L6+McLaughlin,Linda+Vanna


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Miss. McLaughlin **Lesson: 6:** Organize
 * Grade Level:** 10 **Topic:** Kinetic & Potential Energy

Student will understand that energy is important for our existence. Student will know about free energy laws, kinetic energy, and potential energy. Student will be able to recognize examples of kinetic and potential energy in real world.
 * __Objectives __**

Maine Learning Results: Science and Technology – D. The Physical Setting D3 Matter and Energy Grades 9-Diploma Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.
 * __Maine Learning Results Alignment __**


 * Rationale: **Students will be analyzing potential and kinetic energy and how we use it in our everyday lives.
 * __Assessment __**

Students will be pre-assessed before the beginning of the lesson to see what their understanding of matter and elements is. Students will be using a describing wheel to help organize their thoughts and the information they learn in class about potential energy, kinetic energy, free energy laws, and the formulas for the different energies, and all the details that support the big ideas. After students work individually on their graphic organizers they’ll take part in a Think-Pair-Share activity, where they’ll be working within pairs. Within this activity, students will be asked a question by the instructor. They’ll first think about what the answer is on their own, then they’ll discuss it with their partner, and then they’ll share what they’ve decided on for an answer with the rest of the class. Students will receive feedback from their partners and the rest of their peers during the activity, as well as from the teacher during class time through the process of asking clarifying questions. Students will also receive peer and teacher feedback on their blogs before being turned in for scoring.
 * Formative (Assessment for Learning) **

Who doesn’t like to use the internet to get their thoughts and opinions across? By creating a Blogger account, you’ll be able to create blogs to help work through the material that is learned in class. You will create a number of blogs that provide different examples of kinetic and potential energy in real life, as well as explaining why these are examples of these energies. The goal of this blog is to help others understand what the differences between these two energies are and how to apply it on a day-to-day basis. This is an essential idea that is very relative to our everyday lives, and the blog entries only need to be as long as needed to explain the essential concepts. You will receive feedback from peers before being checked by the teacher for scoring. This will be scored based on participation, feedback, and understanding.
 * Summative (Assessment of Learning) **
 * //__<span style="font-family: "Times New Roman","serif";">Blog: __//**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif";">Technology: **<span style="font-family: "Times New Roman","serif";">Blogger is an online tool where an individual can create their own blog in a digital manner. Students can use it to talk about how they understand the material and how we find examples of kinetic and potential energy in everyday life. Blogger utilizes the use of images, text, graphics, video, audio, and links to captivate and engage the reader. Students will be creating a blog specifically to talk about kinetic and potential energy and where they encounter these concepts on a daily basis.


 * <span style="font-family: "Times New Roman","serif";">English: **<span style="font-family: "Times New Roman","serif";">English will be incorporated into this lesson because students will be in charge of recording information during class discussions and class activities. Also, while using their creativity and imagination, they will be expected to use proper grammar and spelling while using Blogger to create their blogs.
 * <span style="font-family: "Times New Roman","serif";">Math: **<span style="font-family: "Times New Roman","serif";"> Math will be used in this lesson when we solve problems for kinetic and potential energy, using the correct formulas and equations.

<span style="font-family: "Times New Roman","serif";">Throughout the lesson, students will be filling out their graphic organizers to help keep track of the information they’re learning. During the lesson, students will be put into pairs where they will take part in a Think-Pair-Share activity. The student pairs will have already been pre-determined by the teacher. Once the pairs have settled and been formed, students will discuss what they’ve already gathered on their graphic organizers. Then the teacher will assign a question or a problem that needs to be answered. This will start off by first thinking of what the possible solutions could be, on their own, and then they share their ideas with each other. Once they have come to a common answer, they will then share their answers with the rest of their peers. Students will be able to add more detail to their describing wheel graphic organizers by taking part in this activity. These graphic organizers will be able to help students keep main ideas separate from each other and provide a reference point for the students to return to. The teacher will collect the graphic organizers at the end of the class to see where each individual student stands in their understanding of kinetic energy, potential energy, and free energy laws. Feedback will be given to each student. While working within the pairs, each student will be leading the discussion and be an active member, and the pair will work together to share their ideas with the rest of the class. Within these groups, students //will// be respected by their peers and will have support and encouragement from their peers. The classroom will be a safe learning environment for all those within it, and students will be encouraged to take risks, ask questions, and provide input.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Differentiated Instruction __**

