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Erica Svendsen UNIT 6: WHERE DOES ENERGY GO?

SUMMARY

In this unit, students will be expected to explain the difference between potential and kinetic energy. They will be able to calculate the values of potential and kinetic energy at different points in a diagram. They will also understand that energy exists in different forms, such as chemical, thermal, mechanical, electrical, sound, light energy. Finally, students will have a firm understanding of the Law of Conservation of Energy, which states that energy cannot be created or destroyed, but transformed from one type to another.

Core Science Curriculum Framework

7.1.b Energy can be stored in many forms and can be transformed into the energy of motion.

CMT Correlations

C14. Describe how different types of stored (potential) energy can be used to make objects move

Grade-Level Expectations

1. Use a diagram or model of a moving object (roller coaster, pendulum, etc.) to describe the conversion of potential energy into kinetic energy and vice versa.

2. Discuss different forms of energy and describe how they can be converted from one form to another for use by humans (e.g., thermal, electrical, light, chemical, mechanical).

3. Calculate potential and kinetic energy and relate those quantities to total energy in a system.

Inquiry Standards:

C INQ.1 Identify questions that can be answered through scientific investigation.

C INQ.2 Read, interpret and examine the credibility of scientific claims in different sources of information.

C INQ.3 Design and conduct appropriate types of scientific investigations to answer different questions.

C INQ.4 Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment.

C INQ.5 Use appropriate tools and techniques to make observations and gather data.

C INQ.6 Use mathematical operations to analyze and interpret data.

C INQ.7 Identify and present relationships between variables in appropriate graphs.

C INQ.8 Draw conclusions and identify sources of error.

C INQ.9 Provide explanations to investigated problems or questions.

C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.

APPENDIX

Page 3 Calendar of Daily Objectives

Page 4 Diagnostic Assessment

Page 5-8 Lesson Outline; Detailed Lesson Plan: Day 1





5-28 Lesson Outline; Detailed Lesson Plan: Day 6




Page 40-48 Summative Assessment : Day 10

TWO WEEK OBJECTIVE OUTLINE:

1

SWBAT investigate a testable questions related to “bouncing ball” and generate new questions based on experiences

2

SWBAT gather data for new ball drop investigation and prepare conclusion to present to class that includes relevant science vocabulary, supporting evidence and clear logic

3

SWBAT present their findings from the ball drop experiment and draw conclusions about how energy is transformed from one form to another

4

SWBAT apply the terms “potential” “kinetic” and “mechanical” energy to diagrams of a roller coaster and pendulum and explain the conversion of potential and kinetic energy

5

SWBAT calculate the potential and kinetic energy using bouncing ball experiment data and roller coaster diagrams

6

SWBAT make observations and record data about “transforming motion into heat” lab

7

SWBAT design own experiment with unique independent variable to show how motion energy can be transformed to heat

8

SWBAT present data from “transforming energy lab” and explain how it relates to the law of conservation of energy

9

SWBAT trace the energy conversions that take place from the sun to create human kinetic energy

10

Post-Assessment

DIANOSTIC ASSESSMENT

What is energy? What things have energy? How do we use energy?

DETAILED LESSON PLAN

NAME: Ms. Svendsen UNIT: Energy DATE: Day 1

OBJECTIVE.

What is your objective?

KEY POINTS.

What knowledge and skills are embedded in the objective?

SWBAT investigate a testable questions related to “bouncing ball” and generate new questions based on experiences (C INQ. 1, C INQ. 4, C INQ. 5, C INQ. 6)

Energy is the ability to do work or cause change A testable question can be answered through a

scientific investigation (C INQ. 1) The independent variable will be the height of the ball,

the dependent it how high it bounces and the control will be the type of ball used (C INQ 4)

A meter stick will be used to record the starting and bouncing height of the ball (C INQ. 5)

A data table can be used to record and analyze experimental results (C INQ 6)

CONNECTION TO CLASS BIG GOAL + UNIT GOAL.

How does the objective connect to the class Big Goal?

This material is vital in understanding how our world works. Additionally, since today’s world faces

Lesson Outline Day 1:

SWBAT investigate a testable questions related to “bouncing ball” and generate new questions based on experiences

Inquiry activity Give each group a tennis ball. Have them bounce the ball from different heights and record how high it bounces.

Have students predict what will happen when a tennis ball is dropped from different heights by filling out a chart that says:

What I predict…. What I observe……. What I wonder….

Also have students record what happens quantitatively in a data chart

At the end of the activity, asks students to answer the following questions:

1. Does the ball have energy? Why or why not?

2. Does the ball always have the same amount of energy? Why or why not?

3. Does the height the ball bounces change? If yes, why do you think that is?

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many challenges in energy conservation and usage, this topic is closely related to how students interact with their communities and help to solve problems. By becoming knowledge about such topics as energy conservation and conversions, students will be able to get involved in debates and become a part of solutions to better our world.

