoline to move. Many toys run on the energy stored in batteries. Sailboats are pushed by the energy in the wind The NEED Project P.O. Box 10101, Manassas, VA

18 Introduction to Energy Energy Runs Machines It takes energy to run our TVs, video games, and microwaves. This energy is electricity. We use electricity every day. It gives us light and heat. It runs our toys and appliances. What would your life be like without electricity? We make electricity by burning coal, oil, gas, and even trash. We make electricity from the energy that holds atoms together. We make electricity with energy from the sun, the wind, and falling water. Sometimes, we use heat from inside the Earth to make electricity. Energy is the Power to Change Things When we use energy, we don t use it up. We change it into other forms of energy. When we burn wood, we change its energy into heat and light. When we drive a car, we change the energy in gasoline into heat and motion. Energy is the Ability to Do Work Work means many things. Many adults leave the house every morning to go to work. They go to their job. Physical exercise is often called working out. Your teacher gives you homework to do. You might think that work is the opposite of play. But in science, work has a special meaning. Work is using force to move an object across a distance. To do work, there must be energy. Energy is the ability to do work. Think about playing soccer. A soccer ball cannot move by itself. You must kick it. The food you eat gives your body energy. Your muscles use this energy to kick (a force) the ball. The soccer ball (the object) rolls down the field (a distance) to score a goal. You have just done work! Energy Transformations Energy Transformations 18 Chemical Motion Chemical Motion Radiant Growth Electrical Heat Chemical Energy

19 Introduction to Energy Energy Sources In the United States we use ten energy sources to do work. We put these sources into two categories: nonrenewable and renewable. The nonrenewable energy sources we use are petroleum, coal, natural gas, propane, and uranium. These sources are found in the Earth. It takes a very long time for the Earth to produce these sources. Once we use them, we can t use them again. We use nonrenewable energy sources to move our cars, heat our homes, and make electricity. wind energy, and geothermal energy. Day after day, the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity. Nonrenewable sources are relatively inexpensive and we can use them 24 hours a day. Some renewable sources like solar and wind are free to use, because no one owns the sun or the wind. The machines and parts needed to turn these sources into energy we can use can be expensive. Every source of energy has advantages and disadvantages to using it. Renewable energy sources can be used over and over again. It does not take very long to replenish the supply of these resources so we will never run out. Renewable energy sources are biomass, hydropower, solar energy, U.S. Consumption of Energy by Source, 2010 Nonrenewable Sources Renewable Sources 0% Nonrenewable Energy Sources and Percentage of Total Energy Consumption 92% 8% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% PERCENTAGE OF UNITED STATES ENERGY USE PETROLEUM 35% Uses: transportation, manufacturing NATURAL GAS 25% Uses: heating, manufacturing, electricity COAL 21% Uses: electricity, manufacturing URANIUM 9% Uses: electricity PROPANE 2% Uses: heating, manufacturing Renewable Energy Sources and Percentage of Total Energy Consumption BIOMASS 4% Uses: heating, electricity, transportation HYDROPOWER 3% Uses: electricity WIND 1% Uses: electricity GEOTHERMAL <1% Uses: heating, electricity SOLAR <1% Uses: heating, electricity Data: Energy Information Administration 2012 The NEED Project P.O. Box 10101, Manassas, VA

20 Student Informational Text CHEMICAL ENERGY Every living thing is growing all the time. Sometimes they grow bigger. Sometimes they do not get bigger, but they still grow. They grow new cells to replace old ones. It takes energy to grow chemical energy stored in simple sugars. The energy to make these sugars comes from radiant (light) energy. Most of this light energy comes from the sun. Energy From the Sun The sun is basically a giant ball of gases. In the sun s core, a process called fusion is taking place. During fusion, atoms combine and release energy as radiation. Some of this radiation travels through space to reach the Earth as sunlight. This radiant energy is our most important energy source. It gives us light and heat and makes plants grow. It causes the wind to blow and the rain to fall. It is stored as chemical energy in plants, animals, and fossil fuels, such as coal, oil, and natural gas. Most of the energy we use today originally came from the sun, because we use a lot of chemical energy. Photosynthesis Plant cells have a special chemical called chlorophyll. The chlorophyll absorbs light energy. The electrons in the chlorophyll become very energized. During photosynthesis, these energized electrons cause a chemical reaction. During a chemical reaction, one or more substances change into other substances. In photosynthesis, carbon dioxide from the air and water from the soil are turned into oxygen and glucose. Plants use the energy they have absorbed from the sun to make oxygen and glucose. Photosynthesis In the process of photosynthesis, plants convert radiant energy from the sun into chemical energy in the form of glucose (or sugar). RADIANT ENERGY CARBON DIOXIDE WATER Glucose is a simple sugar that plants and animals use for food. The glucose is stored in the plants cells. It is this chemical energy that fuels every living thing. Plants are called producers because they produce food. 20 Chemical Energy WATER GLUCOSE OXYGEN RADIANT ENERGY CARBON DIOXIDE OXYGEN

