1. What is Energy?

Discussion: Have the following objects got energy? What do you think energy is? Where does this energy come from in each case below?

Tennis player

Moving car

TV
Copy the following into your jotter: Energy lets us do things (or do work). The main types of energy are: 1. Light 2. Heat 3. Sound 4. Electrical 5. Movement (Kinetic) 6. Stored; Gravitational Stored; Chemical Stored; Elastic 7. Nuclear

Notes:

Discussion:

What are the main energy types involved with the car, the TV and the tennis player above?

Collect:

Cut-out sheet Energy Demonstrations 1 scissors, glue

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Activity:

Your teacher will show you some examples involving different types of energy. Watch the demonstrations being carried out. Stick the diagram for each demonstration into your jotter. Write a sentence, below each diagram, explaining what happened & list the types of energy involved. The sentence for the first one has been written for you.

Notes:

Striking a match

Stored chemical energy in the match is changed into Heat and light energy.
Metal tube

Paper spiral above Bunsen flame

Pendulum

Sounding Tube
Metal gauze

Battery and bulb

PC

+ + Battery and bell Battery and motor

The Sun

Dynamo (Generator) and bulb

Set fire to sugar

Sparkler

2. Stored Energy
Discussion: Each group of energies below has an odd one out. (the reason its the odd one out is the same for each group). Which energy type is the odd one out in each group? 1. Sound, elastic, electrical. 2. Gravitational, kinetic, light. 3. Heat, nuclear, chemical. Collect: Cut-out sheet Energy Demonstrations 2 Scissors Glue

Activity: Your teacher will show you some examples involving different types of stored energy. Watch the demonstrations being carried out. Stick the diagram for each demonstration into your jotter. Notes: Write a sentence, below each diagram, explaining what happened & list the types of energy involved.
Catapult
Elastic Paper pellet

Balloon
Air pushed out Balloon moves

Car down a slope

Motor / dynamo

Dropping mass

Mass

Magnesium burning in air Burning gas tin

Methane Gas Air taken in

Magnesium ribbon

Notes:

Copy & complete the following using the words below: Chemical Gravitational Elastic

Energy can be stored in three ways: 1. Stored __________energy: By lifting an object up against gravity. 2. Stored __________ energy: By squashing or stretching an object. 3. Stored __________ energy: The energy stored in chemicals that react together. Discussion: How is energy stored in the following examples? What energy changes take place as the stored energy is released?

3. Changing Energy
You have already met many examples where energy is changed from one form (or type) into other forms. To show where the
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energy has come from and where it goes, an energy chain can be drawn. For example, the energy chain for a torch:
Chemical energy stored in the battery Electrical energy in the wires Light and heat energy in the bulb

Discussion:

What would the energy chains look like in the following examples? 1. A person jogging 2. A television 3. A radio 4. A car driving along a road with its lights on

Notes:

Copy the energy chain for a torch, shown above. Write down the energy chains for examples 1 4, above.

Collect:

A Lab pack A buzzer Two leads

Activity: Connect the lab pack to the buzzer so that a sound is made. Listen to the sound for a few seconds then switch it off by removing one of the leads. Notes: Copy the diagram of your circuit.
Lab Pack 6V

Notes:

Copy and complete the energy chain for this experiment:

energy in the lab pack and wires

energy produced by the buzzer

Collect:

A motor with a pulley attached and a small weight on a string.

Activity: 1. Remove the buzzer from the circuit and connect the motor to the lab pack. Make sure the pulley on the motor is sticking slightly over the end of the bench. 2. The motor should start to turn. 3. Remove one of the leads, switching the motor off. 4. Attach the string to the pulley and allow the small weight to hang over the bench. 5. Reconnect the lead to the lab pack and watch what happens to the weight. Notes: Copy the diagram of your circuit:
Lab Pack 6V

Notes:

4. Electrical Energy
Fossil Fuels

Write down an energy chain to show what happens in this experiment.

In our homes, we change electrical energy into useful forms of energy. For example, a television changes electrical energy into light and sound energy.
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Discussion:

What would be the missing types of energy in the following energy chains?

1. Television
Electrical Energy

__________ Energy

__________ Energy

2. Washing Machine:
Energy Movement Energy

3. Kettle:
Electrical Energy __________ Energy

Almost all of the electrical energy produced in the UK at the moment comes from power stations that burn fossil fuels. Notes: Copy the information below: Fossil fuels are formed from the compressed remains of dead plants and animals that lived millions of years ago. Coal, oil and natural gas are all fossil fuels.

