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Chemical Energy An inquiry-based unit for primary and elementary students in an after-school setting that includes background information, and hands-on activities on chemical energy.

Grade Levels:

Pri

Primary

Elem

Elementary

Subject Areas: Science

Social Studies

Language Arts

Math

Technology

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.

Teacher Advisory Board

Permission to Copy

Constance Beatty Kankakee, IL

Greg Holman Paradise, CA

James M. Brown Saratoga Springs, NY

Barbara Lazar Albuquerque, NM

NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Amy Constant - Schott Raleigh, NC

Robert Lazar Albuquerque, NM

Teacher Advisory Board

Nina Corley Galveston, TX

Leslie Lively Porters Falls, WV

In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.

Samantha Danielli Vienna, VA

Hallie Mills St. Peters, MO

Shannon Donovan Greene, RI

Jennifer Mitchell Winterbottom Pottstown, PA

Linda Fonner New Martinsville, WV Teresa Fulk Browns Summit, NC Michelle Garlick Long Grove, IL Erin Gockel Farmington, NM Robert Griegoliet Naperville, IL Bob Hodash DaNel Hogan Tucson, AZ

Mollie Mukhamedov Port St. Lucie, FL Don Pruett Jr. Puyallup, WA

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.

Judy Reeves Lake Charles, LA Tom Spencer Chesapeake, VA Jennifer Trochez MacLean Los Angeles, CA Wayne Yonkelowitz Fayetteville, WV

1.800.875.5029 www.NEED.org ÂŠ 2019 Printed on Recycled Paper

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Chemical Energy

Table of Contents Standards Correlation Information

Where Do You Kids Get All That Energy?

Materials 5

The Tale of Johnny Energy Seed

Teacher Guide

Food Chain Song

Answer Key

UV Bead Activity

Lab Safety Rules

Burn a Chip

The Energy in Food

Student Informational Text Introduction to Energy

Apple Battery

Chemical Energy

Chemical Process 1

What Can You Do With a Soybean?

Chemical Process 2

What is Biodiesel?

Biodiesel Math

What Can You Do With a Field of Corn?

Ethanol Math

What is Ethanol?

Mai 55

Forms of Energy Master

Under the Sea

Energy Chants

The Tale of Little Big Fuel

Energy Source Matching

The Tale of Fern Fossil

How We Use Energy Master

Chemical Energy Survey

Energy Flow Master

Evaluation Form

Energy Flow Cards

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Standards Correlation Information www.NEED.org/curriculumcorrelations

Next Generation Science Standards This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Materials Activity

Materials In Kit

Materials Needed

Energy Transformations

Ribbon

Growth and Energy

UV Beads Pipe cleaners

Foods Contain Energy 1: Chip Demo

Calorimeter apparatus Lab thermometer

Matches Chips Water Large paper clips Digital balance (optional)

Foods Contain Energy 2: Apple Battery

Microammeters Nails (large and small) Copper wires (thin and thick) Alligator clips

Apples or other fruit

Chemical Processes

Student thermometers 100 mL Beakers 250 mL Beakers Resealable plastic bags Baking soda Calcium chloride Measuring cups

Vinegar Water

Fuels We Use: Biodiesel and Ethanol

Resealable plastic bags

Waste materials Yeast Glass beaker or container Rubbing alcohol Bottle of grape juice Matches Art supplies Calculators

Fuels We Use: Fossil Fuels

Toothpicks

Napkins Soft chocolate chip cookies Art supplies

Matches Tape Art supplies

Kit materials are available for purchase by contacting NEED at 1-800-875-5029.

Chemical Energy Kit 1 Leader guide 1 Container calcium chloride 1 Container baking soda 5 Student thermometers 8 15 mL Measuring cups 8 100 mL Beakers 2 250 mL Beakers

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30 Resealable plastic bags 1 Roll of curling ribbon 4 Large nails 4 Small nails 4 Copper wire sets 4 Pair alligator clips 4 Microammeters

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1 Calorimeter apparatus 1 Lab thermometer 1 Box of toothpicks 1 Package uv beads 1 Package pipe cleaners

Teacher Guide Grade Levels

Unit Preparation

Primary, grades K-2

Read the guide and become familiar with the information, activities, and equipment in the kit.

Elementary, grades 3-5

Gather the materials needed for activities using the chart on page 5. Practice the experiments to gain an understanding of possible outcomes, difficulties, and questions.

 Time

Make copies of student worksheets and the informational text, as needed.

Approximately 8-10 90-minute sessions

Make two copies of Chemical Energy Survey on page 60 for each student. One copy can be used as a pre-assessment, the other, a post-assessment of student understanding. Allow the students to take their work home each day to share with their families. With all of the activities, give older students the responsibility of working with the younger students to understand and complete the experiments and student worksheets. Make sure the students understand the applicable Lab Safety Rules on page 14.

Activity 1: Introduction to Forms and Sources of Energy  Objectives Students will be able to define energy. Students will be able to list and describe forms of energy, citing examples. Students will be able to categorize energy sources as renewable or nonrenewable. Students will be able to list the ten energy sources.

 Concepts Energy is the ability to do work or make a change. Energy is found in many forms—thermal, radiant, chemical, nuclear, gravitational, and electrical. We use many sources of energy. Some sources of energy are renewable; some are nonrenewable. Most of the energy we use today is in the form of chemical energy.

 Materials Student Informational Text, pages 15-17 Forms of Energy master, page 30 Energy Chants, pages 31-32 Energy Source Matching, page 33 How We Use Energy master, page 34

Procedure 1. Ask for a volunteer to do jumping jacks or run in place. Ask the other students what enabled this student to run or jump. Discuss energy with students as the ability to do work. In order to jump or run, that student needed energy. Make a class list of all the items and activities that students can think of that use energy. 2. Read about energy with your students using the Student Informational Text section entitled Introduction to Energy. 3. Use the Forms of Energy master to explain the different forms of energy. 4. Explain that there are 10 major sources for energy that we use in the United States, and demonstrate them using the Energy Chants. Discuss how the energy is stored or harnessed in each one of the sources using the Energy Source Matching activity. 5. Show students the How We Use Energy master and discuss that most of our energy comes from things that must be burned to release their energy, like oil, gas, coal, propane, and biomass.

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Activity 2: Energy Transformations  Objective Students will be able to describe how energy flows or transforms in an object.

 Concepts Energy is found in many forms—thermal, radiant, chemical, nuclear, gravitational, and electrical. Energy can be converted from one form to another. Energy from the sun fuels most all energy transformations.

 Materials Energy Flow master, page 35 Energy Flow Cards, pages 36-41 Where Do You Kids Get All That Energy? story, pages 42-43 The Tale of Johnny Energy Seed, page 44

Matches Ribbon Tape Art supplies

Procedure 1. Introduce the activities by lighting several matches. Ask students what forms of energy they are witnessing. Ask students what must be done to transform the energy. The match holds chemical energy that is stored until it is converted to heat (thermal energy) and light (radiant energy) when the match burns. 2. Use the Energy Flow master to explain how energy is converted in an energy flow. Explain that most energy on the Earth originates as the nuclear energy in the core of the sun. 3. Pass out sets of Energy Flow Cards to students. Have the students work in pairs to connect the cards using ribbon and tape. There are four sets of cards that should be grouped together. Each card includes a number in the upper left hand corner to identify it with its set. NOTE: The Energy Flow Cards can be used throughout the unit to reinforce or assess energy transformations. Sets 1 and 2 are focused mainly on food chains/webs, while 3 and 4 include energy sources as well. Set 3 and 4 may be more challenging to use at the beginning of the unit. 4. Have students read the stories Where Do You Kids Get All That Energy? and The Tale of Johnny Energy Seed. Students should make their own books with illustrations using the text of one story or act out a story in groups.

Activity 3: Growth and Energy  Objectives Students will be able to describe how energy flows or transforms in an object. Students will be able to list the forms of energy involved in growth.

 Concepts Energy is not lost or gained; it is converted from one form to another. Energy from the sun fuels most all energy transformations. Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. Plants convert radiant energy (from the sun) into chemical energy through the process of photosynthesis.

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Energy Flow master, page 35 Food Chain Song, page 45 UV Bead Activity, pages 46-47

Procedure 1. Review the concepts that energy is not lost or gained, but transformed into another type of energy, and most energy originates from the sun. Review the concept of an energy flow by singing the Food Chain Song. 2. Discuss with students that energy flows are sometimes called food chains or webs when they only include plants and animals. Energy flows can also include more than just plants and animals. Review the Energy Flow master, if needed. 3. Read the Student Informational Text section entitled, Chemical Energy. Ask students what they need to grow. Brainstorm a list of things plants need to grow. 4. Distribute the UV beads to students and have them make a bracelet as directed on the UV Bead Activity worksheet. 5. Complete the UV Bead Activity while outside. 6. Discuss student answers to the Conclusion questions. Make sure to remind students that the sun’s energy is essential to many energy transformations and that plants are often the next step. Different plants need different amounts of sun, or energy, to grow.

Activity 4: Foods Contain Energy 1 (Chip Demo)  Objectives Students will be able to describe how chemical reactions release energy. Students will be able to identify the amount of energy in different kinds of food, and list ways it might be transformed.

 Concepts Energy is not lost or gained; it is converted from one form to another. Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. Plants convert radiant energy (from the sun) into chemical energy through the process of photosynthesis. We can release and use the chemical energy in biomass through a chemical reaction.

 Materials Calorimeter apparatus Paper clip Matches Chips* Water

Lab thermometer Balance to weigh chips (optional) Burn a Chip worksheet, page 48 The Energy in Food worksheet, page 49

2 Preparation Place 50 mL of water in the flask of the calonmeter apparatus. Assemble the calorimeter apparatus as shown in the operating instructions that accompany the equipment. Instead of using the pin included with the calorimeter, bend the paper clip so that it forms a holder for the chip when placed in the cork, as shown in the diagram on the Burn a Chip worksheet.

Procedure 1. Introduce the activity by showing the students the chips and discussing the concept that they are made from plants that have chemical energy stored in them. 2. Explain the equipment and the demonstration—that you will be burning a chip underneath the flask of water, recording the temperature of the water before and after the chip is burned. 3. Distribute and review the Burn a Chip activity with the students. 4. Use the lab thermometer to measure the temperature of the water in the flask and instruct the students to record the temperature on their worksheets. Remove the thermometer from the flask.

