The MAPs Team Grade Level Content Expectations Grade

The MAPs Team

Grade Level Content Expectations Grade 6 Science Teacher Workshops Matter and Energy On this sexta-feira, 27 de novembro de 2020 Right at 03: 04 Developed by: Mr. P. A. Klozik & Dr. M. H. Suckley Email: MAP@Science. Scene. com Materials in this presentation are based upon the Grade Level Content Expectations provided by the Michigan State Board of Education. The activities and support materials have been inspired by Operation Physics. Participants registered for this workshop have permission to copy limited portions of these materials for their own personal classroom use.

Science Standards Grade 6 Process Inquiry Analysis and Communication Reflection and Social Implications Content Energy Kinetic and Potential Energy Transfer Changes in Matter Changes in State Grade Level Mathematics Expectations Presentation

Inquiry Process S. IP. M. 1 S. IP. 06. 11 S. IP. 06. 12 1 K-7 Standard S. IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation. Generate scientific questions based on observations, investigations, and research concerning energy and changes in matter. Design and conduct scientific investigations to understand energy and changes in matter. S. IP. 06. 13 Use tools and equipment (models, thermometer) appropriate to scientific investigations of energy and changes in matter. S. IP. 06. 14 Use metric measurement devices in an investigation of energy and changes in matter. S. IP. 06. 15 Construct charts and graphs from data and observations dealing with energy and changes in matter. S. IP. 06. 16 Identify patterns in data dealing with energy and changes in matter. Back

Inquiry Analysis K-7 Standard S. IA: Develop an understanding that scientific inquiry and K-7 Standard S. IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using and investigations require analysis and communication of findings, Communication appropriate technology. using appropriate technology. 1 S. IA. M. 1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations. S. IA. 06. 11 Analyze information from data tables and graphs to answer scientific questions on energy and changes in matter. S. IA. 06. 12 Evaluate data, claims, and personal knowledge through collaborative science discourses about energy and changes in matter. S. IA. 06. 13 Communicate and defend findings of observations and investigations about energy and changes in matter using evidence. S. IA. 06. 14 Draw conclusions from sets of data from multiple trials about energy and changes in matter using scientific investigation. S. IA. 06. 15 Use multiple sources of information on energy and changes in matter to evaluate strengths and weaknesses of claims, arguments, or data. Back

Reflection And Social Implications S. RS. M. 1 S. RS. 06. 11 S. RS. 06. 12 S. RS. 06. 13 S. RS. 06. 14 S. RS. 06. 15 S. RS. 06. 16 S. RS. 06. 17 1 K-7 Standard S. RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology. Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society. Evaluate the strengths and weaknesses of claims, arguments, and data regarding energy and changes in matter. Describe limitations in personal and scientific knowledge regarding energy and changes in matter. Identify the need for evidence in making scientific decisions about energy and changes in matter. Evaluate scientific explanations based on current evidence and scientific principles dealing with energy and changes in matter. Demonstrate scientific concepts concerning energy and changes in matter through various illustrations, performances, models, exhibits, and activities. Design solutions to problems on energy and changes in matter using technology. Describe the effect humans and other organisms have on the balance of the natural world when matter is changed and/or energy is transferred. S. RS. 06. 18 Describe what science and technology in regards to energy and changes in matter can and cannot reasonably contribute to society. S. RS. 06. 19 Describe how science and technology of energy and changes in matter have advanced because of the contributions of many people throughout history and across cultures. Back

P. EN: Energy Develop an understanding that there are many forms of energy (such as heat, light, sound, and electrical) and that energy is transferable by convection, conduction, or radiation. Understand energy can be in motion, called kinetic; or it can be stored, called potential. Develop an understanding that as temperature increases, more energy is added to a system. Understand nuclear reactions in the sun produce light and heat for the Earth. P. EN. M. 1 Kinetic and Potential Energy- Objects and substances in motion have kinetic energy. Objects and substances may have potential energy due to their relative positions in a system. Gravitational, elastic, and chemical energy are all forms of potential energy. P. EN. 06. 11 Identify kinetic or potential energy in everyday situations (for example: stretched rubber band, objects in motion, ball on a hill, food energy). P. EN. 06. 12 Demonstrate the transformation between potential and kinetic energy in simple mechanical systems (for example: roller coasters, pendulums). P. EN. M. 4 Energy Transfer- Different forms of energy can be transferred from place to place by radiation, conduction, or convection. When energy is transferred from on system to another, the quantity of energy before the transfer is equal to the quantity of energy after the transfer. P. EN. 06. 41 Explain how different forms of energy can be transferred from one place to another by radiation, conduction, or convection. P. EN. 06. 42 Illustrate how energy can be transferred while no energy is lost or gained in the transfer. Back