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Powerpoint

Meter sticks

Golf balls

Science Notebooks

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Pre- Assessment (8 min)

Definition of energy (5 min)

Explanation of lab (5 min)

Lab Data collection (30 minutes)

Closing questions (12 min)

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DO NOW. (3 min)

What will students do immediately when they enter the room?

Teacher Actions Student Actions

Check in with students, make sure they are on task and answering all parts of the question

Silently answer the question on the board which requires them to fill out what they know about energy

OPENING/TRANSITION/HOOK. (2 min)

What is about to happen and how will it happen? Why is it important? How does it connect to what we already know and to our Big Goal? Why should students be interested/engaged?

Ask for students to share their current understanding of the term “energy”, where it is found, what has energy and how we use energy.

INTRODUCTION TO NEW MATERIALS. (10 min)

How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will students interact with the material? How/when will you check for understanding? How will you clearly state and model behavioral expectations? Why will students be engaged?

Teacher actions Student Actions

Tell students that “energy is the ability to do work”. Ask students what things do they think have energy. “Does a book have energy?” If students respond no, hold a book over a student’s hand and ask if they think it has energy. Call on students to explain why the book has energy (It will do work when dropped on the

Students will record notes in their notebook

students hand)

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Questions Exemplary responses

What is energy Energy is the ability to do work

What things have energy? Everything has energy

Does a book have energy? Yes- it has the ability to do work

GUIDED PRACTICE. (10 min)

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?


Model with students how to set up inquiry starter. Model how to use a meter stick and golf ball to measure height from which the bal

Observing the lab demonstration

INDEPENDENT PRACTICE. (15 min)

How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalization of the key points prior to the lesson assessment? When and how would you intervene to support this practice? How will you clearly state and model behavioral expectations? Why will students be engaged?


I will circulate the room and make sure students are conducting experiment appropriately. I will ask questions about whether or not they are controlling for variables. I will also make sure

Students will be dropping a ball from various heights and recording how high it bounces

they are filling out both the “I predict”, “I observe” “I wonder” chart and taking quantitative data. Students will fill out a qualitative and a

quantitative data chart.

EXIT SLIP. (10 min)

Once students have had an opportunity to practice independently, how will they attempt to demonstrate mastery of the knowledge/skills required of the objective?

1. Does the ball have energy? Why or why not?

2. Does the ball always have the same amount of energy? Why or why not?

3. Does the height the ball bounces change? If yes, why do you think that is?

4. What other variables could you test related to this experiment?

CLOSING. (2 min)

How will students summarize and state the significance of what they learned? Why will students be engaged?

Students will have to provide a different variable they would like to test related to the ball drop experiment (type of ball, surface, temperature etc. )

HOMEWORK.

How will students practice what they have learned?

Write a procedure your group will use to test a new variable related to ball drop experiment

Day 2: SWBAT gather data for new ball drop investigation and prepare conclusion to present to class that includes relevant science vocabulary, supporting evidence and clear logic

Today, students will come up with another testable question related to the ball drop experiment (using either a different type of ball, different surface, different temperatures etc). They will conduct data for this lab and make a conclusion about what happens to the starting


OBJECTIVE.


KEY POINTS.


SWBAT gather data for new ball drop investigation and prepare conclusion to present to class that includes relevant science vocabulary, supporting evidence and clear logic (C INQ. 1, C INQ. 4, C INQ. 5, C INQ. 6)


scientific investigation (C INQ. 1) The independent variable will be the height of the ball,

the dependent it how high it bounces and the control will be the type of ball used (C INQ 4)

A meter stick will be used to record the starting and bouncing height of the ball (C INQ. 5)


A graph can identify and present relationships between variables (C INQ 7)

Conclusions use data to explain what happened. Sources of error explain any problems that may exist with data (C INQ 8, 9)



This material is vital in understanding how our world works. Additionally, since today’s world faces many challenges in energy conservation and usage, this topic is closely related to how students interact with their communities and help to solve problems. By becoming knowledge about such topics as energy conservation and conversions, students will be able to get involved in debates and become a part of solutions to better our world.

Day 2: SWBAT gather data for new ball drop investigation and prepare conclusion to present to class that includes relevant science vocabulary, supporting evidence and clear logic

Today, students will come up with another testable question related to the ball drop experiment (using either a different type of ball, different surface, different temperatures etc). They will conduct data for this lab and make a conclusion about what happens to the starting

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Powerpoint

Meter sticks

Golf balls

Science Notebooks

Other materials requested by students

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DO NOW (5 min)

Group Data Collection (20 min)

Creation of Poster (30 min)

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DO NOW. (3 min)




Silently answer the question on the board which requires them to fill out what they know about energy



Have each group assign a task to each member to hold all group members accountable




I will circulate the room and make sure students are conducting experiment appropriately. I will ask questions about whether or not they are controlling for variables. I will also make sure they are creating a chart to record both quantitative and qualitative data from lab report

Students will be conducting a group designed experiment to test variables related to bouncing ball experiment

Students will fill out a qualitative and a quantitative data chart.

