Physical Science

Changing Energy to a Different Form

(Click here to view activities and diagrams in PDF format)

Standard Statement:
3.4.4 B - Know basic energy types, sources and conversions.

Content Objectives:
Students will be able to:

Know that energy can be converted from one form to another.

Process Objectives:
Students will be able to:

  1. Identify various sources of energy.
  2. Observe the transformation of one form of energy to another (e.g., chemical to electrical – battery; electrical to light – light bulb; chemical to heat and light – burning a match).

Assessment Strategies:

1.      Teacher Observation

2.      Evaluation of lab report

3.      Discussion:

Why does the balloon pop? (The steel wool gets hot and melts the balloon.)

How can you change your circuit breaker so that the balloon won’t pop until you add more than three batteries? (Increase the number of strands of steel wool. This provides more paths for the current and less resistance and heat.)

How could you change your circuit breaker so that it would pop with only one battery? (Use fewer strands of steel wool. This provides more resistance and heat.)

Procedures:
Management

activity.the balloon will not pop with one cell in the circuit, but it will popwith two or three cells.wool.

Students should work in groups of three or four.
Students can use the switch built as part of the Make a Switch
The balloons should be underinflated.
You should try this activity before doing it with students. Ideally,
If the balloon pops with only one cell, use more strands of steel wool.

If the balloon won’t pop with three cells, try fewer strands of steel
Class Procedures

1.   Discuss the key question: “How does a circuit breaker keep a circuit from overheating?” (It interrupts the circuit when too much current is present.)

2.   Hand out the activity sheets and explain the procedure for making circuit breakers.

3.   Have students make the circuit shown using only one cell. They should not have the switch closed when taping the steel wool to the balloon.

4.   Have students close the switch and observe what happens.  Hopefully, most of the balloons will not pop.

5.   Have students add another cell to the circuit and try again. If the balloons still don’t pop, add a third cell.

6.   If the balloons don’t pop with three cells, check to make sure that there are no loose connections in the circuit and try again. Students may have to use fewer strands of steel wool.

7.   Challenge students to make their balloons pop with more or fewer cells in the circuit.

8.   Discuss the results and have students write their conclusions.

Used by permission:  AIMS Education Foundation {1-888-733-2467}.  "Circuit Breakers", pgs 51-52.

  

Suggested Level:
Intermediate/Middle Level

Standard Category:
3.4 – Physical Science, Chemistry and Physics

Materials:
Per group:

2 to 3 balloons

1 paper clip

2 to 3 D cell batteries

3 aluminum foil strips

3 to 4 strands of steel wool

Instructional Strategies:
Cooperative learning

Use of manipulatives