P. CM: Changes in Matter Develop an understanding of changes in the state of matter in terms of heating and cooling, and in terms of arrangement and relative motion of atoms and molecules. Understand the differences between physical and chemical changes. Develop an understanding of the conservation of mass. Develop an understanding of products and reactants in a chemical change. P. CM. M. 1 Changes in State- Matter changing from state to state can be explained by using models which show that matter is composed of tiny particles in motion. When changes of state occur, the atoms and/or molecules are not changed in structure. When the changes in state occur, mass is conserved because matter is not created or destroyed. P. CM. 06. 11 Describe and illustrate changes in state, in terms of the arrangement and relative motion of the atoms or molecules. P. CM. 06. 12 Explain how mass is conserved as a substance changes from state to state in a closed system. Back

Grade 6 Grade Level Mathematics Expectations Math Integration Measurement N. ME. 06. 16 Understand use integer exponents, excluding powers of negative bases; express numbers in scientific notation. N. FL. 06. 11 Find equivalent ratios by scaling up and down. A. PA. 06. 01 Solve applied problems involving rates, including speed. A. RP. 06. 08 Understand that relationships between quantities can be suggested by graphs and tables. M. UN. 06. 01 Convert between basic units of measurements within a single measurement system. D. PR. 06. 02 Compute the probabilities of events from simple experiments with equally likely outcomes. Back

Matter and Energy Presented By: The MAPs Team Meaningful Applications of Physical Science Email: MAP@Science. Scene. com Visit Our Website: http: //www. Science. Scene. com

Matter and Energy Naive Ideas Concerning Potential & Kinetic Energy A. What Is Energy? B. Forms Of Energy. C. Two Types Of Energy. D. Laws of Energy.

Matter and Energy A. What Is Energy? 1. Does Energy (Light) Have Either Weight Or Volume? . . 5 2. What Makes It Move? . . . . 7 3. Defining Energy . . . . 4. How Is Energy Measured? . . . 8

Matter and Energy B. Forms Of Energy 1. The Seven Forms Of Energy. . . . 10 2. Energy and the Human Body. . . . 13 3. Transfer Of Chemical To Heat - Food Burning . . . 18 4. Can Heat Make Things Move? . . . 19 5. Energy, Heat and Change of State a. States Of Matter - Solids, Liquids, Gasses, Plasma. . . 22 b. Are Water Molecules Stationary or in Motion? . . . 23 c. Is Evaporation the same as Boiling Liquids? . . . 24 d. Lets Make A Cloud. . . . 29

Matter and Energy 6. Can Chemicals Make Things Move? . . 31 7. Using A Radio Speaker Electrical to Mechanical Energy . . . . 34 8. Energy Conversion Smorgasbord (Demonstrating Energy Conversions). 36 a. Mechanical to heat with elastic bands b. Hammer, Nail and block of wood c. Superball 9. Energy Conversion Summary . . . . 39

Matter and Energy C. There Are Two Types Of Energy. 1. Two types of Energy . . 43 2. Ah-La-Bounce. . . . . 46 3. The weight of A Body and Its Gravitational Potential Energy . . . 47 4. Galilean Cannon. . . . . 49 5. Investigating Potential / Kinetic Energy . . . 52 a. Does Potential / Kinetic Energy depend on Force? b. Does Potential / Kinetic Energy depend on Mass?

Matter and Energy D. The Laws of Energy 1. Energy Transformations And The Pendulum . . . 57 2. Stop And Go Balls. . . . . 60 3. Coat Hanger Cannon . . . . 61

