441.PHY2.Pub.mont

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Sandra Montgomery

Is it Potential or Kinetic energy?

Grade: 4th

Time Allotted:40 45 min.

Class Size: 30 students

Materials:

For each cooperative group of 3 students, provide the following:

Meter sticks

Ruer alls

!ennis alls

Ping "ong alls

Potential and kinetic data sheet

3 di##erent colored "encils

For each individual student, provide the following

$ocaulary %orksheet

Rollercoaster chart

&lue and red coloring "encils

3 sets o# di##erent colored "a"er

Teacher reparation

Post the de#initions on to the oard.

Post the o'ecti(es on to the oard.

)eed internet access ready to sho% (ideo o# a rollercoaster* the link is+ htt"+,,%%%.youtue.com,%atch?(-P/$(K"1g2list-P0&6789:77;32inde-4

Station preparation

Set u" a tale or a desk against a %all.

Place the meter stick against the %all and ha(e the ottom touching the desk,tale. !hen ta"e the meter

stick against the %all so it %ill stay. Stick "ins %ork great and they don

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Grouping suggestions:

rou" the students y gi(ing them a la station color. I# the class reaks do%n into 7 grou"s* you %ill

need 7 di##erent colors. !hree cards %ill e needed #or each color.

Randomly "ass out the colored cards to each child. "lain that the color they selected %ill decide the

grou" they %ork in. 1hen you are ready #or the students to go to the station* hold u" a color o# a grou" and tell those that

ha(e that color to go to a station. 6ontinue the "rocess until all grou"s are at their station.

!verview

Students should already kno% ho% to #ind the a(erage o# three numers. suggest the class re(ie% this skill i#

they ha(e #orgotten it.

Students %ill also disco(er a linear relationshi" et%een the heights a all is dro""ed and the suse@uent

ounce. Students %ill dro" each all #rom the 40 cm* A0 cm* and 800 cm. :ll measurements %ill e taken #rom

the ottom o# the alls students %ill measure the height o# the ounce #rom the ottom o# the all.

!he students %ill demonstrate understanding y correctly laeling the site o# "otential and kinetic energy #ound

on a diagram add a suheading Bcontent ackgroundC

Potential energy is stored u" energy. Kinetic energy is energy an o'ect has %hen in motion. Potential energy

%ill turn into kinetic energy once it is in motion.

!o make it easier #or the students to accurately record the height o# the all ounce*

"lace a desk u" against the %all* and then ta"e the meter stick on the %all. Make sure

the ottom o# the meter stick is against the desk %ith the B0C cm mark on the sur#aceo# the desk.

I# you use 'ournals* students can cut and "aste the in#ormation on the data sheets into their 'ournals. >lderstudents could record data inde"endently into their 'ournal.

Classroom Safet"

Students should kno% that the only time that the alls are "icked u" #rom the tale is %hen they are using them

#or the acti(ity they are doing. >ther%ise* they need to e le#t on the tale.

Content Area

orce 2 Motion+ Physical Science Dni#ying 6once"t &nergy+ Physical Science Dni#ying 6once"t 6

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Science Achievement #ndicators

P.5.& Students understand that #orces can change the "osition and motion o# an o'ect.

P.5.6 Students understand that energy eists in di##erent #orms.

Content objective:

Students %ill e ale to demonstrate "otential and kinetic energy.

Students %ill accurately measure and record data on "otential and kinetic energy.

Students %ill understand the di##erence et%een "otential energy and kinetic energy.

$e" %oca&ular"

otential energ"+the amount o# stored energy an o'ect has due to its "osition.

$inetic energ":the ty"e o# energy an o'ect has %hen it is in motion

osition: "recisely wherean o'ect is located.

'esson (oo):

=old "encil and say* BPotential energy.C Ero" "encil and say* BKinetic energy.C Eo this a #e% times and

then ha(e the students do it. 1hen you see that they are doing it %ith ease say* BSho% me kineticenergy.C !hey %ill hurriedly "ick u" the "encil and dro" it. Say* BSho% me "otential energy.C !hey

%ill "ick it u" and hold it.

Sho% the (ideo o# the rollercoaster. =a(e them "redict %here the "otential energy and kinetic energy is

on the rollercoaster.

Lesson ActivityItalics are instructions for the teacher

Pick up a pencil and hold it out. Say, Potential energy. Drop the pencil and say, Kinetic energy.

Do this process 2 3 times, students will have a couple of examples of seeing what is being said. Pick up your pencils and hold them out as you have just seen done. Say and do with me, Potential

energy, kinetic energy. Do this a few times until you feel that they understand.

Have your pencils on the desks. You will be given a term and you are going to show what it is. Show

kinetic energy. They will hurriedly pick up the pencil and drop it. Show me potential energy. Do this a

few times or until you feel that they understand what the terms mean.

Changing the position of the object will change the potential and kinetic energy.

Place the definitions on the board and go through them. Read with me the definitions and then write

them down on your vocabulary sheet/journal.

Go through the objectives with the class. Read with me through the objectives

Show the video clip of the rollercoaster htt"+,,%%%.youtue.com,%atch?(-P/$(K"1g2list-P0&6789:77;32inde-4:s you are %atching the (ideo* %atch %here you think the "otential and kinetic energy is.
http://www.youtube.com/watch?v=bxPQVGvKpWg&list=PL606BFC8169A8823F&index=4http://www.youtube.com/watch?v=bxPQVGvKpWg&list=PL606BFC8169A8823F&index=4http://www.youtube.com/watch?v=bxPQVGvKpWg&list=PL606BFC8169A8823F&index=4http://www.youtube.com/watch?v=bxPQVGvKpWg&list=PL606BFC8169A8823F&index=4

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Station instructions: Have the colors of the groups placed above each station.

