Energy
Lessons #7 and 8: Energy Conversion Project
*Note: Additional experimentation sessions between Lessons 7 and 8, and the
project presentation after Lesson 8 will be led by the classroom teacher.
Time Frame: 60 minutes per lesson
Learning Standards:
Science
Science and Engineering Practices
1) Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another.
2) Apply scientific ideas to solve design problems.
3) Possible solutions to a problem are limited by available materials and resources
(constraints). The success of a designed solution is determined by considering
the desired features of a solution (criteria). Different proposals for solutions can
be compared on the basis of how well each one meets the specified criteria for
success or how well each takes the constraints into account.
4) Tests are often designed to identify failure points or difficulties, which suggest the
elements of the design that need to be improved.
Crosscutting Concepts
1) Most scientists and engineers work in teams.
2) Energy can be transferred in various ways and between objects.
Engineering
Engineering Design
1) Define a simple design problem reflecting a need or a want that includes
specified criteria for success and constraints on materials, time, or cost.
2) Generate and compare multiple possible solutions to a problem based on how
well each is likely to meet the criteria and constraints of the design problem.
3) Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved.
4) Research on a problem should be carried out before beginning to design a
solution.
5) At whatever stage, communicating with peers about proposed solutions is an
important part of the design process, and shared ideas can lead to improved
designs.
6) Different solutions need to be tested in order to determine which of them best
solves the problem, given the criteria and the constraints.
Science and Engineering Practices
1) Define a simple design problem that can be solved through the development of
an object, tool, process, or system and includes several criteria for success and
constraints on materials, time, or cost.
2) Generate and compare multiple solutions to a problem based on how well they
meet the criteria and constraints of the design problem.
English / Language Arts
1) Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
2) Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Student will be able to:
1) Design and construct a machine that uses energy conversion to accomplish a goal.
2) Present and explain their machines and process.
Resources and Materials:
Item
Science Journals
iPads
Energy Conversion Project Instructions
Energy Conversion Project Presentation Guidelines
Energy Conversion Project Rubric
Energy Conversion Project Materials
Measuring tape
Bells
Containers
String
Balls (Ping pong balls and tennis balls)
Cups
Wires
Sticks
Cardboard tubes
Blocks
Pinwheels
Ramps
Cans
Tape (not provided)
Scissors (not provided)
Paper (not provided)
Water (not provided)
Amount
25 (in bin)
25 (in bin)
25 (in bin)
1 set (in bin)
This project will span 3 class periods, with additional time set aside outside of the
science block to finish testing. The first class period, under Energy Lesson 6 includes
the research portion of the project. If you have enough time at the end of the semester
for 3 lessons, then feel free to teach Lesson 6 yourselves, with the agreement of your
classroom teachers. If not, then discuss with your classroom teacher so that they know
to teach the lesson during the week between Lessons 5 and 7.
Energy Lesson 7: This lesson will be the first testing period for the students. Students
should already know their groups and know that they will be working on a project that
involves energy conversions. Hand out the “Energy Conversion Projection Instructions,”
“Energy Conversion Project Presentation Guidelines,” and “Energy Conversion Project
Rubric” handouts at the beginning of class and answer any questions that students
have after reading the instructions. Allow students at least10 minutes to gather in their
groups, figure out which goal they want to aim for, what materials they will use, and how
they plan to build a structure to accomplish their goal. These decisions may change as
they experiment and refine their design. Remind students that failure is important to
the scientific process, and scientists use failure as a way to identify elements of a
design that need to be improved. The important thing is not only to complete the
goal, but to try to come up with and test multiple solutions. Help students
brainstorm different approaches to solutions. Students should be documenting their
progress as images or videos on the iPads or as observational notes in their science
journals throughout the testing process. After testing, attempting to refine, and then
comparing these different trials, they should conclude that one of their solutions is their
best and should be able to provide reasons for their decision. By the end of this lesson,
students should have documentation of their structures and how they created them as
well as a conclusion about which solution works best.
Note: It is recommended that classroom teachers work with their students using the
Explain Everything app throughout the semester, but check in with the teachers after
Lesson 7 to make sure that they have done so. If not, kindly ask the teachers to do
some sort of mini project with the students using Explain Everything before Lesson 8.
