essay about energy transformation

ENCYCLOPEDIC ENTRY

Energy transformation: how does it do that.

What is energy transformation and how does energy change from one form to another? What are some examples of energy transformation in our daily life?

Juggler in Punta Arenas Chile

Juggling is a display of cyclical energy transfer. When a juggler throws an object it gains potential energy. As the object falls, its potential energy transforms into kinetic energy.

Photograph by B. O'Kane

The law of conservation of energy states energy cannot be created or destroyed. It can only change from one form of energy to another. Energy transformation happens when energy is converted into another form. There are many examples of energy transformations in our daily life. A toaster uses the electrical energy running through its wires to create thermal energy —heat—to toast a bagel. When a light switch is turned on, electrical energy heats up the filament inside a light bulb and transforms the energy into light and heat energy that is seen and felt in a glowing light bulb. Food contains stored chemical energy that our bodies must first breakdown to use in order to produce kinetic energy to move. There is also chemical energy in gasoline. An automobile’s engine creates tiny explosions to release the energy from gasoline, which transforms into kinetic energy used to spin the car’s wheels. Another example of an energy transformation you come into contact with everyday is in a smartphone. Electrical energy flows through the phone and some of it is stored in the phone’s battery. Ultimately, the electrical energy is used to make telephone calls, watch videos, and play games. Most of the time, it is impossible to watch an energy transformation as it is happening but there are a few examples, such as during a juggler’s performance, where it is possible to see the changes in real time. When a juggler throws a ball into the air, the ball gains potential energy . As the ball falls back down, its potential energy is transformed into kinetic energy . But a juggler is often tossing three or more balls at a time into the air. So, each of the balls cycles through the energy transformation from potential energy to kinetic energy and back again for as long as the juggler keeps the act going.

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Energy transformations.

Energy transformations are processes that convert energy from one type (e.g., kinetic , gravitational potential , chemical energy ) into another. Any type of energy use must involve some sort of energy transformation.

Energy must obey the laws of thermodynamics.

Thermodynamics is the study of how energy changes from one type to another. The laws of thermodynamics apply to energy and energy conversions.

The first law of thermodynamics:

main article

Energy cannot be created or destroyed (which is called the conservation of energy ); however, it can be transformed from one type into another. In fact, every useful process transforms energy from one form to another. There are many different forms or types of energy . Some examples of everyday energy transformations are:

The second law of thermodynamics:

Some forms of energy are more useful than others. Using energy always makes it less useful, even though no energy is actually destroyed.

Kinetic energy and electricity are the most useful forms. These are "high-quality" because they can be transformed almost completely into any other type of energy. Electricity, for example, can be easily used to generate heat ( thermal energy ) or light ( radiant energy ), break chemical bonds ( chemical energy ), move objects ( kinetic energy ), or lift objects ( gravitational potential energy ).

The least useful form of energy is low-temperature thermal energy . It can still be converted back to a higher-quality form, but useful energy is always lost in this process. Converting energy to a less-useful form and then trying to work backwards never gets 100% of the useful energy back.

For example, when a car runs, the engine will become hot (thermal energy). The warmth of the engine does nothing to help the car move or go faster. This wasted energy is an unavoidable by-product of converting the car's fuel (chemical energy) into movement ("high-quality" kinetic energy), however it can potentially be used for heating the cabin of the car to slightly increase overall energy efficiency. It is a challenge for all forms of power generation to minimize wasted energy and be as efficient as possible.

PhET: Energy Forms and Changes

The University of Colorado has graciously allowed us to use the following PhET simulation. Click to run an interactive simulation to explore transformations between types of energy. Specifically, this simulation deals with conversions between forms of mechanical, electrical, chemical, and light energy.

For Further Reading

• Second law of thermodynamics
• Conservation of energy
• Cogeneration
• Carnot efficiency
• Or explore a random page

• Why Does Water Expand When It Freezes
• Gold Foil Experiment
• Faraday Cage
• Oil Drop Experiment
• Magnetic Monopole
• Why Do Fireflies Light Up
• Types of Blood Cells With Their Structure, and Functions
• The Main Parts of a Plant With Their Functions
• Parts of a Flower With Their Structure and Functions
• Parts of a Leaf With Their Structure and Functions
• Why Does Ice Float on Water
• Why Does Oil Float on Water
• How Do Clouds Form
• What Causes Lightning
• How are Diamonds Made
• Types of Meteorites
• Types of Volcanoes
• Types of Rocks

Energy Transformation

Energy transformation or energy conversion is the process of transforming energy from one form to another. According to the law of conservation of energy , energy can neither be created nor destroyed. In other words, energy does not appear out of anywhere and disappears into nothing. It transforms from one form into another.

Consider a spring as an example. When it is compressed or extended, the spring stores elastic potential energy . When released, the spring oscillates, and the potential energy is converted into kinetic energy .

Types of Energy Transformation

As mentioned before, energy can transform from one form into another. Below are the types of energy that one can observe in everyday life.

