Discussion Notes

Primary 6

PAL Science

Name:

Tutor:

Topic: FORMS AND USES OF ENERGY (LESSON 11)

 Primary 6 PAL Science

Lesson Outline

• Notes

• Activity 1: Hands-on Activity

• Activity 2: MCQs

• Activity 3: Open-ended Questions

• Activity 4: Fun Facts

• Activity 5:Science in Daily Life

 Primary 6 PAL Science

Energy Forms, Uses and Conversions – NOTES

Electrical energy is found in appliances

Forms of Energy which use electricity.
Heat energy Light energy Electrical energy

Forms of Energy

Kinetic energy Sound energy

= Kinetic energy is found
all moving objects.
Potential energy

In the PSLE,
Chemical potential Gravitational Elastic potential students just need
energy potential energy energy to write potential
energy
Found in: GPE is found : Found in extended/
1) food in objects that are raised compressed springs ( ) is optional
2) batteries above the ground. \/ stretched rubber
3) fuels/ anthing that can be burnt band
Energy can be stored, used and changed from one form into another. Energy cannot be created
or destroyed.
eg candles, petrol, oil, charcoal
Kinetic Energy

• Kinetic energy is the energy that moving objects have. For example, wind is moving air. Wind
has kinetic energy. KE depends 1) speed 2) mass
• The amount of kinetic energy an object has depends on the mass and the speed of the moving
object.

• Objects with more mass have more kinetic energy. For example, if a bus and a car are moving at
the same speed, the bus has more kinetic energy than the car.
• The faster an object moves, the more kinetic energy it has. For example, if two identical cars are
moving at different speeds, the car that is moving faster has more kinetic energy.
• An object at rest has no kinetic energy. For example, a stationary car has no kinetic energy.

At rest= object is not moving = so object has no kinetic energy

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 Primary 6 PAL Science

Energy Forms, Uses and Conversions – NOTES

Light Energy

• Light energy is the form of energy that allows us to see. Objects can be seen if they give off light
or if they reflect light.
• Objects that give off light are sources of light, e.g. a torch, burning wood, a gas flame, the
Sun.
• The Moon is not a source of light. It can be seen because it reflects light from the Sun.

Heat Energy

• Heat energy is the form of energy that can cause an object to change its temperature or
state.
• Besides producing heat by various natural heat sources (the Sun and burning fuels) or
from electrical appliances, heat energy can also be produced by moving or rubbing things
together.

Sound Energy Enrichment

• Sound is a form of energy that we can hear. It is produced by vibrating objects.

• Sound travels outwards from the object producing it towards our ears. Sound needs a medium
(e.g. solid, liquid, gas) to travel through, or else it cannot be heard.
• For example, sound cannot travel in a vacuum.
• There are many types of sound. We usually use sound energy to communicate.
• Music is a type of sound which is pleasant to listen to and has a regular pattern.
• Noise is a type of sound which is unpleasant to listen and has an irregular pattern.

Electrical Energy = found in all appliances that use ELECTRICITY

• Electrical energy or electricity can be changed to other forms of energy, such as light, sound and
heat energy, and is the most widely used.

Batteries have chemical potential energy which is converted to electrical energy when the circuit
is CLOED.

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 Primary 6 PAL Science

Energy Forms, Uses and Conversions – NOTES

Potential Energy foundation syllabus

• Potential energy is also known as stored energy. It can be used and changed into other forms
of energy.
• Some forms of potential energy include, chemical energy, gravitational potential energy and
elastic potential energy.

Chemical Potential Energy

• Chemical potential energy is stored in any kind of food, fuel or battery.
• The stored energy can be released as usable energy. For example,

Food – Respiration
Fuel – Burning oil, candles, fuels, charcoal etc
Battery – In a closed electric circuit

Gravitational Potential Energy

• Any object that is above the ground, hanging from something or on top of a slope has
gravitational potential energy.
• The amount of gravitational potential energy an object has depends on its mass
and its height from the ground.
• Objects with more mass have more potential energy. If two different balls are at the same height
above the ground, the ball with more mass will have more gravitational potential energy.
• The higher an object is from the ground, the more potential energy it has. If two identical balls
(same mass) are at different heights above the ground, the ball that is higher up will have more
gravitational potential energy.

Elastic Potential Energy

• A form of potential energy which is stored in rubber bands, stretched springs and compressed
springs. : Found in extended/
compressed springs
/ stretched rubber
band

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 Primary 6 PAL Science

Energy Forms, Uses and Conversions – NOTES

Energy changes

Remember: Energy cannot be created or destroyed. It can only change from one form to another.