We Had A Great Time

Naive Ideas Concerning Matter and Energy 1. Energy is truly lost in many energy transformations. 2. There is no relationship between matter and energy. 3. If energy is conserved, why are we running out of it? 4. Energy can be changed completely from one form to another (no energy losses). 5. Things “use up” energy. 6. Energy is confined to some particular origin, such as what we get from food or what the electric company sells. 7. An object at rest has no energy. 8. The only type of potential energy is gravitational. 9. Gravitational potential energy depends only on the height of an object. 10. Doubling the speed of a moving object doubles the kinetic energy. 11. Energy is a “thing. ” This is a fuzzy notion, probably because of the way we talk about newton-meters or joules. It is difficult to imagine an “amount” of an abstraction. 12. The terms “energy” and “force” are interchangeable. 13. From the non-scientific point of view, “work” is synonymous with “labor. ” It is hard to convince someone that more “work” is probably being done playing football for one hour than studying an hour for a quiz. 13

Acceptance of a New Concept A widely accepted way to explain how learners adopt new understandings of concept is presented in the Conceptual Change Model (CCM)*. There are two major components to the Conceptual Change Model. 1. The three conditions needed to adopt a new concept. a. dissatisfaction with their existing conception, b. the new concept is understandable c. the new concept is plausible and fruitful. 2. The status of the new concept. A conception has status when it meets any of the aforementioned conditions; however, the more conditions that the new conception meets, the higher the status the new conception obtains, and hence, a higher probability of being adopted. References *Posner, G. J. , K. A. Strike, P. W. Hewson, and W. A. Gertzog. 1982. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Educa tion 66: 211 -27.

Does Light Have Either Weight Or Volume? 1. Place a box on a scale. 2. Tare (zero) the scale. 3. Add light energy to the box. 4. Observe any increase in mass.

What Makes It Move? 1. 2. 4. 6. 5. 7. 9 3. 8. 9. Three Ways Energy Moves

How Is Energy Measured? 1. Obtain a toy truck a ramp and something to change the height of the ramp. 2. Using a newton scale measure the force needed to move the truck with the ramp flat and the distance the truck moved. 3. Using a newton scale measure the force needed to move the truck with the ramp on an incline and the distance the truck moved. 4. Using a newton scale measure the force needed to move the truck with the ramp perpendicular and the distance the truck moved. Position Flat Inclined 1 Perpendicular Force Distance Work/Energy

1. Heat 2. Light 3. Sound 4. Mechanical 5. Electrical 6. Chemical 7. Nuclear 7

Energy and the Human Body What is a Calorie? A calorie is a unit of energy. Calories apply to anything containing energy. For example, a gallon (about 4 liters) of gasoline contains about 31, 000 calories. Specifically, a calorie is the amount of energy, or heat, it takes to raise the temperature of 1 gram of water 1 degree Celsius. One calorie is equal to 4. 184 joules, a common unit of energy used in the physical sciences. In regards to food and fitness the reference to calories actually are kilocalories. Using the log sheets supplied, keep track of everything you eat in a 24 hour period. Beside each type of food list the number of Calories it contained by referring to the chart "Calorie content in common foods. "

Transformation Of Chemical Energy To Heat Energy Data 1. Mass of material (g) 2. Mass of cold Water (Mwater) 3. Temp. cold Water (T 1) 4. Temp. of heated water (T 2) 5. Temp. change of water (ΔT) 6. calories (H) 7. Calories Sample A-Peanut Sample B -

Can Heat Make Things Move? Chewing gum wrapper and a source of heat such as an incandescent light bulb and socket

The Four STATES OF MATTER SOLIDS - have a definite volume and shape LIQUIDS - take the shape of the container in which they are placed, but have a definite volume. GASES - spread out in all direction and take the shape of the container if it is closed. They have neither definite shape nor definite volume. PLASMA - is a high temperature gas made of ions which conducts electricity

Are Water Molecules Stationary or in Motion? 1. Fill one jar to the top with hot water. (It must be filled to the very top). 2. Fill the other Jar with cold water and add several drops of food coloring to it. 3. Put the index card on top of the hot water jar, hold the card in place, and turn the jar upside down, placing it on top of the cold water jar. 4. Slide the card out slowly and watch what happens.