• Mechanical Energy (including kinetic energy and potential energy)
• Chemical Energy
• Electrical Energy
• Thermal Energy or Heat Energy
• Sound Energy
• Light Energy or Radiant Energy
• Nuclear Energy
• Solar Energy

Energy Transformation Examples

Here are some examples of energy transformation in daily life.

• An electric fan, blender, and washing machine consist of an electric motor that converts electrical energy into kinetic energy
• Electric iron, toaster, and stove convert electrical energy into thermal energy
• An electric generator converts mechanical energy into electrical energy
• A television converts electrical energy into sound energy and light energy
• A light bulb converts electrical energy into thermal energy and light energy
• A hairdryer converts electrical energy into thermal energy and sound energy
• The human body digests food and converts chemical energy into mechanical energy enabling muscles to perform work
• A campfire burns wood and converts chemical energy into thermal energy and light energy
• Automobiles use fuel and convert chemical energy into mechanical energy
• The sun transforms nuclear energy into light energy and thermal energy
• Lightning converts electrical energy into light energy, heat energy, and sound energy
• Rubbing hands together converts kinetic energy into thermal energy
• Flashlight converts electrical energy into light energy
• An object speeds up when it falls. Its potential energy is converted into kinetic energy
• A hydroelectric dam converts gravitational potential energy into electrical energy
• A bicycle dynamo converts mechanical energy into electrical energy
• A firecracker transforms chemical potential energy into sound energy and light energy
• A thermoelectric generator is a device that converts thermal energy into electrical energy
• Radio transforms electrical energy into sound energy
• The kinetic energy carried by the wind rotates a windmill to produce electrical energy
• An electrolytic cell converts electrical energy into chemical energy, whereas a voltaic or galvanic cell converts chemical energy into electrical energy

Ans. When a skydiver reaches terminal velocity , the potential energy is converted into thermal energy.

Ans. A hot air balloon uses a propane burner to convert chemical energy into thermal energy. The hot air inside the balloon is less dense than the cold air outside. As a result, hot air rises and pushes the balloon upwards, gaining potential energy.

Ans. Energy transfer refers to the movement of energy from one place to another. Energy transformation refers to the energy change from one form to another.

Ans. When a person lifts a chair, chemical energy is transformed into mechanical energy.

• Energy Conversion – Solarschools.net
• Energy Transformations – Energyeducation.ca
• Energy Transformation – Accessdl.state.al.us
• Types of Energy and Energy Transformation – Jasonsclassroom.com

Article was last reviewed on Tuesday, May 17, 2022

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AP®︎/College Biology

Course: ap®︎/college biology   >   unit 3.

• First Law of Thermodynamics introduction
• Second Law of Thermodynamics and entropy

The laws of thermodynamics

• Reaction coupling to create glucose-6-phosphate
• ATP and reaction coupling
• Introduction to metabolism: Anabolism and catabolism
• Overview of metabolism
• Cellular energy

Introduction

Systems and surroundings.

• An open system can exchange both energy and matter with its surroundings. The stovetop example would be an open system, because heat and water vapor can be lost to the air.
• A closed system , on the other hand, can exchange only energy with its surroundings, not matter. If we put a very tightly fitting lid on the pot from the previous example, it would approximate a closed system.
• An isolated system is one that cannot exchange either matter or energy with its surroundings. A perfect isolated system is hard to come by, but an insulated drink cooler with a lid is conceptually similar to a true isolated system. The items inside can exchange energy with each other, which is why the drinks get cold and the ice melts a little, but they exchange very little energy (heat) with the outside environment. Why is a cooler sometimes called a "closed" system? If you've watched the video on the Second Law of Thermodynamics and entropy, you may have noticed that Sal refers to this same example, a cooler, as an approximation of a "closed" system. Here, it's described as an approximation of an "isolated" system. What's up with that? As it turns out, this is a case where two different branches of physics use terms in slightly different ways. A system that doesn't exchange either energy or matter with its environment is called an "isolated" system by physicists who study thermodynamics, but a "closed " system by physicists who study classical mechanics. In his video, Sal uses the classical mechanics definition, while this article uses the thermodynamics definition.

The First Law of Thermodynamics

• Light bulbs transform electrical energy into light energy (radiant energy).
• One pool ball hits another, transferring kinetic energy and making the second ball move.
• Plants convert the energy of sunlight (radiant energy) into chemical energy stored in organic molecules.
• You are transforming chemical energy from your last snack into kinetic energy as you walk, breathe, and move your finger to scroll up and down this page.

The Second Law of Thermodynamics

Heat increases the randomness of the universe, entropy and the second law of thermodynamics, entropy in biological systems, attribution:, additional references:, acknowledgements:, want to join the conversation.

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Anchoring Phenomenon

A Rube Goldberg ® machine stalls.

Lesson Concept

Carry out an investigation to explore how energy moves and can be transformed between objects.