EXIT SLIP. (10 min)


What can you conclude from the data you collected today? Why did you make that conclusion

CLOSING. (2 min)


Students will hold up the poster they worked on during class

HOMEWORK.


Students will be responsible for finishing any part of the poster that was not completed

Day 3: SWBAT present about their findings from the ball drop experiment.

Today, students will present the findings from the lab experiment in groups. At the end of the class they will be introduced to the following three terms

Potential Energy: energy that is stored based on an object’s position

Kinetic Energy: energy of motion

Law of Conservation of Energy: energy cannot be created or destroyed, it can only be transformed from one form to another


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OBJECTIVE.


KEY POINTS.


SWBAT present about their findings from the ball drop experiment. (C INQ. 10)

Scientists learn from the findings of others by communicating about experimental results using relevant vocabulary, supporting evidence and clear logic

Potential energy is energy that is stored based on position

Kinetic energy is energy of motion

Mechanical energy is when an object has both potential and kinetic energy

The law of conservation of energy states that energy cannot be created or destroyed, only transformed to other types of energy (potential to kinetic, thermal, sound)



Students will learn how advances in science are made by communicating with other scientists about scientific findings

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Powerpoint

Science Notebooks

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DO NOW (5 min)

Group Presentations (30 minutes)

Closing (15 minutes)

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Less

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Day 3: SWBAT present about their findings from the ball drop experiment.

Today, students will present the findings from the lab experiment in groups. At the end of the class they will be introduced to the following three terms

Potential Energy: energy that is stored based on an object’s position

Kinetic Energy: energy of motion

Law of Conservation of Energy: energy cannot be created or destroyed, it can only be transformed from one form to another

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Students will be asked to create a chart in science notebook to record the findings and relevant information presented by other student posters



Have students draw popsicle sticks to determine which group will be presenting first

GROUP PRESENTATIONS. (50 min)


I will give feedback to each group after presentation. On the board, we will keep a running list of relevant questions and new vocabulary words

Students will be listening to each presentation, filling out chart and asking relevant questions

CLOSING (15 minutes)

Students will be presented to the main types of energy present in this lab activity- potential (gravitational), kinetic and mechanical.

Students will create a graphic organizer in their notebook with these words.

Next, students will be given the definition of potential, mechanical and kinetic and will have to answer where the ball had each type of energy in the ball bouncing lab.

Students will create a diagram of the ball and where it travels on its first bounce, complete with measurements. They will label where there is the most potential, kinetic and mechanical energy

Finally, students will be told that this ball activity follows the law of conservation of energy, which says that “energy cannot be created or destroyed, but is transformed from one type to another, such as from potential to kinetic, sound, or thermal energy.

For homework, students will have to write a paragraph about how the bouncing ball lab follows the law of conservation of energy.

Day 4: SWBAT apply the terms “potential” “kinetic” and “mechanical” energy to diagrams of a roller coaster and pendulum and explain the conversion of potential and kinetic energy

Students will begin class with a diagram similar to the one that was created yesterday. They will identify the locations of potential, mechanical and kinetic energy and summarize in a paragraph why they chose the locations for potential and kinetic energy.

We will go over homework assignment. Students will be prompted to read their explanation for how the ball bouncing follows the Law of Conservation of Energy.



OBJECTIVE.


KEY POINTS.


SWBAT apply the terms “potential” “kinetic” and “mechanical” energy to diagrams of a roller coaster and pendulum and explain the conversion of potential and kinetic energy (GLE 1)

Gravitational Potential energy is energy based on height. The higher an object is, the more gravitational potential energy it has

Kinetic energy is energy of motion. All of the gravitational potential energy of an object becomes kinetic energy just before that object hits the ground

Mechanical energy means an object has both gravitational potential energy and kinetic energy




Day 4: SWBAT apply the terms “potential” “kinetic” and “mechanical” energy to diagrams of a roller coaster and pendulum and explain the conversion of potential and kinetic energy

Students will begin class with a diagram similar to the one that was created yesterday. They will identify the locations of potential, mechanical and kinetic energy and summarize in a paragraph why they chose the locations for potential and kinetic energy.

We will go over homework assignment. Students will be prompted to read their explanation for how the ball bouncing follows the Law of Conservation of Energy.

