Grade 7 - Energy Lesson Plans:

PE: MS-PS3-5 - Construct, use, and present arguments to support the claim that when the
kinetic energy of an object changes, energy is transferred to or from the object. [Clarification
Statement: Examples of empirical evidence used in arguments could include an inventory or other
representation of the energy before and after the transfer in the form of temperature changes or motion of
object.]

DCI - PS3.B: Conservation of Energy and Energy Transfer - When the motion energy
of an object changes, there is inevitably some other change in energy at the same time. (MSPS3-5)
SEP: Engaging in Argument from Evidence - Construct, use, and present oral and
written arguments supported by empirical evidence and scientific reasoning to support or refute
an explanation or a model for a phenomenon. (MS-PS3-5)
CCs: Energy and Matter - Energy may take different forms (e.g. energy in fields,
thermal energy, energy of motion). (MS-PS3-5)

Using the standards and corresponding DCI, SEP, and CC, I developed a couple lessons that
were embedded in a larger unit that used roller coasters to model the conversion and
conservation of mechanical and thermal energies. Below are the beginning activities to the unit.
Activity 1: Ramp it Up
Students are using materials to complete both a guided lab and finally come up with an
inquiry-based lab on their own. They are manipulating height and mass to see these variables
impact on the time it takes to reach the bottom of the ramp and measure the indent that is left
on a patch of play-doh. Students are collecting data to work on constructing an argument on
how these variables impact speed and force of impact. The worksheet for this activity is listed
below.
Activity 2: Energy Skate Park Basics
Using a PhET simulation, students again manipulate variables such as mass, height,
and friction to collect data on how these factors impact the skaters potential, kinetic, thermal,
and total energy as he skates down a ramp. The worksheet for this activity is also provided
below.

Ramp it Up!

Materials: Ramps, Cars, Weights, Meter sticks, Stopwatches, and Play-Doh

Research Question: How does the height of the ramp affect movement and
energy?

Hypothesis: IF the height of the ramp is increased THEN

____________________________________________________________________________
__________BECAUSE
____________________________________________________________________________
____________________.

Data Collection: Record the amount of time it takes until the car reaches the wall
and measure the indentation made by the car in the Play-Doh.
Height raised
(cm)

Trial 1
Time to
impact

Depth of
indentation

Trial 2
Time to
impact

Depth of
indentation

Trial 3
Time to
impact

Depth of
indentation

25 cm
50 cm
150 cm

Conclusion: What conclusions can you make about heights affect on movement
and energy? What evidence do you have for these conclusions?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Research Question: How does the mass of an object affect its movement?
Hypothesis: IF the mass of the car is changed THEN
____________________________________________________________________________

__________BECAUSE
____________________________________________________________________________
____________________.

Data Collection: Record the amount of time it takes until the car reaches the wall
and measure the indentation made by the car in the Play-Doh.
Height raised
(cm)

Trial 1
Time to
impact

Depth of
indentation

Trial 2
Time to
impact

Depth of
indentation

Trial 3
Time to
impact

Depth of
indentation

Just the Car

250 kg
500 kg

Conclusion: What conclusions can you make about masss affect on movement
and energy? What evidence do you have for these conclusions?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Group Research Question:

____________________________________________________________________________
____________________________________________________________________________
________________________________________?

Hypothesis: IF ________________________________________________ , THEN

___________________________________________________________________ BECAUSE
____________________________________________________________________________
___________________ .

Data Collection:
Trial 1

Trial 2

Trial 3

Conclusion:

Name:___________________________________________ Date:_________ Block:________

Energy Skate Park

Start with the tab that says Intro. Keep the Mass toggle in the center. You
should also check off Pie Chart, Bar Graph, Grid, and Speed as these will help
you to answer the following questions.

To fill in the table and answer the questions below: stop the skater while he is
at the top of the ramp (6 meters), halfway down the ramp (3 meters), and at
the bottom (0 meters). These locations are indicated by our grid lines on the
simulation.
Use slow motion and the pause/play button to help you fill in the following
table:
The Skaters Height in
Meters

Is there more potential

or kinetic energy?

Speed of Skater

6
3
0
When the skater is at the ___________ (top, bottom) of the ramp, potential
energy is at its highest level.
Where is the skater at the ___________(top, bottom) of the ramp, kinetic
energy is at its highest level.
What is the relationship between speed and the kinetic/potential energies of
the skater?

Describe the relationship between kinetic, potential, thermal, and total

energies:

Prediction:
What will happen to the skater when friction is present? How will his energy
levels be affected?
If ___________________________________________________________________ then,
______________________________________________________________________.
For this part of the activity, we are going to be using the Friction tab of
the simulation.
Make sure you have checked off Pie Chart, Bar Graph, Grid, and Speed. Keep
Mass in the middle. Fill in the table below. Every time you alter the friction
level, reset all and check off the bar graph.
Friction Level

None

Number of
times Skater
passes
middle of the
ramp until
he stops

Highest
point of
Skater first
time he goes
to the right
side of
ramp? (Use
red dot in
middle of
skateboard
for your
measuremen
t)

What is happening to
the energy levels?

Total:
KE:
PE:
ThE:

Half Way
toward Lots

Total:
KE:
PE:
ThE:

Lots

Total:
KE:
PE:
ThE:

Describe the relationship between kinetic, potential, thermal, and total

energies. Are the relationships different than in the Intro tab? How so?