There are six basic forms of energy: mechanical, electrical, heat, light, sound, and chemical energy. Mechanical energy includes potential energy, which is stored energy due to an object's position, and kinetic energy, which is energy of motion. Potential energy can be gravitational or elastic. Electrical energy comes from the movement of charged particles and can be transformed into other forms of energy. Heat energy is how hot or cold an object is and is transferred between objects. Light and sound energies are forms of wave energy that travel away from their sources. Chemical energy is stored energy due to molecular arrangements.
what is energy? Includes definitions of the different types of energy. That is electromagnetic energy, Mechanical energy, Chemical energy, Thermal energy, Electrical energy. For more vist http://energy.wesrch.com/
what is energy? Includes definitions of the different types of energy. That is electromagnetic energy, Mechanical energy, Chemical energy, Thermal energy, Electrical energy. For more vist http://energy.wesrch.com/
Energy? Do you know what is energy and how many types of energy is there. How energy is differ from the work, power and how different energy can be utilized for man utilization. Different types of energy like - solar energy, chemical energy, nuclear energy, potential energy, wind energy, mechanical energy, light energy, sound energy, kinetic energy etc are described briefly. Renewable energy which is the backbone of modern energy source and can be beneficial for the power generation at a large scale for future.
Energy? Do you know what is energy and how many types of energy is there. How energy is differ from the work, power and how different energy can be utilized for man utilization. Different types of energy like - solar energy, chemical energy, nuclear energy, potential energy, wind energy, mechanical energy, light energy, sound energy, kinetic energy etc are described briefly. Renewable energy which is the backbone of modern energy source and can be beneficial for the power generation at a large scale for future.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. Benchmark: SC.5.P.10.1 Investigate and describe some basic
forms of energy, including light, heat, sound electrical, chemical,
and mechanical.
Objective: Students will identify and describe some basic forms of
energy.
Essential Question: What are some basic forms of energy?
Home Learning:
4. Forms of Energy
Energy is the ability to do work.
Energy can make things move or change and can be transferred
from one form to another and from one object to another.
Energy comes in many different forms, including:
o mechanical energy
o electrical energy
o heat energy
o light energy
o sound energy (acoustic energy)
o chemical energy
5. Mechanical Energy
Mechanical Energy is the energy that an object has due to
its motion or position.
Mechanical Energy encompasses two types of energy:
o Potential Energy (energy of position) – stored energy.
Energy that is not causing changes now but could cause
changes.
o Kinetic Energy (energy of motion) – energy due to motion.
6. Energy of Position
Potential Energy is energy that in not causing any changes
now, but could cause changes in the future.
2 Types of Potential Energy
o Gravitational Potential Energy - is the amount of energy an
object has based on its weight and height.
o Elastic potential energy - is the amount of energy an object
has based on being bent or stretched.
Click on each camera to view videos
Potential Energy
7. Cornell NotesCornell Notes
Energy is the ability to do work. Energy
can come in many different
forms but there are six basic
forms of energy:
1. mechanical energy
2. electrical energy
3. heat energy
4. light energy
5. sound energy
6. chemical energy
Mechanical
energy
is the energy that an object
has due to its motion or its
position.
Potential (energy of position) –
energy not causing any
changes but could cause
changes.
Kinetic (energy of motion)
– energy due to motion.
8. Electrical Energy
Electrical energy comes from the movement of charged
particles, such as electrons.
Electrical energy is also referred to as electricity.
Machines can change electricity into many other forms of energy
like heat, light, sound, or mechanical energy.
Electricity travels through conducting materials, such as wires.
Electrical energy can be changed into other kinds of energy.
9. Heat Energy
Heat or thermal energy is how hot or cold an object is.
Heat energy is transferred from warmer objects to
colder objects.
Heat energy can be produced from other forms of
energy.
The temperature of an object is related to how
much thermal energy that an object has.
10. Light Energy
Light energy is a type of wave energy which can be sensed by
the eyes.
Other types of energy can produce light energy.
Light energy produced by the Sun is called solar energy.
Light energy always travels away from its source.
11. Light Energy
Light travels away from its source in a straight line until it strikes
an object or travels from one medium to another.
Things that give off light often also give off heat.
Light can:
Reflect – the bouncing back of light from a surface.
