Key Idea: Transformations and transfers of energy within a system usually result in some energy being released into its surrounding environment causing an increase in the thermal energy of the environment.
Students should know that:
- When objects interact with each other or with the surrounding environment, some amount of energy is transformed into thermal energy that is transferred to the surrounding environment.
- Because thermal energy always results from these interactions, it is impossible to convert 100% of one form of energy into another form of energy.
- Processes that involve an interaction between objects or between an object and the surrounding environment will eventually stop unless additional energy is added to keep them running because the amount of energy available to keep the process running decreases as energy is transferred to the surrounding environment.
- Some interactions between objects or between objects and the surrounding environment transfer more energy to their environment than others. For example, increasing the amount of friction, including air resistance, increases the amount of energy transfer to the surrounding environment.
- There are ways to reduce the amount of energy transferred to the environment, for example, by using insulation to reduce the amount of energy transferred by conduction or using reflective materials to reduce the amount of energy transferred by radiation.
Boundaries:
- Items do not ask students to make any calculations about how much energy is transferred to the surrounding environment. For example, students are not asked to use equations like KE = 1/2mv2 of PE = mgh.
Item ID Number |
Knowledge Being Assessed | Grades 4–5 |
Grades 6–8 |
Grades 9–12 |
Select This Item for My Item Bank |
---|---|---|---|---|---|
39% | 41% |
52% | |||
30% | 36% |
56% | |||
28% | 34% |
44% | |||
21% | 28% |
41% | |||
Which energy flow diagram represents the flow of energy when a wind-up car is wound and then let go? | N/A | 29% |
36% | ||
20% | 30% |
40% | |||
29% | 27% |
35% | |||
24% | 24% |
35% | |||
22% | 23% |
33% |
Misconception |
Student Misconception |
Grades 4–5 |
Grades |
Grades |
---|---|---|---|---|
60% | 60% |
52% | ||
32% | 31% |
29% | ||
30% | 34% |
26% | ||
Energy can be created (Kruger, 1990; Lovrude, 2004; Papadouris et al., 2008). | 31% | 31% |
21% | |
Energy can be changed completely from one form to another (no energy losses) (Hapkiewicz, 1992). | 36% | 24% |
25% | |
20% | 20% |
18% | ||
16% | 16% |
13% | ||
The total amount of energy an object has cannot change (AAAS Project 2061, n.d.). | 9% | 12% |
13% |
Frequency of selecting a misconception was calculated by dividing the total number of times a misconception was chosen by the number of times it could have been chosen, averaged over the number of students answering the questions within this particular idea.
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