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Powerpoint

Science Notebooks

RAFT ASSIGNMENT

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DO NOW (8 min)

Think Pair Share of diagrams(8 min)

Explanation of assignment (5 min)

Independent Practice (30 minutes)

Closing question (5min)

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DO NOW. (5 min)




Silently answer the question on the board which requires them to label the potential, kinetic and mechanical energy in a ball bouncing diagram



Tell students we will be applying what we used in the ball bouncing diagram to new diagrams that explore the transformation of energy from potential to kinetic

Students will volunteer to read homework assignments from Day 3




Just like we were able to label the conversion of potential to kinetic energy in the ball bouncing lab, we can also label how potential energy is converted to kinetic energy in other diagrams. The diagram on the board is a pendulum, which is a weight attached to a string that allows it to swing back and forth. The pendulum


has stored energy at point A before it is released. It also has potential energy at point E because along with point A that is the highest point. The pendulum has kinetic energy at point C, the lowest point. It has mechanical energy at point B and point D, where it will be moving and have some height.

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Where does the pendulum have the most gravitational potential energy

Points A and E- they are the highest

Where does the pendulum have the most kinetic energy

Point C- it is the lowest point

Where does the pendulum have mechanical energy

Points B and D- it will be moving and it has some height




I will circulate the room to make sure students are on task

I will then call on groups of students to share their partners answer

Students will be asked to think-pair-share about where there is the most potential, kinetic and mechanical energy on the roller coaster diagram

(2 minutes) to think of answer

(2 minutes to pair with a partner and compare answer

(2 minutes to share out)




I will explain the RAFT assignment and rubric

I will circulate the room and make sure students are on task

Students will be completing RAFT assignment

Students will be drawing a diagram of a roller coaster

Students will be writing an essay to owner of amusement park about how their roller coaster follows the law of conservation of energy.

EXIT SLIP. (2 min)


Have student look at roller coaster diagram of another student and conference about where there is the most potential, kinetic and mechanical energy in the diagram.

Energy RAFT Assignment

Key Points: Energy is the ability to do work. Potential energy is energy that is stored

Kinetic energy is energy of motion.

Role Audience Format Topic

You are a civil engineer who works for a company in Bridgeport that designs roller coasters

The Owner of Lake Compounce

(Mr. Norton)

Instructional Poster

___ Name your company and write a slogan for your company at the top

__Draw a roller coaster with at least 2 hills

__ Label points on the roller coaster where there is the most potential energy, most kinetic energy and mechanical energy

__ Label the height of the hills

Criteria Points Earned/Points Possible Comments

Label the heading of your poster with a creative company name and slogan

_____/5

Draw a roller coaster with at least 2 hills

_____/5

Identify a point where all energy is potential, kinetic or mechanical

_____/6

Label the height of the hills _____/5

When you are done: Write a letter to Mr. Norton about why your design is the best and uses

the concepts of energy. Use the words “Potential Energy”, “Kinetic Energy” and “Law of Conservation of Energy”.

Day 5: SWBAT calculate the potential and kinetic energy using bouncing ball experiment data and roller coaster diagrams

Students will use the height of ball bounce experiment to calculate the gravitational potential energy and kinetic energy present in the ball.

They will be introduced to the kinetic energy equation and the total energy equation.

Independent Practice: Using roller coaster diagrams to calculate the potential energy, total energy and kinetic energy


NAME: Ms. Svendsen UNIT: Energy Day 5 DATE:

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OBJECTIVE.


KEY POINTS.


SWBAT calculate the potential and kinetic energy using bouncing ball experiment data and roller coaster diagrams (GLE 3)

The equation to calculate gravitational potential energy is mass x acceleration due to gravity x height

The equation to calculate kinetic energy is ½ mass x velocity2

The total energy in a system is equal to the potential energy + kinetic energy. The total energy will never change because of the law of conservation of energy




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Powerpoint

Science Notebooks

Diagram/poster from ball bouncing experiment

Roller Coaster Diagram

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DO NOW (8 min)

Intro: introduce equations for calculating how much energy something has

Guided Practice: Practice calculating potential energy and kinetic energy using total energy equation.

Independent Practice (30 minutes)

Closing question (5min)

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Silently answer the question on the board which requires them to determine if an object has more potential energy in picture 1 or picture 2 and explain why?



Tell students we will be calculating a quantity of how much potential energy, total energy and kinetic energy a picture has.




Introduce students to the equation to calculate gravitational potential energy, use questions shown below

Introduce students to the equation to calculate kinetic energy, use questions shown below

Introduce students to the equation to calculate total energy, use questions shown below


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Will an object have more potential energy if you increase its mass?

Yes

Will an object have more potential energy if it is moved higher or lower?

Higher- that will increase the value of height

Will a heavy object have more or less kinetic energy?

More- its mass will increase

If the object has a potential energy of 10 J and 10 J- if it is not moving, it has no kinetic

it is not moving, how much total energy will it have?

energy




I will show students the diagram of a 1 kg ball dropped from a height of 2 meters.