Investigative Phenomenon

Energy transfers can be observed in parts of a Rube Goldberg ® machine where energy converts its action to movement, sound, electricity.

Click here for NGSS, CCSS (ELA), and California ELD standards.

Storyline Link

In the prior lesson, students planned and conducted investigations to explore the speed of objects during collisions in relation to the amount of energy the object possesses.

In this lesson, students test various devices that transform energy, i.e., convert its actions. They make observations to produce data that they analyze for trends or patterns that they use as evidence to construct an explanation. They also learn to refine their arguments based on an evaluation of the evidence. They continue to recognize that energy can be transferred in various ways and between objects. They also continue to define the system to describe its components and interactions.

In the next lesson, students apply what they learned in this learning sequence to design a Rube Goldberg ® machine that includes energy transfers and transformations.

Time | Materials | Advance Preparation

330 minutes (5 hours 30 minutes)

Whole Class

• Chart paper
• 4.2.C1: Energy Questions (from Lesson 2: Oops! )
• 4.4.C1: Sentence Frames for Analyzing Our Data: Station 1
• 3M Rube Goldberg Machine video
• Audri’s Rube Goldberg Monster Trap video

Per Station (For Part II: Explore 2)

Teacher note.

There are 4 possible stations for students to explore. It is recommended that they do at least 2 or 3 of the stations to experience a variety of transformations (sound, movement, and light). Decide which stations to use and obtain materials for those.

Station 1: Bean/rice with speaker

• Handful of dried beans or rice
• 4.4.R1: Station Directions: Station 1 Rice/Beans with Speaker

Station 2: Circuit with Motor and Battery

• Motor with flag or marker to see when turned on ( sample )
• Wires (2 in each station)
• 4.4.R1: Station Directions: Circuit with Motor and Battery

Station 3: Circuit with Buzzer and Solar Panel

• Buzzer ( sample )
• Solar panel ( sample )
• 4.4.R1: Station Directions: Station 3 Circuit with Buzzer and Solar Panel

Station 4: Circuit with Light Bulb and Hand Generator

• Light bulb holder
• Hand generator ( sample )
• 4.4.R1: Station Directions: Station 4 Circuit with Light Bulb and Hand Generator

Per Station for Elaborate (For Part IV: Elaborate)

The four stations listed above can be used by changing the source of energy. In addition, the Lemon Light Bulb Circuit could be used. Select the Elaborate stations and obtain materials for those.

Lemon Light Bulb Circuit

• 6 Short electrical wires with alligator clips
• Sharp knife
• 5 Galvanized screws
• LEDs (at least one color)
• 4.4.R2: Station 5 How to Make a Lemon Battery
• Science notebook
• 4.4.H1: Energy Transformation Data Sheet

Advance Preparation

• Decide which stations to use for the Explore (Part II) and the Elaborate phase (Part IV) and adjust time frames based on those selections.
• Based on the selected stations, obtain the appropriate materials. Set up stations with appropriate materials and test them. Make sure to charge solar panels in the sun. Duplicate the station instructions for the 4 stations 4.4.R1: Station Directions and put a direction sheet by each station. If you are going to use the lemon battery as a station, obtain the appropriate materials and duplicate 4.4.R2: Station 5 How to Make a Lemon Battery for this station.
• Make a chart titled Questions about Rube Goldberg ® Machines .
• Decide how to duplicate 4.4.H1: Energy Transformation Data Sheet . EITHER provide each student with data sheets for the different stations OR place one handout at each station and have students answer the questions in their science notebook.
• Preview the 3M Rube Goldberg Machine video.

Energy is a complex topic. Be aware of possible student misconceptions identified in the NRC Framework. “The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects.” 1

In fourth grade, students are expected to know that energy can be moved from place to place by moving objects or through sound, light, or electric currents. In this lesson, they focus on visible evidence to identify energy transformations: e.g., battery and wires light a light bulb; a collision of moving objects creates sound.

1. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 120–122).

Engage (30 minutes)

Communicate information about patterns of energy transfers.

• Write these words on chart paper: dominoes and marbles colliding; Audri’s Rube Goldberg Machine. Ask students with a partner to review their science notebook and discuss what is similar in all the things they have learned.
• Conduct a discussion about the students’ ideas. ESRs: All involve objects moving. All involve objects hitting something else. All involve energy being transferred from object to object. All involve faster-moving objects having more energy.
• Ask the class to collaboratively write a claim about how energy is transferred based on what they know so far. ESR: Energy is present in moving objects. When they collide, energy can be transferred from one object to another, changing their motion.

In the previous lessons, the students focused on energy transfer, where they observed things moving. The energy source was mechanical, and it produced movement of some kind. In this lesson, students explore other ways (e.g., sound, electrical, heat, and light) in which energy is transformed as it moves from object to object.

• Introduce the 3M Rube Goldberg Machine video and ask students to observe the actions. Have partners discuss their observations and then conduct a brief class discussion of what they observed.

