Lesson 2 - Types of Potential Energy Science - SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy. Science - SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. Science - SPI 0607.Inq.4 Draw a conclusion that establishes a cause and effect Materials: Rubber band propeller planes, stretchy spring with object on the end, glow sticks, stop watches, graph paper, scientist’s notebook, access to science textbook / internet. Time needed: 2-3 hours Safety: goggles, heat source, spinning objects o Exploration of Pre-Instruction Understanding Review the meaning of potential energy and examples Review the findings of the Kinetic and Potential Energy Lab o Pre-Laboratory Activities Three student volunteers: one holds a stretched spring, with a mass on it, without releasing it, one winds up a propeller on a plane without releasing it, and one holds a glow stick without snapping it. Have all students brainstorm in their scientist’s notebook first, then out loud what these items have in common – write their ideas on the board, accepting all ideas Next, have all students brainstorm how these items / situations are different, first in their scientist’s notebook then out loud – again write their ideas on the board, accept all ideas Come to a consensus as a class what they have in common and how they are different, leading them to the fact that they all can do work when released (have potential energy). And how they are different – they have different types of potential energy that can make them work. Have students to come up with a testable question with regards to one of the objects, i.e., how does _____ effect _____?” (How do the number wind-ups on the plane effect how long it will spin when released?) Put students in groups based on their question. Lab groups then write their hypothesis regarding the object they chose, i.e., “If we stretch the spring _____cm, it will bounce_____ times.” Another example is, “If we wind up the propeller _____times, it will take ______ seconds to stop.” Or “If we snap the glow stick at _____temperature, it will last__________ minutes.” There will need to be three statements reflecting more and less spring stretches, more and fewer windings of the propeller, and hotter and colder temperatures of the glow stick. Have lab groups design their lab, with an appropriate table to record their data. Provide examples of data tables. Time for Propeller to Stop Spinning Trial 1 Trial 2 Trial 3 No. Wind-ups Time to stop Length of Spring Stretch vs Number of Bounces Trial 1 Trial 2 Trial 3 Length of stretch No. of bounces Temperature vs Glow light Time Trial 1 Trial 2 Trial 3 Temp of water Glow light time o Participation in the Laboratory Activity Once the lab design is approved, students begin to conduct their experiment. Monitor the process of carrying out the experiment and the recording of data Students write their observations along with their data in their scientist’s notebook in the Observations portion of their lab. After collecting data and writing their observations, students graph their data SPI 0607.Inq.3 Interpret and translate data in a table, graph, or diagram. o Negotiation Phase I – Writing Personal Meanings In the Claims and Evidence section of the lab, students write an explanation of their results that explains the relationship of more stretch, windings, or temperature, the more bounces, longer rotating, or shorter glow time, etc. Have students also write what they learned regarding gravitational potential energy from the previous lab (Potential and Kinetic Energy) SPI 0607.10.1 Distinguish among gravitational potential energy, elastic potential energy, and chemical potential energy. o Negotiations Phase II – Share Data with the Groups Next students compare their findings with the other groups by writing their statements on the board, on group white boards, or butcher paper. Group discussion of results o Negotiation Phase III – Compare Findings to Scientific Community Once findings are shared between groups, a comparison with the scientific community is next. This can happen by going to the textbook, appropriate internet source, or other reliable source. Group discussion of results o Negotiation Phase IV- Individual Reflection In the Reflection portion of their lab, students compare their hypothesis with their findings and write down how their ideas have changed and if they have any more questions. After comparisons are made, students write the best explanation of what they learned in the Writing section in their scientist’s notebook. It is important for students to write their opinions of the experience in their scientist’s notebook as well. o Exploration of Post-Instruction Understanding Reading students’ Reflection and Writing portion of the lab can indicate student understanding. Students can choose one of the following projects: Create a poster demonstrating the difference between gravitational, elastic, and chemical potential energy and the relationship with kinetic energy. Create a comic strip story depicting the difference between gravitational, elastic, and chemical potential energy and the relationship with kinetic energy. Write a song depicting the difference between gravitational, elastic, and chemical potential energy and the relationship with kinetic energy. Write a creative story from the perspective of the spring, propeller, or glow stick describing the difference between gravitational, elastic, and chemical potential energy and the relationship with kinetic energy. Design a game that helps younger students learn about the difference between gravitational, elastic, and chemical potential energy and the relationship with kinetic energy.