<span style="font-family: "Times New Roman","serif";">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * <span style="font-family: "Times New Roman","serif";">Strategies **
 * <span style="font-family: "Times New Roman","serif";">Verbal: **<span style="font-family: "Times New Roman","serif";"> Students will partake in discussion of kinetic and potential energy.
 * <span style="font-family: "Times New Roman","serif";">Visual: **<span style="font-family: "Times New Roman","serif";"> Students will be looking around them to find real life examples of energy.
 * <span style="font-family: "Times New Roman","serif";">Logical: **<span style="font-family: "Times New Roman","serif";"> Students will apply their learning to their daily lives.
 * <span style="font-family: "Times New Roman","serif";">Interpersonal: **<span style="font-family: "Times New Roman","serif";">Students will work with their peers during class to sort through information.
 * <span style="font-family: "Times New Roman","serif";">Intrapersonal: **<span style="font-family: "Times New Roman","serif";"> Students will reflect on what they’ve learned in their blog entries.
 * <span style="font-family: "Times New Roman","serif";">Naturalist: **<span style="font-family: "Times New Roman","serif";"> Students will look for examples in nature of potential and kinetic energy.
 * <span style="font-family: "Times New Roman","serif";">Modifications/Accommodations **

Absences: In the event that student is absent for this lesson, I ask that the student contact me as soon as possible to plan a meeting to go over the material that is not understood after reading notes from the class wiki or from peers. I will introduce them to Blogger and the tools to use the program. Students are responsible for checking the class wiki to look over the material and assignments that he or she missed in class that day. Any handouts administered in class will be collected and put in a folder with the absent student's name on it, ready to be picked up upon return to school. If there are multiple students absent for that one lesson then I will do a group review for all of those absent to be sure that everyone is on the same page.

<span style="font-family: "Times New Roman","serif";">At the end of the lesson, the students are going to be responsible for creating a Blogger that demonstrates their understanding of free energy laws, potential energy, and kinetic energy. They will be expected to find and explain examples of these kinds of energies in nature that we encounter on a regular basis. Blogger is a Type II technology because it is another way for students to present information that isn’t in a traditional style. A blog entry can incorporate a variety of digital additions, such as images, text, video, and audio, and can be used creatively and effectively to demonstrate understanding. Students will use this technology to incorporate real world examples as well as show connections between the material and the real world. <span style="font-family: "Times New Roman","serif";">Materials: <span style="font-family: "Times New Roman","serif";">Resources: <span style="font-family: "Times New Roman","serif";">Technology: > > **__<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Source for Lesson Plan and Research __** <span style="font-family: "Times New Roman","serif";">Links for this lesson plan: <span style="font-family: "Times New Roman","serif";">Pre-designed lesson plans:
 * <span style="font-family: "Times New Roman","serif";">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Materials, Resources and Technology __**
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Describing Wheel Graphic Organizer
 * <span style="font-family: "Times New Roman","serif";">Whiteboard
 * <span style="font-family: "Times New Roman","serif";">Markers
 * <span style="font-family: "Times New Roman","serif";">Pencil
 * <span style="font-family: "Times New Roman","serif";">Paper
 * <span style="font-family: "Times New Roman","serif";">Textbook
 * <span style="font-family: "Times New Roman","serif";">Projector
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Forms of Energy]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Kinetic Energy]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Potential Energy]
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws]
 * <span style="font-family: "Times New Roman","serif";">Computer
 * <span style="font-family: "Times New Roman","serif";">Internet
 * <span style="font-family: "Times New Roman","serif";">Internet Links
 * <span style="font-family: "Times New Roman","serif";">Blogger Tutorial <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Forms of Energy] <span style="font-family: "Times New Roman","serif";"> This website is useful because it breaks down what energy is, and then provides several examples of each potential energy and kinetic energy. It also provides a lot of resources at the end of the webpage.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Kinetic Energy] <span style="font-family: "Times New Roman","serif";"> This website is all about kinetic energy, what it is, the formula used, and how to solve it. It also includes a variety of practice problems at the end to test your understanding.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Potential Energy] <span style="font-family: "Times New Roman","serif";"> This website is all about potential energy, what it is, the different formulas, and how to use them. It has practice problems at the end to test your understanding.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws] <span style="font-family: "Times New Roman","serif";"> This website gives an overview of thermodynamics and the different laws within thermodynamics.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Analysis] <span style="font-family: "Times New Roman","serif";"> This lesson plan is about the different types of energy and how it is transferred. It identifies the standards and objectives, as well as a really detailed outline and descriptions of what the lesson plan should be like.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|What is Energy?] <span style="font-family: "Times New Roman","serif";"> This lesson plan is a good foundation to help students start to recognize and understand energy. It is for grades 6 through 8 but can be modified for high school classrooms. It includes an outline and links for resources.