Use think-pair-share strategy to get students talking and sharing ideas about their observations.

Use sentence frames to help students engage in partner conversations and a whole group share. Sentence frames can include but are not limited to:

I know that energy _____. I noticed that _____. I observed _____. I agree with _____ because _____. I want to add that _____.

Focus on energy transformations shown in the video. Prompt students, if needed, to identify where the energy comes from, what the energy does and where it goes to see energy transformation as it moves through the different objects.

• Ask students if their claims from Step 3 explain everything they observed in the 3M Rube Goldberg Machine video. If not, what do they still need to figure out? What questions do they have? Chart their questions on the Questions about Rube Goldberg ® Machines chart.

Explore 1 (45 minutes)

Make observations of patterns to provide evidence that energy can be transformed as it moves from object to object.

• Write the word transform on the board. Use the student conversation from Step 5 to clarify that when energy is transformed, its action is converted . Provide this example: A moving object hits something, and sound is produced.
• Ask student partner to review their models from Lesson 2: Oops! to find the part of the system where the ball hits the switch. Ask students to discuss what their model shows. Replay the 2:46–3:04 part of the Audri’s Rube Goldberg Monster Trap video. Ask how students could add to their model in terms of the energy being transformed. ESR: We could add the word transform to our model. We could say the ball hit the switch, which turned on the electricity to heat up the toaster. When it was hot enough, the lever pushed up.
• Tell students to think more about the energy transformations that they observed. Have table groups generate other examples of where energy is transformed in daily life. ESRs: At night, I turn on the light switch, and the lights go on. My mom turns on the gas to heat the water to make a hard-boiled egg. I flew my kite on a day when the wind made it move; etc.
• Facilitate a discussion about how students can get evidence that there is actually energy being transformed in these everyday situations. Ask students to brainstorm ideas, and facilitate a discussion leading to the conclusion that some of these everyday situations could be tested just as they did with the cars and ramps. They could look for patterns where energy is being transferred and transformed.
• Explain that students have several stations they will go to try to answer their questions about energy transformations.
• Review 4.4.H1: Energy Transformation Data Sheet , and explain how students should record their data.
• Divide students into groups of 3 or 4 and assign them to their station. Explain that they will do one station today and three tomorrow.

Modify the directions and the timing based on the number of stations you have selected for the students to explore. These directions are based on having students explore 4 stations, spending 20 minutes at each station. Each station should have a resources sheet at the station, which provides directions to the students.

In Part I, preview the stations and explain the materials (about 10–15 minutes); leaving time for 1 station. In Part II, students complete the other 3 stations using a rotation system. There are instructions and guiding questions at each station.

Station 1: Rice/Beans with Speaker

Students place a handful of rice or dried beans on top of the speaker (where the sound is produced). Students observe the rice/beans moving due to the sound produced by the speaker. Energy source: speakers. Energy receiver: rice/beans. Transformation: Observable phenomenon: sound from speaker (electrical) to observable phenomenon motion of rice/beans (mechanical).

Students connect wires from the motor to each side of the battery to create a circuit. Students observe the motor spinning when the circuit is connected. Energy source: battery. Energy receiver: motor. Transformation: observation battery with + and - sides indicating chemical inside (chemical) to observation of wires (electrical current) to observable phenomenon motion of motor. Note: Students may not recognize chemical energy, and that is OK. If students have never worked with complete circuits, allow extra time for them to figure out how the connections are made.

Students connect a solar panel to wires from the buzzer to create a complete circuit. Students observe the buzzer making a noise when the circuit is connected. Energy source: solar panel. Energy receiver: buzzer. Transformation: solar to electrical to sound. Note: Students may not recognize the solar energy; so ask probing questions as to how the panel was ‘powered’.

Station 4:Circuit with Light Bulb and Hand Generator

Students place a light bulb in the light bulb holder making sure that the bottom of light bulb is touching the metal plates. Students connect the light bulb with wires and the hand generator to create a complete circuit. Students observe the light bulb turning on when the hand generator is cranked. Energy source: hand generator. Energy receiver: light bulb. Transformation: motion (mechanical) to electrical to light. Note: Students may not recognize that their hand motion (mechanical) transfers the energy to electricity, and that is OK.

• Have students engage in the exploration at each station by the following directions on 4.4.R1: Station Directions . Provide about 20 minutes for students to complete their station and record their observations on the 4.4.H1: Energy Transformation Data Sheet or in their science notebook. Note that stations that involve setting up circuits might take students a little longer to do.
• Ask students to return to their desks and clean up or revise any of their observation notes.

Explore 2 (60 minutes)

• Explain that students will continue their station rotations from yesterday. Re-orient students to the expectations and their beginning station for today.
• Start the investigations. At the end of 20 minutes, ask students to rotate to their next station.
• At the end of 20 minutes, ask students to rotate to their last station.
• At the end of 20 minutes, ask students to return to their desk and clean up or add to any of their observation notes in their science notebook. Students should have completed 4.4.H1: Energy Transformation Data Sheet at the end of the station rotation.

