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

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Kinetic and Potential Energy

Investigation 3 – PreLab

 

 

 

 

 

 

 

Back to Investigation 3


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 wind energy engineers design, build, and monitor wind turbines that convert the kinetic energy of the wind into electrical power.

GET FOCUSED

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

  • Can one form of energy be converted to another? Support your answer with data from the experiments. Students will observe the conversion of chemical potential energy to kinetic energy.
  • How does converting energy from one form to another relate to the Law of Conservation of Energy? The Law of Conservation of Energy states that energy cannot be created or destroyed but can be converted from one form to another. Students will observe a direct relationship between the amount of vinegar (chemical potential energy) and the circumference of the balloon.

Note: These questions are located in students’  SDRs at the beginning and end of the Investigation.

Note: These are succinct responses to the Focus Questions and are placed here for your reference at this time. Fully developed responses to the Focus Questions can be found on the PostLab page.

GO DEEPER

As a class, read the Background(s) in Investigation 1. Have students read the information aloud or silently to themselves. When students have finished, discuss the following concepts as a class:

  • Chemical potential energy can be released when substances react chemically to form new substances.

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 Key Term is introduced in the Investigation Background(s). It should be used, as appropriate, by teachers and students during everyday classroom discourse.

  • chemical potential energy

Note: The definition of this term can also 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.
    • Is there energy in chemical reactions?
    • Can energy from chemical reactions be transferred to other forms of energy?
  • Tell students that they will explore how changes in the amount of vinegar affect the chemical potential energy present in the reaction of baking soda and vinegar.
  • 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.