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OKLAHOMA ACADEMIC STANDARD FOR SCIENCE:
4-PS3-3 ENERGY
4TH GRADE
OBJECTIVE:
Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that
occur when objects collide.
CORE IDEAS: CONSERVATION OF ENERGY AND ENERGY TRANSFER
1. Energy is present whenever there are moving objects, sound, light or heat.
2. When objects collide, energy can be transferred from one object to another, thereby changing their motion.
3. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets
heated and sound is produced.
4. When objects collide, the contact forces transfer of energy so as to change the objects’ motions.
DEFINITIONS OF ENERGY: Energy can be moved from place to place by moving objects or through sound, light,
or electric currents.
Conservation of Energy: Energy is not created or destroyed, only changed in form.
Kinetic Energy (KE): Energy of motion.
Potential Energy (PE): Stored energy.
CLARIFICATION STATEMENT:
Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.
ASSESSMENT BOUNDARY:
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Assessment does not include quantitative measurements of energy.
MATERIALS REQUIRED:
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Gravitate Kit
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o 2 rubber hoses
o Braces
o Legs
Measuring Tape
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Balls of varying sizes and weights
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Scale (for weighing balls)
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Stopwatch
4-PS3-3: Energy
PREPARATION:
1.
2.
3.
4.
5.
Set up the track.
Measure and record the length L. _____m
Measure and record the height H. _____m
Measure the length of the curve C. _____m
Measure and record the mass of the ball(s) or moving object(s). _____kg; _____kg
PROCEDURE:
Core Idea #1: Energy is present whenever there are moving objects, sound, light or heat.
1. Place the ball at the top of the track and start the stopwatch as you release it. If the top of the track is flat, you
may need to give the ball a gentle push.
2. Record the time it takes for the ball to complete the track. _____seconds
3. Repeat steps 1 and 2 with balls of differing mass.
a. Ask the students to make observations regarding the speed of the balls.
b. Does one ball consistently travel faster than the other? Why or why not?
c. Does each ball always travel the same distance? Why or why not?
Assess: Ask questions to help the students identify types of energy exhibited and how mass affects speed.
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4-PS3-3: Energy
Core Idea #2: When objects collide, energy can be transferred from one object to another, thereby changing
their motion.
1. Place the lighter ball at the bottom of the hill; then release the heavier ball from the top of the track.
a. What happens when the two balls collide?
b. What evidence of transfer of energy is observed when the two balls collide? (Change in motion)
2. Place the heavier ball at the bottom of the hill; then release the lighter ball from the top of the track.
a. What evidence of transfer of energy is observed when the two balls collide? (Change in motion)
b. What differences do you observe in energy transfer when the heavier object hits the lighter object or
the lighter object hits the heavier object?
Assess: Ask questions to help the students understand that when 2 objects collide they push on each other and
can change motion.
Core Idea #3: In such collisions, some energy is typically also transferred to the surrounding air; as a result,
the air gets heated and sound is produced.
1. Release 1 ball from each end of the track.
a. Besides the change in motion, what evidence of transfer of energy is observed when the two balls
collide? (Sound)
Assess: Ask questions to help the students understand that sound is evidence of transfer of energy.
Core Idea #4: When objects collide, the contact forces transfer of energy so as to change the objects’
motions.
1. Using 2 balls of equal weight, release 1 ball from each end of the track.
a. Besides the sound, what evidence of transfer of energy is observed when the two balls collide? (Change
in Motion)
b. As a result of the collision, does one ball travel farther in the new direction than the other? Why or why
not?
Assess: Ask questions to help the students understand that change in motion is evidence of transfer of energy.
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