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1. How did the temperatures of the water in the two red Solo cups compare at the beginning?
2. What happened to the temperature of the cold water over time?
3. What happened to the temperature of the warm water over time?
4. How did your graph show what happened?
5. After 15 minutes, what did you notice about the lines on your graph?
6. What happened to make the temperature of the cold water get warmer?
7. What happened to make the temperature of the warm water get colder?
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8. Use your line graph to predict when the two lines would merge. Describe. Why did you choose this timeframe?
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9. Which direction did the heat energy move?

1.In the cup that had cold water it started rising and I thought that the cold water was going to stay the same but it did not and it's temperature changed.  
2.The temperature in the the cold water really changed over time and the water got hotter and it really surprised me. 
3.The hot water over time started to cool down like normal and it really changed it temperature over the time of our experiment.
4.The graph showed what the temperature of that cup of water was at that time and it showed how the hot and cold water was moving up and down on the graph. 
5.After the 15 minutes I saw that the cold water was at about 45 five degrees but I really don't remember. 
6.You know that cold water gets warmer right but you see the cold water was under light an dover time the light can heat the water up over the time of our experiment.
7.The warm water like always gets cool right but it cools down but some times when you leave it out for a really really long time it will cool down a lot like I mean a lot lot.
8.So, I think after 30 to 40 minutes I think the two lines will merge because of the temperature of the water over the time. 
9. The heated water moved down over time because it's temperature was going down when it was cooling during the whole experiment period. 

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Fountain-electrical to motion to Gravitational to sound to motion 

Pullback cars-Elastic to motion to sound 

Love thermometer- Heat to chemical to motion  ​

Plasma rocket lamp- Electrical to light to motion to sound  

1. My favorite station was the fountain why because it was so cool to see how it works and try to figure out what the energy transfers are of the fountain in the back of the room. 
2.The hardest energy object was the color changing beads when you put them up to the lamp and first of all my partner and I could not see what was happening to the beads but than me teacher told me and my partner what it was doing.
3.I selected those because I think those sho the most work on this project and my partner and I really thought they had a lot of our good work in them. 
​4.No because not every thing we try to figure out is always correct but some of the objects are not always made that way and made for that but the fountain is made for a purpose and it is for decoration and to listen to over night and it might even help you fall asleep.  

1. Based on my examples above , my best definition of ''Energy in action ' is :

1.Why might TET be a good edition to our classroom?
2. How might this program help me learn?  

1.TET could be good for our class room because we can learn how to talk with other people and learn what other people like running, soccer, basketball, etc.
2.This program can help me in a lot of things...