Through four lessons and four hands-on associated activities, this unit provides a way to teach the overarching concept of energy as it relates to both kinetic and potential energy. Within these topics, students are exposed to gravitational potential, spring potential, the Carnot engine, temperature scales and simple magnets. During the module, students apply these scientific concepts to solve the following engineering challenge: "The rising price of gasoline has many effects on the US economy and the environment. You have been contracted by an engineering firm to help design a physical energy storage system for a new hybrid vehicle for Nissan. How would you go about solving this problem? What information would you consider to be important to know? You will create a small prototype of your design idea and make a sales pitch to Nissan at the end of the unit." This module is built around the Legacy Cycle, a format that incorporates findings from educational research on how people best learn. This module is written for a first-year algebra-based physics class, though it could easily be modified for conceptual physics.

Students are introduced to the concept of inertia and its application to a world without the force of friction acting on moving objects. When an object is in motion, friction tends to be the force that acts on this object to slow it down and eventually come to a stop. By severely limiting friction through the use of the hover pucks, students learn that the energy of one moving puck is transferred directly to another puck at rest when they collide. Students learn the concept of the conservation of energy via a "collision," and will realize that with friction, energy is converted primarily to heat to slow and stop an object in motion. In the associated activity, "The Puck Stops Here," students will investigate the frictional force of an object when different materials are placed between the object and the ground. This understanding will be used to design a new hockey puck for the National Hockey League.

This is an inquiry lab used as introduction to kinetic theory. It is also a great tool for assessing prior knowledge of the topic.

Students investigate potential energy held within springs (elastic potential energy) as part of the Research and Revise step. Class begins with a video of spring shoes or bungee jumping. Then students move on into notes and problems as a group. A few questions are given as homework. The Test Your Mettle section concludes. The lesson includes a dry lab that involves pogo sticks to solidify the concepts of spring potential energy, kinetic energy and gravitational energy, as well as conservation of energy.

In this lesson, students are introduced to both potential energy and kinetic energy as forms of mechanical energy. A hands-on activity demonstrates how potential energy can change into kinetic energy by swinging a pendulum, illustrating the concept of conservation of energy. Students calculate the potential energy of the pendulum and predict how fast it will travel knowing that the potential energy will convert into kinetic energy. They verify their predictions by measuring the speed of the pendulum.

Students gain perspective on the intended purpose of hydraulic accumulators and why they might be the next best innovation for hybrid passenger vehicles. They learn about how hydraulic accumulators and hydraulic systems function, specifically how they conserve energy by capturing braking energy usually lost as heat. Students are given the engineering challenge to create small-scale models from which their testing results could be generalized to large-scale latex tubing for a hydraulic accumulator. After watching a video clip of an engineer talking about his lab-based model to test the feasibility of using an elastomer as an energy accumulator, they brainstorm ideas about how latex can be used in a hydraulic system and how they could test the strength of latex for use in a hydraulic accumulator. The concepts of kinetic energy and energy density are briefly discussed.

As a weighted plastic egg is dropped into a tub of flour, students see the effect that different heights and masses of the same object have on the overall energy of that object while observing a classic example of potential (stored) energy transferred to kinetic energy (motion). The plastic egg's mass is altered by adding pennies inside it. Because the egg's shape remains constant, and only the mass and height are varied, students can directly visualize how these factors influence the amounts of energy that the eggs carry for each experiment, verified by measurement of the resulting impact craters. Students learn the equations for kinetic and potential energy and then make predictions about the depths of the resulting craters for drops of different masses and heights. They collect and graph their data, comparing it to their predictions, and verifying the relationships described by the equations. This classroom demonstration is also suitable as a small group activity.

A realistic mass and spring laboratory. Hang masses from springs and adjust the spring stiffness and damping. You can even slow time. Transport the lab to different planets. A chart shows the kinetic, potential, and thermal energy for each spring.

A realistic mass and spring laboratory. Hang masses from springs and adjust the spring stiffness and damping. You can even slow time. Transport the lab to different planets. A chart shows the kinetic, potential, and thermal energy for each spring.

Students apply high school-level differential calculus and physics to the design of two-dimensional roller coasters in which the friction force is considered, as explained in the associated lesson. In a challenge the mirrors real-world engineering, the designed roller coaster paths must be made from at least five differentiable functions that are put together such that the resulting piecewise curving path is differentiable at all points. Once designed mathematically, teams build and test small-sized prototype models of the exact designs using foam pipe wrap insulation as the roller coaster track channel with marbles as the ride carts.

