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Science lesson plan · 8th grade (Year 9 in England) · 30 minutes

Conservation of energy and wasted energy

Energy

CCSS NGSS.MS-PS3-5CCSS NGSS.HS-PS3-1England: KS3 Physics: Energy (changes in systems)England: KS4 Combined Science: Energy

Objective and success criteria

Students will: Conservation of energy and wasted energy.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: How devices transfer energy

Leads to: Kinetic and gravitational potential energy; Efficiency; Use energy conservation to find speeds and heights

Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (How devices transfer energy). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What is the main useful energy output of an electric toy car? (light / sound / heating (thermal) / movement (kinetic)) → movement (kinetic)Prompt: What is the device for?
  2. A battery-powered torch (flashlight) is switched on. Which list shows the energy transfer? (chemical → electrical → light (and some heat) / light → chemical → sound / sound → light / kinetic → nuclear → light) → chemical → electrical → light (and some heat)Prompt: Start with the energy store in the battery.
  3. Which device is mainly designed to give out sound? (a loudspeaker / a toaster / an electric toy car / an LED lamp) → a loudspeakerPrompt: Think about what you use each device for.

Hook · 3 min

  • Wind up a toy or stretch an elastic band and ask where the energy goes.
  • Share the objective: Conservation of energy and wasted energy. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A speaker is supplied with 200 J of energy. It transfers 80 J usefully. How much energy is wasted, in J?
  • Step 1: 200 − 80 = 120
  • Step 2: So the answer is: 120 J
  • Answer: 120 J
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A lamp is supplied with 2000 J of energy. It transfers 500 J usefully. How much energy is wasted, in J? → 1500 JPrompt: Energy is conserved: input = useful output + wasted output.
  2. What does the law of conservation of energy say? (Energy cannot be created or destroyed, only transferred / Energy is used up and disappears / Energy is always destroyed as heat / Machines create energy) → Energy cannot be created or destroyed, only transferredPrompt: Where does "used" energy go?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A lamp is supplied with 1000 J of energy. It transfers 100 J usefully. How much energy is wasted, in J? → 900 JPrompt: Energy is conserved: input = useful output + wasted output.
  2. What does the law of conservation of energy say? (Machines create energy / Energy cannot be created or destroyed, only transferred / Energy is always destroyed as heat / Energy is used up and disappears) → Energy cannot be created or destroyed, only transferredPrompt: Where does "used" energy go?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: How devices transfer energy.
  • Use concrete materials: wind-up toys or a pendulum.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Kinetic and gravitational potential energy; Efficiency; Use energy conservation to find speeds and heights.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-8.

Free lesson plan from eurekami.com/lesson-plan-builder

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Conservation of energy and wasted energy

Name

Date

Score/ 6

  1. Question 1

    Where does most wasted energy usually end up?

    • A. inside the plug
    • B. back in the battery
    • C. heating the surroundings
    • D. destroyed

  2. Question 2

    Conservation of energy: which statement is NOT true?

    • A. A Sankey diagram shows useful and wasted energy.
    • B. Energy is used up and disappears.
    • C. No real machine is 100% efficient.
    • D. The total energy in a closed system stays the same.

  3. Question 3

    A kettle is supplied with 200 J of energy. It transfers 40 J usefully. How much energy is wasted, in J?

    AnswerJ

  4. Question 4

    A ball is dropped and each bounce is lower. Where did the energy go?

    • A. It went into the ball's mass
    • B. Gravity took it
    • C. It was destroyed
    • D. It was transferred to the surroundings as heat and sound

  5. Question 5

    A kettle is supplied with 1200 J of energy. It transfers 1080 J usefully. How much energy is wasted, in J?

    AnswerJ

  6. Question 6

    What does the law of conservation of energy say?

    • A. Energy is always destroyed as heat
    • B. Energy is used up and disappears
    • C. Machines create energy
    • D. Energy cannot be created or destroyed, only transferred

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Answer key: Conservation of energy and wasted energy

  1. 1. C. heating the surroundings

  2. 2. B. Energy is used up and disappears.

  3. 3. 160 J

  4. 4. D. It was transferred to the surroundings as heat and sound

  5. 5. 120 J

  6. 6. D. Energy cannot be created or destroyed, only transferred