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5. Place a chip on the paper clip and put it directly underneath the flask of water. Make sure the opening of the apparatus is facing the students so that they can see the chip burning. 6. Use a match to light the chip. When the chip has completely burned and the fire has gone out, measure and record the temperature of the water again. 7. Repeat the demonstration with other food products, if you like. NOTE: Many foods have high moisture content and do not catch fire easily. You can place them in a warm oven overnight to extract most of the moisture so they will burn more readily. 8. Discuss the conversion of the chemical energy in the chips into heat and light (and maybe sound). 9. Distribute and review The Energy In Food activity with the students. 10. Have them complete the activity, then discuss using the answer key on page 13. 11. Review the Conclusion questions. *NOTE: As some students may have allergies, check to be sure that chips used are not cooked in peanut oil. The extension at the end of this activity may be a suitable substitute, if needed. 12. OPTIONAL: Ask students to find the energy content (calories) of the foods they ate that day. Have them look at the package labels of common foods they eat, or items on their lunch menu at school. Discuss results as a class.

Extension: Burning Calories  Materials 2 Packages of microwave popcorn (one unpopped, one popped and allowed to dry for one week) Beaker or aluminum can of water on tripod Matches Heavy metal pan Lab thermometer

Procedure 1. DO THIS OUTSIDE! Pour a small amount of water into the beaker and place it on the tripod. Record the temperature of the water. 2. Place the bag of popped corn into a heavy metal pan. Place the pan under the tripod. Light the bag on fire and observe the popcorn. Record the temperature of the water in the beaker after the popcorn has burned. 3. Show students the unpopped corn with the nutrition label. Explain that the paper bag is also made of plants. Discuss with students how the energy in plants can be released by their bodies to produce energy or burned by fire to produce heat.

Activity 5: Foods Contain Energy 2 (Apple Battery)  Objective Students will be able to describe how chemical energy can transform into electrical energy.

 Materials FOR EACH STUDENT Apple Battery worksheet, page 50

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 Materials FOR EACH GROUP 1 Microammeter 2 Zinc nails (one large/one small) 2 Copper wires (one thick/one thin) 1 Set of alligator clips 1 Apple (or other fruit item)

2 Preparation Divide students into groups. Set up four work stations with the materials to conduct the Apple Battery activity.

Procedure 1. Introduce the activity by asking students what they know or have heard about acids. Discuss common acids students might recognize—battery acid, lemon juice, etc. Tell students that acids react with some other materials. Energy is released when they react. 2. Distribute the Apple Battery activity, and instruct students to complete the activity in groups. 3. Review and discuss the Conclusion questions and Extensions.

Activity 6: Chemical Processes  Objective Students will be able to describe how chemical reactions and processes can produce change in temperature.

 Concepts Energy is not lost or gained; it is converted from one form to another. Chemical energy is released or used through a chemical process. Most of the energy we use today is in the form of chemical energy. Not all chemical processes are chemical changes resulting in a chemical reaction. Dissolution (dissolving) is an example.

Materials 4 Student thermometers 8 100 mL Beakers Vinegar Baking soda 8 Resealable plastic bags

Cold water Calcium chloride Measuring cups Chemical Processes 1 and 2 worksheets, pages 51-52

2 Preparation Divide the students into four groups. Place 5 cc of baking soda and 5 cc of calcium chloride into 4 sets of measuring cups, 25 mL of vinegar, and 25 mL of cold water into 4 sets of 100 mL beakers. Set up four work stations with the materials to conduct the Chemical Process 1 activity. Once the students have completed the first activity and the work stations have been cleared of all chemicals, then set up the work stations for the second activity.

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Procedure 1. Distribute and review the Chemical Process 1 activity. 2. Instruct the students to conduct the activity in their groups, dispose of the remaining chemicals and plastic bags as you instruct, and complete the student page. 3. Distribute and review the Chemical Process 2 activity. Distribute the materials the groups need to conduct the activity. 4. Instruct the students to conduct the activity in their groups, dispose of the remaining chemicals and plastic bags as you instruct, and complete the student page. 5. Discuss the Conclusion and Extension questions for both student pages.

Activity 7: Fuels We Use: Biodiesel and Ethanol  Objectives Students will be able to describe the chemical energy transformation in fuels. Students will be able to describe how fermentation occurs. Students will be able to describe ethanol and biodisel and how they are used.

 Concepts

Resealable plastic bags Leaves, grass clippings, leftovers, etc. Yeast Bottle of grape juice Rubbing alcohol 250 mL Glass beaker Matches

Art Supplies Calculators Student Informational Text, pages 18, 26-29 Biodesel Math, page 53 Ethanol Math, page 54 Mai story, page 55

Biomass is any organic material we can use for energy. Biomass is a carbohydrate that contains chemical energy. We can release and use the chemical energy in biomass by burning it and in other ways, such as turning biomass into an alcohol fuel.

 Materials Procedure 1. Ask students who has seen or eaten a soybean before. (Hint: ask if the’ve ever eaten edamame). Ask students who has seen or eaten corn before. Share with students that these common food crops are also very important energy sources. 2. Have students read the pages in the Student Informational Text. These sections discuss soybeans, biodiesel, corn, and ethanol. Discuss the energy transformations that take place when these items are used for fuels. 3. Ask students to brainstorm a list, from their reading, of reasons why we might use biodiesel and ethanol for fuels. Be sure to discuss and include environmental impacts. 4. Have students make biogas by filling a plastic bag with leaves, leftovers from lunch, and a pinch of yeast. Add a little water, if necessary, so that the mixture is moist. Force out as much air as possible by flattening the bag before closing. Put the bags in a warm place. Watch them for a week or two. The mixture should be decaying and creating biogas from the decaying biomass. The bag should begin to expand. 5. Have students read and illustrate the story Mai. 6. Open the bottle of grape juice and add a pinch of yeast. Recap the bottle and set it on a windowsill near the bag of leaves and leftovers to allow fermentation to occur. Explain that the juice will turn into alcohol. 7. Pour some rubbing alcohol into a beaker. Carefully light the alcohol to show that it can be burned as a fuel. Discuss how alcohol from corn and other grains is mixed with gasoline for fuel. 8. Allow the juice to ferment, and ask students to observe changes each week, making note of smell, color, etc. Ask them to predict how long it will take to fully ferment. © 2019

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Activity 8: Fuels We Use: Fossil Fuels  Objectives Students will be able to list and describe fossil fuels. Students will be able to describe the chemical energy transformation in fuels.

 Concepts Most of the energy we use today is in the form of chemical energy. Fossil fuels—coal, petroleum, natural gas, and propane—were made from ancient organic materials hundreds of millions of years ago. These fuels contain chemical energy. We can release and use the chemical energy in fossil fuels by burning them.

 Materials Student Informational Text, pages 21-25 Under the Sea, pages 56-57 The Tale of Little Big Fuel, page 58 The Tale of Fern Fossil, page 59

Art supplies Soft chocolate chip cookies Napkins Toothpicks

Procedure 1. Ask students to make a list of other fuels we use, other than biodiesel and ethanol. Ask them to label the things we use these fuels for. 2. Explain to students that fuels like gasoline (petroleum), diesel, natural gas, heating oil, coal, and propane are nonrenewable fossil fuels. They are similar to biodiesel and ethanol, in that they were formed from once living things. They are different in that they took hundreds of millions of years to form. 3. Direct students to read the fossil fuels section of the Student Informational Text. 4. Have students read Under The Sea, The Tale of Little Big Fuel, and The Tale of Fern Fossil and illustrate the stories. 5. Give each student a cookie, napkins, and toothpick. Explain to students that they will use the toothpicks to “mine” the cookie for resources. Have the students “mine “as carefully as possible, trying not to disturb the land. Have the students compete to see who can recover the most resources. While the students eat their cookies, discuss that nonrenewable resources like coal must be mined and petroleum must be drilled for. Discuss how this activity might be like mining and drilling for fossil fuels, making sure to address the following points: Just as the body burns the chocolate chips for energy, power plants or vehicles can burn fuels for energy. Once the fuel is burned, we can’t use it again, and we cannot make more. Some places (or cookies) have more resources than others. The resources (chips) closer to the surface are easier to recover than those buried within. The land (cookie) might be difficult to put back together (reclaim) once the mining is complete.

 Evaluation Distribute Chemical Energy Survey on page 60 to students as a post-assessment. If you have young students, you can read the questions to them. Collect the forms and send them to NEED if desired. Together with the students, complete the Evaluation Form on page 63 and return to The NEED Project.

 Survey Answer Key 1. C

5. B

9. A

2. A

6. A

10. B

3. C

7. B

4. C

8. B (False)

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Answer Key Energy Source Matching, page 33 1. H

3. D

5. G

7. B

9. A

2. E

4. F

6. J

8. C

10. I

UV Bead Activity, pages 46-47 How did you determine the areas each plant would grow the best? Students should be able to describe what they observed happening to the beads. The most color change indicates the most UV radiation, and thus would be the best location for Sunflowers, as they need full sun. The opposite would be true for the fern. What form of energy do plants rely on to grow? Radiant (light) energy from the sun What do plants do with their energy until we harvest them? They store the energy (chemical).

Burn a Chip, page 48 What happened to the temperature of the water? What caused the change? The temperature of the water increases because the chip is burned and releases chemical energy, which turns into thermal energy. What form of energy is stored in the chips? Chemical Energy What forms of energy was the energy in the chip transformed into? It changed into thermal (heat), sound, and light.

The Energy in Food, page 49 Chart pictured to the right shows examples. What forms of energy does your body convert food energy into? Student answers may vary and include: heat, sound, and motion.

Cheeseburger

360

Plain Hot Dog on Bun 240

What happens if your body takes in more food energy than it needs? Students might suggest that they get “fat”, because they are storing energy as fat for a later date.

6 Chicken Nuggets 350

What happens if your body does not get the food energy it needs? The body must take energy from elsewhere and you burn fat stores, become more tired, etc.

Banana 105

Apple Battery, page 50

Is the chemical reaction between vinegar and baking soda releasing heat energy or taking it in? It is taking in, or absorbing the energy, because it gets cooler.