Boiling / Condensation 2 Evaporation, Condensation, And Boiling Time - min Temp. - 0 C 0 -30 5 0 10 0 15 0 20 30 25 60 30 100 35 100 40 100 45 125

Making A Cloud Procedure 1 Insert the rubber stopper into the soda bottle. 2. Attach a Bicycle pump to the rubber stopper. 3. Pump the bicycle ten times. 4. Remove the stopper and a cloud should form. A Number 3 One Hole Rubber Stopper wit a tire tube valve inserted. 2 Liter Soda Bottle Place a small Amount of Rubbing Alcohol, approx. 10 ml. Explanation As the air is pump into the soda bottle the vapor is converted into the liquid state due to the increase in pressure. When the rubber stopper is removed the pressure decreases. With the decreased pressure some of the liquid reconverts to vapor. This change of state, from vapor to liquid, lowers the temperature and droplets are formed forming our cloud. 1

Weighing a Clouds are heavier than you might think. Here's how scientist Margaret Le. Mone went about "weighing" a fairly small cumulus cloud drifting over the plains east of Boulder, Colorado. 1. At midday, when the sun is the nearest to directly overhead, note the cloud's shadow on the ground. From the Appalachians westward, the United States is divided into square sections, One mile on a side, usually marked by roads. 2. Our cloud is about six- tenths of a mile wide and long. It's roughly as high as it is wide. We'll use metric measurements as scientists do. Since. 6 mile is about 1, 000 meters, our cloud is 1, 000 meters wide, 1, 000 meters long and 1, 000 meters high. 3. A cloud like this has 0. 5 gram of liquid water in each cubic meter. If we multiply 1, 000 X 0. 5, we find the cloud's liquid water weighs about 500 million grams. This is about 550 tons. 4. Our cloud turns out to weigh more than the heaviest version of the Boeing 747 -200 jetliner with a full load of passengers and fuel, 416 tons. 0

Can Chemicals Make Things Move - Alka - Poppers ¼ tablet 1. (1) Mass (g) 2. (2, 4) Temperature (°C) 1 3. (5) Distance: (m) 2 3 Av. 1 5. (6) Time to explode (sec. ) 2 3 Av. 6. (7) Number of explosions ½ tablet ¾ tablet

Using A Radio Speaker to Convert Electrical to Mechanical Energy A speaker takes the electrical signal and translates it into physical vibrations to create sound waves. Speakers do this by rapidly vibrating a flexible diaphragm or cone. One end of the cone is connected to the voice coil and the other end to the cone. The coil is attached to the basket by the spider which allows it to move freely back and forth. When electricity passes through the coil a magnetic field is produced which interacts with the magnetic field of the magnetic which causes the coil and cone to move producing sound.

Mechanical To Heat With Elastic Bands Obtain a rubber band or a baloon While holding the rubber band in both hands stretch it across your lips. You will notice that while the rubber band is being stretched it will feel warmer. When you “un-stretch” the rubber band it will feel cooler to your lips. The heat is caused by the rubber molecules rubbing against one another.

Hammer, Nail and Block of Wood When hammering a nail into wood, the hammer is raised ready to fall and hit the nail. The mass of the hammer is acted upon by gravity and the hammer contains potential energy. When the hammer is moving towards the nail the potential energy changes to kinetic energy. More energy can be added to the hammer by muscle power, the hammer accelerates and its velocity increases. The nail has zero velocity. On impact with the nail, the velocity of the hammer retards to zero and the energy contained within the hammer transfers to the nail. 1. Hold a nail to sense its temperature. 2. Pound the nail 4 to 5 -cm into the wood. Identify the work needed to do this. 3. Using the claw part of the hammer pull out the nail. Immediately touch the part of the nail that was in the wood. Describe the sensation. 4. Identify the energy transformations that took place.

Superball Heat Energy Drill a hole into a super ball large enough to fit a thermometer. Insert thermometer, record the temperature and remove thermometer. Bounce the ball for about 5 -minutes. Insert thermometer, record the temperature and remove thermometer. Temperature Trial 1 2 3 Before Bouncing After Bouncing

Energy Conversion Smorgasbord Device Starting Energy Converted Energy 1. Picture chemical Light 2. Wintergreen Mint and pliers chemical Light 3. Battery chemical Electrical 4. Battery and Bulb chemical Light 5. Battery and motor chemical Mechanical 6. Motor and Bulb mechanical Light 7. Toy car mechanical Mechanical 8. Talking strip mechanical Sound Light Electrical chemical Light/Heat Atomic Sound 12. Piezoelectric crystal and Neon bulb mechanical Light 13. Clap on clap off mechanical Electrical chemical Heat mechanical heat Heat 9. Photo cell 10. Matches 11. Festaware and Geiger counter 14. Nerf Ball Cannon 15. Coat hanger or Large Paperclip 16. Thermocouple and Galvanometer 32 Electrical

