Kinetic and Potential Energy

 

Created by: 

 

David C. Adams  

6th Grade Science

N. Adams Middle School

 

 

 

 

 

 

 

 

 

Introduction  Task   Process   Evaluation   Conclusion   Teacher Page

 

Introduction

 

Are you energetic today?  Have you ever wondered where your energy comes from?  Today you are a secret agent on a special assignment!  Your mission is to discover where the energy comes from when you roll down a hill and to note the differences between potential and kinetic energy.             

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Task

You are about to conduct an experiment that will help you learn to distinguish between kinetic and potential energy.  Remember that kinetic energy is the energy of movement.  Any moving body, such as you on a swing, has kinetic (moving) energy.  Potential energy is stored energy.  A basketball about to be thrown has potential energy.  When the ball is passed potential energy (stored) becomes kinetic (moving) energy.

 

You will need the following materials. (click on blue link)

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Process

 

How much do you know about kinetic and potential energy?  Try this. (click on blue link)

 

1.        You will design one PowerPoint slide demonstrating examples of kinetic and potential energy to be added to this slide show.  When you finish your design save it to a floppy disk and submit it to your teacher.  We will view all slides at a later time and will attempt to send a copy of our slide show to Eric in Missouri.

 

2.        Copy Table 1. (click on blue link)  Copy Table 2.   (click on blue link)

 

3.        Create a model of a bike on a hill.  First make a ramp with the books and board.

 

4.        Use masking tape to make a starting line.  Be sure the starting line is far enough from the top so the cart can be placed behind the line.

 

5.        Place a strip of masking tape at the bottom of the ramp to mark the finish line.

 

6.        Determine the height of the ramp by measuring the height of the starting line and subtracting the height of the finish line. Record the height of the ramp in meters in Table 1.

 

7.        Measure the distance in meters between the starting line and the finish line.  Record this distance as the length of the ramp in Table 1.

 

8.        Use the metric balance to find the mass of the cart in grams. Convert this to kilograms by dividing by 1,000. Record the mass in kilograms in Table 1.

 

9.        Multiply the mass by 10 to get the weight of the cart in newtons.  Record the weight in Table 1.

 

10.Set the cart behind the starting line, and release it.  Use the stop watch to time how long it takes for the cart to reach the finish line.  Record the time in Table 1. 

 

11.Repeat step 10 twice more, and average the results.  Record the average time in Table 1. 

 

12.  Take your copy of Table 2 (see above).

 

13.  Using your data and the following equations (click on blue link), calculate and record the quantities for the cart in Table 2:

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

                    

 

 

                                                       

Evaluation:

 

                                                        Science Rubric

 

                                                      Evaluation Rubric

 

Criterion for Evaluation

90% +

Exemplary

 

80% +

Strong

70% +

Capable

60% +

Developing

Less than 60%

Limited

0% (Did Not Attempt)

Neatness/Organization

 

 

 

 

 

 

 

Accuracy of Information

 

 

 

 

 

 

All Questions are answered

 

 

 

 

 

 

PowerPoint

Slide

 

 

 

 

 

 

Can cite examples of Kinetic and Potential Energy

 

 

 

 

 

 

 

 

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

 

Conclusion

 

Congratulations!  Your mission is completed!  It’s time for reflections… Think about your experiment and your conclusions.  Did things happen as you originally thought?  If not, what was different?  If so, what was the same?  Write your comments in your logbook.

 

 

 

Back to Student Page

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Teacher Page

 

Subject Area: General Science

 

Grade Level: 6

 

Learner Information: 

     This lesson / activity is designed for all students.  Varying degrees of assistance should be anticipated.    

 

 

Standards:

The following science standards are addressed: 

 

(2) Design experiments and use appropriate tools and technology to gather, analyze, and interpret data.

 

(3) Demonstrate the ability to perform safe and appropriate manipulation of materials, scientific equipment, and technology.

 

(5) Use appropriate skills to design and conduct a scientific investigation.

 

(6) Express measurements in appropriate System International (SI) units 

 

(10) Communicate orally and in writing scientific procedures and explanations.

 

(11) Use appropriate mathematics in all aspects of scientific inquiry. 

 

(22.) Distinguish between potential energy and kinetic energy.

 

Technology Standards:

 

 (14.) Evaluate technology-based options for lifeline learning.  Examples:  Internet usage, online/distance distance learning  

 

 

Curriculum:

General Science/Math Grade 6

 

Resources:  Holt Science and Technology:   Forces, Motion, and Energy (Book M)  

 

 

 

Technology:  Computer, Internet Explorer, Microsoft Word, PowerPoint