Potential and Kinetic Energy: UBD Lesson Plan

Transcription

1 Emily Hitchings & Meghan Mahoney Potential and Kinetic Energy: UBD Lesson Plan I. Standards and Objectives a. PA State Standards i B: Know models as useful simplifications of objects or processes Identify and apply models as tools for prediction and insight ii E: Recognize change in natural and physical systems Recognize change as fundamental to science and technology concepts Examine and explain change by using time and measurement Describe relative motion iii A: Identify and use the nature of scientific and technological knowledge Distinguish between a scientific fact and a belief Provide clear explanations that account for observations and results Relate how new information can change existing perceptions iv B: Describe objects in the world using the five senses Recognize observational descriptors from each of the five senses (e.g. see-blue, feel-rough) Use observation to develop a descriptive vocabulary v C:Recognize and use the elements of scientific inquiry to solve problems Generate questions about objects, organisms and/or events that can be answered through scientific investigations Design an investigation Conduct an experiment State a conclusion that is consistent with the information vi D: Recognize and use the technological design process to solve problems Recognize and explain basic problems Identify possible solutions and their course of action Try a solution Describe the solution, indentify its impacts, and modify if necessary Show the steps taken and the results vii A: Recognize basic concepts about the structure and properties of matter Describe properties of matter

2 viii B: Know basic energy types, sources, and conversions Identify energy forms and examples (e.g. sunlight, heat, stored, motion) ix C: Observe and describe different types of force and motion Compare the relative movement of objects and describe types of motion that are evident Describe the position of an object by locating it relative to another object or the background x C: Know physical technologies of structural design, analysis and engineering, finance, production, marketing, research and design Know skills used in construction xi A: Explore the use of basic tools, simple materials, and techniques to safely solve problems Select and safely apply appropriate tools and materials to solve simple problems National Science Standards xii. xiii. xiv. xv. Science as Inquiry- Content Standard A Abilities necessary to do scientific inquiry Understandings about scientific inquiry Physical Science-Content Standard B Properties of objects and materials Position and motion of objects Science and Technology- Content Standard E Abilities of technological design Understanding about science and technology History and Nature of Science- Content Standard G Science as a human endeavor b. Enduring Understandings i. The Law of Conservation states that energy cannot be created or destroyed. Energy can only be transferred or transformed. Kinetic energy is energy that is in motion. Potential energy is stored energy. When this energy is released, it does a lot of work, converting it into kinetic energy. The height and the weight of an object affect the amount of potential energy the object has. The higher the object is, and the heavier the object is will cause the object to have a greater potential energy. As kinetic energy increases, the amount of potential energy decreases. Therefore, the energy is not lost/destroyed but rather transferred. ii. Potential and kinetic energy is all around us. We can see potential energy when we are at the top of a roller coaster ready to drop. The moment we drop, this energy is transformed into kinetic energy. Potential energy can also be seen in oil sitting in a barrel, or water in a lake or mountains, etc. This is potential

3 energy because if it were released, it will do a lot of work. Kinetic energy can be seen in any object that is in motion. c. Essential Questions i. In what ways does the Law of Conservation apply to kinetic and potential energy? ii. Where can potential and kinetic energy be found/demonstrated in everyday life? d. Performance Standards i. Students will know That there are different types of energy Potential energy is stored energy and kinetic energy is energy in motion When potential energy is released, it does a lot of work, which converts this energy into kinetic energy. The more potential energy an object has, the greater amount of kinetic energy the object will have The Law of Conservation states that energy cannot be created or destroyed but rather transformed or transferred Height and mass of an object are variables that affect the amount of potential energy an object has An object will always have energy, whether this object is in motion or it is motionless ii. Students will be able to Work together with other students Organize and record data Make predictions based off of observations and common knowledge Conduct an experiment Share their discoveries Distinguish between different types of energy Test their theories on the variables that affect the drop rate of different objects Determine how mass and height affect the potential and kinetic energy of an object Test how potential energy affects the kinetic energy in a rubber band Test the amount of energy different objects have at different heights Apply what they have learned about energy to the different activities/ lessons Feel the different types of energy during the race demonstration Use the Engineering device to apply different types of energy

4 Identify which types of energy are present in real life situations (race, roller coaster, device, demonstrations) Use knowledge to scientifically construct a device for the egg drop activity Apply knowledge about energy to the egg drop device in order to make it successful See where energy types are seen in everyday life II. Assessments a. Pre-assessment i. K in KLEW Chart: What do already students know about energy? ii. Predictions before activities b. Formative assessment i. Observe students processes, reasoning, and justifications throughout the drop activity, the use of the device, and the egg drop activity ii. Discussion about previous days work: see what information students have learned and retained about energy from the previous lessons/assignments c. Summative assessment i. Finish the KLEW Chart ii. Observe how the students apply knowledge to the egg drop device and if they think about their design in a scientific based way using the information they learned iii. Ask them to think about ways energy is used in everyday life d. Adaptations i. For struggling students, pair them with more advanced students so they can grasp the concepts better by working with a peer ii. For struggling students, use the device in a one-on-one situation iii. III. Lesson Activities a. Materials to help them understand the concepts more clearly For more advanced students, we can introduce other different types of energy, such as wind, heat, and light and have them apply these types of energy to everyday life i. Rubber Bands ii. Timers iii. Basketball iv. Rubber Ball v. Containers of Water vi. Different weighted objects (books, paper, erasers, markers, balls, ad other objects around the room that can be dropped) vii. Roller Coaster Video viii. Engineering Device ix. 3 Dozen Eggs

