Subject Area Science 14

Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

Stage 1 – Desired Results

Overview: Energy can be transferred by means of heat and by use of force or distance multipliers
called machines. The optimal design of such energy transfer technologies is based upon an
understanding of energy transfer, heat and temperature, and force. Students will gain an
understanding that the design of energy transfer technologies also takes into consideration the need
for safety and for efficiency as a means of reducing reliance upon nonrenewable energy resources.

Understandings: Essential Questions:

Students will understand …
- The functioning of common methods and
devices designed to control the transfer of
thermal energy from hot to cold objects
- Simple machines as force or distance
multipliers that transfer energy and multiply
forces or distance
- How is energy transferred?
- How do mechanical devices provide for controlled
application of energy in ways that are efficient,
effective, and responsible?
- To what extent do society and technology influence
each other?

Prior understandings… Specific Learner Outcomes

Students will…
- Science 4: GLO 6, 7, 8
- Science 7: Unit D Outcomes for Science, Technology and Society (STS)
- Science 9: Unit D and Knowledge

1.1 observe and explain the functioning of cooling

systems as applications that are based on the principle
that heat is transferred from hot to cold objects (e.g., fins
on engines, piping on the back of refrigerators and air
conditioners, automobile radiators)
Where will this lead?
1.2 describe the three ways; i.e., radiation, conduction
Science 10: Unit B
and convection, that thermal energy is transferred from
Science 20: Unit B
hot to cold objects
Physics 20: Unit A, B, C
1.3 describe the particle model of matter in which every
object consists of particles in motion, and describe the
effect of temperature on this motion (e.g., observe
Brownian motion)

1.4 describe the role of convection and conduction in

distributing heat in natural and technological systems
(e.g., sea and land breezes, convection ovens, metal
pipes, cast-iron pots and pans)
Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

1.5 explain how large bodies of water, such as oceans

and lakes, have a moderating influence on climate (e.g.,
compare the climates of Vancouver and Calgary)

2.1 explain the functioning of technologies that reduce

thermal energy transfer (e.g., clothing, construction
strategies for reducing heat loss—insulation, cavity
walls, aluminum foil and double glazing)

2.2 describe the functioning of devices and methods that

protect against potentially dangerous thermal energy
transfer (e.g., household appliances, protective clothing
worn by firefighters, internal combustion engine)

2.3 describe the variation in absorption/loss of heat

(specific heat capacity) of a substance being heated or
cooled, by manipulating variables that include the
amount and type of material (e.g., motor oil, cooking oil,
water)

3.1 analyze and describe simple machines as devices that

transfer energy (e.g., screws, ramps, hammers, hockey
sticks, tennis rackets)

3.2 identify the joule and the newton metre as the units of
energy and work in the Système international (SI) units

3.3 analyze and describe simple machines as either force

multipliers or distance multipliers

3.4 describe all simple machines as having an input

force, an output force and a fulcrum (e.g., pulleys,
doorknobs, winches)

3.5 develop the relationship Fd, by measuring the force

(F) applied to the object and the distance (d) the object is
moved in the direction in which the force is applied (e.g.,
use a balance beam [teeter-totter] to establish
equilibrium, placing differing masses at various
distances)

3.6 explain the functioning of common household

machines, in terms of force multipliers and ways in
which work is made easier (e.g., can openers, crowbars,
car jacks, scissors and hedge clippers)
 Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

3.7 explain the need to encourage and support the

development of machines that are efficient and rely upon
renewable energy sources (e.g., hand-wound radios,
solar-powered calculators, solar cookers)

Stage 2 – Assessment Evidence

Pre-Assessments:

- Getting to know you exit slip

- “Guess what you know” section and discussion of work booklets

Quizzes, Tests, Assignments Performance Tasks, Projects

- Weekly quizzes - Labs
- Rube Goldberg - Beauty & Aesthetics of Science
- Unit test - Debate
- Lab report - Rube Goldberg
- Beauty & Aesthetics of Science
- Debate
Other Evidence (observations, work samples, Student self-assessment
dialogues)
- Self-marked on quizzes. Opportunity to fix errors
- Class discussions - Reflection portion of Beauty & Aesthetics of Science
- Lab observation
- Work time observation
- Entry activities
 Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