Explain (90 minutes)

Analyze and use trends in data (patterns) to provide evidence that energy can be transformed between objects as sound, light, or motion.

Students will share their data in their groups and look for trends (patterns) that can be used as evidence that energy can be transformed.

Discussion of results from Station 1 will be conducted in a “fishbowl.” A fishbowl is a way to have a group process their ideas in front of a larger group who listens to the fishbowl group’s conversations. The fishbowl can be used as a way to model the kinds of discussion the other groups should be having when given the opportunity to discuss.

Then groups will conduct their discussions, and finally the class will be brought together to summarize what their results indicate. This is a good time to discuss how what they noticed in one station was similar to what they noticed in another, establishing patterns, and that these patterns can be used as evidence to support an explanation.

Depending on student discussion, this part may take 60–90 minutes and can be broken into two sections by having students discuss data from two stations during one period and then the other two stations in another period.

• Have students form new groups of 4 students who did not do the rotations together.
• Remind students that they are going to look at their data to see what can be used as evidence that energy can be transformed. Conduct a brief conversation about the difference between data and evidence.

If your students are familiar with data and evidence, this conversation should just be a review. If this is new to them, spend more time helping them see that raw data has little meaning. It has to be organized and analyzed (e.g., finding trends, deciding if it is appropriate to the claim, and if it is sufficient to make the claim) to become evidence to support or refute a claim.

• Explain that they will use their ideas that they recorded on 4.4.H1: Energy Transformation Data Sheet and the questions on the chart made from 4.2.C1: Energy Questions to guide their discussions.
• Select a group and conduct a “fishbowl” to model how the discussions might go for Station 1.
• Display 4.4.C1: Sentence Frames for Analyzing Our Data: Station 1 . Ask students in the group to take turns sharing their data using the prompts.
• Encourage students to identify the patterns in the cause and effect relationship of what they observed.
• Continue the “fishbowl” until students have made their claim.
• Ask the class to discuss briefly in their groups if they agree with the fishbowl group’s evidence and claim. Have the groups share and discuss.
• Ask the groups to use the process they observed in the fishbowl with their own data from Stations 2, 3 and 4.
• For each station select a group to share its claim. Help students recognize that their data from one station might be similar to that from another station. This sets up patterns that can be used as evidence to support an explanation.
• Ask students if they think their claim would be supported by another investigation. How would they find out?

Elaborate (45 minutes)

Make observations of a new system to provide evidence that energy can be transformed.

There are two options for Part IV. Choose to do one or both.

Option 1 uses materials from Stations 1–4 to have students engage in additional exploration of energy transformation by switching sources and receivers.

Option 2 extends students’ learning with a different type of transformation: chemical to electrical. Use 4.4.R2: Station 5 How to Make a Lemon Battery One setup is suggested for each group of 4 or 5 students.

• Option 1: Have students, in small groups, continue to explore energy transformation by switching different energy sources (e.g., battery, hand generator, speaker, and solar panel) with different energy receivers (e.g., light bulb, buzzer, oobleck, and motor). Provide students with materials and have students try different pairings of energy sources and energy receivers (e.g., battery with buzzer, solar panel with light bulb, etc.).
• Option 2: Have students explore the 4.4.R2: Station 5 How to Make a Lemon Battery in small groups. Provide the group with the appropriate materials and instructions.
• Whichever option is selected, have students write their observations in their science notebook and use the questions on 4.2.C1: Energy Questions to analyze their data.
• Have several groups share evidence that energy can be transformed.
• Focus on the Our Thinking So Far chart from Lesson 1: What’s Going On? and add to or refine their thinking

Evaluate (60 minutes)

Make a claim supported by evidence from several investigations that energy can be converted or transformed into sound, like, or motion.

• Collect exit slips. Ask students to work in groups of 4 to respond to this prompt: Based on your observations at the four Explore stations and the Elaborate stations, what claim can you make about energy transformations? What evidence did you gather that supports your claim? How can you use the evidence to support your argument?

If necessary, use sentence frames to help students guide their conversation. For example:

Energy is _____ because _____. Energy can______ because_____. Energy can _____. My evidence is _____. I observed _____, _____, _____ and _____. Therefore, I think _____.

• Distribute poster paper and markers. Ask groups to write their claim and list their evidence to support their claim. “What patterns or trends did they notice in the different explorations? How can these patterns be used as evidence to support their claim?”
• Select a few of the posters and have groups share. Ask other student groups to evaluate the evidence: “How strong do they think the reporting group’s evidence is to support the claim? What could be done to make it stronger?”

Energy can be transferred from place to place. Sometimes when that happens the energy can be used locally to produce motion, sound, heat or light. In each station we explored, the energy that came into the system produced a different action. This pattern occurred in each station. For example, the energy in the battery made the motor turn. In another case, the energy in the solar panel made a buzzer make a sound, and in another case, the energy in cranking the hand generator made the light bulb go on. The energy in the speakers made the rice/beans move.