Power Stations
The National Grid is a network of power lines and pylons that supply almost all of the houses in the UK with electricity. Notes: Copy the information below:

Power stations that burn fossil fuels transform the chemical energy stored in the fossil fuels into useful electrical energy. This electrical energy is transferred to our homes through the National Grid. Experiment: Your teacher will demonstrate how a power station works.

Coil Magnet Turbine Water Bunsen burner Heat Mat Tripod Clamp stand Leads

Vent Metal tin

Ammeter

Discussion:

1. What type of energy is stored in the gas going into the Bunsen burner?
2. As the gas burns, what two types of energy are

produced?

3. What type of energy does the steam have when it comes out of the vent? 4. What type of energy does the turbine have? In order to make electricity the moving turbine is connected to a magnet. The magnet turns close to a coil of wire and electricity is produced.

Notes:

Write down an energy chain that shows the energy changes that take place in our model power station, from the chemical energy in the gas to the electrical energy made in the coil.

Notes:

Copy & complete using the following words for help (you can use each word more than once): Electrical Kinetic Condenser Boiler Generator Turbine

1. Fossil fuels are burned in the __________. The heat energy is used to turn water into steam. 2. The __________ energy of the steam is used to turn a __________. 3. This turns a __________, which produces ___________ energy. 4. This __________ energy is fed into the National Grid, which supplies our homes. 5. The used steam is turned back into liquid water in the __________, this water is then fed back into the __________ to be used again.

5. Renewable Energy
Discussion: We use fossil fuels in our everyday lives. What have you used fossil fuels for in the last week?
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Fossil fuels took millions of years to form, but we are using them up quickly. This means that one-day fossil fuels are going to run out - they are non-renewable. Burning fossil fuels also causes air pollution. The main pollutants are sulphur dioxide, carbon dioxide and soot and ash. Because fossil fuels will eventually run out, scientists are developing other ways of getting energy. Sources of energy that will not run out are called renewable sources. Notes: Answer the questions in sentences:
1. Why are fossil fuels called non-renewable

energy sources? 2. What is the problem with burning fossil fuels? 3. What is the name given to energy sources that will not run out? Activity: Some models of renewable energy sources have been set up around the room. Examine each model and write down an energy chain for each one. Starting Science book 1 Copy and complete the energy sources table on the next page into your jotter using the Starting science book, p35-36 for help.

Collect: Notes:

Energy Sources Energy Source Renewable or nonrenewable Advantages Disadvantages

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Fossil fuels

Nuclear

Solar

Hydroelectric/tidal

Wind

Wave

Geothermal

Biomass

6. Energy Island
Dear S1 Energy,
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We have discovered a new island in the South Pacific Ocean and are sending a team of 20 scientists to study its main features. We are constructing 5 buildings, which will contain living quarters and laboratories for our team. We imagine that this study may take up to 5 years and need your help to provide all of the energy, which the team will need. So far we know that there is no coal, oil or natural gas available on the island. Weather reports tell us that the island has very hot weather during the day, but cool nights. There are also strong winds from the Southwest. The island also has a volcano with fast flowing streams and some forests. We have attached a map of the Island:

Yours Sincerely, Knox Explorers.

Collect:

A3 sheet of paper
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Activity: 1. In groups, decide how you will provide energy sources for the island. 2. Copy the map of the island onto your A3 sheet. 3. Mark the energy sources on your copy of the map. 4. Work out how many energy sources you will need using the tables below for help. Energy Island power requirements: The table below shows an estimate of how many units of energy will be needed by the scientific team on the island: Requirement Lighting Heating Equipment Domestic use Units of energy needed 200 continuous 6 continuous 500 per building, continuous 100 per person, continuous

Available power from renewable energy sources: The table on the next page shows how many units of energy are produced by each type of energy source.

Energy source Tidal

Energy supplied per source 50 continuous

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Wave

200 maximum continuous (windy day) 100 minimum continuous (normal day) 500 continuous 50 continuous 200 maximum continuous (windy day) 100 minimum continuous (normal day) 2 continuous

Hydroelectric Solar Wind turbines

Geothermal

Notes:

In your jotter, write a report to the Knox Explorers explaining: 1. The position of your energy sources 2. How many of each source you will need to build.