Students will Think/Pair/ Share about the answer.

I will then ask how much total energy is in the system at that point (since there is no kinetic energy, there will be the same)

I will then ask how much kinetic energy the ball has right before it hits the ground (all of its potential energy is converted to kinetic)

Students will be asked to think-pair-share about the amount of potential energy at the top of the diagram

(2 minutes) to think of answer

(2 minutes to pair with a partner and compare answer

(2 minutes to share out)





Students will find the poster and ball bounce diagram create on Monday. They will copy the diagram into their notebooks and calculate the potential energy, total energy and kinetic

energy right before the ball hits the ground.

They will also take out their roller coaster diagrams and calculate the potential energy at the top of the first hill

EXIT SLIP. (2 min)


See below

Homework: SEE BELOW

Name: Exit Slip

SHOW ALL WORK. The following is a sketch of a roller coaster, with mass = 1000kg.

A. What is its initial potential energy (point A)?

B. If it starts at 0m/s at point A, what is the TOTAL energy of the system?

C. What is the potential energy at point B?

D. Using the total energy equation, What is the kinetic energy at point B?

Name: Calculating the KINETIC AND POTENTAL ENERGY of 8 th Grade Teachers

Gravitational Potential Energy= Weight x height *(mass is converted to weight by multiplying by acceleration due to gravity, use 9.8m/s2)

Kinetic Energy= ½ m

Total Energy= Potential Energy + Kinetic Energy

MR. KUBICK

1. How much gravitational potential energy does Mr. Kubick have if he weighs 400 N and stands on a 2 meter diving board?

Equation for Potential Energy: _______________________ or ___________________

Weight =____________ Height= ___________________

Solve:

2. How much kinetic energy does Mr. Kubick have when he is standing on the diving board? ____

3. What is the total energy Mr. Kubick starts with?

Total energy = ______________________________________

4. If all of Mr. Kubick’s potential energy is converted to kinetic energy right before he hits the water, how much kinetic energy will he have?

5. Would Mr. Kubick’s potential energy increase or decrease if the height of diving board was raised to 5 meters tall? Why?

MS. LALLI6. Ms. Lalli goes snowboarding. She has a mass of 60 kg. At the bottom of the hill, she

is traveling at a velocity of 2m/s north. What is her kinetic energy?

KE: ________________ Mass=_____________ Velocity: ______

Solve: ________________________

7. Assuming no energy was lost, how much potential energy did Ms. Lalli have at the top of the hill?

8. Ms. Lalli is hungry after snowboarding and eats some spaghetti and meatballs. Her mass increases to 65 kg. How would this influence her kinetic energy at the bottom of the hill?

MS. CHIN

9. Ms. Chin has a mass of 50 kg. The diving board is 8 meters tall. How much gravitational potential energy does she have?

10.Ms. Chin, who has a mass of 50 kg, jumps off the diving board. Right before she hits the water, her velocity is 12 m/s. How much kinetic energy does she have?

MS. CHIN

9. Ms. Chin has a mass of 50 kg. The diving board is 8 meters tall. How much gravitational potential energy does she have?

10.Ms. Chin, who has a mass of 50 kg, jumps off the diving board. Right before she hits the water, her velocity is 12 m/s. How much kinetic energy does she have?

MS. SVENDSEN

12. Ms. Svendsen’s cat is sitting on the table. It has a mass of 2 kg. The table is 4 meters tall. How much potential energy does the cat have?

13. What would happen to the cat’s potential energy if it was moved to a table that was 6 meters tall?

14. Ms. Svendsen’s cat jumps off the table. It has a mass of 2 kg. His velocity is 5 m/s. How much kinetic energy does the cat have?

Day 6: SWBAT make observations and record data about “transforming motion into heat”

Students will be given containers of water and thermometers. They will shake the containers and record, every 5 minutes, how the temperature of the water changes

Follow up question: What happened to the temperature of the water? How do you think this is an example of the law of conservation of energy?


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OBJECTIVE.


KEY POINTS.


SWBAT make observations and record data about “transforming motion into heat”(C INQ. 3, C INQ. 5)

Energy is the ability to do work or cause change Kinetic energy is energy of motion Thermal (heat) energy is the energy of moving particles A testable question can be answered through a

scientific investigation (C INQ. 1) The independent variable will be the time, the

dependent is the water temperature and the control will be the amount of water used (C INQ 4)

A thermometer will be used to record the temperature of water (C INQ. 5)





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Powerpoint

Small plastic containers

water

thermometers

science notebook

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Predictions and Explanations (8 min)

Lab Data collection (30 minutes)

Closing questions (12 min)

ANN

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Less

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Silently answer the question on the board which requires them to make a prediction about what will happen to water when the container is shaken



Listen to student predictions about what they think will happen when container of water is shaken




Tell students that they will be recorded qualitative and quantitative observations for a lab that explores energy transformations that take place when water is shaken .Assign lab roles, Give each group a thermometer.

