Energy in Motion

Overview

Students investigate how changing the height of a ramp affects the indentation made by a moving mass. They classify energy as kinetic or potential, identify energy transfers, collect and analyse data, and use evidence to explain a causal relationship.

Learning intentions

• Students will classify common energy types as kinetic or potential.
• Students will investigate how release height affects the movement and impact of a mass.
• Students will organise results in a table and describe patterns, relationships and anomalies.
• Students will represent energy transfers in a simple flow diagram.

Success criteria

• I can classify energy as kinetic or potential and explain my choice.
• I can write a testable question and a reasonable prediction.
• I can record results clearly and identify a pattern or anomaly.
• I can use evidence to explain how gravitational potential energy changes into kinetic energy.

Curriculum links

• Energy — classifying kinetic and potential energy and investigating transfers and transformations in simple systems.
• Science inquiry — developing investigable questions, predictions and hypotheses to test relationships.
• Data analysis — describing patterns, trends and relationships and identifying anomalies.
• Representations — constructing tables and energy-flow diagrams to organise and communicate findings.

Lesson structure (50 minutes)

1. 0–5 min · Hook and settle. Teacher displays a photograph of a roller-coaster at the top of a hill and a moving train using the hook and opening question slides, then asks, “Where is the energy stored, and where does it go?” Students complete a silent think, share an idea with a partner, and follow the established practical-learning routines.

2. 5–12 min · Explicit teaching. Teacher uses the energy classification and model slides to review gravitational potential energy, kinetic energy, energy transfer, transformation and heat as a by-product; model the flow diagram “raised mass → moving mass → indentation, sound and heat”. Students classify examples such as a stretched rubber band, moving bicycle, battery and warm brakes, using the sentence frame “This is ___ energy because ___.”

3. 12–17 min · Question and prediction. Teacher introduces the investigation: a mass rolls down a ramp into modelling clay, and demonstrates one trial without revealing results. Students use the energy investigation worksheet to write the question “How does release height affect indentation depth?”, identify the independent and dependent variables, list controls, and predict the relationship using “If the release height increases, then … because …”.

4. 17–32 min · Practical investigation. Teacher places students in pairs, assigns roles of equipment manager and recorder, and displays the method and safety reminders on the investigation instructions and safety slides. Students test three release heights, such as 10 cm, 20 cm and 30 cm, completing at least two trials at each height; they measure indentation depth in millimetres, reset the clay consistently, and record all results on the worksheet. The teacher circulates, checks fair testing, reinforces careful movement and respectful collaboration, and supports pairs who need reduced choices or a pre-drawn table.

5. 32–40 min · Data analysis and representation. Teacher pauses the practical, models calculating a mean for repeated trials and asks students to check whether any result is unusual; the relevant example and graph conventions appear on the data-analysis slides. Students calculate means, construct a line graph or scatter plot of release height against mean indentation depth, describe the pattern, and circle any possible anomaly. Students who finish early compare the strength of the relationship and suggest one improvement to reliability.

6. 40–47 min · Energy explanation. Teacher leads a pair-to-class discussion using the Energy Store and Transfer Cards and asks, “What transformation occurred from releasing the mass to making the indentation?” Students arrange cards to show gravitational potential energy → kinetic energy → energy transferred to the clay, with some energy also transferred as sound and heat. They write a claim-evidence-reasoning response on the worksheet, using their graph as evidence.

7. 47–50 min · Plenary and exit check. Teacher uses the review and exit-question slides to revisit the learning intentions. Students answer on the worksheet: “A mass is released from a greater height. What happens to its energy, motion and impact? Use one result from your investigation.”

Resources

• the energy investigation slide deck
• the energy investigation worksheet
• the Energy Store and Transfer Cards
• Small ramps or sturdy boards
• Modelling clay or reusable putty
• Identical masses or steel balls
• Rulers or measuring tapes
• Metre rulers, books or blocks to set heights
• Graph paper, pencils and calculators
• Safety glasses and wipes

Assessment

• Listen for accurate classification and explanations during the hook and explicit teaching; use targeted questioning to check the distinction between energy store and energy transfer.
• During the investigation, check each pair’s question, variables, controls, measurement technique and completed results table.
• Collect the worksheet and exit response to assess data interpretation, identification of a pattern or anomaly, and explanation of the transformation from gravitational potential to kinetic energy.

Differentiation

• Provide a visual method card on the worksheet, numbered equipment stations, a pre-drawn results table, enlarged graph axes and sentence starters such as “The data shows …” and “This suggests …”.
• Pair students strategically and assign clear roles; allow students with regulation or attention needs to complete short timed trials, move between stations appropriately, or use a quiet recording space.
• Support EAL/D learners with icons, gestures, a displayed word bank and partner rehearsal before written responses. Explicitly teach indentation, height, release, variable, pattern and anomaly.
• Extend high-potential learners by asking them to evaluate whether the data demonstrates causation, calculate percentage change, identify limitations, or design a follow-up investigation using a different mass or surface.