1. The Question Objects are constantly changing position. However, this change would be impossible without energy. The energy of motion and position must.

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1. The Question Objects are constantly changing position. However, this change would be impossible without energy. The energy of motion and position must be described. How do you describe the relationship between potential energy and kinetic energy in moving objects Next Last update: May 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at

2. Information Sources You will review the following web resources in order to differentiate between kinetic and potential energy. Kinetic and Potential Energy Kinetic Energy Potential Energy Difference Between Kinetic and Potential Energy A.Paint Can SimulationPaint Can Simulation B.Roller Coaster SimulationRoller Coaster Simulation Next Last update: May 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at

3. The Student Activity Next Last update: July 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available athttp://fno.org/sept02/slamdunk.html. You will complete the Potential and Kinetic Energy of Moving Object Activity.Potential and Kinetic Energy of Moving Object Activity

4. The Assessment Activity You will apply your new learning regarding kinetic and potential energy by completing the Assessment Activity.Assessment Activity Next Last update: July 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available athttp://fno.org/sept02/slamdunk.html.

5. Enrichment Activities Real World Applications: PE and KE Physics and Roller Coaster Design Physics and Roller Coaster Design Energy Skate Park Simulation BrainPOP Videos on PE and KE Next Last update: July 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non- profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available athttp://fno.org/sept02/slamdunk.html. How does bouncing a basketball demonstrate potential and kinetic energy transformations?

6. Teacher Support Materials Teacher Notes: Objective: Students will be able to analyze the movements in a variety of contexts in order to describe the relationship between potential energy and kinetic energy in moving objects. Differentiation: All students complete the same class work and assessment. However they are divided into gold and silver stars for reading. Gold stars read the site without any assistance whereas for silver stars the site Time Management Strategies: It is suggested that this activity This activity could also be conducted in groups of two students. Technology Infusion: The students will need to be introduced to drop-down menus and entering the text into the enabled areas. Students should also be familiar with opening hyperlinks in both the documents and in the Power point presentation. The students should also be familiar with tabs (sheets in excel), entering text in boxes, clicking into boxes AVID Strategy: The following AVID strategies are supported in this lesson: inquiry based learning, quick write (reaction and analysis) and use of Costas and Bloom questioning. Learning Styles: Field Dependent, Field independent, Visual and Reflective Learners, Global Understanding Maryland State Curriculum Goal: 5.0 Physics: Students will use scientific skills and processes to explain the interactions of matter and energy and the energy transformations that occur. Indicator 1: Identify and explain that heat energy is a product of the conversion of one form of energy to another. Objectives a. Identify various forms of energy such as mechanical, solar, chemical, electrical, and nuclear. b. Identify the energy transformations that must occur in order for work to be done by various common devices, such as home appliances, flashlights, and cars. c. Recognize and explain that some heat energy is always lost from a system during energy transformations. Common Core Standards :Reading Standards for Literacy in Science and Technical Subjects 6– Last update: May 2015 Created by Keishauna Banks BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts. Craft and Structure 4. 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. Integration of Knowledge and Ideas 7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. Next