 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Maine Standards for Initial Teacher Certification and Rationale __**

<span style="font-family: "Times New Roman","serif";">Students will be learning about kinetic energy, potential energy, free energy laws, and how these three work together and are important. This lesson suits my “microscope” learners because they will be learning by discussions, about supporting evidence and details for the big ideas, and they’ll be discovering new ideas as they take part in class activities and discussions. The “clipboard” learners will thrive because the class will be very well organized with the agenda on the whiteboard, so they will know what is expected of them throughout the entire lesson, as well as using the structure and consistency of the “Think-Pair-Share” activity. My “puppy” learners will thrive because they will be in a safe environment where their peers will respect and encourage them, as well as the teacher. They will benefit from their peers listening to them when it is their turn to talk and share ideas, and it will overall be a comfortable climate within my classroom. My “beach ball” learners will enjoy this lesson because they will be working with others and will have the personal freedom to design and complete their Blogger in any way they wish as long as they demonstrate understanding, as well as having choices during class. <span style="font-family: "Times New Roman","serif";">Through this lesson, students will gain self-knowledge because they will be analyzing regular, everyday things to see how energy and energy laws affect how we use things on a regular basis. Every student will have different ideas and insights as to how to help their peers work through any difficult material, as well as help themselves. Students will learn more about how their peers work in groups and they will learn more about their peers. By understanding the material that introduced in class, students will be able to explain why some things move quickly or slowly, or not at all, and what it means for energy to be kinetic or potential. Students will apply their new knowledge to the world around them and find examples of what they’ve learned to a variety of instances and explain how they work and how it is beneficial to them as individuals. Being able to see how potential energy, kinetic energy, and free energy laws are such integral concepts to how we interact with things on a daily basis will help students attach meaning to the material. Students will be meeting the Maine Learning Result that states, “Students describe the structure, behavior, and interactions of matter at the atomic level and the relationship between matter and energy.” <span style="font-family: "Times New Roman","serif";">English is integrated into the lesson because students will be recording information they learn during the class discussions and activities. It is also included when they create their blogs because they will expected to use proper grammar and check for spelling and typographical errors. They’ll also be able to portray their information in their blogs in any way they wish, whether it is presented in any way from a story to a professional publication. Students will be using Blogger, a Type II technology, to create a blog account and then post blogs that demonstrate their understanding of potential energy, kinetic energy, and free energy laws. This will be beneficial to those students who are visual learners because they can incorporate images, videos, and graphics, along with audio and text. This will help students take control of how they want to show the rest of their peers what they’ve learned from this lesson. Math is also incorporated when students solve problems using formulas and equations for potential or kinetic energy. In class students will be taking part in a “Think-Pair-Share” activity where they will be working their peers in partners, after working on graphic organizers individually. Students can reflect on what they’ve learned by completing the graphic organizers on their own and adding to their charts after participating in discussion. Interacting with their peers helps build their skills in working with feedback, as well as providing feedback and sharing thoughts, opinions, and questions on energy and laws. Instructional strategies for the different multiple intelligences are as follows: Verbal**:** Students will partake in discussion of kinetic and potential energy. Visual: Students will be looking around them to find real life examples of energy. Logical: Students will apply their learning to their daily lives. Interpersonal: Students will work with their peers during class to sort through information. Intrapersonal: Students will reflect on what they’ve learned in their blog entries. Naturalist: Students will look for examples in nature of potential and kinetic energy <span style="font-family: "Times New Roman","serif";">Prior to the beginning of the lesson, a pre-assessment will be given. This will not be graded, and will be a way for the teacher to see where each student stands in their level of understanding of the material that will be covered throughout the lesson. This will help the teacher determine an accurate, efficient starting place for the lesson. Throughout this lesson, each student will receive positive feedback from their peers as well as from the teacher. The students will hand in their graphic organizers to receive feedback from the teacher to help guide their understanding. Students will create blogs, using the program Blogger, to demonstrate that they understand what kinetic and potential energy is and how energy laws affect these. The goal is for students to be able to apply what they’ve learned to the real world by finding real life examples. The blogger will be pre-assessed by peers and the teacher for feedback to be sure that the content is clear and easy to understand. The blogs will be graded by the teacher based on participation, feedback, and understanding and students will fill out a self-assessment about the assignment. <span style="font-family: "Times New Roman","serif";">Students will arrive for class and take a seat at desks that are set up in sets of twos. The desks will be arranged