In a Rube Goldberg ® machine, the energy of movement produced sound which then produced movement.

3M. (2015, August 3) 3M Brand Rube Goldberg Machine. https://www.youtube.com/watch?v=GEzcO3nfjZk

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165 . National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K–12 Science Education Standards. National Academies Press, Washington, DC.

Waimea Elementary School. (2016, April 25). Audri’s Rube Goldberg Monster Trap. Retrieved from https://www.waimeaelementary.org/apps/video/watch.jsp?v=111342 .

RUBE GOLDBERG ® is a registered trademark of Rube Goldberg, Inc. All materials used with permission. rubegoldberg.com

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Energy Transformation and Climate Change Research

Greenhouse gases (GHGs), including carbon dioxide, are warming the planet because of their heat-trapping characteristics. The warming and changing of the climate are leading to more heat waves, increased flooding, more wildfires and more destructive storms. These changes are negatively impacting the environment and public health.

Human activity is responsible for almost all of the increase in GHGs over the last 150 years. The primary sources are from burning fossil fuels for transportation, electricity and industrial production, and commercial and residential activities.

The United States and other countries are working to reduce GHG emissions globally and transition to the production and use of more sustainable energy sources. To support this effort, research is under way to better understand how new technologies in energy production and transportation will impact overall GHG emissions, the environment, and public health. The research is providing EPA, states, tribes and communities with scientific information and resources to project future emissions from energy sources and to develop and implement strategies for meeting GHG reduction goals. At the same time, research is being conducted to ensure that the benefits of a more sustainable energy system are distributed equitably and improve the lives of all Americans. 

On this page:

Modeling Research for Energy System Transformation

• Environmental Impacts Research

Research on Potential Impacts of Net-Zero Electricity Generation

Research to support the report to congress on biofuels, related resources, publications.

Modeling tools are being advanced to assist with developing new strategies to reach GHG Emissions reduction goals in the energy system in the United States.    

The research goals are to:

• Evaluate cost and environmental effectiveness of energy-related processes and emission reduction options for the electric power, industrial, commercial, residential, and transportation sectors.
• Improve understanding of how energy storage options and characteristics will affect the energy system and environmental impacts.
• Evaluate the potential for emerging low-carbon energy technologies and zero emissions vehicles.
• Improve capabilities to incorporate energy efficiency and changes in energy use.
• Inform estimates of the carbon footprints of tribal-nations, states and other regions as well as carbon intensity estimates for major manufacturing industries, commodities and their supply chains.

COMET (City-based Optimization Model for Energy Technologies) - COMET is an energy-environment-economic optimization model. COMET is designed to capture the whole energy system at the city level for a user-defined analyses timeline, from the introduction of the energy sources to conversion into useful energy to meet end-use energy service demands.

GLIMPSE Model - GLIMPSE is a decision support modeling tool being developed by EPA that will assist states with energy and environmental planning through the year 2050. Users of GLIMPSE can explore the impacts of energy technologies and policies on the environment.  For example, GLIMPSE can examine measures that promote energy efficiency, estimating the resulting energy savings, analyzing how emissions and air quality would be affected, and reporting how energy-related water use would change. Additional technologies that could be analyzed include electric and hydrogen fuel cell vehicles, wind and solar power, and carbon capture and sequestration.

Environmental Impacts Research  

Research is helping to improve understanding of the beneficial and negative environmental impacts of transitioning to a low-carbon energy system under climate change.

• Quantify the life-cycle implications of these scenarios for domestic manufacturing activity, energy, water, emissions, and waste disposal.
• Quantify other major benefits and unintended consequences of energy system transition scenarios.
• Evaluate the environmental justice and economic justice implications of these scenarios.

Information is being conducted to improve understanding of how the transition to a decarbonized system of electricity generation will affect EPA’s ability to maintain and improve public health and environmental quality. Net zero electricity generation is when the amount of greenhouse gas produced is no more than the amount removed from the atmosphere. 

• Develop an assessment of different scenarios to achieve net zero electricity generation by 2035, along with the anticipated positive and negative environmental implications of those scenarios.
• Explore localized impacts of grid decarbonization and provide assessments on how it would impact resilience of and economic burden to communities.
• Develop and/or identify tools to evaluate public health and environmental impacts of grid decarbonization.

Scientific information is being developed to inform development of the latest Report to Congress on Biofuels . The Report is designed to inform decision makers about the observed and potential environmental and natural resource impacts of the Renewable Fuel Standard, which is focused on biofuel production and use. 

• EPA's Climate Change Homepage
• Greenhouse Gas Emissions and Removals
• Generate: The Game of Energy Choices for students
• Journal articles about Energy
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• Climate Change Research Home
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Understanding the energy transition: why is it so important?