Energy Conversion Smorgasbord Light Mechanical Heat Sound Electrical Chemical Radiometer Absorption Photocell Photosynthesis Rubbing Hands Clapping Hands Generator Churning Butter Teapot Thermocouple Cooking Food Microphone Baby’s Cry Steel & Flint Fire Expansion Sono. Luminescence Resonance Movement Electrical Light Bulb Motor Iron Speaker Chemical Candle Firecracker Fire Explosion Sound 28 Plating Battery

How a Monkey uses Energy Chains to Move Energy Chain: Sun → Photosynthesis → Banana → Monkey → Chemical Energy → Mechanical Energy (Monkey Moves) 1

Where Does The Energy Come From That is Needed For A Fisherman To Fish? Where does the energy needed for a fisherman to fish come from? 0

1. Potential or stored energy PE = F x h 2. Kinetic or moving energy KE = ½m x v 2 2 2

Kinetic Potential Pull Back Car 1 1

Potential and Kinetic Energy and the Basketball 0 4

Ah-la-bounce Mass of super ball ______Kg Mass of tennis ball _______Kg Trials 1 2 3 Average Potential Energy m x g x h % of energy absorbed Super Ball h 1 (meters) h 2 (meters) Tennis Ball h 1 (meters) h 2 (meters)

The weight of A Body and Its Gravitational Potential Energy Ball bearings dropped into sand Relative Mass Light Medium Heavy 1 -meter 2 -meter 3 -meter

Galilean Cannon Number of Rebound Balls Speed 1. . 1 v 2. . 3 v 3. . 7 v 4. . 15 v 5. . 31 v 6. . 63 v 7. . 127 v 8. . 255 v

Investigating Force and Energy Measuring Forces 25. 00 -cm 50. 00 -cm Finish Line Physical Properties Description 4 Calculated Force in Newtons Due to Angle Diameter Mass (cm) (kilogram) 3. 00 -cm 6. 00 -cm 9. 00 -cm Vertical Steel 2. 54 0. 0668 0. 08 0. 16 0. 24 0. 66 Yellow Glass 2. 54 0. 0200 0. 02 0. 05 0. 07 0. 19 Yellow Glass-B 2. 54 0. 0185 0. 02 0. 04 0. 06 0. 18 Rubber Ball 2. 54 0. 0125 0. 015 0. 03 0. 045 0. 1225 Blue Glass 1. 50 0. 0051 0. 006 0. 0122 0. 0184 0. 0499

Investigating Force and Energy Section 2: Which One “Wins”? 25. 00 -cm 50. 00 -cm Finish Line a Place 1. the “start line”. 2. 3. 4. 5. 6. to any height, but the same height. (see chart) Select two marbles with the same mass and diameter and place them on the starting point at the top of the ramps. Release them at the same instant and observe the outcome of the “race”. Select another two marbles with the same mass and diameter and repeat the race. Complete the statement: When two marbles that are the same “race”. . .

Investigating Force and Energy Section 3: Changing the Height of the Racer 1. Predict (P) the winning ramp for each race. 2. Adjust the ramps to the height indicated in the table for position 1. 3. Select two large marbles with the same mass (20. 0 -g or. 02 -Kg) and diameter. Obtain the force for the marbles from table 1 and record. 4. Place one marbles on the ramp A one marbles on the ramp B and then release them at the same instant and observe the outcome of the “race”. Repeat three times to verify the results. Record the actual winner (A). 5. Repeat the above procedure for each of the other heights indicated in the table. 6. Calculate the Potential Energy for each race. Height meters Position 1 Position 2 Position 3 3 0. 03 Ramp A Force P. E. Newtons P. E. = m x g x h Joules 0. 02 0. 0059 Height meters 0. 03 0. 06 0. 09 Ramp B Force P. E. Newtons P. E. = m x g x h Joules 0. 02 0. 0059 0. 05 0. 0118 0. 07 0. 0176 Winning Ramp P P 7. Does the change in height effect speed of the marble to cross the finish line? Why? 8. If energy is the “ability to do work” does the change in height affect energy? (Explain) A A