this way for the purpose of the lecture throughout the class, as well as for the cooperative learning activity that will take place in the class. Upon arrival of the classroom, students will look at a list to see who their pre-determined partner is, and this is who they’ll sit with. Once the students are situated, the class can then move forward. <span style="font-family: "Times New Roman","serif";">*Previous to the start of this lesson, students will have already completed a pre-assessment to see where each student stands in their prior understanding of this material. __<span style="font-family: "Times New Roman","serif";">Day One __<span style="font-family: "Times New Roman","serif";">: <span style="font-family: "Times New Roman","serif";">Students will arrive and find their respective partners and sit at a group of desks. (5 minutes) <span style="font-family: "Times New Roman","serif";">The “hook,” the YouTube energy video, will be introduced. (5 minutes) <span style="font-family: "Times New Roman","serif";">The concepts of free energy laws will be revisited. (20 minutes) <span style="font-family: "Times New Roman","serif";">Students will individually work on their graphic organizers. (5 minutes) <span style="font-family: "Times New Roman","serif";">Students will review graphic organizers with their partner. (5 minutes) <span style="font-family: "Times New Roman","serif";">The concepts of kinetic energy will be introduced. (30 minutes) <span style="font-family: "Times New Roman","serif";">Students will individually work on their graphic organizers. (5 minutes) <span style="font-family: "Times New Roman","serif";">Students will review graphic organizers with their partner. (5 minutes) <span style="font-family: "Times New Roman","serif";">The concepts of potential energy will be introduced. (30 minutes) <span style="font-family: "Times New Roman","serif";">Students will basically complete their graphic organizers and review them with their partner. (10 minutes) <span style="font-family: "Times New Roman","serif";">Students will be assigned a series of questions and will participate in a Think-Pair-Share activity, and ask and answer any clarifying questions. (40 minutes) <span style="font-family: "Times New Roman","serif";">Students will turn in their graphic organizers to the teacher for feedback, which will be returned to them the following class period. (3 minutes) __<span style="font-family: "Times New Roman","serif";">Day Two: __ <span style="font-family: "Times New Roman","serif";">Students will arrive and continue to sit with their partners from the previous class. (5 minutes) <span style="font-family: "Times New Roman","serif";">Students will be shown how to use Blogger and the assignment will be presented to them. (20 minutes) <span style="font-family: "Times New Roman","serif";">Teacher will hand back graphic organizers to respective owners with feedback on them. (2 minutes) <span style="font-family: "Times New Roman","serif";">Students will lead their own class discussion about the importance of energy laws, potential energy, and kinetic energy. As well as what they found interesting, and what they would like to know more about. (25 minutes) <span style="font-family: "Times New Roman","serif";">Teacher will wrap up the lesson. (15 minutes) <span style="font-family: "Times New Roman","serif";">Final unit task performance will be introduced and discussed in detail – showing the WebQuest for their assignment, which will be due a week from the assigned day. (30 minutes) <span style="font-family: "Times New Roman","serif";">Through lesson six, students will understand that energy is important for our existence. We wouldn’t have all the actions in the world, and nothing would be able to go anywhere if it wasn’t for energy. The different kinds of energies are responsible for different actions, and they are all important to our daily lives. The Maine Learning Result that lesson six focuses on is that //students describe the structure, behavior, and interactions of matter at the atomic level and the relationships between matter and energy.// To engage the students, they will watch a Wile E. Coyote and the Roadrunner YouTube video on different kinds of energies. This will help students start thinking about where we see energies in the real world. <span style="font-family: "Times New Roman","serif";">By the end of this lesson, students will know about free energy laws, kinetic energy, and potential energy, and how they are all important (see content notes). During the lesson, students will be introduced to these three different concepts of free energy laws, potential energy, and kinetic energy. Students will start to think about the big ideas of the lesson once they’ve been introduced in the “hook” activity of watching the YouTube video. Students will be introduced to the idea of using a describing wheel graphic organizer to help map out the big ideas with supporting details and evidence, as well as examples. Understanding will be assessed once students participate in the cooperative learning activity (Think-Pair-Share). Graphic organizers will be handed in after the activities have been completed for assessment and feedback by the teacher. Students will be able to ask questions and think about why it’s integral in their daily lives, such as the reason why we are able to push objects across various surfaces, or drive a car.
 * //<span style="font-family: "Times New Roman","serif";">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale//:// **
 * //<span style="font-family: "Times New Roman","serif";">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **
 * //<span style="font-family: "Times New Roman","serif";">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **
 * //<span style="font-family: "Times New Roman","serif";">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * <span style="font-family: "Times New Roman","serif";">Rationale: **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 14pt;">: **
 * <span style="font-family: "Times New Roman","serif";">Where, Why, What, Hook, Tailors: Visual, Logical **
 * <span style="font-family: "Times New Roman","serif";">Equip, Explore, Rethink, Tailors: Verbal, Interpersonal, Intrapersonal, Visual **