Also, familiarize yourself with the app before going in to teach Lesson 8.
Between Lessons 7 and 8: Classroom teachers are encouraged to give students
more time to experiment with their designs outside of the science block. 1-2 more 45
minute sessions of construction during the week is suggested. If time permits, students
are encouraged to visit other teams to “show and tell” their machine ideas during the
last construction session.
Energy Lesson 8: Students will use this lesson to prepare for and create a
presentation on their energy conversion project using the Explain Everything app on
their iPads. If students have kept their structures in the classroom, they may go back to
their structures to get any pictures or videos that they did not get during Lesson 7.
Remind students that they should include a video of a successful run of their completed
project in their presentation. Students should start working on their presentation as a
group. The presentation should roughly follow the structure of the steps of the scientific
method. It should present the problem they attempted to solve, something about their
research (refer back to their notes from Lesson 6), their initial ideas about how to go
about solving the problem, details about the trials they ran and how they planned to
compare different solutions, the results of their tests, their reasons for picking any
particular solution, and their conclusions. If students finish before the hour long section
is done, they can practice giving their presentation in the hallway (if they choose not to
use voiceovers in their presentation), or spend time watching their presentations to
make sure everything is in place. Students will not give their presentations until later in
the week with their classroom teachers, but unless the classroom teacher expects to be
able to give them more time to work on the presentations after this lesson but before
they have to present, students should be completely done with their presentations by
the end of this lesson. While wrapping up the lesson, make sure that all student
presentations have been saved successfully.
Project Presentations: Classroom teachers will facilitate the project presentations in
their classes sometime after Lesson 8. Students will show their Explain Everything
presentations, which should include videos of their experimental trials. If possible,
students can also show off their machines and do a live trial during their presentation.
Classroom teachers will grade the student projects based on the “Energy Conversion
Project Rubric”.
Assessment: Science journals, see rubrics
Name:____________________________________________
Date:______________
Energy Conversion Project Instructions
Start by discussing this project with your group members. For this project, you will have to
complete one of the goals listed below while using the materials provided and completing all of
the machine requirements. There are no limits to the amount of each material you can use.
Figure out which construction goal your group wants to do and how you plan to complete that
goal. Remember to keep the machine requirements in mind and think about the materials you
plan to use. Think back to everything you've learned already about energy and look at your
notes for ideas. Don't be afraid to make mistakes or have to start over, and continue to try new
ideas! You will also be doing a presentation on how you did this project, so take pictures!
Construction Goal: Build a machine that does at least one of the following:
● Move a ping pong ball at least 1 meter from its starting position
● Ring a bell
● Increase the water level in a container by 2 cm
Machine Requirements:
● Design a machine that shows at least three different energy conversions
● The machine must use at least two different forms of energy - students can choose
between radiant, thermal, sound, chemical, electrical, kinetic mechanical, and potential
mechanical energy
● The machine must demonstrate the energy conversions and different forms of energy
before accomplishing the goal
Presentation Goals:
1. Show documentation of the designing and construction process
2. Clearly point out when energy conversions take place in the machine
3. Clearly show the different forms of energy the machine uses
Time Constraint:
● 2-3 hours of planning and testing time
● 1 hour to create presentation
Materials at your disposal:
String
Cardboard tubes
Balls (ping pong balls and tennis balls)
Blocks
Cups
Pinwheels
Wires
Ramps
Sticks
Cans
You can also use anything else you find inside your classroom, with permission from your
teacher. For example: tape, scissors, paper, water/faucet
Name:______________________________________
Date:______________
Energy Conversion Project
Presentation Guidelines
All of these ideas should be in your presentations:
● An introduction slide with all of your names
● Ask a Question: Tell us the first goal you decided to try and why
● Present Background Research: Tell us some details about the
energy sources you used in this project (look back on your notes from
the readings)
● Construct a Hypothesis: Your first plan to try to solve the goal and
why you thought that would work
● Experiment and Make Observations/Collect Data: Tell us about
your experimental process: how you tested your structures, whether
you had to make any big changes, any other solutions you tried,
things you noticed and learned.
