Students watch a video of athletes participating in freestyle aerial jumps.
Students draw a model and label the points of greatest kinetic and potential energy of an athlete completing a freestyle aerial jump.
Students use the engineering design cycle to create and test a slopestyle ski course made out of insulation tubing and a marble that meets given criteria.
Students use the engineering design cycle to create and test a slopestyle ski course made out of insulation tubing and a marble that meets given criteria.
Students critically watch a video, read text, and complete a computer simulation to define potential energy, understand the variables that affect potential energy, and uncover the relationship between potential energy and kinetic energy.
Students use a skatepark simulation to create a successful track design while understanding the transformation and conservation of energy. Students complete practice questions over the relationship between kinetic and potential energy.
Students complete an assessment over the relationship between kinetic and potential energy. Students complete Portfolio Task 5 explaining how kinetic and potential energy relate to the performance of an athlete in their chosen sport.
In Cycle 2, students will come to answer the question “What is the relationship between potential and kinetic energy?” To do this, students will first make observations and draw models focusing on the energy of athletes who change their height during their sport. Students will design a track to collect first hand data about how the position of an object can affect the amount of energy that object has. They will then obtain information to define potential energy and uncover the relationship between potential energy and kinetic energy. Students will then complete a simulation to analyze data and come to the conclusion that energy is conserved.