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Physics Unit One: Energy Standards Focus Standard: SP2. Students will evaluate the significance of energy in understanding the structure of matter and the universe. a. Relate the energy produced through fission and fusion by stars as a driving force in the universe. b. Explain how the instability of radioactive isotopes results in spontaneous nuclear reactions. SP3. Students will evaluate the forms and transformations of energy. a. Analyze, evaluate, and apply the principle of conservation of energy and measure the components of work-energy theorem by • describing total energy in a closed system. • identifying different types of potential energy. • calculating kinetic energy given mass and velocity. • relating transformations between potential and kinetic energy. b. Explain the relationship between matter and energy. f. Analyze the relationship between temperature, internal energy, and work done in physical system. g. Analyze and measure power. Enduring Understanding 1. Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). 2. The mechanical energy of a system is the sum of its kinetic and potential. 3. Kinetic and potential energy are descriptions of the forms that energy can have. 4. Work is the result of the displacement of an object under the action of a force. 5. There is a relationship between matter and energy in the equation E = mc2. 6. Vast amounts of energy are produced in fission and fusion reactions. 7. Nuclear fission and fusion are the processes that create the array of elements in the universe. 8. Power is the amount of energy used by a system in a given unit time. 9. Electrons are outside the nucleus and the protons and neutrons are located inside the nucleus. 10. Radioactivity is the process of sequential steps by which unstable radioactive isotopes decay into stable isotopes. 1 Concepts Energy transformations, conservation of energy, closed system, kinetic energy, gravitational potential energy, electric potential energy, elastic potential energy, matterenergy relationship, conservation of momentum, elastic collisions, inelastic collisions, structure of matter, formation of matter, fission, fusion, radioactivity, work, power. Language Energy transformations, potential energy, kinetic energy, conservation of energy, electric potential energy, elastic potential energy, gravitational potential energy, work, force, gravity, closed system, matter, structure of matter, formation of matter, fission, fusion, radioactivity, power, significant figures, calculate, experiment, precision measure, accuracy, SI units, describe, scientific notation, conclusion, hypothesis, data, contrast, compare, variable, infer, analyze, predict, interpret. Possible Labs Lab Name Work-Energy TheoremSpring Constants and Energy The Bungee Jumper: Conservation of Energy Location http://www.frontiernet.net/~jlkeefer/jumpup.html http://www.frontiernet.net/~jlkeefer/bungee.html Lab: Down the Hill Lab-Down The Hill sim.doc (Roudebush) Popper Lab Energy of Toys (Murray) Radioactivity Lab nuclearradioactivity.doc Work and Power Lab Work and Power Lab.pdf 2 Sequence of Activities, Tasks, and Assessments for Unit E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). Work is the result of the displacement of an object under the action of a force. Day 1 Intro to Energy Begin with Carousel Activity. Encourage students to think about the nature of energy. The students begin by developing understandings about the different forms of energy (i.e. Kinetic and Potential). Students then connect these concepts to develop an understanding about the law of conservation of energy. As a teacher, try to pick out students’ misconceptions. Continue uncovering students’ beliefs about energy. Have students brainstorm different types of energy. Demonstrate “hand-crank generator” Have students brainstorm energy transformations. Students will complete “Energy of Toys” activity (c/o Jaclyn Murray). Provide students with the following equations: (Gravitational Potential Energy) GPE=mgh (Kinetic Energy) KE= 1/2mv2 Elastic Potential Energy = 1/2kx2 Summarizing: What types of energy did you observe in the toys? What type of energy transformations did you observe in the toys? Homework: Read Chapter 5; Section 1 Doing work on sand-page 147 Conceptual Physics 3 E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). Work is the result of the displacement of an object under the action of a force. Introduce Work Ask students, “What is energy?” At least one student will reply, “Energy is the ability to do work.” That’s a great definition, but does