• 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. (MS-PS3-1)

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)

• The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center. (5)

• Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (6-8)
• A system of objects may also contain stored (potential) energy, depending on their relative positions. (6-8)
• Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (9-12)

• Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. (4)
• When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (6-8)
• Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (9-12)

• Models can be used to represent systems and their interactions—such as inputs, processes and outputs— and energy, matter, and information flows within systems. (6-8)
• When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (9-12)

• The transfer of energy can be tracked as energy flows through a designed or natural system. (6-8)
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (6-8)
• Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (9-12)
• Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (9-12)

• Structures can be designed to serve particular functions. (6-8)

• Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. (3-5)
  • Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships. (5)
• Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
  • Analyze and interpret data to provide evidence for phenomena. (6-8)

• Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. (3-5)
  • Use models to describe phenomena. (5)
• Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
  • Develop and use a model to describe phenomena. (6-8)
• Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
  • Use a model to predict the relationships between systems or between components of a system. (9-12)

This model, newly converted to HTML5, provides a highly visual way for students to investigate friction in a system of a skateboarder moving on a track. It begins with an idealized system (no friction) with bar graph showing changes in kinetic and potential energy as the skater moves along the track. Click "Friction" to set frictional force from low to high. As friction is introduced to the system, thermal energy is displayed alongside PE and KE in the bar graph. Students can readily see how friction affects the motion of the skater.

• Physical Sciences K-8 Frictional Forces Unit
• Physics First Frictional Forces Unit
• Conceptual Physics Frictional Forces Unit
• Algebra-Based Physics Frictional Forces Unit
• AP/Calculus-Based Physics Frictional Forces Unit

This mobile-friendly simulation is an HTML rewrite of the PhET fave "Energy Skate Park". In this version first explore an idealized system (no friction) and visualize conservation of energy as Energy Bar Graphs display changing kinetic and potential energy levels. Click "Friction" and observe the effects on the skater's motion. The bar graph changes to show kinetic energy being converted to thermal energy, resulting from friction.Note: This version is much simpler than the original Java version of Energy Skate Park, which introduces energy graphs and inputs to set gravitational constant. This version is more appropriate for middle school; the Java version (below) will be preferable to HS physics teachers.

• Physical Sciences K-8 Conservation of Energy Unit
• Physics First Conservation of Energy Unit
• Conceptual Physics Conservation of Energy Unit
• Algebra-Based Physics Conservation of Energy Unit
• AP/Calculus-Based Physics Conservation of Energy Unit