Investigating Force and Energy Section 4: Changing the Mass of the Racer 1. Predict (P) the winning ramp for each race. 2. experiment. 3. Select marbles mass 1 (mass as indicated in the table). Obtain the force for the marbles from table 1 and record. 4. Place the marbles on the ramps then release them at the same instant and observe the outcome of the “race”. Repeat three times to verify the results. Record the actual winner (A). 5. Repeat the above procedure for each of the other masses indicated in the table. 6. Calculate the Potential Energy for each race. Ramp A ? Ramp B Winning Ramp Mass (Kilogram) Force Newtons P. E. = m x g x h Joules Mass 1 0. 0051 0. 01 0. 0018 Mass 2 0. 0051 0. 0018 0. 0120 0. 03 0. 0074 Mass 3 0. 0051 0. 0018 0. 0200 0. 05 0. 0118 Mass 4 0. 0051 0. 0018 0. 0668 0. 16 0. 0393 Mass (Kilogram) Force Newtons P. E. = m x g x h Joules P 7. Does the change in mass effect speed of the marble to cross the finish line? Why? 8. If energy is the “ability to do work” does the change in mass affect energy? (Explain) A

Investigating Force and Energy Section 5: Affect of Height on Energy and Work 1. Adjust the ramp to the height indicated in the table. 2. Select one 0. 0051 kg marble. Obtain the force for the marble from table 1 and record. 3. Place the marble on the ramp, then release it and measure the distance the barrier was moved using the grid provided. Repeat three times to verify the results. Place the ramp on the grid. Mark the zero point of the barrier and measure how far the barrier moves. 4. Repeat the above procedure for each of the other heights indicated in the table. 5. Calculate the potential energy of the marble using P. E. = m x g x h. 6. Calculate work done using w = f x d. “Marble”/Object 1. 5 -cm ? Barrier Potential Energy Force P. E. = m x g x h Needed to move (Joule) (Newton) 0. 0051 0. 0015 . 034 0. 0178 0. 0006 0. 06 -m 0. 0051 0. 0030 . 034 0. 0315 0. 0011 0. 09 -m 0. 0051 0. 0045 . 034 0. 0448 0. 0015 Height Mass (meters) (Kilogram) Position 1 0. 03 -m Position 2 Position 3 Distance (Meter) Work w = f x d (joule)

Investigating Force and Energy Section 6: Affect of Mass Energy and on Work 1. Adjust the ramp to the height indicated in the table. 2. Select one marble (mass 1). Obtain the force for the marbles from table 1 and record. 3. Place the marble on the ramp, then release it and measure the distance the barrier was moved using the grid provided. Repeat three times to verify the results. 4. Repeat the above procedure for each of the other masses indicated in the table. 5. Calculate the potential energy of the marble using P. E. = m x g x h. 6. Calculate work done using w = f x d. “Marble”/Object ? Barrier Potential Energy P. E. = m x g x h (joule) Distance (meter) Work w = f x d (joule) . 034 0. 0178 0. 0006 0. 0035 . 034 0. 0340 0. 0012 0. 0059 . 034 0. 1360 0. 0046 Height (meters) Mass (Kilogram) Mass 1 0. 03 0. 0051 0. 0015 Mass 2 0. 03 0. 0125 Mass 3 0. 0200 Force Needed to move (newton)

Energy Laws First Law - Energy input always equals energy output. Energy is neither created nor destroyed. Second Law - When energy is converted from one form to another, the result is to move from higher level energy (gasoline) to lower level energy (heat). 2

Energy Transformations And The Pendulum 1

Trust‘em or Duck you Sucker! DESCRIPTION Demonstrate your confidence in energy conservation by standing with your back against the wall, releasing the bowling ball from just in front of your nose (with no initial velocity), and allowing it to swing out and back. Standing with the back of your head against a wall makes it easier to keep your head in one place. Hang pendulum from eyelet on ductwork above front of lecture room with inelastic cord 0

Stop And Go Balls Tie about 1 -meter of string between two supports. Suspend two balls from the string using pieces of string approximately 0. 5 -meter long. Start one of the ball swinging. Note that the other ball begins to respond to this motion, and its amplitude of swing increases. The ball that was initially moving loses some of its energy and begins to slow down. This continues until the ball that was originally at rest is swinging with full amplitude, and the other ball comes to a stop. This cycle continues with the balls transferring energy from one ball to the other.

