Download Matter and Energy

The MAPs Team
Grade Level Content Expectations
Grade 6 Science Teacher Workshops
Matter and Energy
On this Saturday, May 6, 2017
Right at 23:44
Developed by:
Mr. P. A. Klozik & Dr. M. H. Suckley
Email: [email protected]
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 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
K-7 Standard
Standard S.IP:
S.IP: Develop
Develop an
an understanding
understanding that
that scientific
scientific inquiry
inquiry
and
reasoning
involves
observing,
questioning,
investigating,
and reasoning involves observing, questioning, investigating,
recording,
recording, and
and developing
developing solutions
solutions to
to problems.
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
K-7Standard
StandardS.IA:
S.IA:Develop
Developan
anunderstanding
understandingthat
thatscientific
scientificinquiry
inquiryand
and
investigations
require
analysis
and communication
of findings,
using
and investigations
require
analysis
and communication
of findings,
Communication appropriate
technology.
using appropriate
technology.
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
1
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
P.CM.M.1
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.
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 and 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: [email protected]
Visit Our Website: http://www.ScienceScene.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 Education 66: 21127.
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?
3.
1.
2.
4.
6.
5.
7.
8.
9
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 31,000,000
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 (T1)
4. Temp. of heated water (T2)
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
Time - min
Temp. - 0C
0
-30
5
0
10
0
Liquid
15
0
1 cal /gr. for
each degree
20
30
25
60
30
100
35
100
40
100
45
125
Latent Heat
Temp.
Gas
Boiling
100
540 cal /gr.
melting
0
80 cal/gr
so lid
-30
0
5
Time
10
15
20
25
30
35
40
45
Calories per gram needed for change in State
2
Evaporation, Condensation, And Boiling
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 Cloud
Clouds are heavier than you might think. Here's how scientist Margaret
LeMone 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 1,000 X 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
Light
Mechanical
Heat
Mechanical
Heat
Radiometer
Absorption
Rubbing
Hands
Steel & Flint
Sound
Electrical
Chemical
Photocell
Photosynthesis
Clapping
Hands
Generator
Churning
Butter
Teapot
Thermocouple
Cooking
Food
Microphone
Baby’s Cry
Fire
Expansion
SonoLuminescence
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
Trials
1
2
3
Average
Potential Energy
m x g x h
% of energy absorbed
Mass of tennis ball _____________Kg
Super Ball
h1 (meters)
h2 (meters)
Tennis Ball
h1 (meters)
h2 (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 . . . . . . . . . . 1v
2 . . . . . . . . . . 3v
3 . . . . . . . . . . 7v
4 . . . . . . . . . . 15v
5 . . . . . . . . . . 31v
6 . . . . . . . . . . 63v
7 . . . . . . . . . . 127v
8 . . . . . . . . . . 255v
Investigating Force and Energy
Measuring Forces
25.00-cm
50.00-cm
Finish Line
Physical Properties
Properties
Physical
4
Calculated Force
Force in
in Newtons
Newtons Due
Due to
to Angle
Angle
Calculated
Description
Diameter
Diameter
(cm)
Mass
Mass
(kilogram)
3.00-cm
6.00-cm
9.00-cm
Vertical
Steel
Steel
2.54
2.54
0.0668
0.0668
0.08
0.08
0.16
0.24
0.66
Yellow Glass
Glass
Yellow
2.54
2.54
0.0200
0.0200
0.02
0.02
0.05
0.07
0.19
Yellow Glass-B
Glass-B
Yellow
2.54
2.54
0.0185
0.0185
0.02
0.02
0.04
0.06
0.18
Rubber Ball
Ball
Rubber
2.54
2.54
0.0125
0.0125
0.015
0.015
0.03
0.045
0.1225
Blue Glass
Glass
Blue
1.50
1.50
0.0051
0.0051
0.006
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
1. Place a piece of tape for the “start” line and lineup the end/bottom of the ramps with
the “start line”.
2. Place a piece of tape for a finish line 50.0-cm. from the start line. Adjust the ramps
to any height, but the same height. (see chart)
3. Select two marbles with the same mass and diameter and place them on the
starting point at the top of the ramps.
4. Release them at the same instant and observe the outcome of the “race”.
5. Select another two marbles with the same mass and diameter and repeat the race.
6. 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
Height
meters
meters
Position 11
Position
Position 2
Position 3
3
0.03
0.03
0.03
0.03
Ramp A
Ramp A
Force
P.E.
Force
Newtons P.E. = P.E.
mxgxh
Newtons P.E. = m
xgxh
Joules
Joules
0.02
0.0059
0.02
0.0059
0.02
0.0059
0.02
0.0059
Height
Height
meters
meters
0.03
0.03
0.06
0.09
Ramp B
Ramp B
Force
P.E.
Force
Newtons P.E. = P.E.
mxgxh
Newtons P.E. = m
xgxh
Joules
Joules
0.02
0.0059
0.02
0.0059
0.05
0.0118
0.07
0.0176
Winning Ramp
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. Place the two ramps at the 0.06-m height. You will leave them at this height for the entire
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.