7. Investigating Solar Cells

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Light energy from the Sun can be turned into useful electrical energy using solar cells. You are going to investigate how much electrical energy is produced from a solar cell using the apparatus below:

Discussion:

1. What factors might affect how much electrical energy is produced? 2. What variable are you going to investigate? (a variable is something that you can change in the experiment)

Notes:

Write down: (a) The aim or purpose of your experiment (b) Your hypothesis (what you think will happen)

Copy the diagram, above, of your apparatus. Add anything extra that you will need. Describe how you will do the experiment (method). Include what measurements you will record each time and the changes you will make. Collect: The apparatus you will need for the investigation.
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Activity:

Carry out your investigation into what affects the electrical energy produced by a solar cell. Present your results in a suitable table.

Notes:

Draw a graph on graph paper to show your results. Write down a conclusion (what did you find out?). Discussion: How did you keep the experiment fair? What do you think the results would be if you investigated a different variable? If you have time change a different variable and see what affect this has on the outcome of the experiment.

8. Batteries
Many devices work using electrical energy but we dont want to connect them to the mains electricity supply because we want to carry them round with us without trailing wires. It would be
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really useful to have a store of chemical energy that was portable and that could convert the stored chemical energy into electrical energy whenever we wanted. This is what a battery (or a cell) does. Some of the problems with batteries are that they run out of energy (a nuisance) and have to be recharged (takes time), they have to be replaced every so often (can be expensive) and sometimes they are heavy. Notes: Look at the selection of batteries and answer the following questions in sentences.

List 4 devices that get their energy from batteries. 2. Pick two of these devices and write down the energy conversions that are taking place in it. 3. What is the main advantage of using a battery to supply energy to a device? 4. Give two disadvantages of using batteries to supply energy to a device.

Investigating a Lead-Acid Cell

Care! Acid! Listen carefully to your teacher as they go through the safety aspects of this experiment. Collect: safety glasses Lab pack stopclock sulphuric acid two leads beaker electrodes

Activity: Experiment 1 - Charging: Make sure the voltage control on the power supply is set to zero. Set up the experiment as shown in diagram 1 below. Connect the electrodes to the dc (red and black) output from the power supply
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Power Supply

1.5V Bulb

Lead Electrodes Sulphuric Acid Beaker Diagram 1 (charging)

00.00

stopwatch Diagram 2 (discharging)

Turn the voltage control to no higher than 4V. Leave the cell for 3 minutes to charge up While you are waiting: Notes: 1. Copy the heading and the diagram above into your jotter. 2. Explain in a couple of sentences what you did to charge up your cell. 3. Write down the energy changes that are taking place as the cell charges.

Activity: Experiment 2 - Using Your Charged Cell Switch off the lab pack and disconnected the two leads from it. Connect the two leads to a 1.5V bulb (as shown in Diagram 2) and time how long it lights using the stopwatch. Put your results into the following table: Time battery Time bulb lit for
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charged for (minutes)

(seconds)

Repeat the whole experiment for charging times of 2 mins and 1 min and complete the table. Notes: Draw a diagram showing the set-up when the cell was discharging.

Notes:

Write a short report of what you did in this experiment. Your report should include a note of what energy conversions were taking place when the cell was charging and discharging. It should also include an explanation of how we can compare how much energy was stored in the cell each time.

Copy and complete: The __________ the time the cell was charged for, the __________ chemical energy was stored in it and the __________ it could light the bulb. Word bank: longer, shorter, more ,less

9. Energy in Foods
Humans also need energy to live. The energy we need comes from the stored chemical energy in the food we eat. Keeping your body ticking over when you are sleeping needs energy. Even thinking needs energy! The energy your body does not need immediately is stored chemically (as fat). Discussion: think about the following questions:
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1. How long do you think your body could function if you cut off its energy supply? 2. Can you think of the energy chain that shows the energy conversions that take place in your body? 3. Think of two examples of times when your body needs more energy than normal.

Demonstration to show that food contains energy.

Activity: Watch as your teacher carries out this demonstration. Notes: Copy the diagram below:

Custard Powder

Burning candle

Blow into the tube

Notes:

Describe the sequence of events after a puff of air was sent down the tube Draw an energy chain for this experiment.