Chemical Process 2, page 52

Bowl of Cheerios and Milk

250

Granola Bar 530 Sausage and Egg Biscuit 580 Milk 135 Soda 155 130

Water 0 Slice of Pepperoni Pizza 250 Nachos with Cheese 350

Biodiesel Math, page 53

PBJ Sandwich 430

3. 66 4. 1500 bushels

5. $60

Medium French Fries

6. 15 gallons

2 Peanut Butter Cups 230

Ethanol Math, page 54

Cup of Ice Cream

460 290

Bag of Potato Chips 490

1. 62 lbs

3. 1200

5. $300

2. 30 ears

4. 1000 bushels

6. 280 gallons

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Orange Juice

Is the chemical reaction between calcium chloride and water releasing heat energy or taking it in? It is releasing it, because it gets warmer.

Bagel and Butter 280

Chemical Process 1, page 51

2. 69

Large Carrot Cup of Broccoli

Slice of Cheese 90

What energy transformation occurred in this activity? The apple has chemical energy; when the metals react with the apple’s acid, a reaction transforms the energy into electrical energy.

1. 60 lbs

Small Taco 370

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Cup of Sunflower Seeds 260

MASTER

Lab Safety Rules Eye Safety Always wear safety glasses when performing experiments.

Fire Safety Do not heat any substance or piece of equipment unless specifically instructed to do so. Be careful of loose clothing. Do not reach across or over a flame. Keep long hair pulled back and secured. Do not heat any substance in a closed container. Always use tongs or protective gloves when handling hot objects. Do not touch hot objects with your hands. Keep all lab equipment, chemicals, papers, and personal items away from the flame. Extinguish the flame as soon as you are finished with the experiment and move it away from the immediate work area.

Heat Safety Always use tongs or protective gloves when handling hot objects and substances. Keep hot objects away from the edge of the lab table––in a place where no one will accidentally come into contact with them. Do not use the steam generator without the assistance of your teacher. Remember that many objects will remain hot for a long time after the heat source is removed or turned off.

Glass Safety Never use a piece of glass equipment that appears to be cracked or broken. Handle glass equipment carefully. If a piece of glassware breaks, do not attempt to clean it up yourself. Inform your teacher. Glass equipment can become very hot. Use tongs or gloves if glass has been heated. Clean glass equipment carefully before packing it away.

Chemical Safety Do not smell, touch, or taste chemicals unless instructed to do so. Keep chemical containers closed except when using them. Do not mix chemicals without specific instructions. Do not shake or heat chemicals without specific instructions. Dispose of used chemicals as instructed. Do not pour chemicals back into a container without specific instructions to do so. If a chemical accidentally touches your skin, immediately wash the area with water and inform your teacher.

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Student Informational Text INTRODUCTION TO ENERGY

What is energy? Energy is many things. Energy is light. Energy is heat. Energy makes things grow. Energy makes things move. Energy runs machines. Energy is the power to change things. Energy is the ability to do work. Energy is Light We use light energy to see. Most of our light comes from the sun. In our homes and schools we use electricity to power lights. Flashlights use batteries to produce light.

Energy is Heat We use energy to make heat. We burn fuel to cook our food. The food we eat helps our bodies stay warm. When it is cold outside, we use energy to heat our homes. A campfire makes heat, too. Factories burn fuel to make the products they sell. Some power plants burn coal to make electricity.

Energy Makes Things Grow All living things need energy to grow. Plants use light from the sun to grow. Plants change the sunâ€™s energy into sugar. Animals cannot change light energy into food. Neither can people. We eat plants and use the energy stored in them to grow.

Energy Makes Things Move Look around you. Many things are moving. They are in motion. Clouds drift across the sky. Leaves fall from trees. Birds fly. Plants grow and so do you. The Earth moves. The water moves. The air moves. Every living thing moves, too. It takes energy to make things move. Cars use the energy in gasoline to move. Many toys run on the energy stored in batteries. Sailboats are pushed by the energy in the wind.

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Introduction to Energy Energy Runs Machines It takes energy to run our TVs, video games, and microwaves. This energy is electricity. We use electricity every day. It gives us light and heat. It runs our toys and appliances. What would your life be like without electricity? We make electricity by burning coal, oil, gas, and even trash. We make electricity from the energy that holds atoms together. We make electricity with energy from the sun, the wind, and falling water. Sometimes, we use heat from inside the Earth to make electricity.

Energy is the Power to Change Things When we use energy, we donâ€™t use it up. We change it into other forms of energy. When we burn wood, we change its energy into heat and light. When we drive a car, we change the energy in gasoline into heat and motion.

Energy is the Ability to Do Work Work means many things. Many adults leave the house every morning to go to work. They go to their job. Physical exercise is often called working out. Your teacher gives you homework to do. You might think that work is the opposite of play. But in science, work has a special meaning. Work is using force to move an object across a distance. To do work, there must be energy. Energy is the ability to do work. Think about playing soccer. A soccer ball cannot move by itself. You must kick it. The food you eat gives your body energy. Your muscles use this energy to kick (a force) the ball. The soccer ball (the object) rolls down the field (a distance) to score a goal. You have just done work!

Energy Transformations Energy Transformations

Chemical

Motion

Chemical

Motion

Radiant

Growth

Electrical

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Introduction to Energy Energy Sources In the United States we use ten energy sources to do work. We put these sources into two categories: nonrenewable and renewable.

wind energy, and geothermal energy. Day after day, the sun shines, the wind blows, and the rivers flow. We use renewable energy sources mainly to make electricity.

The nonrenewable energy sources we use are petroleum, coal, natural gas, propane, and uranium. These sources are found in the Earth. It takes a very long time for the Earth to produce these sources. Once we use them, we canâ€™t use them again. We use nonrenewable energy sources to move our cars, heat our homes, and make electricity.

Nonrenewable sources are relatively inexpensive and we can use them 24 hours a day. Some renewable sources like solar and wind are free to use, because no one owns the sun or the wind. The machines and parts needed to turn these sources into energy we can use can be expensive. Every source of energy has advantages and disadvantages to using it.

Renewable energy sources can be used over and over again. It does not take very long to replenish the supply of these resources so we will never run out. Renewable energy sources are biomass, hydropower, solar energy,

U.S. Consumption of Energy by Source, 2017

90%

Nonrenewable Sources Renewable Sources 0%

10%

11% 20%

30%

40%

50%

60%

70%

80%

90%

100%

PERCENTAGE OF UNITED STATES ENERGY USE

Nonrenewable Energy Sources and Percentage of Total Energy Consumption

PETROLEUM

37%

Uses: transportation, manufacturing

NATURAL GAS 29% Uses: heating, manufacturing, electricity

COAL

Uses: electricity, manufacturing

15%

URANIUM

Uses: electricity

PROPANE

Uses: heating, manufacturing

Renewable Energy Sources and Percentage of Total Energy Consumption

BIOMASS

Uses: heating, electricity, transportation

HYDROPOWER 3% Uses: electricity

WIND

Uses: electricity

SOLAR

<1%

Uses: heating, electricity

GEOTHERMAL <1% Uses: heating, electricity

Data: Energy Information Administration *Total does not equal 100% due to independent rounding.

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Student Informational Text CHEMICAL ENERGY

Every living thing is growing all the time. Sometimes they grow bigger. Sometimes they do not get bigger, but they still grow. They grow new cells to replace old ones. It takes energy to grow—chemical energy stored in simple sugars. The energy to make these sugars comes from radiant (light) energy. Most of this light energy comes from the sun.

Energy From the Sun The sun is basically a giant ball of gases. In the sun’s core, a process called fusion is taking place. During fusion, atoms combine and release energy as radiation. Some of this radiation travels through space to reach the Earth as sunlight. This radiant energy is our most important energy source. It gives us light and heat and makes plants grow. It causes the wind to blow and the rain to fall. It is stored as chemical energy in plants, animals, and fossil fuels, such as coal, oil, and natural gas. Most of the energy we use today originally came from the sun, because we use a lot of chemical energy.

Photosynthesis

Photosynthesis In the process of photosynthesis, plants convert radiant energy from the sun into chemical energy in the form of glucose (or sugar). RADIANT ENERGY

RADIANT ENERGY

OXYGEN

WATER CARBON DIOXIDE WATER

GLUCOSE

Plant cells have a special chemical called chlorophyll. The chlorophyll absorbs light energy. The electrons in the chlorophyll become very energized. During photosynthesis, these energized electrons cause a chemical reaction. During a chemical reaction, one or more substances change into other substances. In photosynthesis, carbon dioxide from the air and water from the soil are turned into oxygen and glucose. Plants use the energy they have absorbed from the sun to make oxygen and glucose.

CARBON DIOXIDE

Glucose is a simple sugar that plants and animals use for food. The glucose is stored in the plants’ cells. It is this chemical energy that fuels every living thing. Plants are called producers because they produce food. © 2019

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Chemical Energy The plants use some of the glucose they make to grow and reproduce, but they make much more than they need. The rest of the glucose is stored in their cells as chemical energy. Animals and people need oxygen to live. They breathe in the oxygen made by plants during photosynthesis. They make carbon dioxide when they breathe out. It is an amazing cycle: plants use carbon dioxide and make oxygen; animals use oxygen and make carbon dioxide.

Chickens are herbivores.

Animals Get Their Energy from Plants Animals do not have chlorophyll. Their bodies cannot make glucose using light energy. They must get their energy from plants. Animals are called consumers because they consume other organisms and food made by plants. Animals that eat plants are called herbivores. Herbivores eat plants and absorb the glucose into their cells. They use the glucose to move and grow. They store the glucose in their cells as chemical energy.

Lions are carnivores.

Carnivores Eat Other Animals Some animals do not eat plants; they eat other animals. Animals that eat only animals are called carnivores. Carnivores get their energy from the animals they eat. Chemical energy is stored in the muscles and fat of animals. The energy in the bodies of every animal originally came from plants. Animals use this energy to move and grow. A lion is a carnivore. It eats other animals, but it doesnâ€™t eat plants. The gazelle that a lion eats is a herbivore. The gazelle eats plants and absorbs the glucose into its cells.

An omnivore's dinner. Food chain

Omnivores Eat Plants and Animals Many animals eat both plants and animals. Animals that eat plants and animals are call omnivores. Omni means all. Most human beings are omnivores. We eat bread that is made from wheat or cornâ€”plants. We eat eggs that come from chickens. We eat hamburgers made from cows, with lettuce, pickles, and ketchup that come from plants. A pizza with cheese, pepperoni, sausage, peppers, mushrooms, and tomato sauce is a favorite American omnivore meal.