21 Chemical Energy The plants use some of the glucose they make to grow and reproduce, but they make much more than they need. The rest of the glucose is stored in their cells as chemical energy. Animals and people need oxygen to live. They breathe in the oxygen made by plants during photosynthesis. They make carbon dioxide when they breathe out. It is an amazing cycle: plants use carbon dioxide and make oxygen; animals use oxygen and make carbon dioxide. Animals Get Their Energy from Plants Animals do not have chlorophyll. Their bodies cannot make glucose using light energy. They must get their energy from plants. Animals are called consumers because they consume other organisms and food made by plants. Animals that eat plants are called herbivores. Herbivores eat plants and absorb the glucose into their cells. They use the glucose to move and grow. They store the glucose in their cells as chemical energy. Carnivores Eat Other Animals Some animals do not eat plants; they eat other animals. Animals that eat only animals are called carnivores. Carnivores get their energy from the animals they eat. Chemical energy is stored in the muscles and fat of animals. The energy in the bodies of every animal originally came from plants. Animals use this energy to move and grow. A lion is a carnivore. It eats other animals, but it doesn t eat plants. The gazelle that a lion eats is a herbivore. The gazelle eats plants and absorbs the glucose into its cells. Omnivores Eat Plants and Animals Many animals eat both plants and animals. Animals that eat plants and animals are call omnivores. Omni means all. Most human beings are omnivores. We eat bread that is made from wheat or corn plants. We eat eggs that come from chickens. We eat hamburgers made from cows, with lettuce, pickles, and ketchup that come from plants. A pizza with cheese, pepperoni, sausage, peppers, mushrooms, and tomato sauce is a favorite American omnivore meal. Chickens are herbivores. Lions are carnivores. An omnivore's dinner. The Food Chain Arrows show the transfer of energy. Carnivore Omnivore The Food Chain The movement of energy from plants through animals is called the food chain. Light energy is used by plants to make glucose. The plants use some of the glucose to grow. The animals that eat the plants use some of the glucose to grow. They store the energy in their cells. Animals that eat animals use the energy stored in their cells to grow. Plant Herbivore 2012 The NEED Project P.O. Box 10101, Manassas, VA

22 Chemical Energy What Is Biomass? Biomass is anything that was once alive that can be used as an energy source. We call this organic material. Wood, crops, yard waste, and animal waste are examples of biomass. People have used biomass longer than any other energy source. For thousands of years, people have burned wood to heat their homes and cook their food. Biomass gets its energy from the sun. Plants absorb sunlight in a process called photosynthesis. With sunlight, air, water, and nutrients from the soil, plants make sugars called carbohydrates. Carbohydrates include sugars and starches. They serve as a major energy source for animals. Foods that are rich in carbohydrates (like spaghetti) are good sources of energy for the human body. Biomass is called a renewable energy source because we can grow more in a short time. Using Biomass Energy A wood log does not give off energy unless you do something to it. Usually, wood is burned to make heat. Burning is not the only way to use biomass energy, though. There are four ways to release the energy stored in biomass: burning, bacterial decay, fermentation, and changing it into fuel. Burning Wood was the biggest energy provider in the world until the mid-1800s. Wood heated homes and fueled factories. Today, wood provides only a little of our country s energy needs. Wood is not the only biomass that can be burned. Wood shavings, fruit pits, manure, and corn cobs can all be burned for energy. Garbage is another source of biomass. Garbage can be burned to generate steam and electricity. Power plants that burn garbage and other waste for energy are called waste-to-energy plants. Fast-growing crops like sugar cane are grown especially for their energy value when burned. Scientists are also researching ways to grow underwater plants like seaweed to use for their energy. Bacterial Decay Bacteria feed on dead plants and animals. As the plants and animals decay, they produce a colorless, odorless gas called methane. Methane gas is rich in energy. Methane is the main ingredient in natural gas, the gas we use in our Types of Biomass Wood Landfill Gas Garbage furnaces and stoves. Methane is a good energy source. We can burn it to produce heat or to generate electricity. In some landfills, wells are drilled into the piles of garbage to capture methane produced from the decaying waste. The methane can be purified and used as an energy source. Methane is also produced on farms from animal manure. Some farmers can use the methane from cow manure to power their farms! Fermentation We can add yeast (another bacteria) to biomass to produce an alcohol called ethanol. Wheat, corn, and many other crops can be used to make ethanol. Ethanol is sometimes made from corn to produce a motor fuel. Ethanol is more expensive to use than gasoline. Usually, it is mixed with gasoline to produce a fuel called E-10. Adding ethanol to gasoline is also good for the environment. Crops Alcohol Fuels Conversion Conversion means changing a material into something else. Today, we can convert biomass into gas and liquid fuels. We do this by adding heat or chemicals to the biomass. The gas and liquid fuels can then be burned to produce heat or electricity, or it can be used as a fuel for automobiles. 22 Chemical Energy

