• 6-8: 4E/M2. Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves.
• 6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.

• 9-12: 4F/H3a. When electrically charged objects undergo a change in motion, they produce electromagnetic waves around them.

• 6-8: 4G/M3. Electric currents and magnets can exert a force on each other.
• 9-12: 4G/H5c. The interplay of electric and magnetic forces is the basis for many modern technologies, including electric motors, generators, and devices that produce or receive electromagnetic waves.

• 6-8: 8C/M2. Different ways of obtaining, transforming, and distributing energy have different environmental consequences.
• 6-8: 8C/M8. People have invented ingenious ways of deliberately bringing about energy transformations that are useful to them.
• 9-12: 8C/H6. The useful energy output of a device—that is, what energy is available for further change—is always less than the energy input, with the difference usually appearing as thermal energy. One goal in the design of such devices is to make them as efficient as possible—that is, to maximize the useful output for a given input.

• 9-12: 12C/H1. Follow instructions in manuals or seek help from an experienced user to learn how to operate new mechanical or electrical devices.

• RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

• RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

• RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
• RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

• RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9—10 text complexity band independently and proficiently.

This resource gives step-by-step instructions for building a water-powered electric generator from plastic spoons.  The model closely resembles real micro-hydro designs, and can produce enough electricity to light a small light bulb.  Detailed background information and links to animated tours of hydroelectric power plants are included. Also highly recommended. Cost is quite reasonable for a week-long maker project.

• Physical Sciences K-8 Energy Forms and Sources Unit
• Physics First Energy Forms and Sources Unit
• Conceptual Physics Energy Forms and Sources Unit
• Algebra-Based Physics Energy Forms and Sources Unit
• AP/Calculus-Based Physics Energy Forms and Sources Unit