The Food Chain The movement of energy from plants through animals is called the food chain. Light energy is used by plants to make glucose. The plants use some of the glucose to grow. The animals that eat the plants use some of the glucose to grow. They store the energy in their cells. Animals that eat animals use the energy stored in their cells to grow. ÂŠ 2019

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Chemical Energy What Is Biomass? Biomass is anything that was once alive that can be used as an energy source. We call this organic material. Wood, crops, yard waste, and animal waste are examples of biomass. People have used biomass longer than any other energy source. For thousands of years, people have burned wood to heat their homes and cook their food.

Types of Biomass

Biomass gets its energy from the sun. Plants absorb sunlight in a process called photosynthesis. With sunlight, air, water, and nutrients from the soil, plants make sugars called carbohydrates. Carbohydrates include sugars and starches. They serve as a major energy source for animals. Foods that are rich in carbohydrates (like spaghetti) are good sources of energy for the human body. Biomass is called a renewable energy source because we can grow more in a short time.

Using Biomass Energy A wood log does not give off energy unless you do something to it. Usually, wood is burned to make heat. Burning is not the only way to use biomass energy, though. There are four ways to release the energy stored in biomass: burning, bacterial decay, fermentation, and changing it into fuel.

Burning Wood was the biggest energy provider in the world until the mid-1800s. Wood heated homes and fueled factories. Today, wood provides only a little of our country’s energy needs. Wood is not the only biomass that can be burned. Wood shavings, fruit pits, manure, and corn cobs can all be burned for energy. Garbage is another source of biomass. Garbage can be burned to generate steam and electricity. Power plants that burn garbage and other waste for energy are called waste-to-energy plants. Fast-growing crops like sugar cane are grown especially for their energy value when burned. Scientists are also researching ways to grow underwater plants like seaweed to use for their energy.

Bacterial Decay Bacteria feed on dead plants and animals. As the plants and animals decay, they produce a colorless, odorless gas called methane. Methane gas is rich in energy. Methane is the main ingredient in natural gas, the gas we use in our

Crops

Wood

Garbage Landfill Gas

Alcohol Fuels

furnaces and stoves. Methane is a good energy source. We can burn it to produce heat or to generate electricity. In some landfills, wells are drilled into the piles of garbage to capture methane produced from the decaying waste. The methane can be purified and used as an energy source. Methane is also produced on farms from animal manure. Some farmers can use the methane from cow manure to power their farms!

Fermentation We can add yeast (another bacteria) to biomass to produce an alcohol called ethanol. Wheat, corn, and many other crops can be used to make ethanol. Ethanol is sometimes made from corn to produce a motor fuel. Ethanol is more expensive to use than gasoline. Usually, it is mixed with gasoline to produce a fuel called E-10. Adding ethanol to gasoline is also good for the environment.

Conversion Conversion means changing a material into something else. Today, we can convert biomass into gas and liquid fuels. We do this by adding heat or chemicals to the biomass. The gas and liquid fuels can then be burned to produce heat or electricity, or it can be used as a fuel for automobiles. © 2019

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Chemical Energy

Biofuels 36.4%

Uses of Biomass Until the mid-1800s, wood gave Americans 90 percent of the energy we used. Today, biomass gives us only about five percent of the energy we use. It has been replaced by coal, natural gas, petroleum, and other energy sources. Today, most of the biomass energy we use comes from wood, alcohol, and fuels. The rest comes from crops, garbage, and landfill gas. Industry is the biggest user of biomass energy. Power companies use biomass to produce electricity. About one in five American homes burn wood for heat. The transportation sector uses more biomass every year to make ethanol. In the future, trees and other plants may be grown to fuel power plants. Farmers may also grow more energy crops to produce ethanol.

Biomass and the Environment

U.S. Biomass Consumption by Sector, 2017 TRANSPORTATION

INDUSTRIAL

28%

50%

RESIDENTIAL 7% COMMERCIAL 3% ELECTRIC Power 12% Data: Energy Information Administration

U.S. Sources of Biomass, 2017 WOOD AND WOOD WASTE

BIOFUELS

45%

Biomass can pollute the air when it is burned. Burning biomass fuels does not produce harmful pollutants, that can cause acid rain. Growing plants for fuel can be good for the environment. Data: Energy Information Administration * Total does not equal 100% due to independent rounding.

Fossil Fuels Petroleum, natural gas, coal, and propane are fossil fuels because they were formed from the remains of tiny plants and animals that died hundreds of millions of years ago. When these plants and animals died, they sank into oceans or swamps where they were buried by thousands of feet of sand and soil. The heat and pressure eventually changed the plant and animal remains into fossil fuels. They are classified as nonrenewable energy sources because they take millions to hundreds of millions of years to form. We cannot make new fossil fuels in a short period of time. Like all living things, they are excellent sources of energy. Because the living organisms that turned into fossil fuels did completely decay, there is a great deal of chemical energy in their molecular bonds. This energy can be released through burning and other processes.

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GARBAGE, LANDFILL WASTE, OTHER

Chemical Energy

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Surface Mining

COA LS

EAM

L SE COA

Topsoil Overburden

Chemical Energy Coal—America’s Most Abundant Fossil Fuel

How Coal Is Used

Coal is an energy-rich fossil fuel. North American Indians used coal long before the first settlers arrived in the New World. Hopi Indians burned coal to bake the pottery they made from clay. European settlers discovered coal in North America during the first half of the 1600s. They used very little coal at first. Instead, they relied on waterwheels and burning wood.

The United States has a lot of coal. It is buried underground and must be mined. Most of the coal is burned to make electricity.

Coal became a popular fuel by the 1800s. People burned coal to manufacture goods and to power steamships and railroad engines. By the time of the American Civil War, people also burned coal to make iron and steel. And by the end of the 1800s, people began using coal to make electricity.

Coal and the Environment Burning coal produces emissions that can pollute the air. It also produces carbon dioxide, a greenhouse gas. When coal is burned, a chemical called sulfur may also be released. Sulfur mixes with oxygen to form a chemical that can affect trees and water.

How Coal Was Formed

Before the dinosaurs lived and died, many giant plants died in swamps. Over millions to hundreds of millions of years, these plants were buried under water and dirt. Heat and pressure turned the dead plants into coal.

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Chemical Energy Petroleum—The Fossil Fuel that Keeps America Using Petroleum Products On the Move Today, Americans use more petroleum

than any other energy source, mostly for transportation. We can’t use crude oil as it comes out of the ground. We must change it into fuels that we can use.

Petroleum (or oil) is an energy-rich liquid fossil fuel buried underground. Wells are drilled on land and in the ocean to bring the oil to the surface. The early Chinese and Egyptians burned oil to light their homes. Before the 1850s, Americans burned whale oil for light. When whale oil became scarce, people skimmed the oil that seeped to the surface of ponds and streams. The demand for oil grew, and in 1859, Edwin Drake drilled the first oil well near Titusville, Pennsylvania.

Crude oil is made into many fuels and products. The most important one is gasoline. Other petroleum products are diesel fuel, heating oil, and jet fuel. Petroleum is also used to make plastics and many other products.

At first, the crude oil was turned into kerosene for lighting. Gasoline and other products were thrown away because people had no use for them. This all changed when Henry Ford began producing automobiles in the early 1900s. Everyone wanted an automobile. Gasoline became the fuel of choice because it provided the greatest amount of energy, was easy to use, and was low in cost.

Petroleum products—gasoline, medicines, fertilizers, and others—have helped people all over the world. But there is a trade-off. Petroleum production and petroleum products can cause air and water pollution. If drilling is not carefully watched, it may disturb land and ocean environments. Transporting oil may endanger wildlife if it’s spilled. Burning gasoline to fuel our cars pollutes the air.

Oil and the Environment

OCEAN OCEAN

Small marine organisms

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How Petroleum and O Natural Gas Were Formed

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Trapped oil

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ROCK

EDIM

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ABL RME

ILLIO Tiny sea plants and animals died and N YE were buried on the ocean floor. Over time, ARS AGO they were covered by layers of sediment and rock. Over millions to hundreds of millions of years, the remains were burried deeper and deeper. The enormous heat and pressure turned them into oil and gas. Today, we drill down through the layers of sedimentary rock to reach the rock formations that contain oil and gas deposits. © 2019

ND R

TOD AY Note: not to scale

Chemical Energy Natural Gas—An Energy-Rich Fuel

Natural Gas and the Environment

Natural gas is a fossil fuel gas that is rich in energy. It can be hard to find since it is trapped in rocks deep underground. Natural gas can be found by itself or with petroleum. Wells are dug to reach it and bring it to the surface. Natural gas wells average 5,000 feet deep! Once the natural gas is brought to the surface, it is cleaned and shipped to consumers by pipelines.

Burning natural gas releases pollution into the air. Natural gas and propane are cleaner burning fossil fuels.

In 1816, natural gas was first used in street lamps in Baltimore, Maryland. Soon after, in 1821, William Hart dug the United States’ first successful natural gas well in New York. Today, natural gas is the country’s second largest supplier of energy, after petroleum.

Who Uses Natural Gas?

Propane Propane is an energy-rich gas that is related to petroleum and natural gas. Propane is usually found underground mixed with natural gas and petroleum. Propane is a gas. It can also be made into a liquid and is portable—easy to move from place to place. Propane is stored as a liquid in tanks because it takes up much less space. Propane becomes a gas when the pressure is released to fuel machines, such as gas grills, farm equipment, and hot air balloons.

Just about everyone in the United States uses natural gas. Industry burns natural gas for heat to manufacture goods. Natural gas is also used in fertilizer, glue, paint, laundry detergent, and many other items. Homes and buildings are also big users of natural gas. They use natural gas for heating. Natural gas can also be used to generate electricity. Many new power plants are using natural gas as fuel because it is clean-burning and can produce electricity quickly. A small amount of natural gas is also being used as fuel for automobiles and buses!

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Power plants use huge turbine generators to make electricity from chemical energy. Power plants use many fuels to spin a turbine. They can burn coal, oil, or natural gases to make steam to spin a turbine. The turbine is attached to a shaft in the generator. Inside the generator are magnets and coils of copper wire.

TURBINE TURBINE SPINS SHAFT Spinning Coil of Wire

MAGNET

In the diagram to the right, coils of copper wire are attached to the turbine shaft. The turbine spins the coils of wire inside two huge magnets. The magnets push and pull tiny electrically charged particles in the copper wire as the wire spins, creating electricity.

Turbine Generator

MAGNET

Chemical Energy Can Make Electricity

Other Ways to Produce Electricity A battery turns chemical energy into electricity. It produces electricity using two different metals in a chemical. A reaction between the metals and the chemicals creates electricity.

