Download Export To Word

Marble Run – Kinetic and Potential Energy
Resource ID#: 32407
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students investigate and explore kinetic and potential energy on a roller coaster and a marble
run.
Subject(s): English Language Arts, Science
Grade Level(s): 7
Intended Audience: Educators
Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators, LCD
Projector
Instructional Time: 1 Hour(s) 35 Minute(s)
Freely Available: Yes
Keywords: Kinetic, potential, energy, mass, conservation of energy
Instructional Component Type(s): Lesson Plan, Worksheet, Problem-Solving
Task, Assessment , Video/Audio/Animation, Instructional Technique, Formative Assessment
Instructional Design Framework(s): Direct Instruction, Demonstration, Guided Inquiry (Level
3), Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Gravitational Potential Energy Dive KEY.docx
Gravitational Potential Energy Dive.docx
Lab Worksheet Marble RunKey.docx
Lab Worksheet Marble Run.docx
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
1.
2.
3.

Prior Knowledge: What prior knowledge should students have for this lesson?
1.
2.

Students should be able to define and give examples of kinetic and potential energy.
Students should be able to compare and contrast kinetic and potential energy.
Guiding Questions: What are the guiding questions for this lesson?
1.
2.
3.
4.
5.
6.

Students will be able to identify and/or describe the transformation of energy from one form to
another.
Students will be able to cite evidence to explain that energy cannot be created nor destroyed, only
changed from one form to another.
Students will be able to use tools (ruler, and scale) models (graphs) to measure and illustrate
energy transformation.
How does the height of an object affect its potential energy? the higher the object, the greater
the PE
How does the potential energy of objects transfer into kinetic energy? When an object is
moved, energy is transferred to KE
How does the mass of objects affect their potential and kinetic energy? for two objects with
different masses, under identical conditions on Earth, the greater mass will have the greater PE or
KE depending on the motion or position of the object. **Note: Be careful that students understand
that KE is entirely dependent on motion so if the smaller object is moving faster, it COULD have
a higher KE. Speed and inertia play a role in total KE as well.
How do potential and kinetic energy differ with respect to the position of an object? highest
potential: at the beginning of the fall, highest KE: at the bottom of the fall, right before the
collision, when the object's speed is the greatest.
What happens to each type of energy as the object falls? PE decreases as KE increases.
What does the statement: 'Energy can't be created nor destroyed' mean? How can we
explain it? Energy is only transformed--potential changes to kinetic energy as the object moves.
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will use the LCD projector and the computer to demonstrate how a roller coaster's energy is
constantly changing between kinetic and potential energy in a simulation at the following site:
http://science.howstuffworks.com/engineering/structural/roller-coaster3.htm
Read aloud the paragraph on potential energy to the students. Select "Play" on the simulation and as the
students make observations explain how kinetic and potential energy change as the car goes up and down
the roller coaster. Tell the students to observe the green and blue bars. At point "a" the car is at the top of
the highest hill. The car is at maximum potential energy because it is as high as it gets. At point "b", bottom
of the hill, potential energy is at the least while kinetic is at the greatest. At point "c" the second hill is
lower than the first hill. The potential energy is greater than the kinetic energy. As the car enters a loop at
point "e" potential is slightly higher than the kinetic energy. At point "f" when the car leaves the loop
kinetic energy is greater. Energy is constantly being converted from kinetic to potential. It is also important
to discuss the total lost energy over the roller coaster ride. The friction between car and the track causes
some energy to be lost as heat. Discuss the fact that without friction or other sources of energy loss, the
total energy would remain the same and keep converting back and forth from PE to KE.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Once the students have a good understanding of total kinetic and potential energy they are given their
materials (one small marble, one large marble, 2 rulers (one must have a groove), textbooks, scale or
balance, and a small cup with a small square cut out of it). Students will use the materials to create an
investigation to answer the following questions:
1.
2.
3.
How does the height of the marble affect its potential energy?
How does the potential energy of the marbles transfer into kinetic energy and make the cup move?
How does the mass of the marbles affect their potential and kinetic energy and the kinetic energy
transferred to the cup?
Students will keep all of their data and observations in their science notebook. Students will need to create
their own procedures and data table. An example of procedures and data can be found on the Lab
Worksheet - Marble Run document (for teachers)

Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
After the investigation, the teacher monitors the students as they complete the Gravitational Potential
Energy Dive.docx
The most important aspect of this assignment is in the data and analysis. Make sure students are correctly
using their data. As the teacher circulates, they should question the students about their results and how
their data proves their findings.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
Begin closure with whole class discussion on the results from the activity and the questions on the
worksheet.
Teacher and class come up with three non-negotiable facts the students must know from the lesson.
The students will write the 3 facts in their science notebook.
The students will then read it 5 times to themselves to process.
Without looking at the notebook, the students take turns repeating one fact to a partner:
1.
2.
3.

The greater the mass the greater the kinetic energy.
As an object gets higher off the Earth the potential energy increases.
Energy is neither created nor is it destroyed. It is converted from one form to another.
Summative Assessment
Students will complete the Gravitational Potential Energy Dive.docx

Formative Assessment
The following questions will be given as a bellringer.
1. What is energy? Energy is the ability to do work.
2. How do we know when something has energy? Anything that is moving has energy. The faster the object
is moving the more energy it has.This is called kinetic energy.
3. Do things that are not moving have energy also? Yes, objects can have energy because of their position.
This is called potential energy.

Feedback to Students
Students will be given time to complete the formative assessment on their own and then the teacher will
discuss the answers to the questions in a whole class discussion before the activity begins. This will elicit
their prior knowledge from 6th grade (SC.6.P.11.1)
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
1.
2.
3.

Give ESE students the lab with directions rather than let them create the procedure.
Prepare a data table for some of the students.
Let the advanced students calculate kinetic and potential energy.
Extensions:
Students may create a roller coaster with foam tubing. They must label the parts of the roller coaster where
kinetic energy is the greatest, least, and where kinetic and potential energy are equal.


Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators, LCD Projector
Special Materials Needed:
Per small group of students:
o
o
o
o
o
o
o
o
o
o
paper
pencil
calculator
one ruler with groove down the center
one ruler for measuring distance the marble travels
two textbooks to be used as part of the ramp
one large marble
one small marble
scale or balance
cup with a small square cut out of the top (It must be large enough for the marbles to enter).
Note: If large marbles are not available the students may use two or three marbles at a time to represent the
increase in mass.

Further Recommendations:
To help student visually understand the activity, it is suggested that students complete a graph in their
description on the Gravitational Potential Energy Dive attachment.
Additional Information/Instructions
By Author/Submitter
The math practice standards that are used in this lesson are:
MAFS.K12,4.1 - Model with Mathematics.
MAFS.K12.5.1 - Use appropriate tools strategically.
MAFS.K12.6.1 - Attend to precision.
SOURCE AND ACCESS INFORMATION
Contributed by: Joan McGhee
Name of Author/Source: Joan McGhee
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.7.P.11.2:
SC.7.P.11.3:
LAFS.68.RST.2.4:
Description
Investigate and describe the transformation of energy from one
form to another.
Cite evidence to explain that energy cannot be created nor
destroyed, only changed from one form to another.
Determine the meaning of symbols, key terms, and other
domain-specific words and phrases as they are used in a specific
scientific or technical context relevant to grades 6–8 texts and
topics.