Refract – the bending of light as it moves through one
material.
Absorb – when light is absorbed by an object.
12. Chemical Energy
Chemical energy is the energy found in a substance due to
the arrangement of its particles.
Chemical Energy is a type of potential energy or stored energy.
Chemical energy is present in several situations of energy
transfer.
13. Sound Energy
Sound energy is the energy of sound waves as they travel.
Sound is created by the vibration of an object.
The speed of a sound wave depends on what
the wave is traveling through.
Sound travels more quickly through a solid than through a liquid or
through air.
Sound waves cannot travel through a vacuum such as outer space
because there is nothing there for the waves to travel through.
15. Pitch
Factors that Affect Pitch
Speed of the Vibrations
Tightness (or tension)
Size, such as the length or thickness of
string, can affect pitch.
19. Exit Slip
Pitch Elastic potential Refract Acoustic
Vibrations Gravitational Reflect Friction
Volume Kinetic Absorb Heat
Loudness Potential Solar Electrical
Size Shape Texture Mass
Light Chemical Mechanical Sound
Using the following words to summarize what you learned about the
basic forms of energy.
20. Checks for Understanding
1. When an overhead fan is turned on, what kind of energy is
used?
a. light
b. chemical
c. electrical
d. sound
FCAT Explorer
21. 2. Jose can throw a baseball from the outfield all the way back to home plate. Why
does he have to move his arm in order to make the ball fly all that way?
A. He has to get the ball high enough in the air so the air can support it.
B. The ball's energy can only be released if he lets it go above the ground.
C. Moving his arm makes the ball's own energy take it in the right direction.
D. He has to transfer some of his muscle's energy to the ball to make it move.
Checks for Understanding
22. 3. Judy is getting ready for school on a cold day in February. She wants to make sure
her hair is completely dry before she leaves her house. She plugs her hair dryer into
the wall outlet and turns it on. Which of the following describes one of the steps
involved in using energy to dry Jennifer's hair?
A. Thermal energy is changed into mechanical energy, which makes the motor in
the hair dryer move.
B. Electrical energy is changed into heat energy, which makes the motor in the
hair dryer move.
C. Mechanical energy is changed into heat energy, which makes the motor in the
hair dryer move.
D. Electrical energy is changed into mechanical energy,
which makes the motor in the hair dryer move.
Florida Achieves
Checks for Understanding
23. 4.Which of the following lists the forms of energy that electricity can
be transformed into?
A. heat, kinetic, light, and sound energy
B. chemical, heat, light, and solar energy
C. heat, kinetic, nuclear, and sound energy
D. gravitational, kinetic, solar, and sound energy
Florida Achieves
Checks for Understanding
24. 5.While on a hiking trip, Franklin noticed that the mosquitoes flying around him
had a much higher pitch than the bees he had heard earlier in the day.
Which of the following best explains why mosquitoes sound so different from
bees?
a. Their bodies are very different sizes.
b. They make noises for different purposes.
c. Their wings vibrate at different speeds.
d. They ingest different kinds of foods.
FCAT EXPLORER
Checks for Understanding
25. Online Energy Resources
The Energy Story: http://energyquest.ca.gov/story/index.html
Mechanical Energy (animation) http://app.discoveryeducation.com/player/?assetGuid=2768797e-
a7a0-45f5-b7a4-
812cd3422f7d&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productco
de=DETB&isAssigned=false&includeHeader=YES&homeworkGuid=
Energy and the Environment:
http://www.childrensuniversity.manchester.ac.uk/interactives/science/energy
Energy http://www.energyeducation.tx.gov/energy/section_1/topics/index.htm
Kids and Energy http://www.kids.esdb.bg/index.html
Science for Kids: Sound and Hearing
http://acswebcontent.acs.org/scienceforkids/index.html#Sound
Gizmos: Heat Absorption
Editor's Notes
Teacher: Please understand that this PowerPoint is a tool for you to use in the classroom, it covers the benchmark SC.5.P10.1 Forms of Energy.
Use the PowerPoint to help guide your lesson, refer to throughout the topic or as review.
Teacher: Review the common board configurations with students. Please fill in the home learning as you deem appropriate. Explain to students that by the end of the lesson, they will be able answer the essential questions. Their objective will be to identify and/or describe some basic forms of energy.
