Resources for learning about ENERGY |
"Bowling Ball"
|
Textbook Reading
https://eq.uen.org/emedia/file/e5219302-32b9-4c2f-ad65-38f303da6654/1/Grade8RS.pdf
Go to the table of contents:
3 Stand 2: Storing and Transferring Energy parts 3.1, 3.2, 3.3
Go to the table of contents:
3 Stand 2: Storing and Transferring Energy parts 3.1, 3.2, 3.3
Bocce Ball Lab
SAFETY REMINDERS:
1. We will be rolling balls, NOT THROWING THEM! If you throw the ball you will be OUT!
LIST of MATERIALS:
4 different types of sports balls
Electronic scale
Triple Beam scale
2 metric sticks
App to clock speed
Science Journals
iPads
pencils
1. We will be rolling balls, NOT THROWING THEM! If you throw the ball you will be OUT!
LIST of MATERIALS:
4 different types of sports balls
Electronic scale
Triple Beam scale
2 metric sticks
App to clock speed
Science Journals
iPads
pencils
OBJECTIVE: To understand how potential and kinetic energy work.
INSTRUCTIONS:
1. Create a heading "Bocce Ball Lab", and a table either in Excel or your science journal with the headings: Sports ball type; Mass; Distance; Speed
2. Under Sports Ball Type, list the balls that you are using for the lab (one on each line).
3. Mass out each ball, either on an electric scale or the triple beam.
4. Once we are outside you will gather in groups for instructions. At NO TIME DOES ANYONE THROW A BALL!
5. You will need to decide who will do what job. You are welcome to rotate jobs if you would like.
JOBS:
7. Individually analyze the data and come up with at these three findings
8. Share your findings with your group. Together decide on conclusions. You are looking for a greater understanding of how potential and kinetic energy works.
9. Write down your conclusion in your science journal.
1. Create a heading "Bocce Ball Lab", and a table either in Excel or your science journal with the headings: Sports ball type; Mass; Distance; Speed
2. Under Sports Ball Type, list the balls that you are using for the lab (one on each line).
3. Mass out each ball, either on an electric scale or the triple beam.
4. Once we are outside you will gather in groups for instructions. At NO TIME DOES ANYONE THROW A BALL!
5. You will need to decide who will do what job. You are welcome to rotate jobs if you would like.
JOBS:
- Catcher/Retriever (Stands behind the circle with the ball and retrieves the balls after they have been rolled)
- Recorder (Records the distance that the ball traveled as well as the speed of the ball - will share data with team after lab)
- Roller of the sports ball - (ROLLS the ball toward the ball in the circle)
- Measurers of distance (2 people - using the meter sticks, you will measure the distance that the ball travels and tell the recorder the distance in meters and centimeters)
- Holder (Keeps track of what balls have been used and what balls still need to be used for the lab)
- Speed recorder ( Mrs. Smith will record the speed of the balls and provide data to the recorder)
7. Individually analyze the data and come up with at these three findings
8. Share your findings with your group. Together decide on conclusions. You are looking for a greater understanding of how potential and kinetic energy works.
9. Write down your conclusion in your science journal.
Galileo's Experiments - Interactive
Click on this link: www.pbs.org/wgbh/nova/physics/galileo-experiments.html
Complete the interactive, writing information and notes in your science journal as you go. With each experiment, write when the Potential energy was occurring and when the kinetic energy was occurring.
Now go to: https://utah.pbslearningmedia.org/resource/nvel.sci.tech.energyuse/putting-energy-to-use/#.WicB3ih95PYutah.pbslearningmedia.org/resource/nvel.sci.tech.energyuse/putting-energy-to-use/#.WicB3ih95PY
Get some headphones and take good notes.
Bicycle System Lesson
1. Log into Word.
2. Open and complete the document below. You will need to open a new tab and go to the: Exporatorium site to help you answer questions and fill out the table. 3. If you have any questions, ask a team member first before asking Mrs. Smith. Let's work on improving our community/learning environment. |
bicycle-system_lesson.docx | |
File Size: | 371 kb |
File Type: | docx |
Create Your Own Lab
Using one of Galileo's experiments as your templates, test one of the following concepts: mass, density, distance, or speed. Remember the major objective here is understanding the transfer point between PE and KE.
1. You and your team members need to write up your lab. Each person should have the lab written up in the science journals. The write up needs to include the following elements:
3. Do your experiment, keep detailed notes as to what you observe. Take pictures of each step Collect data in your table.
4. Write up 3-4 findings and a conclusion in your science journal. These are not the same things. Findings are major observations, conclusions are based on your findings and explain science concepts.
