Download Marble Run – Kinetic and Potential Energy

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 32407
Marble Run – Kinetic and Potential Energy
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 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. Students will be able to identify and/or describe the transformation of energy from one form to another.
2. Students will be able to cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another.
3. Students will be able to use tools (ruler, and scale) models (graphs) to measure and illustrate energy transformation.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should be able to define and give examples of kinetic and potential energy.
2. Students should be able to compare and contrast kinetic and potential energy.
Guiding Questions: What are the guiding questions for this lesson?
1. How does the height of an object affect its potential energy? the higher the object, the greater the PE
2. How does the potential energy of objects transfer into kinetic energy? When an object is moved, energy is transferred to KE
3. 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.
4. 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.
5. What happens to each type of energy as the object falls? PE decreases as KE increases.
6. 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.
page 1 of 3 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. How does the height of the marble affect its potential energy?
2. How does the potential energy of the marbles transfer into kinetic energy and make the cup move?
3. 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. The greater the mass the greater the kinetic energy.
2. As an object gets higher off the Earth the potential energy increases.
3. 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. Give ESE students the lab with directions rather than let them create the procedure.
2. Prepare a data table for some of the students.
3. 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:
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
page 2 of 3 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
Access Privileges: Public
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.
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