it mean? What is work? Day 2 Work In physics, work has a particular meaning. Consider the following situations: A student holds a heavy chair at arm’s length for several minutes. A student carries a bucket of water along a horizontal path while walking at constant velocity. Both of these situations require effort, but in neither of them is work being done on the object. Work is done on an object when a force causes a displacement. Teach basic concepts of work using PowerPoint, “Work, Power, and Energy”. The work done on an object by a force is equal to the component of the force along the direction of motion multiplied by the distance the object moved: W = Fd. Complete practice problems. What are the units for work? Explain the differences between positive and negative work. Summarizing: (see energyslides.ppt) 1. It is said that energy is the ability to do work, then what is work? 2. Explain two examples when (students can work in pairs): a. work is postive. b. work is negative. c. work is zero. Homework: Answer 12 and 4 on page 162 and 1, 5, and 6 on page 163. 4 E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). The mechanical energy of a system is the sum of its kinetic and potential. Kinetic and potential energy are descriptions of the forms that energy can have. Day 3 Kinetic Energy Ask students, “What is kinetic energy?” (see energy slides) Show slides a. think and rank b. kinetic energy equation c. what do you think d. relative motion Then, show selections of video by professor Richard Muller “Atoms and Heat” http://www.youtube.com/watch?v=6ysbZ_j2xi0 What is kinetic energy related to: mass velocity squared Work out some conceptual questions. ??????? Mathematically kinetic energy is KE = 1/2 mv2 Work out some mathematical problems. Sample problem B Student Practice 1-5 on page 166 5 E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). The mechanical energy of a system is the sum of its kinetic and potential. Kinetic and potential energy are descriptions of the forms that energy can have. Major Concept: Kinetic energy is energy of motion. The kinetic energy of an object equals the work that was needed to create the observed motion. This work can be related to the net force applied to the object along the line of the motion. The work done on an object by a force is equal to the component of the force along the direction of motion multiplied by the distance the object moved: W = Fd. The work needed to accelerate an object of mass m from rest to a speed v is 1/2 mv2. This quantity is defined as the kinetic energy E. The units of energy are joules, in which 1 joule = 1 kilogram-meter Day 4-5 squared per second squared (1 kg-m2/s2) = 1 newton-meter. Energy is Work-Kinetic a scalar quantity, meaning that energy has a magnitude but no direction. Energy Theorem Teaching Strategies: DAY ONE: I. Atwood machine Demo: a. Ask questions about the change in KE, b. forces acted on the cart, c. and work done on the cart. d. Can Students make the connection between work and change in kinetic energy? II. Work some example problems—simpler ones. I’ll think out load. III. Teach the 15-pointer rubric for problem solving. IV. Students work problems in book. V. Summarizing: Students complete a timed 15-pointer. DAY TWO: VI. Go over 15 pointer, address concerns. VII. Students work through two more problems. One in a group and one individually. 6 Alternate Lessons: I. Students will complete “Popup Toy Physics” activity (c/o Jaclyn Murray). * II. Go to the computer lab and have students read and interact with the physics classroom website: http://www.physicsclassroom.com/Class/energy/u5l2a.cf m Summarizing: Students answer these two questions in pairs: 1. A satellite is in circular orbit above the Earth’s surface. Why is the work done on the satellite by the gravitational force zero? What does the work-kinetic energy theorem predict about the satellite’s speed? 2. When the brakes of a car are locked, the car skids to a stop. How much farther will the car skid if it’s moving 3 times as fast? Homework: Answer 1,2, and 4 on page 168 E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). The mechanical energy of a system is the sum of its kinetic and potential. Kinetic and potential energy are descriptions of the forms that energy can have. Day 6 Potential I. Potential Energy Energy / GPE Brainstorm: In 60 seconds, list as many types of potential energy as you can. Lecture on the three types of potential energy we are concerned with: chemical potential energy elastic potential energy gravitational potential energy II. Gravitational Potential Energy Explain it conceptually and get into some mathematical problems. 