As with other items, here we focus on non-mathematical analyses -- a "more/less" arguments, for exmaple, than particular equations. We focus on the following major themes:

1. What ideas about the relationship between Potential energy, Kinetic Energy, and the transfer from one to another are elicited by this task? In particular, do they associate a potential energy converting to a kinetic energy, heat energy, sound energy, and so forth.

2. How do students think about how energy is transferred , particularly looking at how students can justify that energy is conserved in various situations? 

MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). 

MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). 

Repelling objects have more potential energy when they are close together (attracting objects have more potential energy when farther apart):

Magnets 

Energy is conserved; therefore the energy in the system is constant. Potential energy is not dependent on distance to teh "edge"

Sledding

Energy can be modeled as 

Energy Scenarios

Pinball