5. Create an Adobe Spark Video, that both demonstrates your experiment as well as explains what you have learned from doing the experiment. Your video should cover the following:
1. You and your team members need to write up your lab. Each person should have the lab written up in the science journals. The write up needs to include the following elements:
- The question you are testing
- Materials list
- Safety Precautions
- VERY DETAILED Procedure steps
- A list of the data you will be collecting and why
- The table in which you will be collecting your data
- A list of possible outcomes (at least 2)
3. Do your experiment, keep detailed notes as to what you observe. Take pictures of each step Collect data in your table.
4. Write up 3-4 findings and a conclusion in your science journal. These are not the same things. Findings are major observations, conclusions are based on your findings and explain science concepts.
5. Create an Adobe Spark Video, that both demonstrates your experiment as well as explains what you have learned from doing the experiment. Your video should cover the following:
- What is your team's lab question
- Explanation of your lab/research
- What you found out from your lab/research
- How your findings connect to/answer your phenomenon question
- The conclusion based on evidence from your lab
- Covers all outlined information above
- Student has recorded a voice over for each slide explaining the information being presented
- List of credits for images used/Citations for any sources used for research
Quizlet
Vocab Words: (NOTE: With the various types of energy, note in your definitions whether the energy is PE or KE)
Thermal Energy
Mechanical Energy
Nuclear Energy
Chemical Energy
Potential Energy
Kinetic Energy
Gravitational Energy
Elastic Energy
Force
Momentum
Velocity
Speed
Mass
Weight
Density
Chemical reaction
Matter
Thermal Energy
Mechanical Energy
Nuclear Energy
Chemical Energy
Potential Energy
Kinetic Energy
Gravitational Energy
Elastic Energy
Force
Momentum
Velocity
Speed
Mass
Weight
Density
Chemical reaction
Matter
Inclined Plan Lab
SAFETY PRECAUTIONS: Be sure that all marbles are accounted for at all times. You do not want to have someone slip on a marble.
CONSIDER THE FOLLOWING:
A ball rolls down an incline. If the mass of the ball and the length and height of the incline are changed, which of these variables has an effect on the time it takes the ball to reach the bottom of the incline?
MATERIALS:
1. Create 3 tables in your science journal that is 3 columns wide by 3 rows long -
Column Headings: Column 1 is blank; Height 1, Height 2;
Row Headings: Row 2: Slope 1, Row 3: Slope 2
You will use one table for each marble.
2. Read through all of the instructions before starting
3. Mass out each of the marbles.
INSTRUCTIONS:
1. Create an inclined plane using books and an opened binder. Put the middle of the binder at the top of the stack of books.
2. Measure the distance of the sloped plane in cms and the height of the ramp. Record the data in three tables. Someone needs to take pictures of the experiment with their iPad throughout the lab.
CONSIDER THE FOLLOWING:
A ball rolls down an incline. If the mass of the ball and the length and height of the incline are changed, which of these variables has an effect on the time it takes the ball to reach the bottom of the incline?
MATERIALS:
- Books
- Binders (to create incline plane)
- Scale
- Meter stick (remember length is measured in cms)
- 3 Marbles (must have different masses)
- Timer
- iPad (use to take pictures for video)
- Science Journal and a pencil
1. Create 3 tables in your science journal that is 3 columns wide by 3 rows long -
Column Headings: Column 1 is blank; Height 1, Height 2;
Row Headings: Row 2: Slope 1, Row 3: Slope 2
You will use one table for each marble.
2. Read through all of the instructions before starting
3. Mass out each of the marbles.
INSTRUCTIONS:
1. Create an inclined plane using books and an opened binder. Put the middle of the binder at the top of the stack of books.
2. Measure the distance of the sloped plane in cms and the height of the ramp. Record the data in three tables. Someone needs to take pictures of the experiment with their iPad throughout the lab.
This is an example of what you will do during the lab. The measurements will probably be different.
3. Under one of the tables write Marble #1 and its mass in grams. Roll the marble down the inclined plane. Record the time it takes for the marble to travel with the stopwatch. Record the information in the data table.
4. Under another table write Marble #2 and its mass in grams. Roll the marble down the inclined plane. Record the time it takes for the marble to travel with the stopwatch. Record the information in the data table.
5. Under the last table, write Marble #3 and its mass in grams. Roll the marble down the inclined plane. Record the time it takes for the marble to travel with the stopwatch. Record the information in the data table.
6. Now open up the binder, so that one end is at the top of the stack of books with the inside of the binder facing the ground. Add one book to the stack of books you already have. You may need to use additional books to prop up the binder.
