Lesson plan

The Power Play: Kinetic vs Potential

Students will be able to define and differentiate kinetic and potential energy through written explanations and visual representations.

Grades 6–8Grades 9–12Energy & Materials Science
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Overview

Students distinguish potential and kinetic energy, starting with a roller coaster video, a balloon drop, and a ramp race between two balls. In exploration they run three experiments: dropping a ping pong ball onto a hard surface and onto a partially inflated bag, dropping balloons weighted with 50 g and 200 g of sand, and releasing a marble from different heights on an elevated ruler. They then calculate energy with formulas, use a simulation to complete tables and graphs, and solve word problems. Finally, they design, build, and test a marble roller coaster and present it using a rubric, followed by an exit ticket. Phases are timed in minutes: engagement 15-20, exploration 30-40, explanation 40-45, elaboration 45-90 depending on format, evaluation 5 minutes per group plus a 5-minute exit ticket.

Lesson Objectives

  • Define and differentiate kinetic and potential energy through written explanations and visual representations.
  • Calculate kinetic energy using the formula and explain how 𝐾𝐸= 1 2 𝑚𝑣 2 changes in mass affect kinetic energy.
  • Explain how changes in acceleration influence kinetic energy by using the formula and analyse the results of their acceleration experiment. 𝐾𝐸= 1 2 𝑚𝑣 2

Standards

NGSS · 6

  • MS-PS3-1Construct and interpret graphical displays of data to describe the relationship of kinetic energy to the mass of an object and to the speed of an object
  • MS-PS3-2Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
  • MS-PS3-5Construct, use and present arguments to support the claim that when the kinetic energy of an object changes energy is transferred to or from the object.
  • HS-PS2-1Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
  • HS-PS3-1Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
  • HS-PS3-3Design, build and refine a device that works within the given constraints to convert one form of energy into another form of energy.

CCSS Math · 5

  • 7.RP.A.2Recognize and represent proportional relationship between quantities.
  • 8.FA.3Construct and interpret graphical displays of data to identify linear and nonlinear relationships.
  • 6.RP.A.1Understand the concept of ratio and use the ratio language to describe a ratio relationship between two quantities.
  • G-MG 3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
  • S-IC 5Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

CCSS ELA · 8

  • SL.8.5Integrate multimedia and visual display into presentations to clarify information, strengthen claims and evidence and add interest.
  • RST.6-8.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
  • SL.9-10.1Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
  • SL.11-12.1Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  • SL.9-10.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • SL.11-12.4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
  • RST.9-10.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
  • RST.11-12.3Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.