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>>TEACHER: Today we are going to review potential and kinetic energy,
along with your light and your sound energy. >>TEACHER: I'm Jamie Steed.
I work with the fifth graders in Bond's Afterschool Program.
I kind of do a mixture of science, reading and math,
but my main dish is the science portion. >>STEED: We're going to have two mini groups.
One group will stand in front with me, and we're going to work on sound energy with
our hands-on lab, and the second group's going to go in the
back with Mr. McGee and work on wavelengths.
Then everyone's going to break off with your partners
and we're going to work on homework, okay? Any questions?
>>STUDENTS: No. >>STEED: It's not just a learning experience
in working on homework here at school. We actually give them life experiences
they would not normally or necessarily get. Not only are they covering their homework,
but they're actually getting a chance to go out
and apply what they have learned. And there may be a question on their homework
or on a test, and just from that experience, they know the
answer. >>STEED: All right, the first thing we want
to do is review potential and kinetic energy.
>>STEED: During regular school hours, we have been studying
the different types of energy and how energy is transferred.
Today in after-school, we went over a lesson on potential and kinetic energy
and also studied a little bit of sound and light energy.
>>STEED: Keep going. >>STUDENT: As it goes down, it loses potential
and it goes into kinetic. >>STEED: You're absolutely correct.
Just like a roller coaster. Who's been on a roller coaster?
>>STUDENT: Me. >>STEED: Ever ridden down and you're like,
ooh, your stomach kind of felt a little funny?
That ever happen? >>STEED: By teaching day school and after
school, I'm really able to work with the students
that I know need extra help. >>STEED: The moment you start going down...
[students all talking] Potential energy is transferred into kinetic.
Absolutely correct. Now, this right here is sort of a homemade
guitar. I don't know if we could really write a lot
of songs and play off of this one or not,
but with our little wire we have here, if I was to pull it, what type of energy is
that? >>STUDENT: Kinetic... I mean, potential.
>>STEED: Why? >>STUDENT: Because it's not moving.
>>STEED: Because it's not moving. As soon as I let go... [string twangs]
>>STUDENT: It loses potential and it goes into kinetic.
>>STEED: Now, what I want you guys to do right now
is just come and play around. Show me potential, kinetic, potential, kinetic.
Just play around with it. [twangs]
>>STUDENT: There's potential... [laughing]
>>STEED: And we went over sounds and vibrations, and there's another group going on at the
same time with Mr. McGee, who's actually a student
at one of the local universities. He works with the kids on wavelength.
>>McGEE: Hold it tight. See it bounce up and down.
>>STEED: Remember when we discussed simple machines?
And we said that a simple machine did not have
any type of electrical energy? >>STUDENTS: Yes.
>>STEED: This is a simple machine that has a lot of different levers and twists and angles--
everything's going on. This is called a music box.
You twist for a second. There's these little prongs, looks like a
comb, and then there's little bits sticking out
here. They kind of pluck that, just like we do to
the guitar. Just like this.
And that's what creates the music. So watch it.
I'm going to let it go really slow. >>STEED: I really think
that the structured after-school homework time helps the kids.
I see a really big difference between the students that are in the program
and the students that are not. And I see a big difference in test scores.
>>STEED: So what's creating the sound from the music box?
>>STUDENT: Vibration. >>STEED: The vibrations.
And what's making the vibrations? >>STUDENT: The sound.
>>STEED: Not the sound. >>STUDENT: The potential energy?
>>STEED: Uh-uh. These little barbs that are kind of sticking
out from the little spool?
They are actually plucking... [music box playing tune]
the little pick-like material. >>STUDENT: Like when we pull this?
>>STEED: Mm-hmm, just like when we pull here. And they're causing vibration.
[music box playing tune] >>STEED: And they will take that lesson,
and it carries over to the wavelength lesson that Mr. McGee went over with them.
>>McGEE: All right, we're ready? >>STUDENTS: Mm-hmm.
>>McGEE: All right, now you all watch, study how a wave moves, okay?
Now, the highest point of a wave is called what?
>>STUDENT: The crest. >>McGEE: The crest-- exactly.
And the lowest point is called what? >>STUDENTS: The trough.
>>McGEE: All right, you want to try to hold it.
Nice and tight. You'll see it bounce up and down.
>>STEED: When Mr. McGee took the kids outside today,
the lesson was on wavelengths and figuring out where the crest and the trough
is. >>McGEE: Watch it vibrate.
>>STUDENT: Wow! >>McGEE: That's showing how a wave moves.
Up and down, up and down. >>STEED: After that, they actually had a chance
to see different wavelengths of light.
>>McGEE: What colors do we all see? >>STUDENTS: Red, orange, yellow, green, blue
and violet. >>McGEE: Now, this is called the visible light
spectrum. These are all the colors which are visible
to us. Now, as you see, all the colors stay in a
certain what? >>STUDENT: Order.
>>McGEE: Order. And you see that because each color has
a different wavelength. Therefore, it forms a certain order, okay?
>>STUDENTS: All right. >>McGEE: All right.
>>STEED: After that, all the kids came back to a group
and we kind of spread out throughout the classroom so that everyone could ask their own questions
and complete their homework assignment. >>STEED: All right, guys, what we're going
to do now is you're going to take what you did in each
group and you're going to apply it to your homework
assignment. Everything we went over today is going to
be on your homework. So if there's any questions, you have to ask
us, okay? We want to make sure that everyone understands.
[students conversing] >>TYDRICKA: I helped my friend Anikuya.
We were doing homework on kinetic energy and potential energy,
which is where some... for example, when a ball is sitting on top of a hill,
it's potential energy, and when it rolls down the hill, it's kinetic
energy. >>STEED: So, let's say you have the ball right
here. What kind of energy does it have?
>>STUDENT: Potential. >>STEED: Potential-- okay.
And then you roll that ball down the hill. What happens?
>>STUDENT: It... speeds up. >>STEED: It speeds up.
The potential energy is not there anymore. It's going to be converted into...
>>STUDENT: Into the other. >>STEED: What's the other type of energy?
Look at this diagram. This tells me that this car has the most potential
energy because it's sitting here at rest at the top
of the track. Whenever it moves, it says a small amount
of potential energy is transferred into...
What's that word? >>STUDENT: Energy.
>>STEED: Kinetic energy. So, imagine that you have that ball here,
has what kind of energy? Doing no work.
>>STUDENT: Potential energy. >>STEED: Potential energy.
When you let it roll down, that energy is converted into...
>>STUDENT: Kinetic energy. >>STEED: So, if you had to put it in sentence
form, explaining what would happen to the ball
if you rolled it down the hill, what would you tell me?
>>STUDENT: If the ball is sitting on top of the hill
not doing anything, it's kinetic... I mean, kinetic energy.
>>STEED: You know when a teacher tells you all the time
that you have so much potential? That you could get the grade if you want to?
You haven't done it yet; you have potential. Once you do it, then you have kinetic, okay?
So if the ball is just sitting there at the top of the hill, it has...
It's not doing anything... >>STUDENT: Potential.
>>STEED: It has potential. So, at the top of the hill, the ball has...
>>STUDENT: Potential energy. >>STEED: Energy.
When it rolls down the hill, the potential energy is converted into...
>>STUDENT: Kinetic energy. >>STEED: That's it.
>>STEED: At the end, I'll usually tell the kids,
"Now, if you have a problem with your homework, "you didn't finish it today,
"just write the number down, come back to school tomorrow
"and we'll go over it. "I don't want you stressing out,
"I don't want your parents stressing out. We're going to handle it together."
[students conversing]