5 x. Egg Supplies: Cardboard, cotton balls, tape, straws, sponges, bubble wrap, rubber bands, tape, tissue paper b. Procedures i. Engage-DAY 1 (ABCE) Have the students get into pairs Give each group a few rubber bands Tell them that we are going to have a contest to see who can get the rubber band to slingshot against the wall the fastest, with everyone starting at the same distance away from the wall Students will compete in pairs. One partner will slingshot the rubber band while the other partner times how long it takes for it to hit the wall. Each group will get 5 trials, and they will record their data Come back as an entire class and share data to see which group was able to get the fastest time Ask the class what their strategies and techniques were and which ones seemed to make for the best results and why Have them think about why the more stretched out rubber band resulted in a faster time and why this could be as we transition into another engaging demonstration on potential and kinetic energy Fill two clear buckets/containers with water Have one bouncy ball and one basketball Ask the students to predict which ball they think will make the biggest splash and have them explain/justify their thoughts Drop them both from the same height into the buckets Have the students observe which ball causes the biggest splash and ask them why they think this is Explain to the students that the objects are using energy and there are many types of energy Fill out the K in the KLEW chart on what students know about energy, the different types, and objects in motion ii. Explore-DAY 1 (ABCE) Give the students different objects of different weights (ex: books, paper, balls, etc.) Drop objects from the same height, and have the students record how long it takes these objects to hit the floor Ask them which objects have the most energy, and which ones have the least, and ask them why they think this is (mass is the variable) Then ask the students to try and get two different objects to hit the floor at the same time

6 The students will realize that the objects need to be dropped from different heights (height is the variable) Ask the students what they discovered Ask how they think mass and height relate to energy and how these variables affect the amount of potential verse kinetic energy Guiding Question: Do you think energy is only present when the object is in motion? If so, where does this energy go? Hint to the idea that energy cannot be created or destroyed. Does this idea change students answers? iii. Explain-DAY 2 (ABCDE) Review what we did as a class the day before, and talk about our discoveries Explain that energy cannot be created or destroyed, but only stored, transferred, and transformed. This is known as Newton s Law of Conservation Therefore, an object has energy whether it is in motion or whether it is motionless Think about the experiment we conducted yesterday. What was the difference in the type of energy when you holding an object verse when you dropped the object? There are two main types of energy. Potential energy is stored energy that can be released to do work, while kinetic energy is energy in motion Explain that the potential and kinetic energy work together. The more potential energy an object has, the greater amount of kinetic energy it has Ask students where they saw each type of energy during rubber band demo, water demo, and their own experiment The students already discovered that height and mass affect the amount of energy. Ask them which type of energy this relates to Ask the students which object in which situation had the most potential energy based on the definitions/facts they just learned Explain that the higher and heavier an object is, the more potential energy the object will have Show video of roller coaster and ask the students where they think the different types of energy are seen. Guide/correct them if them if they are wrong Have the students feel the different types of energy by staging a foot race. Have the students get into a sprinter stance to illustrate how even though they are motionless they can feel the energy

7 inside of them. They second they take off, this potential energy is converted into kinetic energy iv. Elaborate-DAY 3 (ABCDE) Again, review what the students have learned so far about energy. Have them state the definitions of potential and kinetic energy and how they are related to each other. What factors affect the amount of each type of energy? Be able to explain themselves through examples we saw in class. Have them apply what they learned to the engineering device. Predict where the different types of energy will be present throughout the device See if they are able to create enough potential and kinetic energy in order to get the car to get all the way up the hill and have enough force to push the lever and start the next car Have them identify where the kinetic and potential energy are seen throughout the device, and how this device is able to work Ask the students to identify how the car was able to stop moving. Explain how as the car hits the clay, this exerted force causes the car to lose momentum and stop moving Introduce the egg drop activity Connect this to the device by explaining that just like the car, the egg will exert a force as it comes into contact with something. Think about a car crash, and how a car s exterior design can help protect a driver. How can you protect an egg in a similar way? Students will work in groups of 4-5 in order make a contraption that can hold an egg. The goal is to drop this contraption from the roof of the school, and to keep the egg in tact the entire time Students will have to apply what they learned about potential and kinetic energy, height, weight, force, momentum, etc. in order for their device to be successful Students will have time to get into groups and come up with a design for their devices and how they are going to execute it. They will be supplied with cardboard, cotton balls, straws, sponges, string, tissue paper, bubble wrap, rubber bands and tape Elaborate-DAY 4 (ADE) Today the students will have the entire science class time to work on their egg drop project and construct a device v. Evaluate-DAY 5 (ABCDE) Today we will test the students egg drop devices See which groups were successful and which groups were not

8 Essential Features Key: A: Questions B: Evidence C: Explanations D: Connections to scientific/prior knowledge E: Communication For the groups that were not, what do they think they could change to make it successful? Is it the mass, the height, or the construction? Come together as an entire class, and have groups talk about what worked for them, what didn t, and have them apply this to what they learned about energy Finish the KLEW chart on energy At this point, the big ideas we want our students to know are the differences between kinetic and potential energy, what factors affect these types of energy, the law of conservation of energy, and how these types of energy can be seen and used in different situations Have students apply potential and kinetic energy to everyday life, come up with examples, and think about why this is important in everyday life