North Pole

South Pole DIRECTION OF ELECTRIC CURRENT TO TRANSMISSION LINES

Thermal Power Plant FUEL BURNING

STEAM LINE BOILER

2 FUEL SUPPLY

ELECTRICITY TRANSMISSION

GENERATOR TURBINE

SWITCHYARD

FEED WATER CONDENSER

1. Fuel is fed into a boiler, where it is burned to release thermal energy. 2. Water is piped into the boiler and heated, turning it into steam. 3. The steam travels at high pressure through a steam line. 4. The high pressure steam turns a turbine, which spins a shaft.

6 DETAIL

ELECTRICITY GENERATION

MAGNETS COPPER COILS ROTATING SHAFT

GENERATOR

5. Inside the generator, the shaft spins coils of copper wire inside a ring of magnets. This creates an electric field, producing electricity. 6. Electricity is sent to a switchyard, where a transformer increases the voltage, allowing it to travel through the electric grid. Â© 2019

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What Can You Do With a Soybean? Soybeans, like all plants, are full of energy. They get their energy from the sun. Plants take in light energy from the sun and turn it into sugars. They store the sugars in their roots, leaves, stems, flowers, and seeds. The energy in the sugars makes them grow. When people or animals eat food made from soybeans, the sugars give them energy.

SOYBEAN HARVEST

Soybeans belong to the legume familyâ€”plants that produce beans in pods. Legumes also take in nitrogen from the air and release it into the soil. Nitrogen is important for good soil and healthy crops. One soybean plant can make about 70 soybean pods. Each pod may have two-to-four beans. The seeds are about the size of peas and may be yellow, green, brown, black, or speckled. Soybeans are native plants of Asia. Farmers in China have grown them for more than 5,000 years. They use soybeans for food, fertilizer, animal feed, medicines, and oils. Soybeans were first grown in the United States in the early 1800s. They were used as a source of food for humans and farm animals. During the Civil War, coffee beans were hard to get. Soybeans were roasted and used to make a coffee substitute. They were called coffee berries. In 1904, George Washington Carver began studying soybeans. He discovered that soybeans are a valuable source of oil, as well as protein. A 60-pound bushel of soybeans produces 48 pounds of soy protein, 11 pounds of soy oil, and one pound of hulls (the coatings of the beans). Henry Ford used soy oil to make plastic parts for his cars.

SOYBEANS

Farmers harvest the soybeans. These beans can be eaten fresh in their pods or dried and roasted. They can also be broken down into different forms. The beans are taken out of their pods by a machine called a combine. The beans are then sent to a plant where they are crushed, rolled into flakes, and mixed with a liquid to separate the oil and protein. The oil and protein can be made into many kinds of animal and human foods, as well as products like crayons, paint, glue, and plastics. The soybean oil can also be turned into a vehicle fuel called biodiesel. Biodiesel can be mixed with regular diesel fuel, which is a petroleum fuel. Many cities and school districts use a mixture of biodiesel and diesel in their buses. This is called a B20 blend. It can lower pollution from the buses, making the air cleaner.

ÂŠ 2019

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What is Biodiesel? Most trucks, buses, boats, and tractors in the United States use diesel fuel. Diesel fuel is made from petroleum, a nonrenewable energy source. Petroleum is a fossil fuel; it takes hundreds of millions of years to form under the ground, so we can’t make more in a short time. We use so much petroleum in the U.S. that we have to buy half of it from other countries.

BIODIESEL GARBAGE TRUCK

When petroleum fuels are burned in vehicle engines, they can pollute the air. If they spill onto the soil or into the water, they can harm the environment. Petroleum fuels are toxic and should be handled carefully. Biodiesel is a fuel made from vegetable oils or animal fats. It is usually made from soybean oil, but it can also be made from corn oil or used restaurant grease and oil. If it is made from restaurant oil, it can smell like french fries! Since biodiesel is made from plant and animal oils, it is a renewable fuel. We can grow more plants in a short time to make more biodiesel. Biodiesel works as well in engines as diesel fuel. In many ways, it is a better fuel, but it is more expensive. Burning biodiesel does not produce as much air pollution as burning petroleum fuels. This means the air is cleaner and healthier to breathe when biodiesel is used. Biodiesel is also nontoxic—it is not dangerous to people or the environment and is safe to handle. If biodiesel spills, it is biodegradable—it breaks down quickly into harmless substances. Biodiesel can be used instead of diesel fuel or it can be mixed with diesel fuel. Pure biodiesel is called B100. That means it is 100 percent biodiesel. The B stands for biodiesel and the number stands for the percent of biodiesel in the mixture or blend. Most biodiesel used today is B20, which is 20 percent biodiesel and 80 percent diesel. Many school districts have begun using B20 in their school buses.

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Image courtesy of NREL

BIODIESEL BUS

Image courtesy of NREL

Many states, as well as the U.S. Army, Air Force, and Department of Agriculture, are using biodiesel to run their buses, garbage trucks, snowplows, and other vehicles. These fleets have their own fueling stations. Biodiesel fuels are also becoming more available at public stations, as consumer demand grows. The use of biodiesel fuels is growing every year. Farmers are growing more soybeans and other crops to meet the demand. Biodiesel can help farmers, can help air pollution, and can help our country depend less on imported fuels like petroleum.

What Can You Do With a Field of Corn? Corn, like all plants, is full of energy. It gets its energy from the sun. Plants take in light from the sun and turn it into sugars. They store the sugars in their roots, leaves, stems, flowers, and seeds. The energy in the sugars makes them grow. When people or animals eat corn, the stored sugars give them energy.

BIOCORN

Corn is a member of the grass family. Unlike many grasses, corn is an annual plant. It cannot survive over the winter and must be planted again every year. One stalk of corn produces one or two ears of corn. Each ear has about 300â€“ 500 seeds that we call kernels. There are several kinds of corn and they are used for different things. Sweet corn is the corn we eat off the cob. Popcorn is another kind of corn humans eat. Field corn is the kind of corn used to make animal feed, vehicle fuel, and sweeteners. Corn is a native grain of the Americas. Corn was first grown by Mayan, Aztec, and Inca Indians thousands of years ago. The Indians chewed the sugar-filled leaves of the corn plant like we chew gum. They ate the fresh ears of corn, and ground dried corn into flour for bread. The Pilgrims might have died during their first winter if Native Americans had not given them corn. The Native Americans showed the Pilgrims how to grow corn and make it into bread, soup, fried corn cakes, and pudding. Corn was so valuable that early settlers used corn to trade with the Native Americans for food and furs. Today, the United States and the rest of the world use corn primarily as food for farm animals. More than half of the corn in the United States is eaten by animals. Much of the food we eat is from corn. We use corn to make breads, cereals, and many other foods; we also eat corn on the cob. Long before the automobile, corn was being turned into an alcohol fuel called ethanol. In 1908, Henry Ford designed his first Model T to run on ethanol. He called it the fuel of the future. Ethanol is now being used as a clean-burning fuel for many vehicles. It is usually mixed with gasoline to help reduce air pollution. Today, about ten percent of the corn grown in the United States is used to make ethanol.

U.S. Corn Grain Yields, 1925-2017

YIELD 200 160 Bushels per Acre

150

100

1925

1948

1971

1994

2017

Corn plants and other farm waste can be made into a gas called biogas. Biogas is full of energy and can be used to cook food, power lights, and heat homes. We can also compost the plants to make fertilizer for our gardens. Corn is the biggest crop in the United States and is grown all over the world. It can grow in many climates and altitudes. The next time you see a field of corn, think about all of the ways we can use its energy. We can feed animals and feed ourselves. We can make ethanol to power vehicles. We can turn it into biogas to make heat and electricity. Corn is an amazing plant, full of energy we can use. ÂŠ 2019

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What is Ethanol? Ethanol is a fuel made from sugars found in plants. In the U.S., it is usually made from corn or grain sorghum. Ethanol can also be made from many other plants or parts of plants, such as wheat, sugar cane, sawdust, and yard clippings. Ethanol is usually mixed with gasoline when it is used as a fuel. Most cars in the U.S. run on gasoline. Gasoline is made from petroleum, a nonrenewable energy source. Petroleum is a fossil fuel; it takes hundreds of millions of years to form underground. We use so much petroleum in the United States that we must import half of it from other countries. There are many good reasons to use ethanol instead of gasoline, or to mix it with gasoline. One reason is that petroleum fuels can pollute the air when they are used in vehicle engines. Ethanol is cleaner than gasoline. This means the air is healthier and cleaner when cars use ethanol.

Ethanol can be mixed with diesel as a fuel for trucks and buses that usually run on diesel. It can also be used in small planes and some professional race cars. Using ethanol as a fuel helps farmers by providing additional uses for their crops. Ethanol is a cleaner fuel than gasoline; it makes the air healthier to breathe. Using ethanol also means we donâ€™t have to import as much petroleum from other countries.

Petroleum fuels like gasoline are not safe for people to handle; they are toxic. Ethanol is nontoxic and is also biodegradableâ€”it breaks down quickly into harmless substances if it is spilled. When we use gasoline, we are using a nonrenewable energy source. We cannot replace what we use in a short period of time. Since ethanol is made from plants, it comes from a renewable energy source. We can grow more plants to make more ethanol in a short period of time. Most of the ethanol fuel used today is E10. The letter E stands for ethanol and the number stands for the percent of ethanol that is mixed with gasoline. E10 is 10 percent ethanol and 90 percent gasoline. It is found at gas stations all over the country. All vehicles that run on gasoline can use E10 without making any changes to their engines. There are also cars that are designed to run on higher ethanol blends. These cars are called flexible fuel vehicles (FFVs). They can use any blend of ethanol fuel from E10 to E85. There are not as many fueling stations with E85 pumps.

ÂŠ 2019

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MASTER

Forms of Energy All forms of energy fall under two categories:

POTENTIAL

KINETIC

Stored energy and the energy of position (gravitational).

The motion of waves, electrons, atoms, molecules, and substances.

CHEMICAL ENERGY is the energy stored in the bonds between atoms in molecules. Gasoline and a piece of pizza are examples.

RADIANT ENERGY is electromagnetic energy that travels in transverse waves. Light and x-rays are examples.

NUCLEAR ENERGY is the energy stored in the nucleus or center of an atom—the energy that holds the nucleus together. The energy in the nucleus of a uranium atom is an example.

THERMAL ENERGY or “heat” is the internal energy in substances—the vibration or movement of atoms and molecules in substances. The heat from a fire is an example.

