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Interdisciplinary lesson for Module 3 Group 1 (Middle School Science…

- - - - [https://www.teachengineering.org/lessons/view/cub_energy_lesson01
      - PE = mass x g x height
      - and
      - Kinetic Energy equals mass times velocity squared all divided by two.
- - - - Connection between potential and kinetic energy NGSS standards in physical science with CCSS expressions and equations (taught in 7th grade)
        
        To make this unit collaborative, students could create a summative project building some type of device that requires motion of an object where potential and kinetic energy can be measured
        
        Students could then work together to measure potential and kinetic energy using the equations and use Google Numbers to plot the values and create graphs showing the relationship between potential and kinetic energy and share it with their classmates
        
        Students should be able to see how potential and kinetic energy changes depending on height and mass, yet the overall relationship stays consistnet
        
        Use a roller coaster generator to show the changes in energy when students think through creating a roller coaster (height of the first incline, descents, loops, etc.)
        
        https://www.learner.org/exhibits/parkphysics/coaster/
        
        Students could investigate the Law of Conservation of Energy. They could identify real life situations when potential energy is transformed into kinetic energy or vice versa.
        
        Law of Conservation of Energy states that energy cannot be created or destroyed.
        Which means that energy in a system, like a roller coaster, at any time can be calculated by adding the kinetic and potential energy to get the total mechanical.
        
        MS-PS3-4 Energy
        Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
        This standard would apply to the roller coaster example because the moving energy turned to thermal energy (heat energy) when the brakes were applied.
        
        For summative project: Students choose their own items to bring in and hypothesize what item(s) will move the fastest, slowest, etc. Students collaborate with their groups about what items will work the "best" and "worst". Students will be asked to not discuss what items they were bringing in until they reveal them in class (to help with collaboration and using their intuition and not someone else's that may be predetermined due to conversations outside the classroom).
        
        Included in Summative Project: Share a Google Sheets document with the class and have one team member from each group input items their group brought in and the data . The formula for Kinetic Energy can be put in the sheet as well.
        
        Standards: