Grade 9 - Energy and Power

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

explain how systems convert potential energy to kinetic energy, and assess their environmental and social implications
construct devices that convert and transmit various forms of energy
disassemble devices and explain the transfer and conversion of energy within mechanical systems
describe alternative sources of energy
incorporate selected devices in the design of energy transmission and conversion systems

To view the prescribed learning outcomes for Energy and Power in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Modern society needs efficient transportation and reliable and affordable sources of energy. Students investigate methods of energy conversion and conservation, sources of energy, and power transmission to develop an understanding of global energy issues.

Have students list sources of energy and applications that convert energy from one form to another (e.g., electric to heat, electric to mechanical, wind to mechanical). To focus their thinking, use prompts such as:
- What systems in your home, school, or community convert electric energy to heat energy? Electric energy to mechanical energy?
- What do you know about energy conversion systems used in other countries?
Ask students to list the strengths and weaknesses of each system.
Extend the activity by having groups research different countries to discover relationships between their sources of energy and economic conditions.
Encourage students to bring discarded devices from home or workplace (e.g., gas station, computer service store, junk yard). Have students take each device apart systematically, noting on a flow chart the function of each component and how it works.

Challenge students to design and make a device that either transmits or converts energy (e.g., solar-powered cooker; wind-powered generator).
Where appropriate, incorporate energy transmission and conversion devices (e.g., electromagnets, heating elements, solar panels, gears, pulleys, wheels) in the design and construction of student projects.

SUGGESTED ASSESSMENT STRATEGIES

Students demonstrate an understanding of the principles of energy and power when they construct devices and explain how they work.

Observe

As students research alternative sources of energy and present their findings to the class (e.g., oral presentation, chart, poster, computer presentation), look for evidence that students are able to:
- identify practical applications for the energy source
- describe how that form of energy is converted to other forms
- predict future applications for the energy source

Question

As students work, individually or in groups, determine the extent to which they have developed an understanding of the principles of the transfer and conversion of energy within mechanical systems with prompts such as:
- What have you designed that converts potential energy to kinetic energy?
- How is energy transferred within your system?
- What practical applications might your system have?

Self-Assessment

Students assess their own abilities to plan design projects by completing the following sentence stems in their design portfolio:
- Three alternatives I considered when I started planning my project were____.
- One part of the project I had to plan ahead for was____.
- One design issue I had to find background information on was____.
- One part of the project I would change if I made this product again is____.
- One piece of advice I would give someone else designing this product is____.