Station 1: Up in the Air
Skill:
T.2 I can develop a model that demonstrates the effects of changing the distance between objects on
potential and kinetic energy.
Directions:
1.
Tape a magnet to the bottom of a cup so it hangs over the edge like a diving board. Tie a
paper clip to some thread. Touch it to the bottom of the magnet so the thread hangs down.
Tape the thread to the table but leave the end free.
2. Now pull the thread so the paper clip “hangs” up in the air. Observe the difference in potential
energy affecting the magnet at different distances as you pull.
A text book writer wants to explain that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
1. In your science journal draw a diagram of the magnet, cup and paper clip that the text book
author could use to help explain this relationship. You must include a title, labels identifying
important parts of the drawing, use scientific words, and include a caption with a short sentence
or two describing your figure and clearly serve the purpose of that the text book writer is trying to
convey.
Station 2: Meteor Drop
Skill:
T.2 I can develop a model that demonstrates the effects of changing the distance between objects on
potential and kinetic energy.
Procedure:
1.
2.
3.
4.
Take a marble and drop it from .5 meter above the box so that it lands in the flour.
Measure the crater width. Record in the data table below.
Take a marble and drop it from 2 meters above the box so that it lands in the flour.
Measure the crater width. Record in the data table below.
Figure A.
Height of Drop
Crater Width
.5 Meters
2 Meters
1. Provide one sentence providing data that supports the following claim: Increasing the amount of
potential energy in a system can result in a greater amount of energy to be transferred to kinetic
energy.
2. A text book writer wants to explain that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system. In your science journal
draw a diagram of the Meteor Drop that the text book author could use to help explain this
relationship. You must include a title, labels identifying important parts of the drawing, use
scientific words, and include a caption with a short sentence or two describing your figure and
clearly serve the purpose of that the text book writer is trying to convey.
Station 3: Tape Interaction
Skill:
T.2 I can develop a model that demonstrates the effects of changing the distance between objects on
potential and kinetic energy.
Directions:
1. Take a piece of scotch tape about 5 inches long and fold the end to make a tab or “handle”.
2. Repeat step 1.
3. Stick the pieces of tape together so that the sticky side of one piece is stuck to the SMOOTH side
of the other piece.
4. Run your fingers over the tape to make sure they are stuck tightly.
5. Grab the tabs of the tape and pull the pieces apart.
6. Stick one of the pieces to the side of the table so that the end hangs down.
7. Take the remaining piece of tape and slowly bring the SMOOTH side of the tape towards the
SMOOTH side of the tape stuck off the edge of the table.
8. Observe how distance affects the amount of potential energy stored in the tape.
A text book writer wants to explain that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
1. In your science journal draw a diagram of the tape that the text book author could use to help
explain this relationship. You must include a title, labels identifying important parts of the drawing,
use scientific words, and include a caption with a short sentence or two describing your figure and
clearly serve the purpose of that the text book writer is trying to convey.
Station 4: Spool Racer
Skill:
T.2 I can develop a model that demonstrates the effects of changing the distance between objects on
potential and kinetic energy.
Directions:
1. Use the spool racer to test the relationship between potential and kinetic energy.
2. Create a data table on your own below that includes at least 3 testing groups.
Figure A.
Trial 1
Trial 2
Trial 3
Average
5 wraps
10 wraps
15 wraps
1. Which spool racer has the most potential energy? How do you know?
2. Explain the relationship between the number of times the rubber band was twisted and the
amount of potential energy stored in the system. You must include a diagram to aid in your
explanation.