Kinetic and potential energy worksheet grade 8

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Kinetic and potential energy worksheet grade 8

Grade level: 8 (7-9) Time required: 45 minutes Lesson dependence: No topic: Physical Sciences, Physics After this lesson, students should be able to: Recognize that engineers need to understand the many different forms of energy in order to design useful products. Explain the concepts of kinetic and potential energy. Understand that energy can change from one form to another. Understand that energy can be described by equations. NGSS Performance Expectation MS-PS3-5. Build, use and present arguments in support of the statement that when an object's kinetic energy changes, the energy is transferred to or from the object. (Grades 6 to 8) Do you agree with that alignment? Thank you for your comments! Click to see other curriculum aligned with this performance expectation This lesson focuses on the following aspects of 3D learning from the NGSS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Building, using and presenting oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or model for a phenomenon. Alignment agreement: Thanks for your comments! Scientific knowledge is based on logical and conceptual links between evidence and explanations. Alignment agreement: Thanks for your comments! When the motion energy of an object changes, there is inevitably another energy change at the same time. Alignment agreement: Thanks for your comments! Energy can take different forms (e.g. energy in fields, thermal energy, movement energy). Alignment agreement: Thanks for your comments! Add, subtract, multiply and routinely divide decimals in multiple digits using the standard algorithm for each operation. (6th grade) More Details See the program aligned Do you agree with this alignment? Thank you for your comments! Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (9th to 12th grade) More Details See the program aligned Do you agree with this alignment? Thank you for your comments! Solve real and mathematical problems involving the four operations with rational numbers. (7th year) More Details See the program aligned Do you agree with this alignment? Thank you for your comments! Reason quantitatively and use units to solve problems. (9th to 12th grade) More Details See the program aligned Do you agree with this alignment? Thank you for your comments! Use the units as a way to understand problems and guide problem solving in several steps. (9th to 12th grade) More details See the program aligned agree with this alignment? Thank you for your comments! Solve linear equations and inequalities into a single variable, including equations with coefficients represented by letters. (9th to 12th grade) More Details See the program aligned Do you agree with this alignment? Thank you for your comments! Use mathematical expressions to describe the movement of an object (8th grade) More details See the program aligned Do you agree with this this Thank you for your comments! Use research-based models to describe energy transfer mechanisms and predict the amounts of energy transferred (8th grade) More details See the aligned curriculum Do you agree with this alignment? Thank you for your comments! Suggest an untewed alignment above Start by showing the class three elements: 1) a food (such as a bagel, banana or can of sparkling water), 2) a battery and 3) you, standing on a stool or chair. Ask the class what these three things have in common. The answer is energy. The food contains chemical energy that is used by the body as fuel. The battery contains electrical energy (in the form of electrical, potential or stored energy), which can be used by a flashlight or portable CD player. A person standing on a stool has a potential energy (sometimes called gravitational potential energy) that could be used to crush a cane, break the banana, or really injure someone's foot standing under you. Make a spectacular demonstration of jumping on the banana or an empty soda can. (Be careful! Banana peels are slippery!) Explain ideas of potential energy and kinetic energy as two different types of mechanical energy. Give definitions of each and present the equations, carefully explaining each variable, as discussed in the next section, PE - mass x g x height and KE - 1/2 m x v2 Explain how energy can be converted from one form to another. See the associated activities, Swinging Pendulum and Swinging Pendulum (for high school) to illustrate the transition from potential to kinetic energy. This should be clear from the jump demonstration. You had potential energy (stored energy) when you stood on the stool, which completely turned into kinetic energy (movement energy) just before landing on the ground. As a side note, the ground absorbed your energy when you landed and turned it into heat. Every time something moves, you can see the energy change of that system. Energy can make things happen or cause a change in the position or condition of an object. Energy can be defined as the ability to do the job. The work is done when a force moves an object over a given distance. The ability to work, or energy, can take many different forms. Mechanical, electrical, chemical or nuclear energy is an example. This lesson introduces mechanical energy, the easiest form of energy to observe on a daily basis. All moving objects have mechanical energy. There are two types of mechanical energy: potential energy and kinetic energy. Energy is the energy that an object has because of its position and is measured in Joules (J). Potential energy can also be considered stored energy. Kinetic energy is the energy that an object has because of its movement and is also measured in Joules (J). Because of the principle of energy conservation, energy can change its shape (potential, kinetic, thermal/thermal, electric, light, sound, etc.) but it is never created or destroyed. In the context of mechanical mechanics Potential energy is the result of the position, mass and acceleration of an object's gravity. A book resting on the edge of a table has potential energy; If you bet push it over the edge, the book would fall. It is sometimes called gravitational potential energy (PE). It can be expressed mathematically as follows: PE - mass x g x height or PE - weight x height where PE is the potential energy, and g is acceleration due to gravity. At sea level, g - 9.81 metres/sec2 or 32.2 feet/sec2. In the metric system, we would generally use the mass in kilograms or grams with the first equation. With English units, it is common to use the weight in pounds with the second equation. Kinetic energy (KE) is the energy of movement. Every moving object has a kinetic energy. An example is a baseball that was thrown. Kinetic energy depends on both mass and speed and can be expressed mathematically as follows: KE - 1/2 m x v2 Here KE means kinetic energy. Note that a change in speed will have a much greater effect on the amount of