● Analyze Your Results and Make a Conclusion: Tell us about how
well you think your design worked: did it complete all of the
requirements? What types of energy did you use? Would you change
anything about your design if you had more time?
● Tell us something you learn from doing this project
● Tell us something you enjoyed the most while doing this project
Remember to work together on this project. Also, remember that you will want pictures
for your slides, and maybe videos or sounds. It's nice to have pictures of your actual
process, so don't forget to take pictures, notes, or videos while you're testing your
solutions.
Energy Conversion Project Rubric
Student Name:_________________________
Machine Construction
Category
Completed
Selected
Construction
Goal
4
Students were able
to build a machine
that can
successfully
complete their goal
every time.
3
2
1
Students were
able to build a
machine that
successfully
completed their
goal most of the
times.
Students were
able to build a
machine that
successfully
completed their
goal at least
once.
Students
could not
complete the
goal.
Displayed Energy The machine used
Conversions and at least 2 forms of
Types
energy and
showed at least 3
energy
conversions.
The machine used
at least 2 forms of
energy and
showed at least 2
energy
conversions.
The machine
used at least 2
energy
conversions, but
did not show 2
forms of energy
The machine
used only 1
energy
conversion
and 1 form of
energy.
Creative Use of
Materials
Students used at
least 8 of the
provided materials
in innovative ways.
Students used at
least 7 of the
provided
materials.
Students used at
least 5 of the
provided
materials
Students used
4 or less of
the provided
materials.
Experimentation
and Trials
Students
experimented with
different machines
prototypes and
executed multiple
trials on each
machine.
Students
experimented with
different machine
prototypes and
executed at least
1 trial on each
machine.
Students
executed
multiple trials on
1 machine
prototype
Students only
executed 1
trial on 1
machine
prototype.
Teamwork and
Participation
Students exhibited
superb teamwork.
Everyone
communicated
their ideas and
contributed to the
work.
Students worked
well together, but
were not all able
to successfully
communicate their
ideas to the group.
Students did not
work well
together or did
not attempt to
incorporate
everyone’s
ideas.
Students did
not work
together, or a
member of the
team did not
participate at
all.
Final Grade: __________________________
Comments:
Presentation
Category
4
3
2
1
Fulfillment of
Required
Presentation
Goals
Clearly points out
different energy
forms and energy
conversions used
in the machine,
and incorporates
picture and video
evidence.
Attempts to point
out different
energy forms
and energy
conversions
used in the
machine.
Points out either
energy forms or
energy
conversions used
in the machine,
but not both.
Does not point
out the energy
forms or energy
conversions used
in the machine.
Understanding
of Underlying
Concepts
Clearly explains
the mechanics of
the energy
conversions and
describes the
forms of energy
used.
Attempts to
explain the
mechanics of the
energy
conversions, and
includes some
explanation of
the forms of
energy used.
Explains either
the mechanics of
the energy
conversions or
the forms of
energy used, but
not both.
Does not explain
the mechanics of
the energy
conversions or
the forms of
energy used.
Presentation
Skills and
Creativity
Presents
information
clearly and
effectively in
ways that
engaged other
students.
Presents
information
clearly and
effectively, but
does not engage
other students.
Presentation was
somewhat
confusing, but
other students
can still reach a
basic
understanding of
main ideas.
Presentation was
very confusing.
Teamwork and
Participation
Students worked
extremely well
together. All
students were
very involved in
the presentation
and understood
all aspects of the
presentation.
All students were
involved in the
presentation, but
some students
did not
understand
aspects of the
presentation.
Most students
were involved in
the presentation,
and most
understood all
elements of the
presentation.
One student did
most of the
presentation.
Other students
did not
understand many
elements of the
presentation.
Spelling and
Mechanics
The presentation
contains no
mistakes, or only
a few negligible
mistakes.
There were a
few mistakes,
but does not
detract from the
overall
presentation.
The presentation The presentation
included some
included many
obvious mistakes. mistakes that
made
understanding
difficult.
Final Grade: __________________________
Comments: