Contextualization

Theoretical Introduction

Energy is fundamental for life, both in small routine tasks like turning on a light bulb, and in large industrial processes. Everything we see and do involves a form of energy, which can be defined as the ability to do work. When studying energy, it is important to understand that it is not created or destroyed, it is only transformed. This is the principle of the conservation of energy, also known as the first law of thermodynamics.

Energy can manifest itself in different forms such as mechanical energy, electrical energy, thermal energy, chemical energy, among others, and the most interesting thing is that these different types of energy can be transformed into each other. For example, the chemical energy stored in a fuel can be transformed into thermal energy to heat a house, or electrical energy to power a computer. Energy transformations are ubiquitous in nature and technology, being the heart of virtually all physical processes that dominate our daily lives.

These energy transformations are not perfect, there is always some 'loss'. However, this 'loss' of energy does not violate the law of conservation of energy, because all energy is accounted for. During the transformation, a part of the energy is usually transformed into heat, a form of energy that is less useful for doing work. Understanding these transformations allows us to use energy more efficiently and make more informed decisions about its sources.

Contextualization

Energy transformation is something that occurs in our daily lives, in our bodies, in our homes, in automobiles, in power plants, everywhere! It is vital in our modern society, powered by electrical energy. For example, as you read this text on a computer or smartphone, electrical energy is transformed into light energy (screen light), sound energy (if the sound is on), thermal energy (device heating), and even mechanical energy, if you are using the keyboard or touch.

However, not all forms of energy are equally useful and some energy transformations are better than others. For example, electrical energy is very versatile, but it is difficult to store. On the other hand, chemical energy in fuels is easy to store, but its transformation into other forms of energy is not very efficient and a lot of energy is lost as heat. Understanding these energy transformations helps us choose the best ways to use energy and design more efficient systems.

Practical Activity

Activity Title: "Energy Transformation at Home"

Project Objective

The objective of this project is to understand how energy is transformed in our own homes. For this, students will investigate which devices in their homes are responsible for the different energy transformations and how these transformations occur.

Detailed Project Description

Students, divided into groups of 3 to 5, will conduct an investigation in their homes looking for devices that perform energy transformations. Each group should choose five different devices and describe what type of energy is consumed and in what type of energy it is transformed. In addition, students should research the operation of the chosen devices and explain how the energy transformation occurs in them.

Required Materials

The materials needed for the project are simple and easily accessible. They are:

• Notebook or loose sheets for recording observations and research;
• Pens, pencils, and/or markers;
• Internet access for research (computer, tablet, or smartphone);
• Digital camera or smartphone (optional, to record the investigated devices).

Detailed Step-by-Step for Activity Execution

1. Divide students into groups of 3 to 5 members.
2. Explain the objective of the activity and what each group's tasks will be.
3. Each group should choose five devices that perform energy transformations in their homes.
4. For each chosen device, students should answer:
   1. What type of energy is consumed by this device?
   2. In what type of energy is this energy transformed?
   3. How does the energy transformation occur in this device?
5. The collected data should be organized in a table, which will be part of the final report.
6. Students should research the operation of the chosen devices and write a brief explanation of how the energy transformation occurs in them.
7. Encourage creativity and diversity in choosing devices, not limiting only to household appliances, but also including small devices like toys, tools, among others.
8. Project activities should be documented and discussed in the final report.

These activities should take two to four hours per student to complete, and the final project submission has a one-week deadline.

Project Deliverables

The group must submit a report with the following sections:

1. Introduction: Here students should contextualize the theme "Energy Transformation", presenting its relevance and real-world application. They should briefly describe the project's objective and what they expect to learn from it.

2. Development: This section should include the table with the chosen devices and the energy transformations they perform. In addition, students should present explanations about the operation of these devices and how the energy transformation occurs in them. Students should also discuss the results obtained.

3. Conclusions: Here students should recap the main points of the project, discuss what they learned from it, and present their conclusions.

4. Bibliography: Here they should list all sources consulted during the project development.

The report should be submitted in digital format (preferably .docx or .pdf), and also as an oral presentation of about 10-15 minutes. The presentation should summarize the work done, focusing on the most important issues and the group's conclusions.

It is important to emphasize that, in addition to acquiring knowledge about energy transformation, students will also be developing important socio-emotional skills, such as time management, communication, problem-solving, creative thinking, and proactivity.