• During photosynthesis

Light energy (from the Sun)  Chemical potential energy (Stored as food in the plant)

• When a battery is used in a close electric circuit with a bulb

Chemical potential energy (Stored in the battery)  Electrical energy (carried by current
in the circuit)  Light energy (given off by the bulb) + Heat energy (given off by the bulb)

• During respiration

Chemical potential energy (from food)  Heat energy (warms the body) + Kinetic energy
(when we move) + Other usable energy (used in other life processes)

• When a ball falls from a height

Gravitational potential energy  Kinetic energy

• In power stations

Gravitational potential energy (of stored water)  Kinetic energy (of moving water) 
Kinetic energy (of turbine)  Electrical energy

• In fuel-burning power stations

Chemical potential energy (of fuels)  Heat energy  Kinetic energy (of steam) 
Kinetic energy (of turbine)  Electrical energy

Switch

Battery

A fuel-burning Hydroelectric
power station power station
Bulb

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 Primary 6 PAL Science

Activity 1 – Hands-on Activity: Rubber band guitar Interesting activity.

Objective: To show that sound is a form of vibration of particles and gets louder when
transmitted through a solid medium.
Materials: Styrofoam cups, plastic cups (all cups of different sizes to compare sound
produced), rubber band of different thickness.
Procedure:
1. Have students strum a rubber band and hear for sound. Not much isn’t it?
2. Now stretch the rubber band around the cup.
3. Hold the bottom of the cup against the ear.
4. Gently strum the rubber band and compare the difference.
5. Simple explanation: Sound is louder when transmitted through a solid.
6. Place your ear on the table. Can you hear more sound?
7. Tap your fingers on the table with an ear on the table, repeat without. Compare the
difference.
8. State the energy conversion from a person’s hands, to the string and sound produced.

Sound is produced when objects vibrate.

As the object moves back and forth, it hits
against air and any other object near
enough to be touched. When vibrations
start air moving, the continuous ocean of
air around you transfers the energy to your
ears, and you register that sound has been
produced. Vibrations move much more
slowly through the air – a gas – than they
do through liquids or solids. The vibrating rubber band causes the air around it
to move, but the booming sound that you hear is because the solid plastic
transmits the vibrations to your ear.

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 Primary 6 PAL Science

Activity 2 - MCQ

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 Primary 6 PAL Science

Energy conversion = energy change

1. The diagram below shows a marble being released at point X on the rim of a bowl.

GPE
Marble Point X Marble rolled back
released
Point Z Point Q
Why ball cannot roll
At Y, max KE
up to point Q?
Point Y Some of the KE is
converted to heat
and sound.
Table

When it was released at point X, it rolled down the bowl to point Y and then moved
up to point Z on the other side of the bowl before rolling back to point Y.

Which one of the following graphs shows the energy the marble possessed at point
X, Y and Z when the marble rolled from X to Y and then Z?

Legend:
Potential energy
Kinetic energy

Energy Energy
(1) (2)

X Y Z X Y Z
At point X, ball has not been released. Hence it only has GPE, no KE.

(3) Energy (4) Energy

PE PE
KE

KE

X Y Z X Y Z
Why bar graph Y cannot be same height as
X?
Some of GPE is converted to ( )
heat and sound energy.
 Primary 6 PAL Science

2. Four boxes of the same mass, A, B, C and D, were hung from a retort stand as
shown below. The strings were then cut and the boxes fell to the table.

String

C
A
Retort B
D
stand

Table

Which one of the boxes would have the least kinetic energy just before it hit the table?

(1) A
(2) B D has the least GPE which is converted to least KE.
(3) C
( 4 )
(4) D

3. Raju dropped a ball from point A and the following diagram shows the path of the ball.
A Most GPE

C
most KE
B
KE at B is more than KE at C
At which points did the ball have the most gravitational potential energy and most kinetic
energy?
Most Gravitational
Most Kinetic Energy
Potential Energy
(1) A C
(2) D B
(3) A B
(4) B A 3
( )
 Primary 6 PAL Science

4. Which of the following sources of energy are renewable? = will not run out

A: Fossil fuels
B: Wind
C: Water Petrol, oil and fossil fuels are not renewable
D: Sun resources.

(1) A and B only

(2) A and D only
(3) B and C only
(4) B, C and D only ( )

5. Ben set up an experiment to observe the effect of running water on a water wheel.
He drilled a hole at the bottom of a tin container filled with water and placed the water
wheel beneath it as shown in the diagram below.

X Tin
Y
Water
Water wheel

Retort Water in container

stand

Ben wanted his water wheel to spin faster. His friends gave him the following
suggestions.
GPE depends on mass and height. More water has more
mass so water has MORE
David: Increase the size of the hole at the base of the tin container.GPE converted
Fariz: Reduce the number of blades of the water wheel. to MORE KE.
Lucas: Raise the tin from point Y to point X of the retort stand.
Sham: Use a bigger tin of water. MORE GPE converted to MORE
KE
Whose suggestion(s) should Ben follow?

