OpenSciEd 8.1, Lesson 7: Changes in Kinetic Energy Investigation
Task
Use this resource with the 8^th^ grade OpenSciEd curriculum during Unit 8.1, Lesson 7 during Parts 3–6 and 9. Tuva has digitized the paper handouts titled Procedure for Investigation 1, Changes in Kinetic Energy: Investigations #1 & 2, and Graphing Kinetic Energy Relationships. This is not a standalone lesson. Use it in tandem with the OpenSciEd Teacher Edition. Where This Investigation Fits into the Storyline In Lesson 6, students determined that we needed to figure out what causes more damage and energy transfer in a collision--increases in mass or increases in speed. This lesson is a multi-step investigation where students explore how doubling the mass or doubling the speed of a moving object affects its kinetic energy and the damage it can do in a collision. When to Use Tuva Day One Complete OpenSciEd Part 1, Navigation, and Part 2, Planning Our Investigation, outside of Tuva. Then, before having students begin carrying out the cracker damage investigation, have them open Tuva. They will read the procedure for the experiment on Tuva, record data in a table on Tuva, and use the Tuva Tools to explore their data. Pause to complete Part 4, the gallery walk of cracker damage and a class discussion about the evidence. (Use pages 14–16 of the Teacher Edition for guidance.) The beginning of Part 5 will also happen off of Tuva. You will problematize the need to quantify the energy transferred to the cracker and introduce a strategy for doing so. The end of Part 5, where students are recording data from the videos, should be done on Tuva. Then, end your day with the Turn and Talk. (Pages 15–18 will help you facilitate this section.) Day Two Resume Day 2 outside of Tuva with the Navigation Routine and Planning for Using a Computational Simulation (pages 20-22 of the Teacher Edition). Have students log onto Tuva for Part 8, Collecting and Graphing Data From a Computational Simulation. Students will record the data in Tuva and use the Tuva Tools to create their graph. During Part 9, students analyze and interpret their results. The questions introduced in Part 9 on the slides are included in Tuva. Provide support as needed. Suggestions for supporting students and creating an anchor chart are included on pages 25-28 of the Teacher Edition. Specifically, highlight the term scale factor (ratio of new to old value) when students divide condition distances to reinforce CCSS Math 7.RP.A.2 and CCC Scale, Proportion, and Quantity. What Happens Next? Directly after closing Tuva, teachers will guide students through Part 10 and 11.
You have been figuring out that moving objects have kinetic energy, and that more kinetic energy means bigger forces in a collision, and bigger forces can cause more damage. In this investigation, we will be answering: How much does doubling the speed or doubling the mass affect the kinetic energy of an object and the resulting damage that it can do in a collision? Some of you predicted doubling the mass would affect kinetic energy more. Some predicted speed would. Maybe some of you thought they would cause equal amounts of damage. Today you are going to collect evidence to find out. Click Next to get started.
Topics and standards: Physical Science, MS-PS3-1, MS-ETS1-2, MS-LS1-8, Grade 8, MS-PS2-2, MS-ETS1-1, OpenSciEd, 3.1.6-8.H, 3.2.6-8.H, 3.2.6-8.L