Notes:

Discussion: The custard needed the oxygen in the air to burn why do you think it burnt so quickly in this experiment? Notes: Copy & complete: Our bodies also release the energy stored in food but our bodies release the energy more _______ and with less _______energy produced.

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Do different foods contain different amounts of Energy?

To find this out we are going to set fire to different foods to release the stored chemical energy. The longer they burn the more energy they contain. Notes: Copy the above heading and the following diagram:
Sample of food

1:00 Stopwatch Heat Mat

Gauze container held in a pair of tongs

Bunsen burner

Collect: safety glasses tongs spatula

stopwatch Bunsen

small wire basket heat mat

Notes:

Copy the following table (you will need space for 5 different foods) Food Burning time (seconds)

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Activity: collect one spatula of the first food and put it in the wire basket. Hold the basket in the tongs and put it in a hot Bunsen flame until the food lights. As soon as it is well alight remove it from the flame and start the stopwatch. Time how long it burns for and enter this in your results table. Repeat for the other foods

Notes:

Write a short paragraph of what you did in this experiment including an energy chain for what happened. Answer the following questions in your jotter: 1. It is important if we are comparing things in an experiment that we keep the test fair. How did we keep the test fair between the different foods in this experiment? 2. Which food contained the most stored chemical energy? 3. Which food contained the least stored chemical energy?

Notes:

10. Looking at Light Energy

Seeing
Light is a form of energy that travels very fast through space. Our eyes have evolved to detect light energy and we see an object when light energy coming from that object enters out eyes.

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We can see things that produce their own light e.g. a candle flame or light bulb - the light goes straight from the object into your eye.

To see an object that does not produce its own light, light has to bounce off that object then go into your eye.

Discussion: Think about the answers to the following questions (you dont need to write anything down yet) Why can we see nothing in a darkened room? Why when you light a candle in the darkened room you now see not only the candle but the whole of the room? Can everyone in the class see the same object at the same time? What does this tell you about the light coming from the object? If no light enters your eye what colour do you see? How can we see the moon even though it produces no light of its own? A laser beam is a beam of light. If the beam passes in front of your face do you think you could see it? Be ready to explain your answer. Your teacher will now carry out this last experiment.

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Discussion:

1. Why can you see the place where the laser beam hits the wall but not the beam itself? How could you make the beam visible as it crosses the classroom? 1. Why is space between the stars black even though millions of stars are shining light into it? 2. Why is it that you can only sometimes see sunbeams shining past clouds?

Notice that once the laser beam was made visible you can see that it travels from one side of the classroom to the other in a straight line. All light travels in straight lines. Notes: 1. Copy the title above and the diagrams above. 2. Copy and complete: We can see an object either when it__________ light of its own or when light __________off it and then enters our __________. Light travels in _________ lines.

Bending Light
Although we have said that light travels in straight lines there are special cases when it does not. Because we expect light to travel in straight lines when it doesnt our brains can get confused. Activity: Half fill a big beaker with water and put a pencil into the beaker. Look at the pencil in the water from above and to one side. What appears to have happened to the pencil? Do you think the pencil is
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really like this? What is the only explanation for what seems to have happened to the pencil? Notes: Copy the heading above. Draw a diagram to show how the pencil looked when it was in the water. Copy and complete: The pencil looked _______ when it was in the water. This must be because the light from the bottom half of the pencil _______ when it hits the surface. Listen carefully as your teacher explains how to get a beam of white light from a ray box. Activity: set up the ray box to produce a single ray of light. Direct the beam into a glass block as shown in the following diagram.

Glass block Light beam

Notes:

1. Copy and complete the diagram to show the path of the ray inside the block. 2. Copy and complete: When light hits the boundary between two transparent (see-through) substances it __________direction.

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11. More about Light Energy

White, Black and Colour
We are going to investigate why objects appear coloured. Collect: Prism, ray box, single slit,

Activity: Set up the prism on its end. Set up the ray box to produce a beam of white light and direct the beam of white light from the ray box onto the point of
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prism as shown in the following diagram. Direct any light that comes out of the prism onto a sheet of white paper.
prism paper

Ray Box

Notes:

Copy and complete the diagram to show what appeared on the screen. List any colours that appeared on the diagram in the order that they appeared.

Discussion: If you could mix all the colours back together again what colour of light do you think you would end up with? Activity: Collect a second prism and try to mix all the colours back together again.