Coat Hanger Cannon Height Mass Acceleration Force PE Range Time Velocity KE h m a m x a F x h d t d / t ½ m x v 2 Kg 9. 8 -m/sec 2 newton joule meter seconds m / s joule Trial 1 2 3 meter

4

Work, Kinetic and Potential Energy f = force, d = distance (meters), N = newton, S = seconds, m = meters, M = mass, Kg = mass Units are really road signs which tell us where we are!! 3 One joule in everyday life is approximately: • the energy required to lift a small apple one meter straight up. • the energy released when that same apple falls one meter to the ground. • the energy required to heat one gram of dry, cool air by 1 degree Celsius.

We Had A Great Time

Evaporation, Condensation, and Boiling Evaporation is the process whereby a liquid changes to a gas. This is how puddles of water on eventually dry. Particles of liquid water jiggle around and occasionally hit an energetic neighbor. Such particles can be knocked free of the liquid. Particles that escape from the liquid take energy from the liquid. The remaining liquid loses some energy and its temperature decreases slightly. This is how perspiration helps you cool off. Condensation is the reverse process, where gaseous material changes back into a liquid form. Boiling is a special case of evaporation. It occurs at a definite temperature for a given material. When a liquid is heated, its particles move more and more rapidly. When the boiling temperature (or boiling point) is reached and heat is still added, the particles have enough energy to break away from one another and become part of the gaseous state. As heat energy is added to a liquid at the boiling point, the temperature of the liquid does not change. All of the heat energy is used to change the liquid to a gas. Only when all of the liquid is changed into a gas will the heat energy be used to raise the temperature again.

PLASMA – Northern Lights The sun gives off high-energy charged ions that travel out into space at speeds of 300 to 1200 kilometers per second. A cloud of such particles is called a plasma. The stream of plasma coming from the sun is known as the solar wind. As the solar wind interacts with the edge of the earth's magnetic field, some of the particles are trapped by it and they follow the lines of magnetic force down into the ionosphere. When the particles collide with the gases in the ionosphere they start to glow, producing the spectacle that we know as the auroras, northern and southern. The array of colors consists of red, green, blue and violet.

FORCE Push or a pull that produces an acceleration F= m x a Force = Mass x acceleration F = Kg x

We Had A Great Time

INVESTIGATING POTENTIAL AND KINETIC ENERGY . 380 -m Finish – t 2 Start - t 1 1

Does Energy Depend On Force? Gravity (g): 9. 8 m/sec 2 Position from Start: 0. 38 -m Height (h): Measured Mass of truck (m) 0. 0588 -Kg Timed Distance (d): 0. 40 -m Time Trials Block Height (meters) Height of Truck (h) (meters) Force on Truck Trial 1 Trial 2 Trial 3 (Newton) (seconds) 1 0. 03 0. 051 0. 025 0. 66 2 0. 06 0. 095 0. 047 3 0. 09 0. 112 0. 145 Experiment Block Height: Given Speed Energy Potential Kinetic P. E. = mgh (Joules) K. E. = ½ mv 2 (Joules) 0. 62 0. 0294 0. 0113 0. 41 0. 98 0. 0467 0. 0282 0. 34 1. 18 0. 0645 0. 0409 (seconds) Average Time (seconds) V=d/t (m / sec) 0. 65 0. 43 0. 40 0. 41 0. 33 0. 35 0. 34 0 15

INVESTIGATING POTENTIAL AND KINETIC ENERGY . 380 -m Finish – t 2 Start - t 1 1

Does Energy Depend On Mass? Position from Start: 0. 38 -m Force on truck (f): Measured Height (h): Measured Mass of truck (m): 0. 0588 -Kg Gravity (g): 9. 8 m/sec 2 Timed Distance (d): 0. 40 -m Time Trials Speed Block Height 0. 03 -m Energy Mass Height of Force on Trial Average (Truck+) (Kg) Truck (h) (meters) Truck (Newton) 1 (sec. ) 2 (sec. ) 3 (sec. ) Time 1 . 0588 0. 051 0. 025 0. 66 0. 67 0. 65 0. 66 0. 61 . 0294 0. 0109 2 . 1194 0. 051 0. 092 0. 65 0. 63 0. 62 0. 65 0. 0597 0. 0258 3 . 1794 0. 051 0. 152 0. 62 0. 59 0. 60 0. 67 0. 0897 0. 0403 4 . 2394 0. 051 0. 230 0. 59 0. 63 0. 62 0. 61 0. 66 0. 1197 0. 0522 Experiment (seconds) V=d/t (m / sec) Potential P. E. = mgh (joules) Kinetic K. E. = ½ mv 2 (joules) 0 20