Learning Beauty &

Pre- Rube
Outcomes Title
assessments
Labs Classwork Quizzes Unit Test
Goldberg
Aesthetics Debate
of Science
Type (Formative/Summative) Formative Formative Summative Summative Summative Summative Summative Formative
Weighting 20% 20% 20% 20% 20%
1.1 observe and explain the functioning of
cooling systems as applications that are
X X X
based on the principle that heat is
transferred from hot to cold objects
1.2 describe the three ways; i.e., radiation,
X
conduction and convection, that thermal energy X X X
is transferred from hot to cold objects
1.3 describe the particle model of matter in
which every object consists of particles in
X X X X
motions, and describe the effect of temperature
on this motion

1.4 describe the role of convection and

conduction in distributing heat in natural and X X X
technological systems

1.5 explain how large bodies of water, such as

oceans and lakes, have a moderating influence X
X X X
on climate (e.g., compare the climates of
Vancouver and Calgary)
2.1 explain the functioning of technologies that
reduce thermal energy transfer (e.g., clothing, X
X
X X
construction strategies for reducing heat loss)
2.2 describe the functioning of devices and
methods that protect against potentially X
X
X X
dangerous thermal energy transfer
 Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

2.3 describe the variation in absorption/loss of

heat (specific heat capacity) of a substance
X X X X
being heat or cooled, by manipulating variables
that include the amount and type of material
3.1 analyze and describe simple machines as
X X
devices that transfer energy (e.g. screws, ramps, X X X X
hammers, hockey sticks, tennis rackets)
3.2 identify the joule and the newton metre as
X
the units of energy and work in the Systeme X X
international (SI) units

3.3 analyze and describe simple machines as X X

X X X
either force multipliers or distance multipliers

3.4 describe all simple machines as having an

X
input force, an output force and a fulcrum (e.g. X X X
pulleys, doorknobs, winches)
3.5 develop the relationship Fd, by measuring
the force (F) applied to the object and the
X X X X
distance (d) the object is moved in the direction
in which the force is applied
3.6 explain the functioning of common
household machines, in terms of force
multipliers and ways in which work is made X X X X X
easier (e.g. can openers, crowbars, car jacks,
scissors and hedge clippers)
3.7 explain the need to encourage and support
the development of machines that are efficient
and rely upon renewable energy sources (e.g. X X X X
hand-wound radios, solar-powered calculators,
solar cookers)
 Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning

An exit slip will provide the teacher with

Pre-Assessment information about student perspectives on x x
future course content.
Labs and demonstrations will be used to
illustrate almost every major concept in this
unit. Students will be able to see heat
Labs x
transfer occur, assess methods used to
prevent heat transfer, and work with simple
machines
As a unit capstone project the students will
build a Rube Goldberg, using the
Rube Goldberg x x x
knowledge they have learned about simple
machines.
Students will create an “I wonder” question
Beauty & Aesthetics that comes from the natural world and
x x
Project represent their findings through an artistic
representation of their choosing.

The unit test will be a cumulative

Unit Test assessment of all learner outcomes in the x
unit.

Students will have weekly quizzes to

reduce test anxiety (that many students
Quizzes have) provide structure and help students x
keep up with the material. Their lowest
grade will be dropped.
Students will be provided with a workbook
that follows along with each chapter in the
Workbooks/Classwork textbook. Workbooks and textbook x x x
questions provide structure for these
students.
 Subject Area Science 14
Grade Level 10
Topic Unit B: Energy Transfer Technologies
Length of Unit (days) 29

Week 1: Getting to know you, three types of heat transfer

Activities: magic milk, balloon pop, mini-convection lab

Week 2: Heat transfer, specific heat capacity, ocean currents &

climate regulation
Activities: Work on Beauty & Aesthetics, Music festival outing

Week 3: Beauty & Aesthetics of Science presentations, Insulation &

R-Value, FNMI jigsaw
Activities: make ice cream, intro to Simple Machines stations

Week 4: Simple Machines: Work, Energy & Efficiency, Lever &

Inclined Plane, Mechanical Advantage
Activities: Lever demo, inclined planes & force calculation,
levers in your body, speed multipliers – hockey stick activity

Week 5: Simple Machines: Wheels, gears & pulleys, energy

efficiency
Activities: energy efficiency debate, mechanical advantage of a
compound bow, catapult build

Week 6: Review, Unit Test

Activities: Rube Goldberg