The latest report published by the IPCC on the measures needed for climate change mitigation, confirmed that we are vaguely advancing towards the sustainability of present and future generations. The message was one of urgency as well as hope, stating that we have little time to reverse the last few years of growing GHG emissions , but that not everything is lost just yet. 

While regulations and national and international commitments regarding decarbonization continue to grow, so does investment in alternatives to replace current fossil fuel-based systems and economies, as the importance of ESG (environmental, social, governance)  related investment is increasingly prioritized by financial actors. 

As set out in the Paris Agreement in 2015, and recently confirmed during the COP26 in Glasgow, we need to reach a carbon neutral economy by 2050 in order to keep up with the 1.5ºC maximum temperature increase which will help prevent any further irreversible global warming and climate change risk and consequences. This is precisely where the energy transition comes in. 

What does the energy transition imply?

The urgent goal for the decarbonization of worldwide economies, inevitably and directly needs to be followed up with an energy transition, this is, a global shift of the energy sector from fossil fuel-based systems to renewable energy sources such as wind or solar, among others. But, however big the challenge may appear, it’s valuable to remember this is not the first major energy transformation the world has ever seen. The 19th century marked the beginning of the use of coal, transitioning from wood, and in the 20th century coal was replaced with oil. The main difference between these latter transformations and today’s, is that of the urgency that ours carries within its definition.  

But thanks to a growing societal awareness to push sustainability, and the necessary technological advancements, transitioning to renewable energy sources has not only become a feasible prospect for the future, but these factors have also made the market more affordable and cost-effective. In just one decade the cost of some major renewable technologies fell between 60% to 80%. Additionally, the still ongoing trend of declining costs and the growing popularity of renewable energy sources like wind power, have strengthened investment opportunities in the sector. In fact, the International Energy Agency estimates a 50% growth in renewable power by 2024. 

However, the energy transition is not solely based upon slowly closing down or replacing fossil fuels with renewables, it is also about developing new technologies that can accelerate the process for storing energy, for the electrification of certain sectors or for digitalization of others, for example. This is clearly relevant regarding its benefits for the planet, but it is also important to note that advancements in such technologies have greatly helped shift the energy paradigm to one of renewable solutions and decarbonization.

Beyond the environment: SDG 7

Although the focus and urgency of the energy transition is primarily on the health and sustainability of the environment, it is also beneficial and crucial both for the economy and society . This is specifically and most clearly portrayed in SDG 7 regarding clean and affordable energy for all, as the main idea holding all indicators and objectives of the latter together is that of no one being left behind in the process of the transition . 

In this regard, the energy transition offers a great window of opportunity for economic well-being, employment and social development . As renewable technologies keep growing, so does the creation of new green jobs and the investment that can help end energy poverty and procure clean energy in many areas of the world. With an inclusive and flexible perspective on the energy paradigm shift, a just transition could be achieved, where SDG objectives are a global reality. 

In fact, if we closely analyze SDG 7 targets, we can almost see a pattern of priorities , number one being the ensurement of affordable, reliable and modern energy services for all, as a third of the world still relies on dangerous systems. The target that follows is concerned with increasing the share of renewable energy, and the next one with energy efficiency. It is almost as if the SDG was drafting an a-step-at-a-time kind of manual.

A comprehensive transition

Now that we have a bigger picture of what the energy transition encompasses, it is important to understand that it is a multifaceted challenge, and not a one size fits all solution. This is why the SDGs play such an important role in comprehending the world’s biggest challenges, such as decarbonization, because it paints a holistic picture of the problem, focusing on social and environmental concerns without forgetting economic complexities .

This is not only a great exemplary pattern for national governments and international cooperation bodies, but it is also a tool for companies and organizations to understand all of the parts that need to be touched upon when dealing with the energy transition or the road to decarbonization. Having a wider understanding of the impacts and implications of our goals and actions will undoubtedly help for the transformation to be more effective, efficient and organized, helping fight the fear and global risk of a disordered transition .

Engaging through transparency

In  DoGood  we believe that  you can’t manage what you don’t measure,  and we are convinced of the need to understand and manage efforts to achieve a sustainable transition inside an organization for the correct and efficient functioning of the business. We alone cannot achieve the substantial changes necessary, but we work on the basis of  collaboration, transparency and accuracy  in order to bring light to sustainable actions.  

In this regard, it is essential to our work to promote  good corporate governance , meaning that the processes of disclosure and transparency are followed so as to provide regulators and shareholders as well as the general public with precise and accurate information about the financial, operational and other aspects of the company, including a more accurate definition of the ESG performance.

We have developed a corporate government tool that helps establish  ESG impact objectives  for employees in regards to the sustainability strategy of the company. Through our technology we are able to activate and track employees’ impact,  creating engagement  that translates into  improved ESG metrics, reputational value and an overall positive impact  for the environment and society. 

If you want to know more about how we work to create a positive social and environmental impact, click  here .

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How is energy transition shaping a path to common prosperity and sustainable economic growth?