Watch the demonstration of the colour wheel

Notes:

Copy and complete: White light is a mixture of all the colours of the rainbow. In order these are:________, ________, ________, ________, _______, ________, ________. White light can be split into its separate colours using a __________.

Why do objects appear coloured?

We can now understand why objects appear coloured. For example a red object appears red when white light is shone on
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it because it absorbs (takes in) all of the colours except red, which it reflects into your eyes. The following diagram shows what happens.
White Light (all the colours mixed together)

eye

Red Light

Red Object

Colour Filters.
A colour filter is a piece of plastic or glass that only lets one colour of light pass through it. The following diagram shows what happens.
Green filter White light

Green Light

Collect :

a red and a green filter.

Activity: shut one eye and hold the red filter up to your other eye. How does the world look? Try the same with the green filter. Discussion: how will a green object look if you look at it through a green filter? How will a green object look if you look at it through a red filter?
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Activity:

try it and see if your predictions were right. How will things look if you look through the red and green filter at the same time? Try it and see if your prediction was right. Answer the following questions: 1. What colours of light does white paper absorb in order to appear white? 2. What colours of light does black paper absorb in order to appear black? 2. What colour would a green object appear to be if you looked at it through a red filter? Explain why it would look this way.

Notes:

12. Investigating Sound Energy

When something vibrates (moves backwards and forwards) the energy from these vibrations can be passed into the air. The air particles surrounding the vibrating object get squashed together and stretched apart as the vibrating object moves back and forward. These squashings and stretchings of the air move away from the vibrating object in all directions. Our ears detect the vibrating air as sound.

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The rate that the vibrations move back and forward is called the frequency. Our ears detect a change in frequency as a change in the pitch of the sound. The following diagram should give you an idea of what happens. Air particles squashed together Air particles stretched apart

Activity: Your teacher will show you a model using a slinky of the way sound vibrations (or sound waves) carry energy through the air. Activity: Your teacher will make the paper cone of a loudspeaker vibrate and use a candle flame to try to show the vibrations passing through the air. Notes: Collect the diagram above and stick it in your jotter. Using the above information and what you learnt in the demonstrations explain in your own words how sound is produced and how it travels through the air. Copy and complete: The rate at which the vibrations move back and forward is called the __________ of the sound. Our ears detect a change in frequency as a change in __________ of the sound.

Notes:

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Can sound travel through other substances apart from air?

Collect: A string telephone

Activity: You will need to be in a group of at least 3 for the experiment. Stretch out the string with one person talking quietly into the cup at one end while the person at the other end holds the cup up to one ear. Dont overstretch the string but do keep in taut. The third member of the group should touch the string lightly from underneath with the tip of one finger. Swap around so everyone ends up at each position. Notes: Copy the above heading and draw a diagram of your string telephone in action. Answer the following questions in your jotter: 1. Can sound travel through anything apart from air? 2. How do you know? 3. Does sound travel better through air or string? How do you know? Discussion: how could we find out if sound travels through water?

Notes:

13. More about Sound Energy

Making Sounds

Three of the easiest ways to make something vibrate and so produce sound are: Hit it Pluck it Blow over it
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Activity: Around the class are various activities to do with sound. Go to each station (in any order) and carry out the experiment. For each experiment: write its title in your jotter, stick in the appropriate cut-out and answer any questions or do any copy and completes in the instructions.

1. Blowing over the mouth of a bottle Blow gently across the open top of the bottle to try to get the air inside to vibrate. (You will have to persevere to get this to work.) Change the amount of water in the bottle to different levels and try again. Notes: Copy and complete: When the size of the air column in the bottle increased the frequency of the sound produced__________ .

2. Tubular Bells Tap the tubes of metal gently with the wooden hammer.

Notes: Copy and complete: When the length of the tubes got longer the pitch of the sound made got__________. To make the sound louder we can make the tubes vibrate ________ by hitting them__________. 3. Vibrating speaker cone
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Switch on the speaker (do not adjust any of the controls). Once it is producing sound pour a few very light polystyrene beads onto it. Switch off the speaker and carefully pour the tiny beads back into their container. Notes: Answer the following questions: What happens to the beads? What must the paper cone of the speaker be doing to make the beads do this?

