CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Unit: Conservation of Energy (H.P.3B)
Standard: H.P.3 The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the
conservation of energy.
Conceptual Understanding: Mechanical energy refers to a combination of motion (kinetic energy) and stored energy (potential energy). Mechanical
energy is conserved when only conservative forces act; in other words, no work is done by friction. Energy models include flow charts and bar charts.
Gravitational and electrical potential energy may be modeled as energy stored in the fields created by massive objects or charged particles.
Important to Note:
All files referred to are on the websitehttp://ccsdphysics.weebly.com/organized by unit, except for tests.
3A and 3B are inter-related standards and it may make sense to teach parts of 3B (conservation of energy) before parts of 3A (power and
efficiency).
Unit Engagement/Anchor Activity Suggestions
There are some conceptual links between this standard and the laws of thermodynamics addressed in H.P.3C. Discussing entropy (2 nd law) and
conservation of energy (1st law) in the introduction to this unit is a good place to start. The Big History Project introductory video is excellent.
Formative Assessment Opportunities
Standard
Assessment items
Springs Mini-Lab
COE Quiz
H.P.3B1, H.P.3B.2
H.P.3A1, H.P.3A.2, H.P.3B1, H.P.3B.2
Summative Assessment Opportunities
Standard
H.P.3A1, H.P.3A.2, H.P.3B1, H.P.3B.2
H.P.3B1, H.P.3B.2
Assessment Items
Roller Coaster Project
Conservation of Energy Lab
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Investigations and Resources
Part 1: Conservation of Mechanical Energy (H.P.3B.1 and H.P.3B.2)
2014 science
performance
indicators
H.P.3B.1 Develop
and use models
(such as computer
simulations,
drawings, bar
graphs, and
diagrams) to
exemplify the
transformation of
mechanical energy
in simple systems
and those with
periodic motion
and on which only
conservative
forces act.
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 Where does
the energy
come from to
move a ball in a
pinball
machine? In a
pendulum?
Demonstration: a tennis ball on a
string released from in front of
your nose will return to same
position (or bowling ball video)
Identify potential
energy (elastic or
gravitational) as the
source of the energy
Use the PhET simulation to observe
the interplay between potential
and kinetic energy.
 Turn on the bar graph; ask
students to copy the bar chart
at 3 points in the path
 Turn on “track friction” and
raise the coefficient of friction
to see the effect of nonconservative forces
Explain that the ball
has the same
amount of potential
energy when it
returns
Work with different spring scales to
calculate elastic potential energy
Describe the effect
of friction (a nonconservative force)
on the diagrams
Draw models of
kinetic and
gravitational
potential energy at
a variety of
positions
Demonstrate a
physical
understanding of
the spring constant
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
https://www.youtube.com/watch?v
=xXXF2C-vrQE
Holt Physics Chapter 5
Sections 2 and 3
http://phet.colorado.edu/en/simula
tion/energy-skate-park
Springs Mini-Lab.doc
Vocabulary
(tier 2 and 3)
mechanical
energy
gravitational
potential energy
(PEg)
elastic potential
energy (PEe)
kinetic energy
(KE)
non-conservative forces
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
H.P.3B.2 Use
mathematical and
computational
thinking to argue
the validity of the
conservation of
mechanical energy
In simple systems
and those with
periodic motion
and on which only
conservative
forces act (KE =
1/2mv2, PEg =
mgh, PEe= 1/2kx2)
How can one
determine how fast
a skier is going at
the bottom of a hill
just based on the
height of the hill?
 Make the link from the bar
charts to a COE (conservation
of energy) equation. Use the
LOL diagrams and draw bars as
composed of several blocks to
show total amount of energy
conserved
 Show how to solve COE
problems once the equation
has been determined
 Lab with a variety of energy
stations to solve (spring
oscillations, pendulums)
 Marble track project: predict
kinetic energy of ball at the
bottom of the track using COE;
then calculate using projectile
motion and and compare.
 Create valid
models for a
variety of COE
scenarios
 Generate
correct
equations from
models and
solve
successfully
 In Roller Coaster
Determine the
%error between
the predicted
kinetic energy
and actual
kinetic energy.
Discuss the
sources of error
to argue to
validity of the
COE equations.
Conservation of Energy Lab.doc
http://kellyoshea.wordpress.com/20
12/03/05/energy-bar-charts-loldiagrams/
Conservation of Energy Lab.doc
Roller Coaster Project.doc
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Part 2. Potential Energy in Gravitational and Electrical Fields (H.P.3B.3)
Note: This performance indicator lends itself to being an introduction to the non-contact forces unit. It is listed with the other 3B objectives as it
should be taught after them and in conjunction with the inverse square laws in standard H.P.2D. Force vectors are mentioned here but are
described in Performance Indicator H.P.2D.5.
2014 science
performance
indicators
H.P.3B3 Use
drawings or
diagrams to
identify positions
of relative high
and low potential
energy in a
gravitational and
electrical field
(with the source of
the field being
positive as well as
negative and the
charge
experiencing the
field being positive
as well as
negative)
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 What two
factors make
Earth’s
gravitational
field different
from a black
hole’s
gravitational
field?
 What direction
is a gravitation
field around a
planet? An
electric field
around a
charged
object?
 How do
physicists
indicate field
strength and
direction?
Activity: use iron filings (inside
plastic sheets) and magnets to
illustrate magnetic field lines
between two opposite magnetic
poles. Students draw field lines
and make predictions as to what
affects field strength at a particular
location
Draw field lines
originating at one
pole and
terminating at
another.
Provide rules on drawing
gravitational field lines.
Contrast electric field lines with
gravitational field lines.
Explain why a positive test charge
has a high potential energy when it
has a small distance from a positive
charge.
Identify and draw the direction of
the force a positive test charge
would experience in the field as
well as an electron.
Identify factors that
determine field
strength at a
particular location
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Holt Physics Chapter 7 Section 2 and
Chapter 16 Section 3
http://hubblesite.org/
explore_astronomy/ black_holes/
encyclopedia.html
http://www.physics
classroom.com/class/
estatics/Lesson-4/Electric-FieldLines
Draw gravitational
fields and mark
Black Holes reading in Chapter 7
location of high and section 2 (p. 243)
low potential energy
Draw electric fields
lines around point
charges and
between charges.
Label points of high
and low potential
energy for positive
and negative
Vocabulary
(tier 2 and 3)





gravitational
field
electric field
field lines
non-contact
forces
field forces
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
charges.
CC LITERACY
RST.11-12.2
How are the
gravitational fields
of black holes the
same as and
different from
those of stars?
Students read about black holes
and answer guided questions
Draw force vectors
for charges in fields
Describe the
gravitational field
and other
properties of black
holes