• Published: 17 February 2024
• Volume 57 , article number  40 , ( 2024 )

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• Yiping Zheng 1 , 2 ,
• Qinyu Xu 3 &
• Qianrong Wang 3  

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This study assesses the impact of the transition to renewable energy and improved societal well-being on environmentally sustainable economies, concentrating on 20 major CO 2 -emitting countries from 2000 to 2020. Employing the pooled mean group (PMG) method, the findings indicate that a 1% increase in fossil fuel consumption results in a significant short-term decline of approximately 0.22% and a more substantial long-term decrease of 0.43% in green growth. This decline is attributed to the exacerbation of environmental degradation through notable carbon emissions. Interestingly, a 1% increase in the Human Development Index (HDI) is associated with heightened green growth, indicating an increased awareness of environmental issues. Conversely, a 1% reduction in population has a negative impact on green growth, underscoring the importance of balancing population dynamics with sustainable development. Furthermore, diminished internet penetration, rural electrification, and poverty exert adverse effects on the green growth index. The implementation of practical policies for major CO 2 emitters is crucial, encompassing initiatives such as digitalizing the green finance market, promoting ICT diffusion, advancing regional green power generation, adopting eco-friendly practices in petroleum industries, and liberalizing green utilities trade. These measures are essential for fostering green growth, enhancing social prosperity, and mitigating environmental degradation.

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Zheng, Y., Xu, Q. & Wang, Q. How is energy transition shaping a path to common prosperity and sustainable economic growth?. Econ Change Restruct 57 , 40 (2024). https://doi.org/10.1007/s10644-024-09624-x

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Energy Conservation Essay for Students and Children

500 words energy conservation essay.

Energy conservation refers to the efforts made to reduce the consumption of energy. The energy on Earth is not in unlimited supply. Furthermore, energy can take plenty of time to regenerate. This certainly makes it essential to conserve energy. Most noteworthy, energy conservation is achievable either by using energy more efficiently or by reducing the amount of service usage.

Importance of Energy Conservation

First of all, energy conservation plays an important role in saving non-renewable energy resources. Furthermore, non-renewable energy sources take many centuries to regenerate. Moreover, humans consume energy at a faster rate than it can be produced. Therefore, energy conservation would lead to the preservation of these precious non-renewable sources of energy.

Energy conservation will reduce the expenses related to fossil fuels. Fossil fuels are very expensive to mine. Therefore, consumers are required to pay higher prices for goods and services. Energy conservation would certainly reduce the amount of fossil fuel being mined. This, in turn, would reduce the costs of consumers.

Consequently, energy conservation would strengthen the economy as consumers will have more disposable income to spend on goods and services.

Energy conservation is good for scientific research. This is because; energy conservation gives researchers plenty of time to conduct researches.

Therefore, these researchers will have more time to come up with various energy solutions and alternatives. Humans must ensure to have fossil fuels as long as possible. This would give me enough time to finding practical solutions.

Get the huge list of more than 500 Essay Topics and Ideas

Another important reason for energy conservation is environmental protection. This is because various energy sources are significantly harmful to the environment. Furthermore, the burning of fossil fuels considerably pollutes the atmosphere. Moreover, nuclear energy creates dangerous nuclear waste. Hence, energy conservation will lead to environmental protection.

Energy conservation would also result in the good health of humans. Furthermore, the pollution released due to energy sources is harmful to the human body. The air pollution due to fossil fuels can cause various respiratory problems. Energy sources can pollute water which could cause several harmful diseases in humans. Nuclear waste can cause cancer and other deadly problems in the human body.

Measures to Conserve Energy

Energy taxation is a good measure from the government to conserve energy. Furthermore, several countries apply energy or a carbon tax on energy users. This tax would certainly put pressure on energy users to reduce their energy consumption. Moreover, carbon tax forces energy users to shift to other energy sources that are less harmful.

Building design plays a big role in energy conservation. An excellent way to conserve energy is by performing an energy audit in buildings. Energy audit refers to inspection and analysis of energy use in a building. Most noteworthy, the aim of the energy audit is to appropriately reduce energy input.

Another important way of energy conservation is by using energy-efficient products. Energy-efficient products are those that use lesser energy than their normal counterparts. One prominent example can be using an energy-efficient bulb rather than an incandescent light bulb.

In conclusion, energy conservation must be among the utmost priorities of humanity. Mahatma Gandhi was absolutely right when he said, “the earth provides enough to satisfy every man’s needs but not every man’s greed”. This statement pretty much sums up the importance of energy conservation. Immediate implementation of energy conservation measures is certainly of paramount importance.

FAQs on Energy Conservation

Q1 state one way in which energy conservation is important.

A1 One way in which energy conservation is important is that it leads to the preservation of fossil fuels.

Q2 Why energy taxation is a good measure to conserve energy?

A2 Energy taxation is certainly a good measure to conserve energy. This is because energy taxation puts financial pressure on energy users to reduce their energy consumption.

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