7. Measure the height of the ramp and the slope. Record this information in all three tables.
8. Repeat steps 3 through 5.
9. Analyze the data tables. Write down 4-5 findings.
10. Write a conclusion to the lab based on your findings.
11. Write how this lab ties to the Phenomenon Question: How does a bowling ball receive and transfer PE and KE?
NOW IN YOUR SCIENCE JOURNAL, Answer The Following Questions:
A. Does the mass of the ball affect the speed at which it rolls?
B. Does the height of the incline affect the speed at which the ball rolls?
C. Does the length of the incline affect the speed at which the ball rolls?
NOW GO BACK TO THE INSTRUCTIONS FOR "Create Your Own Lab" and follow the instructions for making the video about your lab. Each person should be making their own video. You are welcome to share information, conclusions, pictures with your teammates, but each person should be creating their own video.
4. Under another table write Marble #2 and its mass in grams. Roll the marble down the inclined plane. Record the time it takes for the marble to travel with the stopwatch. Record the information in the data table.
5. Under the last table, write Marble #3 and its mass in grams. Roll the marble down the inclined plane. Record the time it takes for the marble to travel with the stopwatch. Record the information in the data table.
6. Now open up the binder, so that one end is at the top of the stack of books with the inside of the binder facing the ground. Add one book to the stack of books you already have. You may need to use additional books to prop up the binder.
7. Measure the height of the ramp and the slope. Record this information in all three tables.
8. Repeat steps 3 through 5.
9. Analyze the data tables. Write down 4-5 findings.
10. Write a conclusion to the lab based on your findings.
11. Write how this lab ties to the Phenomenon Question: How does a bowling ball receive and transfer PE and KE?
NOW IN YOUR SCIENCE JOURNAL, Answer The Following Questions:
A. Does the mass of the ball affect the speed at which it rolls?
B. Does the height of the incline affect the speed at which the ball rolls?
C. Does the length of the incline affect the speed at which the ball rolls?
NOW GO BACK TO THE INSTRUCTIONS FOR "Create Your Own Lab" and follow the instructions for making the video about your lab. Each person should be making their own video. You are welcome to share information, conclusions, pictures with your teammates, but each person should be creating their own video.
Dropping and Bouncing Lab
SAFETY PRECAUTIONS: Be sure that all types of balls are accounted for at all times. You do not want to have someone slip on a any type of ball.
CONSIDER THE FOLLOWING:
When a dropped ball collides with the ground, its kinetic energy is transferred into potential energy as the ball compresses. Then, as the ball's elasticity causes it to expand, potential energy is transformed back into kinetic energy in the form of the ball bouncing back up off the ground. To see this transfer of energy, drop several different types of balls onto the ground from the same height and see how high each type of ball rebounds. Determine which balls are the most efficient at transferring kinetic energy to potential energy and back again.
Does the mass of a ball affect the ball's elasticity?
MATERIALS:
1. Create a table in your science journal that is 4 columns wide by 4 rows long -
Column Headings: Row 2: Ball Type 1, Row 3: Ball Type 2, Row 4: Ball Type 3
Row Headings: Column 1 is blank; Height 1, Height 2, Height 3, Height 4
2. Mass out each of the ball types. You will need to record the mass of each ball type in your science journal.
3. Read through all of the instructions before starting
4. Be sure that one person on your team is assigned to take pictures of your lab that can be saved and shared with all team members.
INSTRUCTIONS:
1. Read through all of the instructions before starting the lab.
2. Measure the height of your first drop. Record this measurement in your science journal. RECOMMENDED: the top of the table. Put a meter stick next to where you are dropping the balls so that you can measure the height of the first bounce.
3. Drop each ball off of the table and record the height of the first bounce. Record the information in your table.
4. Add 2 books on top of the table that are positioned at the end of the table. Repeat steps 2 and 3.
5. Add 2 additional books to the stack of books on the table. Repeat steps 2 and 3.
6. Analyze the data you have collected. Write down a minimum of 4 findings.
7. Write down a conclusion based on evidence from your lab and your findings.
ANSWER THE FOLLOWING QUESTIONS IN YOUR SCIENCE JOURNAL:
A. When do you think that the potential energy was the highest? explain.
B. What happens when the ball is dropped off of the table? explain. (HINT: Think about energy)
C. Does distance have anything to do with kinetic energy? explain.
D. Does mass have anything to do with PE OR KE? explain.
E. What does your conclusion have to do with our Phenomenon Question: "How does a bowling ball receive and transfer PE and KE?"