Pass out the colored pieces of paper and put them into their groups at the desk. Once they are in their

groups hand the group the potential and kinetic energy data sheet. Give them the colored pencils. Fou%ill see three lines on the to" o# the data sheet. Put your names on it.

etne "erson %ill dro" the all #rom an assigned height* another "erson %ill %atch the reound o#

the all* and a third "erson %ill %rite do%n the measurements. Fou %ill rotate "ositions so that

all %ill ha(e the o""ortunity to dro" the all* measure the reound and record the data.

o !he "erson %ho dro"s the all %ill dro" it #rom three di##erent heights. !he heights are+ 40 cm*A0 cm* and 800 cm. Fou %ill "lace the ottom o# the all to the measurement o# the ruler and

then dro" the all.

o !he "erson %ho is measuring the reound %ill see ho% high the reound goes* measuring #rom

the ottom o# the all.

o Fou %ill dro" each all three times at each height and %rite the measurements on the data sheets

that ha(e een "ro(ided to you. ook at your data sheetG see ho% each all has three dro"s?Show them on the data sheet. Heres for the first drop, the second drop, and the third drop

o 1hen you get done %ith dro""ing the alls* then go to the desks and stay in your grou".

Send them to the stations for them to do this section of the activity. Go around the room and monitor

and help where it is needed. !he color o# your station is "osted ao(e the stationG the color o# yourgrou" is the color o# the station you go to.

*es) group wor)

!his net "art you are going to #igure out the a(erage o# the dro"s o# the alls. 1hat you are going to do

is to add u" the dro"s and then di(ide that y the numer o# dro"s you did. or eam"le+ !he "ing "ong

all had een dro""ed #rom the 800 cm. and got 30 cm #rom the #irst dro"* ;7 cm #rom the second dro"

and 38 cm #rom the third dro" add those u". Show how you added it up. !hat turns out to e 857 cm.!ake 857 cm and di(ide that y 3 ecause %e dro""ed the all three times. odel how to do it. It ended

u" eing a""roimately 53 cm. Fou %ill #igure the a(erage #or each all and each height o# the allG the

40 cm. the A0 cm. and the 800 cm.

1hen you are done* "ut your "encil do%n. )et* you are going to "lot the a(erage dro" o# the alls. !ake the a(erage o# the all dro" and then

gra"h it on the gra"h. :s a class* the a(erage that %as sho%n to you %as 53 cm. #or the one dro". !ake

that numer and chart it on the gra"h.

)otice ho% %e colored the name o# the all a di##erent color? 1hen you chart your gra"h* you %ill use

the same colored "encil to gra"h #or the all that you are taking the in#ormation #rom. So i# the "ing

"ong all %as colored lueG then the 53 cm %ould e charted %ith the colored lue and %ould continue

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charting %ith the lue until I %as done %ith the "ing "ong all. Era% a line through the dots like this.

odel what you e!pect them to do.

1hen you are done charting the alls* "ut your "encil do%n. Eiscuss amongst each other %hat you

noticed aout the gra"h and the dro"s o# the all #rom di##erent heights.

Fou %ill see on your data sheet a "icture o# a all ouncing. !ake your lue coloring "encil and circle

the area %ith "otential energy area and a s@uare around the kinetic energy area. Place up on the board the same picture with the ball.

1here did you think is the "otential energy? Have one student come up and place the mark"s#. Have

them use a blue marker.

1here did you think is the kinetic energy?Have another student come up and place the mark"s# of

where the kinetic energy is.

1hen the all is at the highest "oint and not in motion this is %here it has "otential energy.

1hen the all is #alling and mo(ing that is the kinetic energy. !he all has the most kinetic energy

%hen it is at the end.

)o% does e(eryone agree %ith this?Point to the ball drawing.

Show them on the board if they are correct. $o this by taking the blue marker and show where thepotential energy is. %ake the red marker and show the kinetic energy.

!ake your lue coloring "encil* circle the "otential energy and "ut a s@uare around the kinetic energy

using the red coloring "encil. I# you already ha(e them marked this %ay* still mark it to sho% that it is

correct.

)o% that %e ha(e a etter understanding o# "otential and kinetic energy* let

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Cross Curricular +tensions

Math+ Dse o# the metric system. !he students %ill #ind the mean and median o# each all. Dse o# gra"hs.

eogra"hy+ ocations o# %here they %ould #ind the largest* #astest rollercoasters in the DS:. !hen "lan a #ield

tri" to (isit e(ery oneJJJ

anguage :rts+ !he students %ill %rite a re"ort aout rollercoasters* %here some are located*ho% much it costs* %here they %ould like to go and %hy.

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-ames of group mem&ers

otential and $inetic *ata Sheet

Charts

ing ong .all*rop (eight 1ork area #or #iguring a(erage

800 cm A0 cm 40 cm

8st dro" ounce height

;nddro" ounce height

3rddro" ounce height

Average .ounce (eight

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/u&&er .all *rop (eight1ork area #or #iguring a(erage

800 cm A0 cm 40 cm





Tennis .all

*rop (eight 1ork area #or #iguring a(erage

800 cm A0 cm 40 cm




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.all *rop *iagram

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/ollercoaster

Starting

"oint

L!he rollercoaster is eing "ulled u" y a chain.

*irections: 1ait #or #urther instructions #rom the teacher to ans%er these @uestions.

8. 1hat does this tell you aout the kinetic and "otential energy o# these t%o alls?

;. Eescrie ho% the gra"h #or these t%o alls %ould a""ear.

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*efinitions

otential energ": !he amount o# stored energy an o'ect has due to its "osition.

$inetic energ": !he ty"e o# energy an o'ect has %hen it is in motion.

osition: "recisely %here an o'ect is located.

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441.PHY2.Pub.mont