Students will record qualitative and quantitative data in their notebook

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What tool is used to record temperature? Thermometer

How long will you shake the water for before recording temperature

4 minutes

Why should you take temperature before you start?

So that you know the starting temperature for which to record your data




I will circulate the room and make sure students are conducting experiment appropriately. I will ask questions about whether or not they are controlling for variables. I will also make sure they are filling out both the “I predict”, “I observe” “I wonder” chart and taking quantitative data.

Students will be shaking water at 4 minute intervals and recording temperature


EXIT SLIP. (10 min)


1. What happened to the temperature of the water?

2. How do you think this is an example of the law of conservation of energy?

3. What other variables could you test related to this investigation?

CLOSING. (2 min)


Students will have to provide a different variable they would like to test related to the water shaking

experiment (type of liquid, size of container, amount of liquid etc. )

HOMEWORK.


Write a procedure your group will use to test a new variable related to water shaking experiment


Day 7: SWBAT design own experiment with unique independent variable to show how motion energy can be transformed to heat

Students will change a variable from yesterday’s experiment and discuss how that influences the experiment (either substance, size of container etc.)

Follow Up question: What could you conclude from your data?

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OBJECTIVE.


KEY POINTS.


SWBAT gather data for own experiment with unique independent variable to show how motion energy can be transformed to heat and prepare conclusion to present to class that includes relevant science vocabulary, supporting evidence and clear logic (C INQ. 1, C INQ. 4, C INQ. 5, C INQ. 6 C INQ.8, 9 )


scientific investigation (C INQ. 1) A data table can be used to record and analyze

experimental results (C INQ 6) A graph can identify and present relationships between

variables (C INQ 7) Conclusions use data to explain what happened.

Sources of error explain any problems that may exist with data (C INQ 8, 9)




MAT

ERIA

LS.

Powerpoint

containers

Science Notebooks

Other materials requested by students

AGEN

DA.

How

muc

h tim

e sh

ould

be

spen

t on

eac

h ac

tivity

thro

ugho

ut th

e le

sson

?

DO NOW (5 min)

Group Data Collection (20 min)

Creation of Poster (30 min)

ANN

OU

NCE

MEN

TS.

Less

on M

etho

ds

DO NOW. (3 min)



Check in with students, make sure they are on task and answering all

Silently answer the question on the board which requires

parts of the question them to write what materials they need to complete lab



Have each group assign a task to each member to hold all group members accountable




I will circulate the room and make sure students are conducting experiment appropriately. I will ask questions about whether or not they are controlling for variables. I will also make sure they are creating a chart to record both quantitative and qualitative data from lab report

Students will be conducting a group designed experiment to test variables related to shaking water experiment


EXIT SLIP. (10 min)


What can you conclude from the data you collected today? Why did you make that conclusion?

CLOSING. (2 min)


Students will hold up the poster they worked on during class

HOMEWORK.


Students will be responsible for finishing any part of the poster that was not completed

Day 8: SWBAT present data from “transforming energy lab” and explain how it relates to the law of conservation of energy

Students will present their lab to the class and explain how it is consistent with the law of conservation of energy by explaining the energy transformations that took place

Students will be introduced to words and definitions:

Thermal energy, kinetic energy, sound energy, mechanical energy, chemical energy, electromagnetic energy

NAME: Ms. Svendsen UNIT: Energy DATE: Day 8Vi

sion/

Out

com

e

OBJECTIVE.


KEY POINTS.


SWBAT present about their findings from the transforming motion into heat lab. (C INQ. 10)

Scientists learn from the findings of others by communicating about experimental results using relevant vocabulary, supporting evidence and clear logic

Energy exists in various forms including thermal, kinetic, sound, mechanical, chemical and electromagnetic

The law of conservation of energy states that energy cannot be created or destroyed, only transformed to other types of energy (potential to kinetic, thermal, sound)



Students will learn how advances in science are made by communicating with other scientists about scientific findings

MAT

ERIA

LS.

Powerpoint

Science Notebooks

AGEN

DA.

How

muc

h tim

e sh

ould

be

spen

t on

each

acti

vity

th

roug

hout

the

less

on?

DO NOW (5 min)

Group Presentations (30 minutes)

Closing (15 minutes)

ANN

OU

NCE

MEN

TS.

Less

on M

etho

ds

DO NOW. (5 min)




Students will be asked to create a chart in science notebook to record the findings and relevant information presented by other student posters


What is about to happen and how will it happen? Why is it important? How does it connect to what we already

know and to our Big Goal? Why should students be interested/engaged?

