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Authentic learning project Energy at a Skate park

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Authentic learning project Energy at a Skate park

  1. 1. Exploring Kinetic and Potential Energy at the Skate Park Skate Park Energy Authentic Learning Project Brittany Konda
  2. 2. Summary  Students will be exploring kinetic energy, friction, and potential energy through an interactive simulation. They will build ramps for a skater to view how speed and mass affects his energy and motion.
  3. 3. Standards  6.P.2.1. Students are able to describe how push/pull forces acting on an object produce motion.  6.P.3.1. Students are able to identify types of energy transformations.  ISTE NETS − 1a. apply existing knowledge to generate new ideas, products, or processes. − 1d. identify trends and forecast possibilities. − 4c. collect and analyze data to identify solutions and/or make informed decisions.
  4. 4. Authentic Learning  With this lesson, students will learn how to develop a hypothesis. They will need to form a hypothesis of what they believe their skater's energy will be based on the track, mass, and speed. For this assignment, the students will be using a simulation. Not only does this give them an idea of how professionals form hypothesis and test ideas, but the skateboarding simulation is relevant to a student's leisure activities at a skate park.
  5. 5. Learners will Experiment  Students will use the following website http://phet.colorado.edu/sims/energy-skate-park/energy-skate-pa  This simulation will allow students to use technology to design and experiment with friction, energy, speed, and mass. Students will first be testing out the given tracks in the introduction part of the simulation. After forming their hypothesis about how the energy will change based on different variables, students will design their own skating track. They will need to use knowledge they have gained to design a successful track for their skater. After their design, they will push the play button of the simulator to experiment with their track. This will allow them to check their hypothesis on what potential and kinetic energy of an object depend on.
  6. 6. Final Project  To display their results, students will create an Excel spreadsheet. This spreadsheet will list their observations during the experiment. It will include: − The kinetic and potential energy of the skater when the height/mass changed four different times. − The change in kinetic and potential energy when the speed was at zero, at one-fourth of the dial and at one-half of the dial.
  7. 7. Needed Materials  Students will need the following materials: − Website: http://phet.colorado.edu/sims/energy-skate-park − Paper and pencil to record observations − Excel Spreadsheet
  8. 8. Learning Outcomes  Students will be able to understand how push/pull forces affect an object's motion  Students will be able to identify types of energy transformations from kinetic to potential  Students will understand how changing the track friction, speed, and mass of the skater will affect energy
  9. 9. Instructional Procedures  Students will first open the Energy Skate Park simulation online.  They will begin by forming a hypothesis on how mass and speed will affect changes in kinetic and potential energy.  Next, they will experiment with the introduction part of the simulation, before attempting to create their own track under the 'track playground' tab.
  10. 10. Instruction Procedures Cont...  After, creating their own track and experimenting with its effectiveness, the students will start to record their observations.  First, they will record the changes in the kinetic and potential energy when the mass of their skater changed four different times. The mass can be changed on the introduction tab.  Second, they will record the changes in the kinetic and potential energy when the speed was at zero, one-fourth of the dial, and at one-half of the dial.  The results will be recorded in an Excel spreadsheet.
  11. 11. Assessment Plan  Student learning would be measured based on the Excel Spreadsheet the student turned in. I would be looking to see if the student could accurately identify that the kinetic and potential energy decreased as the skater's mass decreased. I would also be looking to see if the student's answers showed that at zero speed their was no kinetic energy, and as the speed increased the potential energy decreased and the kinetic energy increased.

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