ELASTIC ENERGY is energy stored in objects by the application of force. Compressed springs and stretched rubber bands are examples. GRAVITATIONAL POTENTIAL ENERGY is the energy of place or position. A child at the top of a slide is an example.

MOTION is the energy of the movement of a substance from one place to another. Wind and moving water are examples. SOUND is the movement of energy through substances in longitudinal waves. Echoes and music are examples. ELECTRICAL ENERGY is the movement of electrons. Lightning and electricity are examples. © 2019

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Renewable Energy Chants BIOMASS Garbage, wood, landfill gas...it’s all BIOMASS! Hold your nose at “garbage." Shake your hands in front of you as you shout “BIOMASS.” Start with your hands down, and move them over your head and out like a tree.

GEOTHERMAL Geo-Earth, Thermal-heat—GEOTHERMAL—Earth-heat! Hold arms in a circle in front of you during “Geo-Earth.” Cross arms and hug yourself for “Thermal-heat.” Shout “GEOTHERMAL,” then repeat the motions quickly for “Earthheat.”

HYDROPOWER Falling water, HYDROPOWER, HYDROPOWER! With your finger tips touching, hold your hands under your chin and glide your hands down like a waterfall during “Falling water.” For “HYDROPOWER, HYDROPOWER” spin your hands like a turbine.

SOLAR SOLAR ENERGY—sun shine bright, SOLAR ENERGY—give me light! Begin with arms over head in a big circle, swaying from side to side during “SOLAR ENERGY.” Spread arms out wide during “sun shine bright.” Repeat motions for second part of chant.

WIND Energy is flowin’ in the WIND! Make big arm circles, mimicking a wind turbine, as you say this chant.

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Nonrenewable Energy Chants COAL COAL in the hole—makes light in the night! During “COAL in the hole,” point down with thumbs, hands in fists. During “makes light in the night,” point thumbs upward in rhythm with the cadence of the chant.

NATURAL GAS Burn clean, burn fast—NATURAL GAS! During “Burn clean,” bring one hand up in front of you, palm facing inward. During “burn fast,” bring the other hand up to the first hand. During “NATURAL GAS,” move hands upward together to make the shape of a flame.

URANIUM URANIUM, URANIUM—split goes the atom! Clap twice during “URANIUM, URANIUM.” During “split goes the atom,” clap and bring hands out and up, representing the splitting atom.

PETROLEUM Pump, pump—PETROLEUM! Place hands together in fists in front of you. During “Pump, pump,” partially extend fingers twice and return them to a fist. During “PETROLEUM,” fully extend hands and move them upward, representing oil shooting from a well.

PROPANE Put a little pressure on me—PROPANE! Begin with hands wide apart and bring palms closer together at each word of the chant.

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Energy Source Matching Write the letter of the definition on the line next to its matching energy source.

1. Petroleum (oil) __________

a. Black rock burned to make electricity.

2. Wind __________

b. Energy from heat inside the Earth.

3. Biomass __________

c. Energy from flowing water.

4. Uranium __________

d. Energy from wood, waste, and garbage.

5. Propane __________

e. Energy from moving air.

6. Solar __________

f. Energy from splitting atoms.

7. Geothermal __________

g. Portable fossil fuel gas often used in grills.

8. Hydropower __________

h. Fossil fuel for cars, trucks, and jets.

9. Coal __________

i. Fossil fuel gas moved by pipeline.

10. Natural Gas __________ ÂŠ 2019

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j. Energy in rays from the sun. 33

MASTER

How We Use Energy U.S. Energy Consumption by Source, 2017 NONRENEWABLE

RENEWABLE

PETROLEUM

37%

BIOMASS

NATURAL GAS

29%

HYDROPOWER

COAL

15%

WIND

SOLAR

< 1%

GEOTHERMAL

< 1%

Uses: transportation, manufacturing - includes propane

Uses: heating, manufacturing, electricity - includes propane Uses: electricity, manufacturing

URANIUM

Uses: electricity

PROPANE

Uses: heating, manufacturing

*Propane consumption is included in petroleum and natural gas totals.

Uses: heating, electricity, transportation Uses: electricity

Uses: electricity

Uses: heating, electricity

**Total does not add up to 100% due to independent rounding. Data: Energy Information Administration

Forms of Energy We Use

Renewable and Nonrenewable Energy Source Use

86% Chemical 11% Renewables

9% Nuclear 5% Motion <1% Thermal <1% Radiant

90% Nonrenewables

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Motion Sound Heat

Nuclear Energy

Energy Flow

Chemical Energy

Radiant Energy

Chemical Energy

MASTER

Hydrogen

Energy Flow Cards

Hydrogen

Helium

Hydrogen

SUN SUN

Sun HUMAN BEING HUMAN BEING

GREEN Green PLANT Plant 11

GREEN PLANT

COW COW Cow 36

I convert Throughnuclear the energy into process of fusion, I radiant convert energy. nuclear energy into radiant energy.

I store chemical Through the process of energy fusion, I convertfrom nuclearfood in I store chemical energy into radiant energy. my cells and turn energyoffrom food in some it into othe my cells and turn forms of energy. some of it into other forms of energy.

Through the process of photosynthesis, Through the process of Through the process photosynthesis, I convert I convert radiant of photosynthesis, radiant energy into energy into I convert radiant chemical energy and store it in my cells. chemical energy energy into and chemical energy and store it in my cells. store it in my cells.

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energy stored in my cells.

Energy Flow Cards

DRUMSTICK I have chemical

I have chemical energy energy stored stored in my cells.

in my cells.

STEAK Steak

1 I store chemical energy from food in my cells and turn some of it into other forms of energy.

Human Being 2 Through the process of fusion, I convert nuclear energy into radiant energy.

Sun ÂŠ 2019

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2 Through the process of photosynthesis, I convert radiant energy into chemical energy and store I have it inchemical my cells.

Green Plant 2 1

EGGS I store chemical I store energy from food in my cells and food turn some energy from in of it into my cellsother andforms turn of energy.

Chicken CHICKEN

1 2

COAL 2

1 38

energy stored in my cells.

EGGS Eggs

some of it into other forms of energy.

I am a fossil fuel. The chemical energy I have stored in mechemical came I have chemical energy energy stored from the remains in my cells. ofstored ancient in myferns. cells. I am a fossil fuel. The chemical energy stored in mechemical came I store ÂŠ 2019

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2 I store chemical energy from food in my cells and turn some of it into other forms of energy.

Human Being 1

Through the process Through the process of fusion, convert nuclear of Iphotosynthesis, energy into radiant I converted radiant energy. Sun 2 ANCIENT FERN

energy into chemica energy and stored it in my cells.

Through the process Through the process of photosynthesis, I of photosynthesis, converted radiant energy into Ichemical energy and converted radiant stored it in my cells.

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Ancient SeaSEA Plant ANCIENT PLANT

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energy into chemica energy and stored it in my cells. 39

Energy Flow Cards

HEAT AND PRESSURE

I turned ancient plants and animals into fossil fuels.

4 I am a fossil fuel. The chemical energy stored in me came from the remains of ancient sea plants and animals.

Propane 5 I convert the chemical energy in propane into thermal energy.

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Hydrogen

Energy Flow Cards

1 1

EGGS SUN

4 2 1

Sun CHICKEN HUMAN BEING

GREEN PLANT Green Plant COAL 12 4

COW Biodiesel PETROLEUM ÂŠ 2019

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energynuclear stored I convert in my cells. energy into radiant energy.

II store store chemical chemical Through the process of energy from food in energy fusion, I convert from nuclearfood in energy into my cells and myradiant cellsenergy. and turn turn some some of of itit into into othe othe forms forms of of energy. energy.

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II am a fossil fuel. store chemical I am a plant fuel mixedenergy The chemical energy from with diesel fuel. Thefood in stored instored me incame chemical myenergy cells and turn me came fromthe the energy from remains some of it into stored in oils of plants likeother of forms ancient plants of sea energy. soybeans. and animals. 41

Where Do You Kids Get All That Energy? Soo Lee and Mandy tip-toed out of their tent. It was so early, the sun was just beginning to peek over the mountain behind them. They sneaked over to the boys’ tent and slipped a paper bag inside. Then they ran all the way to the lake and hid behind the big rock. They laughed and laughed. A few minutes later, they heard screaming from the boys’ tent. Carlos and Jeremy came flying out in their underwear, flapping their arms and yelling. “Help! Help! Something’s crawling all over me!” “Jake, get these bugs off of me! Yeow!” The boys ran straight into the lake and dove under the water. When their heads popped back up, they saw Soo Lee and Mandy standing on the shore, laughing. Soo Lee yelled, “What’s the matter, boys? Got ants in your pants?” “That’ll teach you to put frogs in our sleeping bags!” added Mandy. A little while later, they were all back at camp, eating a big breakfast of hotcakes and sausage. Jake, the boys’ counselor, said, “No more practical jokes, you guys.” And Ellen, the girls’ counselor, just shook her head and asked, “Where do you kids get all that energy?” After cleaning up, they packed a picnic lunch and headed for Lookout Mountain. It took them all morning to climb the steep, rocky path to the top. While Jake and Ellen cut up fruit and made sandwiches, the kids explored the mountain top. They watched as an eagle swooped down to catch a field mouse caught out in the open. After lunch, the counselors rested in the shade of the famous Lookout Tree. “Let’s play King of the Mountain,” suggested Jeremy. “You mean Queen of the Mountain, don’t you?” answered Mandy. As the kids ran off, Ellen yelled after them, “Where do you kids get all that energy?” 42

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After hiking back down the mountain, the whole group headed to the lake. The cool water felt so good. The counselors lost a ferocious water battle with the campers. Carlos and Soo Lee grabbed fishing poles and walked to the pool where Lookout Creek emptied into the lake. It was their turn to catch dinner. Mandy and Jeremy took a bucket and went looking for blackberries. After a delicious dinner, everyone sat on the big rock by the lake, watching the sun go down. “Let’s go for a moonlight canoe ride,” said Jeremy. “Aren’t you kids tired yet?” said Jake. “You’ve sure worn me out today!” “Where do you kids get all that energy?” asked Ellen, for the third time that day. Soo Lee sat up. “Where do we get our energy, Ellen?” she asked. Ellen pointed to the sun sinking into the horizon. “That’s where we get our energy—from the sun.” “You mean we have to be out in the sun to get energy?” “No, I don’t mean that. We get our energy from the food we eat. All the food we eat comes from plants—like wheat and corn, and fruits and vegetables. And the plants get their energy from the sun.” “But, wait a minute! We ate sausage today—that comes from a pig,” said Carlos. “Yeah,” said Mandy. “And we ate fish for dinner. Fish aren’t plants.” “You’re right,” said Jake. “But those pigs and fish got their energy from the plants they ate. And those plants got their energy from the sun.” “Oh! I see,” said Carlos. “I ate the sausage that’s made from a pig. The pig ate corn, and the corn got its energy from the sun.” “Let’s do a sun dance!” said Jeremy, jumping up and waving his arms at the setting sun. “You guys go ahead and I’ll watch. I’m too tired to dance,” said Ellen. “Here, Ellen, eat these leaves,” laughed Mandy, as she handed a branch to the counselor. “You need some energy. You’d better eat the whole tree if you’re gonna try to keep up with us tomorrow!”