23 Chemical Energy Biofuels 36.4% Uses of Biomass Until the mid-1800s, wood gave Americans 90 percent of the energy we used. Today, biomass gives us only about three percent of the energy we use. It has been replaced by coal, natural gas, petroleum, and other energy sources. Today, most of the biomass energy we use comes from wood. The rest comes from crops, garbage, landfill gas, and alcohol fuels. Industry is the biggest user of biomass energy. Power companies use biomass to produce electricity. About one in five American homes burn wood for heat. The transportation sector uses more biomass every year to make ethanol. In the future, trees and other plants may be grown to fuel power plants. Farmers may also grow more energy crops to produce ethanol. Biomass and the Environment Biomass can pollute the air when it is burned. Burning biomass fuels does not produce harmful pollutants, that can cause acid rain. Growing plants for fuel can be good for the environment. Fossil Fuels Petroleum, natural gas, coal, and propane are fossil fuels because they were formed from the remains of tiny plants and animals that died hundreds of millions of years ago. When these plants and animals died, they sank into oceans or swamps where they were buried by thousands of feet of sand and soil. The heat and pressure eventually changed the plant and animal remains into fossil fuels. They are classified as nonrenewable energy sources because they take millions of years to form. We cannot make new fossil fuels in a short period of time. Like all living things, they are excellent sources of energy. Because the living organisms that turned into fossil fuels did completely decay, there is a great deal of chemical energy in their molecular bonds. This energy can be released through burning and other processes. U.S. Biomass Consumption by Sector, 2010 INDUSTRIAL 51.9% Data: Energy Information Administration U.S. Sources of Biomass, 2010 WOOD AND WOOD WASTE 46.2% Data: Energy Information Administration Surface Mining Topsoil Overburden COAL SEAM TRANSPORTATION 25.6% RESIDENTIAL 9.8% COMMERCIAL 2.5% ELECTRICITY 10.2% BIOFUELS 43.2% GARBAGE AND LANDFILLS WASTE 10.6% COAL SEAM 2012 The NEED Project P.O. Box 10101, Manassas, VA

24 Chemical Energy Coal America s Most Abundant Fossil Fuel Coal is an energy-rich fossil fuel. North American Indians used coal long before the first settlers arrived in the New World. Hopi Indians burned coal to bake the pottery they made from clay. European settlers discovered coal in North America during the first half of the 1600s. They used very little coal at first. Instead, they relied on waterwheels and burning wood. Coal became a popular fuel by the 1800s. People burned coal to manufacture goods and to power steamships and railroad engines. By the time of the American Civil War, people also burned coal to make iron and steel. And by the end of the 1800s, people began using coal to make electricity. How Coal Is Used The United States has a lot of coal. It is buried underground and must be mined. Most of the coal is burned to make electricity. Coal and the Environment Burning coal produces emissions that can pollute the air. It also produces carbon dioxide, a greenhouse gas. When coal is burned, a chemical called sulfur may also be released. Sulfur mixes with oxygen to form a chemical that can affect trees and water. 24 Chemical Energy