Have students draw popsicle sticks to determine which group will be presenting first

GROUP PRESENTATIONS. (50 min)


I will give feedback to each group after presentation. On the board, we will keep a running list of relevant questions and new vocabulary words

Students will be listening to each presentation, filling out chart and asking relevant questions

CLOSING (15 minutes)

Students will be presented to the idea that energy exists in different forms

We will talk about how kinetic energy can increase the movement of particles and create heat

We will fill in the following graphic organizer to talk about the different forms of energy that exist.

Type of Energy Description

Kinetic energy

Thermal Energy

Sound Energy

Mechanical Energy

Electromagnetic energy

Day 9: SWBAT trace the energy conversions that take place from the sun to create human kinetic energy

Students will read an article and create a diagram that shows and labels the energy transformations that take place that allow humans to move. Students will complete post reading questions and will use the information to complete a RAFT assignment


Visio

n/O

utco

me

OBJECTIVE.


KEY POINTS.


SWBAT trace the energy conversions that take place from the sun to create human kinetic energy (GLE 2)

Energy is the ability to do work or cause change The sun is the ultimate source of energy When the sun hits plants, a process called

photosynthesis transforms sunlight into chemical energy

When humans eat plants (or animals that eat plants) energy is stored in our cells as chemical energy

We use the energy stored in our cells to move




MAT

ERIA

LS.

Powerpoint

Energy article

Energy RAFT assignment

AGEN

DA.

How

muc

h tim

e sh

ould

be

spen

t on

each

acti

vity

thro

ugho

ut th

e le

sson

?

DO NOW (5 min)

Article Instructions (5 min)

Read article and answer questions (15 min)

RAFT assignment (30 min)

ANN

OU

NCE

MEN

TS.

Less

on

DO NOW. (3 min)



Met

hods


Silently answer the question on the board which requires them to explain where humans get energy



Ask for students to share their current understanding of where humans get energy




Explain to students that the sun is the ultimate source of energy. Tell them they will be reading an article about the energy transformations that take place that allow humans to use energy. I will circulate the room and make sure students are answering the questions correctly.

Students will read article and answer questions

Chec

ks fo

r Und

erst

andi

ng: (

5 m

in)




Model with students how to read an article, use questioning strategies and make connections as they read.

Observing the article reading demonstration





Students will read article about where humans get energy

Students will complete RAFT assignment

EXIT SLIP. (2 min)


What energy transformations take place that allow humans to get energy? List all of the energy transformations involved.

Name: ________________________________

Where does energy come from? Where does energy go?Energy can be found in many things and takes many forms. There is potential energy in objects at rest that will make them move if resistance is removed. There is kinetic energy in objects that are moving. The molecules making up all matter contains a huge amount of energy. Energy can also travel in the form of electromagnetic waves, such as heat, light, radio, and gamma rays. Your body is using metabolic energy from your last meal as you read this. Energy is constantly flowing and changing form. If you take your energy and rub your hands together, you have made kinetic energy into thermal energy. Your hands will heat up.

So energy can change form, but where did that energy ultimately come from? Let's trace back a chain of events. A bicycle is rolling down the hill, transferring potential energy into kinetic (movement) energy. The bicycle got its potential energy (energy due to position related to gravity) by the rider using kinetic energy to move the pedals. The pedals used mechanical energy to move the chain, which moved the wheels. The rider's energy came from chemical energy that was stored in the molecules of the food she ate. That chemical energy entered the animal whose meat she ate by the animal digesting a plant and breaking the bonds in its molecules. The plant made the molecules by using light energy from the Sun. The Sun's light energy came from electrons in its atoms lowering energy states, and releasing energy. The energy in the atoms came from the nuclear reactions in the heart of the Sun. What started the nuclear reactions? Physicists think the Big Bang did.

So the short answer is that the energy we encounter and use everyday has always been with us since the beginning of the universe and always will be with us. It just changes form all around us. That is called the law of conservation of energy.

Read paragraph two and look at the drawing.

1. Where did the bicycle rider get energy from?

2. How did the plant get energy?

3. Where did the sun get its energy?

4. How does this all relate to the law of conservation of energy?

Energy Transformations RAFT AssignmentKey Points:

Energy is the ability to do work. Energy exists in many different forms

The LAW of Conservation of Energy states that energy cannot be created or destroyed, only transformed from one type to another.