(1) David only

(2) Fariz and Lucas
(3) Sham and Fariz
(4) David and Lucas
( )
 Primary 6 PAL Science

6. The diagram below shows a ball placed at the top of a ramp. John pushed the ball
and it rolled down the ramp.
At A, max GPE
A
Ramp
B

C At C, max KE
As the ball moves down, GPE converted to KE.

Which of the following graphs shows the correct change in the amount of gravitational
potential energy and kinetic energy as the ball moves down the ramp?

Key:
Gravitational Potential energy

--------- Kinetic energy

At A, GPE is max and at C, GPE is zero
Energy
Energy Energy
Energy
At A,KE is zero. At C, KE is max
(1) (2)

A BB C Position AA B C Position
Position
A C Position B C

Energy
Energy Energy
Energy

(3) (4)

Position A
A BB CC Position
Position
AA B
B C
C Position
( 4 )
 Primary 6 PAL Science

7. The picture below shows an electric doorbell. The doorbell rings when the switch is
pressed.
bell
hammer
switch
Potential
energy
batteries iron bar

Which one of the following shows the correct order of energy conversion when
someone rings the doorbell?

(1) Electrical energy → potential energy → sound energy → kinetic energy

(2) Electrical energy → kinetic energy → potential energy → sound energy
(3) Potential energy → electrical energy → sound energy → kinetic energy
(4) Potential energy → electrical energy → kinetic energy → sound energy
( )

8. Johan is playing with a catapult. When he releases the elastic band, the stone hits
the target and produces a loud sound.

elastic direction of the flying stone

band
catapult stick

stone

A: Mass of the stone More elastic PE is converted to MORE KE (bigger stone)

B: Length of the catapult stick
C: Elasticity of the elastic band
D: Distance between the target and the initial position of the stone
What must he do to produce a louder sound?
(1) A and B only
(2) C and D only
(3) A, C and D only
(4) A, B, C and D
( )
 Primary 6 PAL Science

9. Which of the following most accurately shows the energy conversion of a battery-
powered torch?
Chemical PE

Torch

(1) electrical energy → light energy → heat energy

(2) chemical potential energy → light energy → heat energy
(3) electrical energy → chemical potential energy → light energy + heat energy
(4) chemical potential energy → electrical energy → light energy + heat energy

( )

10. Jane made a toy as shown below.

Box
Wooden sticks

Twisted rubber band

Roller
She turned the roller several times to twist the rubber band. When the toy was released on
the table, it moved.

Which one of the following is the source of energy that enables the toy to move?
Rubber band must be stretched/ twisted to have elastic PE
(1) Box which is converted to KE .
(2) Roller
(3) Wooden stick
(4) Twisted rubber band

( 4 )
 Primary 6 PAL Science

Activity – Open-ended Questions

1. Taufiq set up an experiment as shown in the diagram below.

Water at A has GPE
as it is raised to a certain height. Tank
Support A
attaching
the tank to Water
the wall

Hole
B
KE Wheel with
three blades

C KE

When the water drips onto the blades of the wheel, it spins.

(a) Based on the set-up above, what is the main form of energy at A, B and C? [2]

Energy at A: Energy at B: Energy at C:

Potential kinetic enegy kinetic enegy
energy

(dripping water) ( blades)

(b) Taufiq modified his experiment by placing the tank at a higher position. Explain
how increasing the position of the tank can make the wheel spin faster. [1]

Tank placed at higher position has MORE GPE[1/2] which is converted to MORE KE[1/2]

(c) Without making any changes to the wheel, suggest another change Taufiq can
make to his set-up to make the wheel spin faster. [1]

Make the hole in the tank bigger[1]

Place the tank higher [0m] as it is given in part (b)
 Primary 6 PAL Science

2. Mr Wong uses the bow to shoot 4 similar arrows, W, X, Y and Z. The extent to which
the string on the bow is stretched varies with each try and the distance travelled by
the arrow is recorded.

Aim of expt starts with to find out if the changed variable affects the measured variable
After the experiment, he recorded his observations as shown below.

Arrow W X Y Z

Mass of the arrow (g) 10 10 10 10

Distance at which the changed variable

5 10 15 20
string is pulled back (cm)
Distance travelled by the
1 2 3 4
arrow (m)
Measured variable
(a) What is the aim of the experiment? [1]

To find out to find if the distance at which the string is pulled back AFFECTS
the distance travelled by the arrow.
(b) Besides the mass of the arrow, state two other variables that Mr Wong must
keep constant in this experiment.(LOOK at the diagram and give the answer) [1]

Type of arrow
type of bow

(c) When the distance of the string was pulled back further, the distance travelled
by the arrow was greater. Explain why this happened in terms of energy
conversions. [1]
When the string was pulled back further, it has MORE PE which is converted

to MORE kinetic in the ARROW to make it travel further.

