ALEX Resources

   View Standards     Standard(s): [SC2015] PS8 (8) 16 :

16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

[SC2015] PS8 (8) 13 :

13 ) Create and analyze graphical displays of data to illustrate the relationships of kinetic energy to the mass and speed of an object (e.g., riding a bicycle at different speeds, hitting a table tennis ball versus a golf ball, rolling similar toy cars with different masses down an incline).

This learning activity should be used during a lesson to make predictions, record observations, and create a hypothesis to help fully understand the relationship between potential and kinetic energy. Students will observe and record the results of three different balls rolling down an inclined plane towards a cardboard box. Students will hypothesize the reason the balls made the cardboard box move. 

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [SC2015] PS8 (8) 16 :

16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

[SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

This activity is designed to be an introductory activity to generate student thought and interest in energy transfers and identification of potential and kinetic energy transfers in a system.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [SC2015] PS8 (8) 16 :

16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

This learning activity shows how energy is transferred from one object to another and can engage students in a discussion related to kinetic energy. The students will observe an animation and record the movement of the objects much like that of a "Rube Goldberg" contraption that sets a chain of events in motion to complete a task. The students will then answer a series of questions related to the animation and apply concepts associated with the law of conservation of energy. 

This activity was created as a result of the GAP Project Resource Summit.

   View Standards     Standard(s): [SC2015] PS8 (8) 16 :

16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

Fired Up About Energy explores common student misconceptions related to the study of energy and suggests methods for effectively representing and discussing the topic in the classroom.

   View Standards     Standard(s): [SC2015] (4) 2 :

2 ) Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

a. Provide evidence that heat can be produced in many ways (e.g., rubbing hands together, burning leaves) and can move from one object to another by conduction.

b. Demonstrate that different objects can absorb, reflect, and/or conduct energy.

c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.

[SC2015] (4) 4 :

4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).*

[SC2015] PS8 (8) 14 :

14 ) Use models to construct an explanation of how a system of objects may contain varying types and amounts of potential energy (e.g., observing the movement of a roller coaster cart at various inclines, changing the tension in a rubber band, varying the number of batteries connected in a series, observing a balloon with static electrical charge being brought closer to a classmate's hair).

[SC2015] PS8 (8) 16 :

16 ) Apply the law of conservation of energy to develop arguments supporting the claim that when the kinetic energy of an object changes, energy is transferred to or from the object (e.g., bowling ball hitting pins, brakes being applied to a car).

You can think of energy as the ability to move or cause change in matter. It comes in many forms. Kinetic energy is energy that is in use, and potential energy is energy that is stored for later.

The classroom resource provides a video that will explain the different forms of energy. This resource can provide background information for students before they conduct their own investigations and/or create their own models. There is also a short test that can be used to assess students' understanding.