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Kinetic and Potential Energy Problems Worksheet

Rated 4.74 out of 5, based on 35 reviews
4.7 (35 ratings)
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The Skye World Science
616 Followers
Grade Levels
6th - 10th
Standards
Formats Included
  • PDF
Pages
4 pages including answer keys
$3.00
$3.00
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The Skye World Science
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What educators are saying

This was a fun resource that allowed my students to practice observing the relationships between variables of KE and PE.
I used this resource with my Science Bowl team. It was very easy to use and explain to the students.
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Description

This activity will prepare students to solve simple problems including kinetic and potential energy calculations. By completing this activity, 9th grade science students will learn to calculate K.E. and G.P.E. (gravitational potential energy) problems step by step with columns for formula, work and answer with units.

Important Information

  • Answer keys always included
  • No calculators required - review basic math skills
  • Recommended for Physical Science, IPC, General Science, and Conceptual Physics (algebra based)

TEKS Covered

6.8A

I.5A

NGSS Standards Covered

MS-PS3-1

HS-PS3-1

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Related Resources

Terms of Use – copyright ©Catherine Skye All rights to this product are reserved by author. This authorizes one teacher to use this product. If you want to share it with other teachers, please purchase a license to share this work. Copying by more than one teacher, classroom, department, school, or school system is prohibited UNLESS you purchase a license. Clipart and elements found in this PDF and others on my site are from the public domain unless otherwise noted. All products on my site are intended for classroom and personal use and may not be digitally copied for reuse in any form. Any misuse is considered copyright infringement and violates the DMCA (Digital Millennium Copyright Act).

Total Pages
4 pages including answer keys
Answer Key
Included
Teaching Duration
40 minutes
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Standards

to see state-specific standards (only available in the US).
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Define appropriate quantities for the purpose of descriptive modeling.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
NGSSHS-PS3-1
Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. Emphasis is on explaining the meaning of mathematical expressions used in the model. Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.
NGSSMS-PS3-1
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.

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