<span style="font-family: "Times New Roman","serif";">Students will participate in the Think-Pair-Share cooperative learning activity. They will be working with a partner by answering a series of questions assigned by the teacher. First, they will think about the answers to the questions on their own, then they will share their ideas with their partner, and then they will share what they’ve discussed and decided on to the rest of the classroom. They will use their graphic organizers as reference points to guide their thought process to finding the correct answers. They will help their peers answer any questions and ask clarifying questions. Each group will be responsible for recording what has been said and sharing it during class discussion. Each student will be expected to be an active learner throughout discussions and activities and work towards a good understanding of energy. While working in their pairs, students will add any new knowledge they’ve gained to their graphic organizers. By taking part in class activities and discussions, students will be able to rethink their ideas to understand how potential and kinetic energy depend on energy laws and are found in everyday life, and will be able to share with their peers the importance of these ideas and examples. Their understanding and thought processes will be assessed through positive feedback and from peers and the teacher. Students will be able to refine their learning and understanding on kinetic energy, potential energy, and energy laws while creating blogs, and will receive feedback from their peers and the teacher for editing purposes. The teacher will give final feedback based on participation, feedback and understanding, for scoring for final revisions. Students will be able to look at things around them and be able to distinguish whether or not potential or kinetic energy is at play. Students will demonstrate their ability to recognize examples of kinetic and potential energy in the real world and discussing it on their blog.
 * <span style="font-family: "Times New Roman","serif";">Experience, Rethink, Revise, Refine, Tailors: Naturalist, Verbal, Visual, Logical, Interpersonal, Intrapersonal **

