Energy, Matter & Einstein

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1 Energy, Matter & Einstein Patricia Higby University of Northern Iowa 2016 National Energy Education Summit

2 Before we begin Think about some energy equations Which equation is the most famous? E =????? Share your answer with your neighbors, then with the entire group. We ll review these later in the presentation.

3 Caution: What we teach sticks! Image from

4 How do the Next Generation Science Standards and the US Dept. of Energy say we should teach about the conservation of matter and energy?

5 Energy & Matter is a Crosscutting Concept Crosscutting concepts can help students better understand core ideas in science and engineering. Crosscutting concepts can help students better understand science and engineering practices. Repetition in different contexts will be necessary to build familiarity Crosscutting concepts should grow in complexity and sophistication across the grades. Text from NGSS Appendix G. Image from

6 Energy & Matter is a Crosscutting Concept Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems possibilities and limitations. (NGSS Appendix G p. 1) Image from

Energy & Matter Progression Across the Grades In grades K-2, students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes.

7 Energy & Matter Progression Across the Grades In grades K-2, students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes. In grades 3-5, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change. (NGSS Appendix G.) Text from NGSS Appendix G. Image from

8 Energy & Matter Progression Across the Grades In grades 6-8, students learn matter is conserved because atoms are conserved in physical and chemical processes. They learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). The transfer of energy can be tracked as energy flows through a designed or natural system.(ngss Appendix G p. 1) We ll do an example of the transfer of energy through a system shortly. In Middle School there is no reference yet to nuclear energy. Text from NGSS Appendix G.

Energy & Matter Progression Across the Grades In grades 9-12, students learn that the total amount of energy and matter in closed systems is conserved.

They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems.

9 Energy & Matter Progression Across the Grades In grades 9-12, students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes in energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved.(ngss Appendix G) Questions: In what high school class are these concepts taught? How many American students take this class? Text from NGSS Appendix G p 9.

10 An Example of Energy Flows in a System Lets consider the energy flows into and out of a system-our sun! The energy transfers into the system include the background cosmic radiation and starlight we experience at night. What about the energy out of the system? There is a tremendous amount of energy emitted! Unless we include the change of matter into energy, don t we break the law of conservation of energy?

11 Let s do an activity! xx Please complete the calculations for mass before and mass after for nuclear fusion.

12 Let s do an activity! xx Questions: Could this activity be done in grades 6-8? How much matter does the sun convert to energy each second?

What did Einstein say about this? Einstein elaborated in a 1946 essay: Physicists accepted this principle [conservation of mass] up to a few decades ago.

13 What did Einstein say about this? Einstein elaborated in a 1946 essay: Physicists accepted this principle [conservation of mass] up to a few decades ago. But it proved inadequate in the face of the special theory of relativity. It was therefore merged with the energy principle just as, about 60 years before, the principle of the conservation of mechanical energy had been combined with the principle of the conservation of heat. We might say that the principle of the conservation of energy, having previously swallowed up that of the conservation of heat, now proceeded to swallow that of the conservation of mass and holds the field alone. (Out of My Later Years: The Scientist, Philosopher, and Man Portrayed Through His Own Words, Albert Einstein, Open Road Integrated Media, New York)

In Conclusion, isn t it time to bring our teaching on the conservation of matter and energy to the 21 st century?: Current Text: Energy cannot be created nor destroyed.

14 In Conclusion, isn t it time to bring our teaching on the conservation of matter and energy to the 21 st century?: Current Text: Energy cannot be created nor destroyed. Matter cannot be created nor destroyed. Suggested Text: Energy and matter cannot be created nor destroyed, but they can be transformed, each into the other. This change should be made at whatever grade these laws are first taught, and repeated in the succeeding grades.

15 In Conclusion: Current text In grades 3-5, students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change. (NGSS Appendix G.) Suggested text In grades 3-5, students learn matter is made of particles and that in nuclear reactions, such as those on the sun, matter can be transformed into energy. Energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after nonnuclear processes and recognize the change in weight is too small to detect.

16 In Conclusion: Current text In grades 6-8, students learn matter is conserved because atoms are conserved in physical and chemical processes. They learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion). Suggested text In grades 6-8, students learn matter is conserved in physical and chemical processes, and the combination of matter and energy is conserved in nuclear processes. They learn within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion, and matter).

17 In Conclusion: Current text In grades 9-12, students learn that the total amount of energy and matter in closed systems is conserved. They can describe changes in energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also learn that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved Suggested text In grades 9-12, students learn that the total amount of energy and matter in closed systems is conserved. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. Calculations can be made using Einstein s E=mc 2 equation to calculate the amount of energy released in nuclear processes, including the fusion reaction on the sun.

18 In Conclusion: 1.3 Energy is neither created nor destroyed. The change in the total amount of energy in a system is always equal to the difference between the amount of energy transferred in and the amount transferred out. The total amount of energy in the universe is finite and constant. (Energy Literacy, page 9) Questions: Is this statement true? What simple addition would make it more accurate?

19 I look forward to hearing your comments about this presentation!

Fission & Fusion Movie

Fission & Fusion Movie Matter and Energy Previous studies have taught us that matter and energy cannot be created nor destroyed We balance equations to obey this law. 2 H 2 O 2 H 2 + O 2 We now need to