***Please see Item Bank Specifications p. 101 for further Benchmark Clarifications and Content Limits as well as Science Test Item Specifications p. 55 for additional information. Keep in mind that this standard builds upon third and fourth grade benchmarks. Students will need to comprehend these additional benchmarks, thus addressing them with your class or small groups as needed is essential. Benchmarks listed under SC.5.P.10.1 are SC.3.P.10.1, SC.3.P.10.3, SC.3.P.10.4, SC.3.P.11.1, SC.3.P.11.2, SC.4.P.10.4, and SC.4.P.10.3. Please see the FCAT Test Specs for benchmark clarifications and content limits.
Teacher: Introduce / revisit vocabulary. Make sure these words are part of your interactive word wall.
Teacher: Explain energy and the forms of energy.
Teacher: Discuss mechanical energy. Please note that students will need to understand kinetic and potential but the exact verbiage will not be used. Instead they will be assessed as energy of motion.
Teacher: Click on each camera to view videos discuss the pertinent information from the slide that coordinates with each video.
GPE – Give an example: A car sitting on a hill has gravitational potential energy. When gravity pulls the car down the hill that energy changes from potential energy to kinetic energy (energy of motion).
Elastic potential energy – Give an example: When a rubber band is stretched that is potential energy (energy of position) when the rubber band is released it is kinetic energy (energy of motion).
Teacher: This is a sample journal page that you might want to include on the right side. More information can be added as you see fit. Please use your descretion.
Teacher: Explain electrical energy. After discussing the slide, explain energy transfer (this is an preliminary students have not learned about energy transfer yet) light energy when electrical energy causes the metal wire in a light bulb to glow. Another examples, sound energy when electrical energy causes speakers in a radio to vibrate.
Teacher: Explain heat or thermal energy. Examples of heat energy include: when things rub together they create heat because of friction, when wood or other fuels are burned to produce heat, when electric energy is converted to heat in appliances, such as hair dryers or toaster
Teacher: When discussing how other types of energy can produce light energy give an example, when metal gets very hot (heat energy), it glows.
Teacher: This information should be a review from fourth grade. Assess the needs of your students and teach based on their level of understanding (what they remember from previous grades) in order to prepare them for the future.
Teacher: Explain chemical energy to students. Use the following examples.
Chemical energy is present in several situations of energy transfer. Such as: chemical energy in fuels (gasoline, wood) may be converted into heat, light, and motion when the fuel is burned. Be explicit when discussing the picture and how it is an example of chemical energy.
Chemical energy in batteries is converted to electrical energy to power various objects, such as a flashlight.
Chemical energy in food is converted to several forms of energy (heat, etc.) when digested by an organism
Plants use light energy from the Sun to make chemical energy in the form of sugars.
Teacher: Explain sound energy and that it can be produced by other forms of energy, such as:
Teacher: Discuss how sound energy can come from other types of energy.
mechanical energy, when drums are played
electrical energy, when a radio is turned on
Teacher: Examples and details are provided for each factor. Please reference and share with students as you review this benchmark. Once again it was a benchmark from a previous grade level.
Speed of the vibrations - Faster vibrations result in a higher pitch and slower vibrations result in a lower pitch. Different musical notes have different pitches.
Tightness can affect pitch. - Imagine two strings of the same length: one string is pulled tightly and the other string is loose. If both strings are plucked, then the tight string will produce a higher-pitched sound than the loose string because the tight string will vibrate faster.
Size, such as length or thickness of a string - If two strings are pulled to the same tightness, but one is longer than the other, the shorter string will make the higher pitched sound because it will make faster vibrations. Thicker strings will make lower pitched sounds than thinner strings of the same length with the same tension.
Teacher: This slide indicates time for accountable talk. Please use a collaborative structure of your choice to determine groups of four for the discussion on the next slide.
Teacher: Use the collaborative structure of your choice to partner students and allow them time to answer the question.
Teacher: Have students list the forms of energy then give a real world example of that form of energy. Students can not use any example given in ppt.
Teacher: Students must use at least 15 words from the word bank to write a summary of what they learned.
Teacher: Please check out the additional resources that may be beneficial for you to utilize in order to meet your students needs. Feel free to use these resources to help you plan your lessons. They will also help you to remediate, reinforce and enrich student learning.