<span style="font-family: "Times New Roman","serif";">Students will think about the different kinds of energies and the laws behind them to understand how they play roles in today’s physical world. Students will have multiple chances to self-assess their learning during the class discussion and the Think-Pair-Share activity. The graphic organizers will be collected at the end of the class to be reviewed for understanding of the material, and to provide feedback for every individual student. Students will receive their graphic organizers back at the start of the next class. This connects to homework because students will be creating a Blogger where they will post multiple blogs based on what they learn and understand in class about the various aspects of potential energy, kinetic energy, and free energy laws. Recognizing that energy is an important variable as far as how we are able to use objects on a daily basis is the basis for the unit.
 * <span style="font-family: "Times New Roman","serif";">Evaluate, Tailors: Logic, Intrapersonal, Interpersonal, Naturalist **


 * __<span style="font-family: "Times New Roman","serif";">Content Notes __**
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Forms of Energy] <span style="font-family: "Times New Roman","serif";"> Energy is what is used to make things change and work. There are two types of energy: kinetic and potential. Kinetic energy is motion. There are several types of kinetic energy, including radiant energy (electromagnetic energy), thermal energy (heat), motion energy (energy stored in the movement of objects), and sound (movement of energy through waves). Potential energy is is stored energy and the energy of position. The different forms of potential energy include chemical energy (stored in bonds of atoms and molecules), mechanical energy (stored in objects by tension), nuclear energy (stored in the nucleus of an atom), gravitational energy (stored in an object's height), and electrical energy (stored in a battery).
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Kinetic Energy] <span style="font-family: "Times New Roman","serif";"> Is the energy of motion. There are several forms of kinetic energy: vibrational (energy due to vibrational motion), rotational (energy due to rotational motion), and translational (energy due to motion from one location to another). The equation for translational kinetic energy is KE= 0.5mv^2, where m is the mass of the object, and v is the speed of the object. Kinetic energy of an object is directly proportional to the square of its speed. Kinetic energy does not have a direction, thus making it a scalar quantity. The standard unit for kinetic energy is the Joule (J).
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Potential Energy] <span style="font-family: "Times New Roman","serif";"> Potential energy is the stored energy of a position of an object. Gravitational potential energy is the energy of an object based on its vertical position or height. The energy is stored as the result of its vertical position or height. The formula for gravitational potential energy is: PEgrav=m*g*h, which equals mass*gravitational field strength (9.8 N/kg)*height. Gravitational potential energy is directly proportional to its height above the zero position. Elastic potential energy is the energy stored in elastic materials as the result of their stretching or compressing, such as in rubber bands and springs. The formula for elastic potential energy is: PEspring=0/5*k*x^2, where k is the spring constant, and x is the amount of compression.
 * <span style="color: blue; font-family: "Times New Roman","serif";">[|Energy Laws] <span style="font-family: "Times New Roman","serif";"> Thermodynamics deals with the laws and theories of energy. There are two laws that are essential to thermodynamics. The first law of thermodynamics says that energy cannot be created or destroyed, but transformed from one type of energy to another. The second law of thermodynamics says that any time you do work, some of the energy is going to be lost as heat.

· <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Describing Wheel Graphic Organizer · <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Pre-Assessment · <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Self-Assessment
 * __<span style="font-family: "Times New Roman","serif";">Handouts __**