CONSIDER THE FOLLOWING:
When a dropped ball collides with the ground, its kinetic energy is transferred into potential energy as the ball compresses. Then, as the ball's elasticity causes it to expand, potential energy is transformed back into kinetic energy in the form of the ball bouncing back up off the ground. To see this transfer of energy, drop several different types of balls onto the ground from the same height and see how high each type of ball rebounds. Determine which balls are the most efficient at transferring kinetic energy to potential energy and back again.
Does the mass of a ball affect the ball's elasticity?
MATERIALS:
- Scale (for massing out balls)
- Meter stick (remember length is measured in cms)
- 3 different types of balls (must have different masses)
- iPad (use to take pictures for video)
- Science Journal and a pencil
1. Create a table in your science journal that is 4 columns wide by 4 rows long -
Column Headings: Row 2: Ball Type 1, Row 3: Ball Type 2, Row 4: Ball Type 3
Row Headings: Column 1 is blank; Height 1, Height 2, Height 3, Height 4
2. Mass out each of the ball types. You will need to record the mass of each ball type in your science journal.
3. Read through all of the instructions before starting
4. Be sure that one person on your team is assigned to take pictures of your lab that can be saved and shared with all team members.
INSTRUCTIONS:
1. Read through all of the instructions before starting the lab.
2. Measure the height of your first drop. Record this measurement in your science journal. RECOMMENDED: the top of the table. Put a meter stick next to where you are dropping the balls so that you can measure the height of the first bounce.
3. Drop each ball off of the table and record the height of the first bounce. Record the information in your table.
4. Add 2 books on top of the table that are positioned at the end of the table. Repeat steps 2 and 3.
5. Add 2 additional books to the stack of books on the table. Repeat steps 2 and 3.
6. Analyze the data you have collected. Write down a minimum of 4 findings.
7. Write down a conclusion based on evidence from your lab and your findings.
ANSWER THE FOLLOWING QUESTIONS IN YOUR SCIENCE JOURNAL:
A. When do you think that the potential energy was the highest? explain.
B. What happens when the ball is dropped off of the table? explain. (HINT: Think about energy)
C. Does distance have anything to do with kinetic energy? explain.
D. Does mass have anything to do with PE OR KE? explain.
E. What does your conclusion have to do with our Phenomenon Question: "How does a bowling ball receive and transfer PE and KE?"
Pendulum Lab
SAFETY PRECAUTIONS: Be sure that there is nothing obstructing the pendulum and that your weights are tied on securely to the string so that the weights do not fly off and hit someone.
CONSIDER THE FOLLOWING:
A pendulum is an object, hung from a fixed point, that swings freely back and forth under the action of gravity. A playground swing is an example of a pendulum. The swing is supported by chains that are attached to fixed points at the top of the swing set. When the swing is raised and released, it will move freely back and forth. These back and forth movements are called oscillations. The swing is moving due to the force of gravity on the swing. The swing continues moving back and forth until friction (between the air and the swing, and between the chains and the attachment points) slows it down and eventually stops it.
MATERIALS:
CONSIDER THE FOLLOWING:
A pendulum is an object, hung from a fixed point, that swings freely back and forth under the action of gravity. A playground swing is an example of a pendulum. The swing is supported by chains that are attached to fixed points at the top of the swing set. When the swing is raised and released, it will move freely back and forth. These back and forth movements are called oscillations. The swing is moving due to the force of gravity on the swing. The swing continues moving back and forth until friction (between the air and the swing, and between the chains and the attachment points) slows it down and eventually stops it.
MATERIALS:
- String
- Scissors
- Ruler
- Desk or table
- Ring Stand with clip
- Various sized weights
- Stopwatch
- Science journal and pencil
- Scale
BEFORE STARTING LAB:
1. Create a table in your science journal that is 4 columns x 4 rows.
Column Headings: Column 1: Blank; Column 2: Mass #1; Column 3: Mass #2; Column 4: Mass #3
Row Headings: Row 2: Pendulum length 20 cms; Row 3: Pendulum length 40 cms; Row 4 Pendulum length 60 cms
2. Set up the ring stand at the end of the table. Clip on the clip so that when you add the string and the weights they will swing beyond the top of the table.
3. Mass out the three sizes of weights you have been given and record the masses in your science journal. Decide which one will be mass #1, mass #2, and mass #3 in your lab.
4. Read all of the instructions
INSTRUCTIONS:
1. Take the length of string that is 25 cms and tie mass #1 to it. Be sure that when you are finished you still have 20 cms of string to use for your pendulum. Measure 20 cms of string and attach the string with the mass onto the clip so that there is 20 cms of string to use for the pendulum.
