1. A special partnership between the Georgia Department of Education and the Educational Technology Training Centers in support of the 8 th Grade Physical Science Frameworks. Module 2 Energy in our Lives

2. Georgia Performance Standards Framework for Physical Science – Grade 8 Unit: Energy in our Life Differentiated Task Stop and Go with Energy

3. Standards Content S8P2. Students will be familiar with the forms of transformations of energy. a.Explain energy transformation in terms of the Law of Conservation of Energy. b.Explain the relationship between potential and kinetic energy. S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature. a.Recognize that every object exerts gravitational force on every other object and that the force exerted depends on how much mass the objects have and how far apart they are. Characteristics S8CS3. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations. c. Apply the metric system to scientific investigations that include metric to metric conversions (i.e., centimeters to meters). e. Use ratios and proportions, including constant rates, in appropriate problems. S8CS5. Students will use the ideas of systems, model, change, and scale in exploring scientific and technological matters. a.Observe and explain how parts can be related to other parts in a system such as the role of simple machines in complex machines. b.Understand that different models (such as physical replicas, pictures, and analogies) can be used to represent the same thing.

4. Enduring Understandings: Energy appears in different forms such as mechanical energy, gravitational energy, heat energy, and electric and magnetic energy. Energy cannot be created or destroyed, but only changed from one form into another. Every object exerts gravitational force on every other object Essential Questions: How can a roller coaster move along its track without an engine pushing or pulling on it? How is lightning different from the electricity that I use at home?

5. Pre-Assessment Students will work in groups (2-4 students) to create a concept map of potential and kinetic energy. Each map should include definitions, forms, and uses. Create map using Inspiration®

6. Concept Map Example

7. Basic Performance Task: Roller Coasters

8. Students will define potential and kinetic energy and discuss the relationship between the two. Resources for understanding potential and kinetic energy: Jumping on the Trampoline Energy of a Pendulum Roller Coasters Additional Examples Basic Performance Task

9. Directions: Students will design and construct a model roller coaster with three hills and one loop consisting of a “car.” Materials: 2 meters of flexible wire, 1 bead or hex nut, and tape Procedure: Step 1 Draw a sketch of your coaster design on paper. Step 2 Build your roller coaster using the wire. Make sure it will stand-alone. Step 3 Test your design with the bead. Step 4 If the bead does not complete the track. Redesign your coaster and try it again. Basic Performance Task

10. The track with the largest sum of vertical heights from all three hills with the “car” successfully exiting the track. Resource Extensions: Roller Coaster Physics More Roller Coasters Who wins?

11. Labeling Energies Label the following points on the roller coaster and explain: 1.Maximum potential energy 2.Minimum potential energy 3.Maximum kinetic energy 4.Minimum kinetic energy

12. Intermediate Performance Task: Energy from a Lemon

13. Intermediate Performance Task Directions: Students will define potential and kinetic energy and discuss the relationship between the two, then complete the following lab. Materials: 4 lemons, 4 pennies, 4 zinc nails, 1 LED, 5 alligator clips Procedure: Step 1Roll the fruit using the palm of your hand to soften it. Be careful not to break the peel. Step 2Cut a slit in the lemon and place the penny into the slit. Step 3Insert the zinc nail into the lemon. (Place the nail approximately 2-5 cm away from the penny) Step 4Create a circuit. Step 5Observe.

14. Intermediate Performance Task Work in pairs to create a collage of at least 3 ways we release stored potential energy to useful kinetic energy at least 3 ways we use moving kinetic energy to produce stored potential energy. Resource: The Secret Lives of EnergyThe Secret Lives of Energy

15. Advanced Performance Task: Power Plant Energy

16. Advanced Performance Task Directions: Students will define potential and kinetic energy and discuss the relationship between the two, then perform demonstrations of energy conversions for the class at the completion of the unit. Power plant research will be used to create a presentation that answers the following questions: How does a generator at a power plant convert energy to electric energy? What are some sources of energy used to make electricity? What is the number one source of energy used in America to create electricity? How does the electricity get to our homes? How does the electricity get used at our homes? Why don’t we use lightning as a source of electricity for our homes? Resource: Power PlantsPower Plants

17. Energy Transformations Initial EnergyTransformationFinal Energy Gravitational potential energy Dropping a water balloonKinetic energy Car engine burning gasoline Solar cells Human body Hand warmers Wind chime Plugging in a lamp In the table, identify the initial and final energy for the transformations listed.

18. What were the “Big Concepts” in each activity? How will students make sense of these concepts? Discuss real-world examples that may reinforce students’ understanding. Homework, accommodations for students with disabilities, gifted students, ELL What other standards and elements might one introduce at this time to unify the concepts? What are some common student misconceptions and how can these activities facilitate the student’s proper conception and understanding? Teacher Reflection