 Primary 6 PAL Science

3. Steve kicks a ball. The diagram shows the path of the ball after he has kicked it.

Past year PSLE qn in 1997-1999

NEVER identify a force as PUSH or PULL.

Types of forces:
1) friction
2) gravity
3) elastic spring force
4) magnetic
force of attraction
or repulsion Y

Cannot use energy conversion as this qn asks about

forces
Ground

gravity
(a) How can you tell that along the path of the ball, there is a force acting on the ball? [1]

The ball did not move up forever [1m]

The ball moved upwards and later changed direction [1m]

The ball landed on the ground and then rebounded to a lower height.

(b) Why did the ball rebound to a lower height? [1]

Some of the kE of the ball is converted to heat and sound energy.

(This is the answer when qn asks why the ball stops moving or the rebounce is not
as high as before)
 Primary 6 PAL Science

4. The diagrams below show the side and front view of a wind turbine.

Rotor blade

Generator

Front view Side view

The following table shows the amount of electricity generated by wind turbines with
different blade lengths.
changed variable
Amount of electricity generated
Blade length of wind turbine (m)
(unit)
20 150
40 600
50 1 500
80 2 200

(a) State the main energy changes that take place in a wind turbine. [1]

kinetic enegy kinetic enegy electrical energy

(wind) (turning turbine) (generator)

 Primary 6 PAL Science

(b) Based on the information provided in the table, how does the blade length
of the wind turbine affect the amount of electricity generated? [1]

As the blade length increases, the amt of electricity generated also increases.

More mass
Two more rotor blades are added to the wind turbine shown. The rotor blades rotate
more slowly than before, though the wind blowing towards the wind turbine remains
constant.

(c) State why the rotor blades rotate more slowly. [1]

More blades so more mass.[1]

 Primary 6 PAL Science

5. Samuel set up an electrical system as shown below. When the switch is closed, Wire N,
which is connected to the wires in the circuit, becomes hot. Soon, the piece of paper
moved.

Piece of paper

Wire N
nichrome wire

(a) Fill in the boxes below to show the energy conversion in the circuit. [1]

PE electriacl heat

energy of the energy of the energy of the

batteries circuit Wire N

(b) Explain why the piece of paper moved when the switch was closed. [2]

Heat from wire N warms up the surrounding air. Hot air has KE , causing the paper to spin.

(c) Samuel made one change to his set-up that caused the kinetic energy of the same
piece of paper to increase. What change did Samuel make to his set up? [1]

Have a longer wire N (nichrome wire)

Add more batteries to the circuit
 Primary 6 PAL Science

6. To ensure that passengers in a car are safe during a car crash, car manufacturers
conduct crash tests where the cars are driven into car crash barriers as shown in the
diagram below. Cars A, B and C were each driven into the car crash barriers at the
same speed.

car A car crash

barrier
d

The maximum depth of depression, d, for each car was then taken and recorded in the
table below.

Maximum depth of
Car Mass of Car (kg)
depression, d (cm)
A 1500 38
B 1750 45
C 2000 56

(a) Based on the findings above, state the relationship between the mass of the car
and the amount of kinetic energy the car possesses at the given speed. [1]

As mass of car increases, the amt of KE the car has increases.

(b) Without making any changes to car B, state one change that could be made so
that car B makes a deeper depression than car C. [1]

Increase speed of car B

(c) From the above findings, explain why trucks, which have a larger mass than cars,
have a maximum speed limit of 70km/h on the expressway while cars have a
speed limit of 90km/h. [1]

Trucks with bigger mass have more ke when driven so it can cause a greater danger
than cars with smaller masses.
 Primary 6 PAL Science

(d) State the energy conversion when the moving car hits the car crash barrier. [1]

Kinetic kinetic sound heat

+ energy
energy energy energy
(moving car) (car crash barrier) (car crash barrier) (car crash barrier)
 Primary 6 PAL Science

Activity 4 – Fun Facts: Trust in physics (Energy conversion)

https://www.youtube.com/watch?v=xXXF2C-vrQE

Discussion Questions:

1. State the energy conversion as the bob moves from the professor to
the other side of the room at the highest point?

2. The bob will go lower each time and eventually come to a stop.
Explain in terms of energy conversion.

3. Explain why the professor must not push the bob and only release it.
 Primary 6 PAL Science

Activity 5 – Science in daily life: Water powered turbines

https://www.youtube.com/watch?v=buF8ASmwXt4&feature=youtu.be

Discussion Questions:

1. What is a whirlpool? How is it created in this engineering feat?

2. State the energy conversion with the running water, turbine and generator.

3. Why is this method eco-friendly and low cost?