DAY 64

Essential Question: How can I show that energy cannot be created or destroyed, but CAN be transported from one place to another, and CAN be transferred between systems?

#Goals: SWBAT...

1. Draw scaled graphical models of energy for an object at a specific position using your energy equations.

2. Use your energy model and equations to solve energy related problems.

5. Evaluate claims regarding roller coaster designs using evidence and reasoning from your energy model and the sim to support your conclusion.

Standards

That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. ((HS-PS3-1), (HS-PS3-2)

Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1)

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1)

The availability of energy limits what can occur in any system. (HS-PS3-1)

Warm-Up (4min):

Find the energy for the following objects:

1. a 10kg object at 15m height and zero velocity

2. a 10kg object moving at 5m/s at zero height

3. a 10kg object moving at 5m/s at 15m height

4. a 10kg object moving at 10m/s at 5m height

CLASSWORK

1. Quiz

2. Conservation of Energy at the Skate Park

    Note: Mechanical Energy is KE and PE. Friction causes a reduction in KE, but is not a form of Mechanical Energy

    Link to Simulation:  http://phet.colorado.edu/sims

FINAL EXAM REVIEW

Kinematics Review

    https://www.physicsclassroom.com/reviews/1D-Kinematics/1D-Kinematics-Answers

    Complete the following: 

Kinematics Review Part 2

    https://www.physicsclassroom.com/reviews/1D-Kinematics/1D-Kinematics-Answers

    Complete the following: 

Newton's Laws Review Part 1

    https://www.physicsclassroom.com/reviews/Newtons-Laws/Newtons-Laws-Review-Answers

    Complete the following questions about Newton's Laws, Mass, Inertia, Weight, and Forces

Newton's Laws Review Part 2

Projectile Motion Review

    https://www.physicsclassroom.com/reviews/Vectors-and-Projectiles/Vectors-and-Projectiles-Answers

    Complete: 3, 6, 7(a-i), 8(a-o), 34-40, 42, 43

PERIOD 2: Complete the survey during BIC LINK: achieve.lausd.net/schoolexperiencesurvey

Essential Question: How can I show that energy cannot be created or destroyed, but CAN be transported from one place to another, and CAN be transferred between systems?

#Goals: SWBAT...

1. Build , explain, and justify (with the sim) equations for total energy, and conservation of energy.

2. Draw scaled graphical models of energy for an object at a specific position using your energy equations.

3. Write equations for the total energy of an object at a specific position using scaled graphical models.

4. Use your energy model and equation to solve energy related problems.

5. Evaluate claims regarding roller coaster designs using evidence and reasoning from your energy model and the sim to support your conclusion.

Standards

That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. ((HS-PS3-1), (HS-PS3-2)

Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1)

Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1)

The availability of energy limits what can occur in any system. (HS-PS3-1)

***Warm up check for Day 56-64 (9 warm-ups total) will be Friday 11/16***

Warm-Up (3min): Energy Skate Park 

Use your classwork handout from yesterday

1. Based on your observations of total energy at different times and positions, write an equation to show the relationship between the total energy at A and at C. Use the diagram in #7, page 4

2. Use your observations about the relationship between total energy and the different forms of energy (KE, PE, ThE) to build a general equation for the total energy (Etot) in the system. 

CLASSWORK

absent today? Here's the handout: https://drive.google.com/file/d/0B31ORq_bI3-VT1pYUzVFSkUxekJsY25rTm1qbVo5RUZxZDQw/view?usp=sharing

1. #064A: Mathematical Model for Conservation of Energy - student handout pages 5 - 7

2. #064B: Using Conservation of Energy to Solve Real-World Problems - student handout pages 8-9

At Home Learning (HW) 

1. Complete the classwork from day 63 and 64, due Monday when we return to class

2. Extra Credit

You can do one of these, or both

Option #1: Energy Transformation (15 points)

Most toys and amusement park rides are energy transforming devices. They take one kind of energy and change it into any number of other forms of energy. For example, a yo-yo can transform gravitational potential energy (due to position) into kinetic and thermal energy. Refer to the different forms (mechanical, etc.) and types (kinetic, potential) of energy in your notes.

Choose your favorite action toy (e.g. yo-yo, wind up car) or amusement park ride (e.g. roller coaster, swinging ship).

Explain the energy transformations that are involved in the functioning of your toy or ride. Keep in mind conversions between potential and kinetic energy as well as transformation between different forms of energy.

Draw a diagram to better illustrate your explanation.

Submit one sheet of paper that includes both your diagram and explanation. Be neat!

Option #2: Energy Jeopardy ( up to 22 points possible)

Solve each problem, or answer each question. For each problem, show your work. For each question, explain your answer. 1 point each. 2 points for final Jeopardy. Without work shown/answers explained, no points will be earned.

LINK --> https://slideplayer.com/slide/6864535/

THIS IS VERY COOL ---> A team of three students from Venice High School earned 1st place in the Chevron Design Challenge, Los Angeles Regional Competition at Da Vinci Schools. The three students are Alexander Sernas Lopez, Anton Truskovskiy, and Angela Yang.  These students worked together to solve an engineering design problem and created a 3D model of their solution.  They presented to a panel of 3 engineers. GOOD JOB!

WARM-UP

Explain the errors made by the students:

CLASSWORK

HW Review

064A: Notes: The Wave Equation

Solve with your partner:

Noah stands 170 m away from a steep canyon wall. He shouts and hears the echo of his voice one second later. Sketch a diagram of this scenario. What is the speed of the wave?

Analyze this simulated data for the speed of a wave: What variable seems to most affect the speed of the wave?

ANSWER: _________ in the spring was the obvious variable that altered the speed of the wave.

Therefore: the materials that the wave is made of (depending on it’s density, temperature, elasticity, etc.) affects the speed of the wave.

DEMO

In this example, we can see that speed is not affected by an increase in wavelength, as acorresponding decrease in frequency occurs. Speed is not affected by amplitude either.

Since a wave covers the distance (called the “wavelength”) in an amount of time (called the “period”), the speed equation can be adjusted to use wave-related terminology:

instead of speed = distance/time, we now have...

OR

in equation form, this looks like v = λ • f

#064B: Wave Speed Skill Builder

Here comes the math! :) Solve 1-12. We will do #1 and part of #3 together. But first, what does PSYW mean?

Skill Builder LINK

HOMEWORK

Complete 064B