1. If you do 100 J of work to elevate a bucket of water, what is * This activity worked well last year. 7 its gravitational potential energy relative to its starting point? 2. What would be the gravitational potential energy be if the bucket were raised twice as high? 3. Look in thinking physics. III. Explain it mathematically. DO SOME PROBLEMS. 1. GPE 2. KE 3. Conservation of Energy 4. Work 5. Work Kinetic Energy Theorem Summarizing Strategy: Provide two examples/situations of chemical potential energy. Provide two examples/situations of elastic potential energy. Provide two examples/situations of gravitational potential energy. E.Q. #1 How are humans dependent on transformations of energy? SP3a Understandings: Energy exists in various forms and can be transformed from one form to another (Law of Conservation of Energy). The mechanical energy of a system is the sum of its kinetic and potential. Kinetic and potential energy are descriptions of the forms that energy can have. Day 7-9 Activating Strategy: Bowling Ball Demo Law of Conservation Instructional Strategies: of Energy / DAY ONE: I. 20 Questions: I go through five slides at a time. Students Mechanical discuss and answer the questions as a group. Energy II. I’ll then go through a series of slides about conservation of energy. I’ll ask students questions about them. III. Students will then solve two problems in groups step-by-step. DAY TWO: IV. Students will work slowly through the 5 problems in the book about conservation of energy. DAY THREE: V. I’ll have students work through a WS of mixed energy problems. 8 a. They’ll first have to figure out what type of problems. b. Then they’ll solve them. Summarizing Strategy: Students will complete a time 15-pointer about conservation of energy. QUIZ: Next Day: Work-Kinetic Energy Theorem and Conservation of Energy/ 9 E.Q. #1 How are humans dependent on transformations of energy? SP3g Understandings: I. Power is the amount of energy used by a system in a given unit time. Activating Strategy: What’s the difference between a 40 Watt bulb and a 60 Watt bulb? Why? What does that have to do with power? Teaching Strategy: Day 10 Power I. Ask students: I. What is power? Scientific Definition vs. Everyday Definition? II. How is power different from energy? Are they different? III. How is power related to work? IV. What is the mathematical formula for solving power? V. What are the units for power? II. Work and Power Lab III. Students Answer and discuss questions on lab. Power Problems: 1. If a person does 6000 Joules of work in one minute, what power has he? 2. A bulldozer does work at a rate of 12 000 000 N every minute. How powerful is it? 3. A car with a forward force of 6000 N drives a distance of 1 kilometer in 1 minute. How much power does it have? 4. If the athlete in Q5 ran up the stairs in 3.5 seconds. How powerful is she? 10 E.Q. #3 Why are we unable to do any nuclear experiments in physics this year? SP3b, SP2a Understanding: There is a relationship between matter and energy in the equation E = mc2. Vast amounts of energy are produced in fission and fusion reactions. Activating Strategy: Have students brainstorm five things they know about nuclear energy and radiation. Follow up this activity with a discussion about this question: “What do you think E=mc2 means? Day 11/12 E=mc2 View “Einstein’s Big Idea.” Assign a 1-2 page essay in which students explain the importance of Einstein’s Big Idea and the important contributions that lead to Einstein’s development of E=mc2. The paper will be due two days after the completion of the movie. Summarizing Strategy: Assign each pair of students a contributing scientist in the film. Have them briefly report to the class: Their scientist’s contribution. Their scientist’s time period. How did their scientist’s contribution assist Einstein in the development of his idea? Homework: Read Pages 790-794; Answer the following two questions: What force holds the nucleus together? Why are some nuclei unstable? How do neutrons help to stabilize the nucleus? 11 E.Q. #3 Why are we unable to do any nuclear experiments in physics this year? SP2a,SP2b Understanding: Vast amounts of energy are produced in fission and fusion reactions. Nuclear fission and fusion are the processes that create the array of elements in the universe. Day 13 Fission and Fusion Activating Strategy: Give Students Frayer Diagram Allow them a few minutes to fill them in based on memory. Then allow them to use their books. Discuss. Lesson Short Lecture: Fission and Fusion Review for test. Day 14 Test 12