LabLearner—The Science of Learning
LabLearner—The Science of Learning

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Kinetic and Potential Energy

Investigation 1 – PreLab

 

 

 

 

 

 

 

Back to Investigation 1


ZERO-IN

Italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included to support the teacher’s understanding of the content being introduced within the CELL.

ASK WHY

Remind students that everything we do involves energy. Texting on your phone, going to school, and playing soccer all require energy.  In fact, everything that happens in the universe, from the eruption of volcanoes, to wind blowing the leaves, to the flow of water, takes energy.  When we stretch a rubber band, eat a sandwich, cook on a stove or switch on a light, we are using energy.

BRANCH OUT

Remind students that roller coaster engineers use the Law of Conservation of Energy to design the hills and loops of the coasters. Throughout the ride, the two main forms of energy that are transferred from one form to another are gravitational potential energy and kinetic energy. At certain points, the cars of a roller coaster may have just potential energy (at the top of the first hill), just kinetic energy (at the lowest point), or some combination of kinetic and potential energy (at all other points). It is important for the engineers to understand the relationship between these two energies because, ultimately, the success of the ride depends on it. The design must have sufficient potential energy (which is converted to kinetic energy)  to move the cars through the entire roller coaster.

GET FOCUSED

Inform students that the Investigation is designed to help them to answer the following Focus Question:

  • How does the transfer of potential energy to kinetic energy relate to the Law of Conservation of Energy? All of the energy changes observed in the Investigation will be due to the transfer of energy from potential to kinetic or from kinetic to kinetic and not because energy disappeared or was created.

Note: This question is located in students’ SDRs at the beginning and end of the Investigation.

Note: This is a succinct response to the Focus Question and is placed here for your reference at this time. A fully developed response to the Focus Question can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in the Investigation. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

  • The Law of conservation of Energy says that energy cannot be created or destroyed, but energy can be changed from one form to another.
  • Kinetic energy is energy in motion.
  • Potential energy is stored energy.
  • Potential energy depends on an object’s mass and height above a surface.
  • Potential energy = mass x g x height.
  • In the formula, g is a constant due to gravity. 
  • On Earth, g = 9.81 m/s2.
  • The unit of energy is the joule (J) or the millijoule (mJ).

Note: These concepts are integrated into the Background(s) and are used to deepen students’ comprehension of the big ideas.

 

LEARN THE LabLearner LINGO

The following list includes Key Terms that are introduced in the Investigation Background(s). They should be used, as appropriate, by teachers and students during everyday classroom discourse.

  • Law of Conservation of Energy
  • kinetic energy
  • potential energy
  • gravitational potential energy

Note: Definitions to these terms can be found on the Introduction page to the CELL.

Note: Additional words may be bolded within the Background(s). These words are not Key Terms and are strictly emphasized for exposure at this time.

SET FOR SUCCESS

  • Direct students to complete the Recall section in their SDRs. Student answers will vary.
    • Does a moving object have energy?
    • Does a stationery object have energy?
    • Can energy be transferred from one object to another?
  • Lead a class discussion to reveal prior knowledge of the terms energy, potential energy, and kinetic energy. Review the meaning of the Law of Conservation of Energy.
  • Play the video below. Stop to ask students questions or answer students’ questions when necessary. Remind students to follow along with their SDRs and make any notes that they think might be helpful.
  • After the video, direct students to divide into their lab groups to discuss their strategy for the lab. For example, they may assign certain group members to perform specific functions during the lab.

Note: The purpose of the video is to allow students to anticipate the laboratory experience they will soon encounter. Students should leave this PreLab session with a firm idea of what to expect and how to perform in the lab.

Note: Homework is posted below the video.

HOMEWORK

Tell students that they should review the Investigation in preparation for the Lab.