Ewald-Skateboard+Simulation

=Put a Short Activity/Lesson/Project Title Here=

|| > (B) demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries; > (D) investigate the law of conservation of energy; ||
 * **Title**: ||< Skateboard Energy Simulation
 * **Subject**: ||< IPC ||
 * **Grade**: ||< 10th-11th ||
 * **Time Frame**: ||< 1 class period ||
 * **Summary:** ||< Students will complete a skateboard online simulation about potential and kinetic energy from the University of Colorado. ||
 * **Tasks**: ||< 1)Students will follow along the handout to create different ramps, loops, ect have have their skateboarder ride the ramp and then measure the kinetic and potential energies at different points on the ramp. Students will find how energ changes based on the shape of the ramp, the weight of the skater, and where on the ramp the energy is being measured. ||
 * Objectives: ||< * (A) recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins;
 * Assessment: ||< Students will complete questions about how energy changes along with each simulation they complete. For extension, students can create ramps/loops of their own choosing and find where they can maximize kinetic and potential energy. ||
 * Resources: ||< * 1 computer/pair of students ||
 * **Teacher**
 * Reflections:** || This activity was done with my co-teacher and a sub, and it went very well. The students were engaged and had fun doing the activity also. We could extend this by having students be on an actual skateboard and calculate their kinetic energy while riding the skateboard. ||
 * **Examples**: ||< * Links to teacher or student work examples. ||

Discussion:
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