Role Audience Format Topic

You are an illustrator for a science textbook on energy

Elementary School Student

Instructional Poster

___ Title your poster “How does ________ get energy to ______

___ Create a flow chart with arrows and pictures that show energy transformations

___ Label the forms of energy present in your picture

__Define the types of energy present in your drawing

__ Write one paragraph that explains the energy transformations that took place in your drawing

Criteria Points Earned/Points Possible Comments

Title your poster “How does ________ get energy to ______

_____/5

Create a flow chart with arrows and pictures that show energy transformations

_____/5

Label the forms of energy present in your picture

_____/5

Define the types of energy present in your drawing

_____/5

Write one paragraph that explains the energy transformations that took place in your drawing

_____/10

Total: _____/30

Day 10: Post-Assessment

Name: _________________________________________ Date: ________________

Objective Student Learning Goal to Master Points Correct

Points Possible

Percent Mastery

8.6.1 Identify examples of potential and kinetic energy 12

8.6.2 Calculate potential and kinetic energy and relate those quantities to total energy in a system.

8

8.6.3 Use a diagram or model of a moving object (roller coaster, pendulum…) to describe the conversion of potential energy into kinetic energy and vice versa

12

8.6.4 Apply the law of conservation of energy to discuss how different forms of energy can be converted from one form to another for use by humans (eg: thermal, electrical, light, chemical, mechanical)

10

8.6.5 Trace energy conversions from the sun that allow humans to move 6

TOTAL: 48

1. MATCH THE WORD TO DEFINITION (5 points)

___ Energy a. energy that depends on height

___ Kinetic energy b. ability to do work or cause change

___ Potential energy c. energy associated with an object that can be stretched or compressed

___ Gravitational potential energy d. an object’s energy due to its motion

___ Elastic potential energy e. any type of stored energy due to an object’s position or shape

2. Identify each of the following as kinetic or potential energy. Write K for kinetic and P for potential

(4 points)

____ A rock at the edge of a cliff ____ A man standing on a diving board

____ A bowling ball rolling down the lane ____ A roller coaster just at reaches the bottom of hill

3. What is the difference between POTENTIAL and KINETIC energy? (3 points)

________________________________________________________________________________

________________________________________________________________________________

_________________________________________________________________________________

8.6.2 Calculate potential and kinetic energy and relate those quantities to total energy in a system.

The equation to calculate gravitational potential energy is: WEIGHT x HEIGHT

4. A cat with a weight of 5 N and stands on a 5 meter table. What is its gravitational potential energy? (1 point)

5. Will the cat’s potential energy increase or decrease if he moves to a 10 meter table? Why? (2 points)

6. Calculate the cat’s new potential energy if he is standing on the 10 meter table. (1 point)

The equation for kinetic energy is ½ mv 2

7. A 2 kg balls rolls down the hill and at the bottom has a speed of 3 m/s2. What is its kinetic energy? (1 point)

8. You increase the mass of the ball to 4 kg, but the speed of the ball stays the same. Will the kinetic energy increase, decrease or stay the same? Why? (2 points)

9. Calculate the new kinetic energy of the ball. (1 point)

8.6.3 Use a diagram or model of a moving object (roller coaster, pendulum…) to describe the conversion of potential energy into kinetic energy or vice versa

Use the diagram above to answer questions 10, 11, and 12.

10. At what point(s) does the pendulum have the most potential energy? Why? (2 points) ____________

________________________________________________________________________________

11. At what point(s) does the pendulum have the most kinetic energy? Why? (2 points) _____________

________________________________________________________________________________

12. How could you increase the kinetic energy of the pendulum? Give (2) examples. (2 points)

Example 1: _________________________________________________________________________

Example 2: _________________________________________________________________________

13. A boy throws a ball 15 m into the air. The ball has the maximum potential energy be? Where would the maximum kinetic energy be? Draw a diagram and explain answer. (3 points)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Interpret roller coaster diagram (3 points)

14. What point on the roller coaster is there the most potential energy? ________

15. What point is there the most kinetic energy? _________

16. What point is there both potential and kinetic energy? _________

8.6.4 Applies the law of conservation of energy to discuss how forms of energy can be converted from one form to another

17. Using our “Transforming Heat into Motion” lab (shaking water), explain the following statement: According to the law of the conservation of energy, energy cannot be created or destroyed.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________(3 points)

18. When a pendulum swings, energy is never lost. However, eventually the pendulum will stop. Why?

Where does the energy go? (2 points) __________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

19. When you rub your hands together ___________ energy is being transformed to ____________ energy. (1 point)

a. kinetic; electromagnetic

b. energy is not transformed in this situation

c. thermal; chemical

d. kinetic; thermal (heat)

20. Arnoldo bounces a basketball. It starts from a height of 2 meters. Which is a possible answer for the height it will bounce to? (1 point)

a. 4 meters

b. 0 meters

c. 2 meters

d. 1 meter

21. Explain why the ball will not bounce higher 2 meters or higher using the law of conversation of energy in your response. (3 points)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

8.6.5 Trace energy conversions from the sun that allow humans to move

22. Write 3-4 sentences about the energy transformations that allow Juan to play soccer, starting with the sun. USE: electromagnetic energy, chemical energy and kinetic energy. (6 points)

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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