P.E. = m x g x h
Joules
Mass
(Kilogram)
Force
Newtons
P.E.
P.E. = m x g x h
Joules
Mass 1
0.0051
0.01
0.0018
0.0051
0.01
0.0018
Mass 2
0.0051
0.01
0.0018
0.0120
0.03
0.0074
Mass 3
0.0051
0.01
0.0018
0.0200
0.05
0.0118
Mass 4
0.0051
0.01
0.0018
0.0668
0.16
0.0393
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
0.03
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
mxa
Fxh
d
t
d/t
½ m x v2
Kg
9.8-m/sec2
newton
joule
meter
seconds
m/s
joule
Trial
1
2
3
meter
Relationship
elationship B
Between
etween
R
R
elationship
B
etween
Work
ork,,, K
Kinetic
inetic and
and P
Potential
otential E
Energy
nergy
W
W
ork
K
inetic
and
P
otential
E
nergy
(Let's look
look at
at the
the Units)
Units)
(Let's
(Let's
(Let's look
look at
at the
the Units)
Units)
Work
Work
Work
KineticEnergy
Energy
==∆∆Kinetic
= ∆ Kinetic Energy
PotentialEnergy
Energy
==∆∆Potential
= ∆ Potential Energy
ff xx dd
f x d
M xx vv22
==∆∆ 11/2/2M
= ∆ 1 /2 M x v2
==∆∆ff xx dd
=∆f x d
NN xx dd
N x d
Kg xx (m/s)
(m/s)22
== Kg
= Kg x (m/s)2
== NN xx dd
= N x d
Kg xx m
m
Kg
m
Kg x22 m xx m
x m
ss2
s
Kg xx m
m222
Kg
Kg x22 m
ss2
s
Joules
Joules
Joules
m22
m
2
Kg xx m
== Kg
22
= Kg x ss2
Kg x m
m
Kg
== Kg xx22 m xx m
m
=
x m
ss2
22
Kg
x
m
x
m
Kg
== Kg x2 m2
=
ss22
s
22
Kg
x
m
x
m
Kg
== Kg x2 m2
=
ss22
s
s
Joules
Joules
Joules
s
Joules
Joules
Joules
Units are
are really
really road
road signs
signs which
which tell
tell us
us where
where we
we are!!
are!!
Units
Units are really road signs which tell us where we are!!
4
Work, Kinetic and Potential Energy
f = force,
d = distance (meters),
N = newton,
S = seconds,
m = meters,
M = 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.
Kg = mass
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
m
s2
We Had A Great Time
INVESTIGATING POTENTIAL
AND KINETIC ENERGY
.380-m
Finish – t2
Start - t1
1
Does Energy Depend On Force?
Gravity (g): 9.8 m/sec2
Position from Start: 0.38 -m
Height (h): Measured
Mass of truck (m)
Timed Distance (d): 0.40 -m
0.0588-Kg
Time Trials
Speed
Energy
Potential
Kinetic
P.E.= mgh
(Joules)
K.E.= ½ mv2
(Joules)
0.62
0.0294
0.0113
0.41
0.98
0.0467
0.0282
0.34
1.18
0.0645
0.0409
Block
Height
(meters)
Height of
Truck (h)
(meters)
Force on
Truck
Trial
1
Trial
2
Trial
3
Average
Time
(Newton)
(seconds)
(seconds)
(seconds)
(seconds)
1
0.03
0.051
0.025
0.66
0.65
0.65
0.65
2
0.06
0.095
0.047
0.43
0.40
0.41
3
0.09
0.112
0.145
0.33
0.35
0.34
Experiment
Block Height: Given
V=d/t
(m / sec)
0
15
INVESTIGATING POTENTIAL
AND KINETIC ENERGY
.380-m
Finish – t2
Start - t1
1
Does Energy Depend On Mass?
Position from Start: 0.38-m
Force on truck (f):
Measured
Gravity (g): 9.8 m/sec2
Height (h): Measured
Mass of truck (m):
0.0588-Kg
Timed Distance (d):
0.40 -m
Time Trials
Mass
(Truck+)
(Kg)
Height of
Truck (h)
(meters)
Force on
Truck
(Newton)
Trial
1
(sec.)
1
.0588
0.051
0.025
0.66 0.67 0.65
2
.1194
0.051
0.092
3
.1794
0.051
4
.2394
0.051
Experiment
Trial
2
(sec.)
Trial
3
(sec.)
Speed
Block Height
0.03-m
Energy
V=d/t
(m / sec)
Potential
P.E.= mgh
(joules)
Kinetic
K.E.= ½ mv2
(joules)
0.66
0.61
.0294
0.0109
0.65 0.63 0.62
0.62
0.65
0.0597
0.0258
0.152
0.62 0.59 0.60
0.60
0.67
0.0897
0.0403
0.230
0.59 0.63 0.62
0.61
0.66
0.1197
0.0522
Average
Time
(seconds)
0
20