Students play the role of engineers as they test, design and build Mentos(TM) fountains a dramatic example of how potential energy (stored energy) can be converted to kinetic energy (motion). They are challenged to work together as a class to optimize the design of the basic soda/candy geyser made by the teacher. To do this, three research teams each investigate how a different variable nozzle shape, soda temperature, number of candies affects fountain height. They devise and run experimental tests to determine the best variable values. Then they combine their results to design the highest fountain to compete head-to-head with the teacher's geyser design.

This lesson explores the drag force on airplanes. The students will be introduced to the concept of conservation of energy and how it relates to drag. Students will explore the relationship between drag and the shape, speed and size of an object.

Using the LEGO MINDSTORMS(TM) NXT kit, students construct experiments to measure the time it takes a free falling body to travel a specified distance. Students use the touch sensor, rotational sensor, and the NXT brick to measure the time of flight for the falling object at different release heights. After the object is released from its holder and travels a specified distance, a touch sensor is triggered and time of object's descent from release to impact at touch sensor is recorded and displayed on the screen of the NXT. Students calculate the average velocity of the falling object from each point of release, and construct a graph of average velocity versus time. They also create a best fit line for the graph using spreadsheet software. Students use the slope of the best fit line to determine their experimental g value and compare this to the standard value of g.

Today Phil helps keep you from ticking off an astronomer in your life by making sure you know the difference between a meteor, meteorite, and meteoroid. When the Earth plows through the stream emitted by a comet we get a meteor shower. Meteors burn up about 100 km above the Earth, but some survive to hit the ground. Most of these meteorites are rocky, some are metallic, and a few are a mix of the two. Very big meteorites can be a very big problem, but there are plans in the works to prevent us from going the way of the dinosaurs.

Chapters:
Introduction: Meteors
Shooting Stars, Meteoroids, Meteors, or Meteorites?
Kinetic Energy
Compression & Ablation
Sporadic Meteors
Meteor Showers
Bolides
Classifying Meteorites
Very Big Meteorite = Very Big Problem
Review

Mechanical energy is the most easily understood form of energy for students. When there is mechanical energy involved, something moves. Mechanical energy is a very important concept to understand. Engineers need to know what happens when something heavy falls from a long distance changing its potential energy into kinetic energy. Automotive engineers need to know what happens when cars crash into each other, and why they can do so much damage, even at low speeds! Our knowledge of mechanical energy is used to help design things like bridges, engines, cars, tools, parachutes, and even buildings! In this lesson, students will learn how the conservation of energy applies to impact situations such as a car crash or a falling object.

In this video lesson, the concept of momentum applied to hard-body collisions is explained using a number of simple demonstrations, all of which can be repeated in the classroom. Understanding Newton's Laws is fundamental to all of physics, and this lesson introduces the vital concepts of momentum and energy, and their conservation. Only some preliminary ideas of algebra are used here, and all the concepts presented can be found in any high-school level physics book. In terms of materials required, getting hold of large steel balls may not be easy, but large ball bearings can be procured easily. On the basis of what students have learned in the video, teachers can easily generate a large number of questions that relate to one's daily experiences, or which pose new challenges: for example, in a collision between a heavy and light vehicle, why do those inside the lighter one suffer less injury?

Student pairs experience the iterative engineering design process as they design, build, test and improve catching devices to prevent a "naked" egg from breaking when dropped from increasing heights. To support their design work, they learn about materials properties, energy types and conservation of energy. Acting as engineering teams, during the activity and competition they are responsible for design and construction planning within project constraints, including making engineering modifications for improvement. They carefully consider material choices to balance potentially competing requirements (such as impact-absorbing and low-cost) in the design of their prototypes. They also experience a real-world transfer of energy as the elevated egg's gravitational potential energy turns into kinetic energy as it falls and further dissipates into other forms upon impact. Pre- and post-activity assessments and a scoring rubric are provided. The activity scales up to district or regional egg drop competition scale. As an alternative to a ladder, detailed instructions are provided for creating a 10-foot-tall egg dropper rig.

Students learn and discuss the advantages and disadvantages of renewable and non-renewable energy sources. They also learn about our nation's electric power grid and what it means for a residential home to be "off the grid."

This is a quiz designed to accompany the online simulation "Energy Skate Park: Basics," which is part of the PhET Interactive Simulations of the University of Colorado Boulder.The quiz was designed for Canvas. Each question includes instructions for an action the student is to complete in the online simulation, followed by a multiple choice question. 

Students explore the physics utilized by engineers in designing today's roller coasters, including potential and kinetic energy, friction, and gravity. First, students learn that all true roller coasters are completely driven by the force of gravity and that the conversion between potential and kinetic energy is essential to all roller coasters. Second, they also consider the role of friction in slowing down cars in roller coasters. Finally, they examine the acceleration of roller coaster cars as they travel around the track. During the associated activity, the students design, build, and analyze a roller coaster for marbles out of foam tubing.