4. Plucked String. Pluck the string gently to make it vibrate. Increase the tension in the string by loading more weights onto the end. Notes: Copy and complete: We made the wire produce sound by__________ As the tension in the wire increased the frequency of the sound produced _________. 5. Tuning Fork. Hit the tuning fork smartly off the rubber bung each time before carrying out the following: (a) Touch it gently against your lips (b) Dip the end just into the water (c) Touch the end gently against the hanging plastic ball. Notes: in your own words write a sentence explaining what happened in each case. 6. Clamped Ruler. Clamp the ruler to the desk then pluck the end. Experiment by changing the length of the ruler hanging over the end of the desk and listening to how the sound changes. Notes: Copy and complete: The longer the piece of wood the __________the frequency of the sound produced.
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7. Hitting a cymbal. Hold up the cymbal using the cord and hit it sharply with one finger on its edge. While the cymbal is still producing sound bring your ear close to its edge. Hit it again and this time drop two or three grains of rice on top of its edge. After you are finished put the rice back in its container. Notes: What was the top of the cymbal doing to produce sound? How did you know it was doing this?

8. Shouting at a balloon. Hold the balloon lightly on your fingertips. Bring it close to your mouth (but not touching) and shout into the balloon. Notes: What do you feel through your fingertips? Explain what you think is happening here.

9. Blowing through a straw Blow through the straw. If you listen hard you should hear the air rushing out the end. Keep blowing and listening and at the same time chop small lengths off the end of the straw using the scissors. Notes: Copy and complete: As the length of the straw ___________the frequency of the sound __________.

14. Sun and Earth

Space is mostly very cold (-2700C ). Almost all of the energy that keeps the Earth warm and allows life to exist here comes from the sun. The sun blasts light into space in all directions and even though we are 150 million km from it the energy we receive from the sun stops the earth freezing in darkness.

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Where does the sun get its energy from?

The sun is a giant nuclear reactor hanging in space. (The earth could fit into the sun 1,000,000 times) The light produced in the nuclear reactions travels across space to the Earth. (Sunlight is radiation from a nuclear reactor!) Green plants collect the energy in the sunlight and store it in chemicals. We can get energy for our own bodies by eating plants and releasing this stored chemical energy. Notes: Copy and complete: Most of the energy on Earth comes from the __________. The energy released in the sun comes from _________ _________. It travels across space to the Earth in the form of __________ energy. ________ ______collect the __________ and store it as __________ energy. We can take this energy into our bodies and use it ourselves by __________ plants.

Activity:

Draw an Energy Chain to show where you got the energy from to write the above Copy and Complete.

Day/Night
Discussion: the sun never stops burning its nuclear fuel. Why then does Scotland get no heat and no light from the sun for roughly half of each 24 hour period? Activity: watch the demonstration model of the earth and sun that your teacher will show you.
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Notes:

1. Copy the above heading then using a diagram explain in your own words why all of the earths surface is not lit up by the sun at the same time. 2. Answer: What must the earth be doing so that it is not always day or always night? 3. Copy and Complete: The time the earth takes to spin round once is called a __________ and takes__________.

Equatorial Heat/Polar Cold

Discussion: From April to September the sun shines for more hours at the North Pole than it does at the equator. Why then is it so much colder at the North Pole even during these months? How hot it is at a particular part of the earth depends on how concentrated the sunlight is on the ground. If the same amount of sunlight is spread over a bigger area the earth will be cooler at this spot. Activity: Watch the demonstration involving a beam of light hitting different parts of the earth. Notes: Copy the above heading then using a diagram explain why it is hot at the earths equator but cold at the poles.

Summer/Winter

Discussion: The earth stays roughly the same distance from the sun all year. Why then is it hotter in Scotland in some months of the year than it is in others? The earth takes 365 days to go once round the sun. This time is called a year. As it goes round the sun the earth spins on its

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own axis (a line going through the middle of the earth and passing out through the North and South Poles.)
Earth goes round the sun once every 365 days

Earth spins on its own axis once every 24 hrs

This axis is tilted compared to its orbit round the sun. Because of this tilt the top half of the earth is tilted away from the sun for some of the year- this is when this part of the earth would get its winter. Six months later the earth will be round the other side of the sun and the top half of the earth will be tilted towards the sun- it will now get its summer. Activity: Watch your teacher demonstrate these ideas using a model. Collect: Notes: Starting Science 2 and turn to page 8. Using a diagram explain in your own words how we get summer and winter.

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