2. Have one person take pictures of the lab.
3. Hold the protractor at the top of the clip with one hand, pull the weight on the string to 30 degrees.
4. Have one person get ready to start the stopwatch when the student holding the string/weight lets go. Count to ten complete swings (when the weight returns to the original position equals one swing) of the pendulum. The timer will stop when the pendulum has complete ten (10) swings. Record the number of seconds on the table.
5. Change out the weight and use mass #2. Again be sure that you only have 20 cms of string from the clip to the weight. Repeat steps 1 - 4.
6. Change out the weight and use mass #3. Again be sure that you only have 20 cms of string from the clip to the weight. Repeat steps 1 - 4.
7. Change the length of the string to 35 cms and tie mass #1 to it. Follow steps #1 - 6.
8. Change the length of the string to 45 cms and tie mass #1 to it. Follow steps #1 - 6.
9. Analyze your data table. Write down 4 findings from your data.
10. Using evidence from this lab and your findings write a conclusion of what you have learned using your science words.
1. Create a table in your science journal that is 4 columns x 4 rows.
Column Headings: Column 1: Blank; Column 2: Mass #1; Column 3: Mass #2; Column 4: Mass #3
Row Headings: Row 2: Pendulum length 20 cms; Row 3: Pendulum length 40 cms; Row 4 Pendulum length 60 cms
2. Set up the ring stand at the end of the table. Clip on the clip so that when you add the string and the weights they will swing beyond the top of the table.
3. Mass out the three sizes of weights you have been given and record the masses in your science journal. Decide which one will be mass #1, mass #2, and mass #3 in your lab.
4. Read all of the instructions
INSTRUCTIONS:
1. Take the length of string that is 25 cms and tie mass #1 to it. Be sure that when you are finished you still have 20 cms of string to use for your pendulum. Measure 20 cms of string and attach the string with the mass onto the clip so that there is 20 cms of string to use for the pendulum.
2. Have one person take pictures of the lab.
3. Hold the protractor at the top of the clip with one hand, pull the weight on the string to 30 degrees.
4. Have one person get ready to start the stopwatch when the student holding the string/weight lets go. Count to ten complete swings (when the weight returns to the original position equals one swing) of the pendulum. The timer will stop when the pendulum has complete ten (10) swings. Record the number of seconds on the table.
5. Change out the weight and use mass #2. Again be sure that you only have 20 cms of string from the clip to the weight. Repeat steps 1 - 4.
6. Change out the weight and use mass #3. Again be sure that you only have 20 cms of string from the clip to the weight. Repeat steps 1 - 4.
7. Change the length of the string to 35 cms and tie mass #1 to it. Follow steps #1 - 6.
8. Change the length of the string to 45 cms and tie mass #1 to it. Follow steps #1 - 6.
9. Analyze your data table. Write down 4 findings from your data.
10. Using evidence from this lab and your findings write a conclusion of what you have learned using your science words.
Final Answer - Some direction
With your final answer I would like to see you address the following aspects of bowling and energy:
At what point is Potential Energy happening?
At what point(s) is Kinetic Energy happening?
Where does force come into play?
What type of energy is friction PE or KE?
Is friction at work at anytime? If so, where and how?
Does the mass of the bowling ball affect PE or KE, explain.
Does the distance the bowling ball travels effect PE or KE, explain.
Where are the transfer points from PE to KE happen? and from KE to PE? explain.
Think about each lab we have done and use what you learned as evidence to answer the questions above.
At what point is Potential Energy happening?
At what point(s) is Kinetic Energy happening?
Where does force come into play?
What type of energy is friction PE or KE?
Is friction at work at anytime? If so, where and how?
Does the mass of the bowling ball affect PE or KE, explain.
Does the distance the bowling ball travels effect PE or KE, explain.
Where are the transfer points from PE to KE happen? and from KE to PE? explain.
Think about each lab we have done and use what you learned as evidence to answer the questions above.
VIDEOS TO WATCH:
Chris Bergmann - www.youtube.com/watch?v=8GLtFNaiMH8
Bill Nye - www.youtube.com/watch?v=0ASLLiuejAo
Professor Dave - https://www.youtube.com/watch?v=OTK9JrKC6EY
Chris Bergmann - www.youtube.com/watch?v=8GLtFNaiMH8
Bill Nye - www.youtube.com/watch?v=0ASLLiuejAo
Professor Dave - https://www.youtube.com/watch?v=OTK9JrKC6EY