kinetic energy because the term is squared. The total amount of mechanical energy in a system is the sum of the potential and kinetic energy, also measured in Joules (J). Total Mechanical Energy - Potential Energy Kinetic Energy Engineers must understand both potential and kinetic energy. A simple example would be the design of a roller coaster -- a project involving both mechanical engineers and civil engineers. At the beginning of the roller coaster, cars must have enough potential energy to power them for the rest of the journey. This can be done by raising the cars to a great height. Then, the increased potential energy of the cars is converted into enough kinetic energy to keep them moving for the entire length of the track. This is why roller coatings usually start with a large hill. As cars start on the first hill, the potential energy is transformed into kinetic energy and cars pick up speed. Engineers design the roller coaster to have enough energy to complete the course and overcome the energizing effect of friction. Osclant pendule - Students predict how fast a pendulum will swing by converting potential energy into kinetic energy. They check their predictions by measuring its speed. Watch this activity on YouTube Swinging Pendulum (for high school) - This activity shows students the importance of engineering to understand the laws of mechanical energy. Specifically, it shows how potential energy can be converted into kinetic energy and return. Given the height of the pendulum, the students and predict how fast the pendulum will swing using equations for potential and kinetic energy. Watch this activity on YouTube reaffirm that potential energy and kinetic energy are forms of mechanical energy. The potential energy is the energy of the position and the kinetic energy is the energy of the movement. A ball you hold in your hand has potential energy, while a ball you throw has kinetic energy. Kinetic. two forms of energy can be transformed in both directions. When you drop a ball, you show an example of a potential energy change in kinetic energy. Explain that energy is an important engineering concept. Engineers need to understand the many forms of energy in order to design useful products. An electric pencil sharpener is used to illustrate the point. First, the designer needs to know how much kinetic energy the spinning blades need to successfully shave the end of the pencil. Then, the designer must choose an appropriate powered engine to provide the necessary energy. Finally, the designer must know the electrical energy needs of the engine in order for the engine to do the task assigned to it correctly. Energy conservation: The principle that the total energy of an isolated system remains constant regardless of changes within the system. Energy cannot be created or destroyed. Energy: Energy is the ability to do the job. kinetic energy: The energy of movement. mechanical energy: Energy composed of both potential energy and kinetic energy. Potential energy: The energy of the position or stored energy. Pre-lesson evaluation discussion questions: Solicit, integrate and summarize students' responses. What are the examples of dangerous and dangerous placement of objects? (Possible answers: Rocks on the edge of a cliff, dishes barely on the shelves, etc.). Post-introduction assessment question/response: Ask students and discuss in class: What has more potential energy: a rock on the ground or a 10-foot feather in the air? (Answer: The feather because the rock is on the ground and has no potential energy. However, if the rock were 1 mm from the ground, it would probably have more potential energy.) Brainstorming Summary Assessment Group: Give groups of students each a ball (e.g., tennis ball). Remind them that energy can be converted from potential to kinetic and vice versa. Write a question on the board and ask them to think about the answer in their groups. Whether students record their answers in their journals or on a piece of paper and hand them over. Discuss the responses of the student groups with the class. How can you throw a ball and have its energy change from kinetic to potential and back to kinetic without touching the ball once it relases your hand? (Answer: Throw it directly into the air.) Calculation: Do students have problems with potential energy resolution and kinetic energy: If a mass of 8 kg is maintained at a height of 10 m, what is its potential energy? (Response: PE - (8 kg) (9.8 m/s2) (10 m) - 784 kg-m2/s2 - 784 J) Now let's consider an object with kinetic energy 800 J and a mass of 12 kg. How fast is he? (Response: v - sqrt (2-KE/m) - sqrt ((2 - 800 J)/12 kg) - 11.55 m/s) There is another potential, non-height-related form of energy, which is called spring potential or elastic potential energy. In this case, the energy is stored when you compress or lengthen a spring. Spring. students search the Internet or library for the equation of the potential energy of spring and explain what the variables in the equation represent. The answer is PEspring - 1/2 k-x2 where k is the spring constant measured in N/m (Newton/meters) and x is the distance in which the spring is compressed or stretched measured in m (meters). Argonne Transportation - Laser rail glazing. September 29, 2003. Argonne National Laboratory, Transportation Technology Research and Development Center. October 15, 2003. Asimov, Isaac. The history of physics. New York: Walker and Co., 1984. Jones, Edwin R. and Richard L. Childers. Contemporary university physics. Reading, MA: Addison-Wesley Publishing Co., 1993. Kahan, Peter. Scientific explorer: Movement, forces and energy. Upper Saddle River, NJ: Prentice Hall, 2000. Luehmann, April. Give me some energy. June 12, 2003. Science and Mathematics Initiative for Learning Enhancement, Illinois Institute of Technology. October 15, 2003. smile/ph9407.html Nave, C.R. HyperPhysics. 2000. Department of Physics and Astronomy, Georgia State University. October 15, 2003. hyperphysics.phy-astr.gsu.edu/hbase/hframe.html The Atoms Family - The Mummy's Tomb - Raceways. Miami Museum of Science and Space Transit Planetarium. October 15, 2003. the ngss center of the engineering-aligned physics program for an additional physics and physical science program featuring engineering. ? 2004 by regents from the University of Colorado. Bailey Jones; Matt Lundberg; Chris Yakacki; Malinda Schaefer Zarske; Denise Carlson Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder The content of this digital library program was developed as part of a grant from the Fund for the Improvement of Post-Secondary Education (FIPSE), the U.S. Department of Education and the National Science Foundation's GK-12 Grant 0338326. However, this content does not necessarily represent the policies of the Department of Education or the National Science Foundation, and you should not be supported by the federal government. Last updated: December 8, 2020, 2020

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