National Curriculum Links

Subject: Science
Year: 10 (KS4)
Relevant Programme of Study:

Physics: Energy
Pupils should be taught to:
- Understand energy as a quantity that can be quantified and calculated; it cannot be created or destroyed (conservation of energy).
- Describe energy transfers by work done and heating.
- Explain changes in energy stores, energy conservation and dissipation.
- Use appropriate scientific language, terminology, and formulae related to energy.

(Reference: Department for Education, National Curriculum in England - Science Programmes of Study 2014 - Physics - Energy)

Learning Objectives

By the end of the 20-minute session, students will:

Define and identify different energy stores relevant to a vertically thrown object (kinetic, gravitational potential, and thermal).
Describe how energy is transferred between stores during the motion of the object.
Apply these concepts to explain everyday examples involving energy transfers.
Demonstrate understanding of energy conservation during the motion.

Students will be successful if they:

Correctly label energy stores on a diagram illustrating the throw.
Verbally articulate or write a brief explanation of how energy transfers as the object moves upwards and downwards.
Use everyday analogies (e.g., throw a ball, basketball dunk) to demonstrate understanding.
Answer formative assessment questions accurately.

Set the context: "Today, we’re revising how energy is stored and transferred when an object is thrown into the air."
Briefly recap key energy stores: kinetic energy (movement), gravitational potential energy (height), and mention thermal energy as an energy store due to air resistance.
Use the ball and ask: "What happens to the energy as the ball rises and falls?"

Display a diagram of a ball at three key points: just leaving the hand (bottom), at maximum height (top), and on return.
Label energy stores at each point:
- Bottom: Maximum kinetic energy, minimal gravitational potential energy
- Top: Maximum gravitational potential energy, zero kinetic energy as velocity is zero
- Returning: Kinetic energy increases, gravitational potential energy decreases
Explain energy transfer: kinetic → gravitational potential → kinetic; touch upon energy dissipation into thermal energy by air resistance and sound.

Relatable Analogy:

Compare it to jumping on a trampoline or throwing a basketball. At the highest point, all your energy is stored as height; just before you land, it’s kinetic energy.

Students draw quick sketches of the ball at three stages.
On mini whiteboards, they label: "Which energy store is highest here?"
In pairs, students explain to each other the energy transfer process. Teacher circulates.

Pose questions verbally to the class; e.g.:
- "What happens to kinetic energy when the ball reaches its highest point?"
- "Why does the ball eventually stop bouncing?" (introduce concept of energy dissipation)
- "Name another example involving energy transfer between stores."
Students write brief answers on mini whiteboards and hold up responses.
Provide immediate feedback and clarify misconceptions.

Recap key points: energy is conserved but transferred between kinetic and gravitational potential stores during the vertical motion. Some energy is lost as thermal energy.
End with a challenge: "Next time you throw something, try to picture these energy changes happening!"

Support: Provide labelled diagrams for students struggling with drawing or vocabulary.
Extension: Ask higher-ability students to consider effect of air resistance on energy transfer and to quantify changes in energy using formulas (Eₖ = ½mv², Eₚ = mgh) in future lessons.