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The Tale of Johnny Energy Seed I’m Johnny Energy Seed. I plant energy seeds in a big field on my farm. The sun shines. There is energy in the sun’s rays. It helps my seeds grow into tall plants. My plants store the sun’s energy in their roots, stalks, leaves, and ears. Soon my energy plants are tall and strong. I can use the energy in my plants for many things. I can eat the seeds for energy for my body. This energy will help me grow and move and think. I can feed my energy plants to my chickens, pigs, cows, and horses. The energy will make my animals grow big and strong. I can hang my energy plants in my barn to dry. Then I can burn them in my fireplace. The energy in my plants can keep me warm on cold winter nights. I can put my energy plants into a big container that keeps out the air. As my plants decay, they can make a gas that I can burn in my stove to cook my food. I can also turn my energy plants into fuel for my tractor. I turn them into alcohol, like grapes are turned into wine. This alcohol fuel, called ethanol, can run my tractor. As you can see, a seed of corn really is an energy seed. Why don’t you plant some corn seeds and explore the ways you can use the energy in the plants you grow?

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Food Chain Song Sing this song with your class (to the tune of There’s a Hole in the Bottom of the Sea): There’s a plant at the bottom of the lake There’s a plant at the bottom of the lake There’s a plant There’s a plant There’s a plant at the bottom of the lake There’s a leaf on the plant at the bottom of the lake There’s a bug that eats the leaf on the plant at the bottom of the lake There’s a fish that eats the bug that eats the leaf on the plant at the bottom of the lake There’s a kid who eats the fish that eats the bug that eats the leaf on the plant at the bottom of the lake There’s a bear ... optional

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UV Bead Activity & Background UV stands for Ultra Violet light, a type of radiant energy that travels in a wave-like pattern. UV light is found within sunlight but is invisible. You are probably aware of the effects of UV radiation because you wear sunscreen and sunglasses to protect you from it. UV light produces reactions that can cause a substance to glow or change color, like when your skin burns or tans. It also causes the formation of Vitamin D, an important vitamin for humans and other organisms. UV beads contain special color-changing pigments that react to UV light from the sun and other sources.

? Question  What factors affect the amount of sunlight that reaches plants?

 Hypothesis Read the procedure and predict how sunlight will affect the UV beads. Predict how sunlight affects plant growth.

 Materials 5 UV beads 1 Pipe cleaner

Procedure 1. String the UV beads on the pipe cleaner. Twist the pipe cleaner into a loosely-fitting bracelet and wear on your wrist. 2. Bring your bracelet and activity worksheet outside. 3. Draw a map of the outdoor area where your teacher directs you to explore. On your map, label which locations are sunny, partially shaded, and full-shade areas, and show where you would plant each type of plant using a key you create. (Hint: use your beads to help.)

 Conclusion 1. How did you determine the areas each plant would grow the best? 2. What form of energy do plants rely on to grow? 3. What do plants do with their energy until we harvest them?

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UV Bead Activity

ď‚?Data Map of the assigned area

Key ( ( (

)Sunny Area )Partially Shaded Area )Fully Shaded Area

( ( (

The Sunflower is a plant native to the Americas. To grow best, Sunflowers need full sun. Source: Smithsonian Institute

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)Plant #1 Sunflower )Plant #2 Maidenhair Fern )Plant #3 Impatiens

The Maidenhair Fern is a fern native to the Americas that thrives with no direct sun. Source: Smithsonian Institute

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Impatiens are a plant which prefer partial shade. Source: Smithsonian Institute

Burn a Chip & Background In this demonstration, a flask of water is suspended in a metal can with a lid. Your leader will place a chip under the flask and set it on fire.

? Question  What will happen to the temperature of the water when food is burned nearby?

 Hypothesis Read the background and make a prediction to answer the question.

 Data 1. Trial 1 Beginning temperature of the water: Ending temperature of the water: Change in temperature:

___________ ___________ ___________

2. Trial 2 Beginning temperature of the water: Ending temperature of the water:

___________ ___________

Change in temperature:

___________

3. Trial 3 Beginning temperature of the water: Ending temperature of the water: Change in temperature:

___________ ___________ ___________

 Conclusion 1. What happened to the temperature of the water? What caused the change? 2. What form of energy is stored in the chips? 3. What forms of energy was the energy in the chip transformed into?

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The Energy in Food & Background Food energy is the amount of energy in food when it is digested. The values for food energy are measured in calories. The average 4–8 year old child needs 1,200 to 1,800 calories per day; the average 9–12 year old needs 1,600 to 2,200 calories per day, depending on weight and activity level.

Procedure For each group, rank the foods by the amount of energy you think they contain (1—least, 4—most).

Cheeseburger Plain Hot Dog on Bun 6 Chicken Nuggets Small Taco

Milk Soda Orange Juice Water

Banana Large Carrot Cup of Broccoli Slice of Cheese

Slice of Pepperoni Pizza Nachos with Cheese PBJ Sandwich Medium French Fries

Bowl of Cheerios and Milk Granola Bar Bagel and Butter Sausage and Egg Biscuit

2 Peanut Butter Cups Cup of Ice Cream Bag of Potato Chips Cup of Sunflower Seeds

 Conclusion 1. What forms of energy does your body convert food energy into? 2. What happens if your body takes in more food energy than it needs? 3. What happens if your body does not get the food energy it needs?

 Extension 1. Make a list of plants that can be used for food and for other types of fuel.

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Apple Battery & Background Batteries are used to produce electricity. Most batteries contain an acid and one or more metals that react when they come in contact with the acid. This reaction can sometimes make electricity—a form of energy. A meter can measure the flow of electricity.

? Question  How can an apple be used to produce electricity?

 Hypothesis Read the procedure. Make a prediction to answer the question on a separate piece of paper.

 Materials PER GROUP 1 Apple 1 Ammeter 2 Nails (gray) 2 Copper wires (orange-brown) 1 Set of alligator clips

Procedure 1. Attach the alligator clips to the black and red connectors on the front of the meter. 2. Insert the large nail and thick copper wire into the apple just a bit. 3. Attach the wire from the black connector to the nail and the other connector to the copper wire. Record the meter reading: __________ 4. Push the nail and the copper wire further into the apple, but not touching. Record the meter reading: _________ 5. Complete Steps 2 - 5 using the small nail and thin copper wire. Record the meter readings: Q#3_________ Q#4_________

 Conclusion 1. What energy transformation occurred in this activity?

 Extensions 1. Find out what happens if you attach both nails or both copper wires to the clips. 2. Experiment with different fruits and metals to determine which ones produce electricity.

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Chemical Process 1 & Background All substances contain energy. When two substances are mixed, a chemical process can occur. Some chemical processes take in energy and cool down. Some processes let out energy and heat up. Chemical processes can look like chemical reactions, but in chemical reactions two new substances are created.

? Question  Does the chemical reaction between vinegar and baking soda produce or absorb heat?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 1 Student thermometer Vinegar Baking soda

1 Resealable plastic bag 2 Measuring cups

 Measurement cc = mL cc = cubic centimeters are used to measure the volume of solids mL = milliliters are used to measure the volume of liquids

Procedure 1. Pour 15 mL of vinegar into a clean, empty plastic bag. Feel the vinegar through the bag to observe its temperature. OBSERVATION: ___________________________________________________________________ 2. Carefully place the thermometer in the bag with the bulb in the vinegar and record the temperature of the vinegar. Leave the thermometer in the bag. VINEGAR: _______________ ºF _______________ ºC 3. Carefully pour 15 cc of baking soda into the plastic bag. BE CAREFUL! The chemical reaction will foam and fill the bag. 4. Wait 30 seconds and record the temperature of the mixture. Remove the thermometer from the bag and seal the bag closed. VINEGAR AND BAKING SODA MIXTURE: _______________ ºF _______________ ºC 5. Feel the mixture through the bag and observe its temperature. OBSERVATION: ___________________________________________________________________

 Conclusion 1. Is the chemical reaction between vinegar and baking soda releasing heat energy or taking it in?

 Extension 1. Vinegar is an acid. Do you think this reaction would occur with an acidic drink like lemonade?

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Chemical Process 2 & Background All substances contain energy. When two substances are mixed, a chemical process can occur. Some chemical processes take in energy and cool down. Some processes let out energy and heat up. Chemical processes can look like chemical reactions, but in chemical reactions two new substances are created.

? Question  Does the chemical reaction between calcium chloride and water produce heat or absorb heat?

 Hypothesis Read the procedure and make a prediction to answer the question.

 Materials 1 Resealable plastic bag 2 Measuring cups 1 Student thermometer Calcium chloride Water

Procedure 1. Pour 5 mL of cold water into the plastic bag and use the thermometer to measure the temperature of the water. TEMPERATURE OF WATER: ____________ºF ____________ºC 2. Remove the thermometer from the bag. 3. Pour 1 cc of calcium chloride into the water and observe the mixture. 4. Record your observations. Use the thermometer to record the temperature of the mixture. TEMPERATURE OF MIXTURE: ____________ºF ____________ºC OBSERVATIONS: __________________________________________________________________ 5. Seal the bag and dispose of it as instructed by your leader. Wash your hands thoroughly with soap.

 Conclusion 1. Is the chemical reaction between calcium chloride and water releasing heat energy or taking it in?

 Extension 1. Sprinkle some calcium chloride on an ice cube in a cup. What do you think will happen to the ice?

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Biodiesel Math 1. A bushel of soybeans can be separated into the products shown below. How much does the bushel of soybeans weigh? Write your answer in the triangle.

Soy Protein

48 lbs.

Soy Oil

11 lbs.

