Grade by Grade
E. Earth and Space Systems · Conservation of Energy and Resources

Conservation of Energy and Resources: Unit Review

A1.1 A1.2 A1.3 A1.4 A1.5 A2.1 A2.2 A3.1 A3.2 A3.3 E1.1 E1.2 E1.3 E2.1 E2.2 E2.3 E2.4 E2.5 E2.6About 40 minutes
Learning goals
  • I can name forms of energy and describe stored energy and energy transformations.
  • I can explain the law of conservation of energy and energy dissipation.
  • I can sort renewable and non-renewable energy sources and explain how fossil fuels contribute to climate change.
  • I can analyse impacts of using energy and resources, and suggest ways to conserve them, including technology and First Nations, Métis and Inuit knowledges.

Words to know

energy
The ability to make something move or change.
potential energy
Stored energy.
energy transformation
When energy changes from one form to another.
law of conservation of energy
Energy cannot be created or destroyed, only changed from one form to another.
dissipate
To spread out into the surroundings, usually as heat, light or sound.
renewable
Replaced by nature in a short time, or won't run out.
greenhouse gases
Gases like carbon dioxide that trap heat in the atmosphere.
mitigate
To make a harmful impact smaller.

Let's review!

In this unit you became an energy expert. You named the forms of energy, found out how energy is stored and transformed, learned the law of conservation of energy, and saw how some energy dissipates as heat, light and sound. You sorted renewable and non-renewable sources, learned how fossil fuels change the atmosphere and contribute to climate change, analysed the impacts of using energy and resources, explored technology that saves energy, and learned from First Nations, Métis and Inuit knowledges about conserving energy and resources.

This review has a few questions from every lesson. Try each one, then press Show answer to check.

Energy in = energy out (toy car, pretend units)100stored70motion20heat10soundEnergy inEnergy out: 70 + 20 + 10 = 100
The law of conservation of energy: the 100 units of stored energy all go somewhere, so the scale stays balanced. Energy changes form, but none is created or destroyed.
Ways to mitigate (make impacts smaller)offReduceturn things offReuse andrepairRecycle andcompostUse renewableenergyProtect andplant forests
Five ways people, families and communities can make the impacts of using energy and resources smaller. Many small actions add up.

Forms of Energy in Everyday Life

1

Name the form of energy: a smoke alarm beeping.

2

What form of energy is stored in gasoline, food and batteries?

3

A campfire gives off which three forms of energy?

4

Where does the Sun's energy come from?

Stored Energy: Potential Energy

1

Gravitational, elastic or chemical? A stretched trampoline.

2

Which has more stored energy: a toboggan at the top of a tall hill or the same toboggan at the top of a small hill?

3

How does a hydroelectric dam use stored energy?

Energy Changes Form: The Law of Conservation of Energy

1

Write the energy chain for a flashlight.

2

State the law of conservation of energy.

3

A toy starts with 60 pretend units of stored energy. It ends with 40 units of motion and 15 units of heat. How many units of sound?

Where Does the Energy Go? Energy That Spreads Out

1

Why does a bouncing ball bounce lower each time?

2

In a TV, what is the useful energy? What is dissipated?

3

Is dissipated energy destroyed?

Renewable and Non-renewable Energy Sources

1

Sort: wind, coal, sunlight, natural gas.

2

Is uranium a fossil fuel?

3

Is a battery an energy source?

Fossil Fuels, the Atmosphere and Climate Change

1

What gas is released when fossil fuels burn?

2

How does more carbon dioxide in the atmosphere lead to climate change?

3

Weather or climate? "Ontario usually has cold, snowy winters."

Long-term Impacts of Using Energy and Resources

1

Give one benefit and one cost of using energy.

2

What does mitigate mean? Give one example.

3

Short-term or long-term: more carbon dioxide in the atmosphere?

Technology That Saves Energy (and Some That Uses More)

1

Two washers: 150 kWh per year and 120 kWh per year. Which uses less? By how much?

2

Name one technology that can increase energy use and one that reduces it.

3

In the smart light code, what number would you change to make the light stay on for 2 minutes after motion?

First Nations, Métis and Inuit Knowledges for Conserving Energy and Resources

1

What is the Seventh Generation principle?

2

How does an iglu help conserve energy?

3

Name one First Nations clean energy project in Ontario.

Just for fun

Riddle: Why did the student bring a battery to the unit review?

To store everything she learned, and use it on the quiz!

How to use this review

  • Answer each question before you press Show answer.
  • Put a check mark beside the ones you got right.
  • If you missed two or more in one section, go back to that lesson and redo its practice questions.
  • Then take the quiz below. Read every choice before you pick.
Check your understanding

Quiz

1.

Energy is...

2.

A stretched elastic band stores...

3.

The law of conservation of energy says...

4.

The energy chain for a solar panel is...

5.

When a laptop gets warm, the heat is...

6.

Which energy source is non-renewable?

7.

Burning fossil fuels contributes to climate change because it...

8.

Which action mitigates climate change?

9.

On an EnerGuide label, the better choice for saving energy has...

10.

The Seventh Generation principle is a teaching of the...

For parents and teachers

What this review covers: all expectations in Strand E (E1.1 to E1.3, E2.1 to E2.6) with the Strand A STEM skills used in the unit.

If your child had trouble with...

  • naming forms of energy → revisit Forms of Energy in Everyday Life.
  • stored energy, height or stretch → revisit Stored Energy: Potential Energy.
  • energy chains or the pretend-unit math → revisit Energy Changes Form: The Law of Conservation of Energy.
  • useful vs dissipated energy, the bouncing ball → revisit Where Does the Energy Go? Energy That Spreads Out.
  • sorting energy sources, batteries and electricity → revisit Renewable and Non-renewable Energy Sources.
  • greenhouse gases, weather vs climate → revisit Fossil Fuels, the Atmosphere and Climate Change.
  • benefits and costs, mitigation, perspectives → revisit Long-term Impacts of Using Energy and Resources.
  • EnerGuide labels, standby power, the smart-light code → revisit Technology That Saves Energy (and Some That Uses More).
  • Seventh Generation, iglu, Three Sisters, current projects → revisit First Nations, Métis and Inuit Knowledges for Conserving Energy and Resources.

Tip: ask your child to teach you one idea from the unit using an example from your home. Teaching is one of the best ways to remember.