Soy Hulls

1 lbs.

Soybeans 1 bushel

2. If each pod on the soybean plant in the picture contains three soybeans, how many soybeans are on the plant? 3. Each pod on the left branch contains four soybeans. Each pod on the right branch contains two soybeans. How many soybeans are on the plant?

4. An acre of farm land produces 10 bushels of soybeans. How many bushels of soybeans would a 150 acre farm yield?

5. If soybeans are selling for $6 bushel, how much would an acre of soybeans cost?

6. A bushel of soybeans produces on average 1.5 gallons of biodiesel. How many gallons of biodiesel would an acre of soybeans produce?

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Ethanol Math 1. A bushel of corn produces the products shown below. How much does the bushel of corn weigh? Write your answer in the white triangle.

Starch

50 lbs.

Fiber Protein

11 lbs.

Corn Oil

1 lbs.

Corn 1 bushel

2. If the average corn plant has two ears of corn, how many ears would there be on 15 corn plants?

3. If each ear of corn in the picture has 600 kernels, how many kernels are on the plant?

4. An acre of farm land yields on average 100 bushels of corn. How many bushels of corn would a 10 acre farm yield?

5. If corn is selling for $3.00 a bushel, how much would an acre of corn cost?

6. A bushel of corn produces on average 2.8 gallons of ethanol. How many gallons of ethanol would an acre of corn produce?

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Mai Mai lives on a farm in China with her mother and father. They raise pigs on their farm. They grow corn to feed the pigs. Every morning, Mai helps her mother feed the pigs. Every evening after school, Mai helps her father feed the pigs. On Saturday, they pick out the biggest pig and butcher it. On Sunday, they go to the outdoor market in the village. They sell the meat. They buy things they need. Mai’s farm is in the country. There is no electricity in her house, but Mai’s house has lights and a stove. They run on a special kind of gas, called biogas. Mai’s family makes the biogas on their farm. Every day, Mai and her parents gather corn stalks from the fields. They gather the corn cobs that the pigs don’t eat. They collect the manure from the pig pens. They save their own waste. In Mai’s backyard, there is a big container. They put all of the waste into it. They are careful not to let in any air. As the waste decays, it makes biogas. The biogas flows through a pipe into Mai’s house. It flows to the lights to keep the house bright. It flows to the stove. Mai’s mother uses it to cook food and keep the house warm. The biogas is clean. It doesn’t make any smoke. Mai’s father empties the container when the waste has decayed. The waste that is left makes good fertilizer. He spreads it on his fields. The corn grows tall to feed the pigs.

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Under the Sea Hi, there! I’m Sue Ann. I’m a teeny, tiny sea animal. At least, I used to be. That was a long time ago—hundreds of millions of years ago. Meet my friend Zeke. He was once a sea plant. After all those years, I bet you’re surprised we’re still around. We’ve seen dinosaurs come and go. And cave dwellers. We’ve seen ice ages and floods and earthquakes. We’ve watched the Earth go through a lot of changes. Can you see us buried in the rocks under the water? I guess you don’t recognize us. We’ve gone through a lot of changes, too. I don’t look like a sea animal any more. And Zeke isn’t green. When we died, we sank to the bottom of the sea. We got buried under the sand with other plants and animals. They all piled on top of us. Do you know how it feels when you get stuck under a huge pile of covers? You get hot and squished, right? That’s what happened to us. We were trapped under all that stuff. After a few million years, the pile on top of us turned to rock. It got heavier and heavier and we got hotter and hotter. Finally, I think we sort of melted. 56

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That’s what it felt like anyway. We turned into a pool of sticky oil with a gas bubble on top. Can you see us yet? Look hard! We’re trapped in a little pocket of rock. One of these days, they’ll send out a search party for us. They’ll study maps and bounce sound waves off the rocks. They’ll drill a hole down through the rocks and find us. They’ll pump us up to the surface—the oil and the gas. They’ll clean us up and turn us into all kinds of things. I can’t wait to see what happens to me. Maybe I’ll be natural gas and travel in a pipeline to your house. I’d keep you warm and cook your dinner. Maybe I’ll be a fancy plastic toy to make your baby brother laugh. Or the stuffing in your sleeping bag. Maybe I’ll be the medicine that helps you feel better the next time you get sick. Perhaps I’ll be the crayons you use to color a picture. Or the ballpoint pen you use to write your name. Maybe I’ll be gasoline and take you to school. Or jet fuel and fly the President around. Maybe I’ll be propane and cook your hot dogs on the grill. There are so many things I might be. It’s so exciting to think about! I think Zeke will be the big red smile painted on a clown’s face. He’d like that.

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The Tale of Little Big Fuel My name is Little Big Fuel. It’s a strange name, I know. Lots of people think I’m strange. I think I’m magical. This is my story. I’ve been underground for hundreds of millions of years. No one knew I was there. I’m invisible – you can’t see me. You can’t smell me. You can’t feel me either; I’m a gas. I hide in rocks with petroleum and natural gas. Just over one hundred years ago, Dr. Snelling found me. He named me propane, but my friends call me Little Big Fuel. Here’s the reason why. When everything is normal, I’m a gas. You can’t see me, but I’m full of energy. You can burn me to make heat. I can heat your house. I can cook your food. I can run lanterns and tractors. I can help make things you use everyday. I can run big machines inside buildings because I’m so clean. I can even take you for a ride in a hot air balloon. All these things I do are very good, but they aren’t the thing that makes me special. This is my secret: you can turn me into a liquid and make me very, very small. If you squeeze me— compress me—I turn into a liquid. See the big picture of me? That’s my size as a gas. The little guy is my size as a liquid. I’m 270 times smaller! I still have the same number of molecules and the same amount of energy, I’m just squeezed together. People squeeze me into small bottles so they can carry me with them. They take me camping to cook their food and light their lanterns. People put me into tanks on their barbecue grills. Farmers fill big tanks with me as a liquid. I can heat their barns and houses for a long time. Big trucks take me to farms to fill the tanks. When I leave the tanks, I’m not under pressure anymore. I turn into a gas again and get big; I expand. Then I am burned to make heat. That’s why I’m called Little Big Fuel. I am amazing, don’t you think?

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The Tale of Fern Fossil Once upon a time, a beautiful fern tree grew in a swamp. All day, she soaked up sunlight and stored it in her fronds. The sun’s energy helped her grow tall. The biggest frond was Fern Fossil. Every day she stretched closer to the sun. She was proud to be the tallest frond on the tree. One day, the sky grew dark and a strong wind blew. The other fronds huddled together. They gave each other strength. But Fern was too high. She was all alone. There were no fronds tall enough to help her. The wind blew harder and Fern’s stem snapped. She fell from the tree into the dark water. Fern sank to the bottom of the swamp. She thought her journey was over. Nature had a different plan for Fern. For a long time, she lay in the swamp. More plants fell into the water. They covered Fern like a blanket. After many years, the water dried up and the swamp turned into land. Dinosaurs roamed over the Earth. Fern lay under the ground, buried deeper and deeper. The weight of the dirt and the heat of the Earth changed Fern. She was no longer green. She lost her leafy shape, but she still had the sun’s energy stored in her. Fern Fossil had turned into a shiny black rock full of energy. She was a piece of coal. Fern and many other plants were now a big seam of coal buried under the ground. One day, a big machine dug into the Earth. It took away the dirt on top of the coal. It lifted Fern from the Earth and put her into a huge truck. She was taken to a building where she was washed, then put on a train. The train chugged through the night to a power plant. Fern was put into a boiler and burned. Her energy produced a lot of heat. The power plant used Fern’s energy to make electricity. It traveled through a power line to a house. A little boy turned on a light so that he could read. The energy that Fern had gotten from the sun millions of years ago was lighting the night. Fern had traveled a long way.

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Chemical Energy Survey Name ____________________________ 1. Most of the energy we use in the United States is stored as:

a. heat energy

b. light energy

c. chemical energy

2. Fossil fuels such as coal, petroleum, natural gas, and propane are:

a. nonrenewable fuels b. renewable fuels

c. liquid fuels

3. The nucleus of most atoms contain:

a. protons and electrons b. neutrons and electrons

c. protons and neutrons

4. Most of the energy on the Earth originally came from:

a. the ocean

b. the moon

c. the sun

5. During photosynthesis, plants store the sunâ€™s energy as: a. water b. glucose c. carbon dioxide 6. Animals inhale oxygen and exhale: a. carbon dioxide b. hydrogen c. glucose 7. Chemical compounds that react with metals in batteries to produce electricity are: a. bases b. acids c. sugars 8. Only fossil fuels contain chemical energy. a. true b. false 9. Exothermic reactions:

a. release heat

b. absorb heat

c. absorb sunlight

b. renewable fuels

c. nonrenewable fuels

10. Biodiesel and ethanol are:

a. fossil fuels

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Our Awesome Extras page contains PowerPoints, animations, and other great resources to compliment what you are teaching! www.NEED.org/awesomeextras

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Youth Energy Conference and Awards

Youth Awards Program for Energy Achievement

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math). The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.

All NEED schools have outstanding classroom-based programs in which students learn about energy. Does your school have student leaders who extend these activities into their communities? To recognize outstanding achievement and reward student leadership, The NEED Project conducts the National Youth Awards Program for Energy Achievement.

For More Info: www.youthenergyconference.org

Share Your Energy Outreach with The NEED Network! This program combines academic competition with recognition to acknowledge everyone involved in NEED during the year—and to recognize those who achieve excellence in energy education in their schools and communities.

What’s involved? Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site. Want more info? Check out www.NEED.org/Youth-Awards for more application and program information, previous winners, and photos of past events.

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Chemical Energy Evaluation Form State: ___________ Grade Level: ___________ Number of Students: __________ 1. Did you conduct the entire unit?



Yes



2. Were the instructions clear and easy to follow?



Yes



3. Did the activities meet your academic objectives?



Yes



4. Were the activities age appropriate?



Yes



5. Were the allotted times sufficient to conduct the activities?



Yes



6. Were the activities easy to use?



Yes



7. Was the preparation required acceptable for the activities?



Yes



8. Were the students interested and motivated?



Yes



9. Was the energy knowledge content age appropriate?



Yes



10. Would you teach this unit again? Please explain any ‘no’ statement below.



Yes



How would you rate the unit overall?



excellent 

good



fair



poor

How would your students rate the unit overall?



excellent 

good



fair



poor

What would make the unit more useful to you?

Other Comments:

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Chemical Energy