4. Energy

In Unit 4, students will be introduced to the idea of conservation as a foundational model of physics, along with the concept of work as the agent of change for energy. As in earlier units, students will once again utilize both familiar and new models and representations to analyze physical situations, now with force or energy as major components. Students will be encouraged to call upon their knowledge of Units 1–4 to determine the most appropriate technique and will be challenged to understand the limiting factors of each. Describing, creating, and using these representations will also help students grapple with common misconceptions that they may have about energy, such as whether or not a single object can “have” potential energy. A thorough understanding of these energy models will support students’ ability to make predications—and ultimately justify claims with evidence—about physical situations. This is crucial, as the mathematical models and representations used in Unit 4 will mature throughout the course and appear in subsequent units. As students’ comprehension of energy (particularly kinetic, potential, and microscopic internal energy) evolves, they will begin to connect and relate knowledge across scales, concepts, and representations, as well as across disciplines, particularly physics, chemistry, and biology.

BIG IDEA 3 Force Interactions

How does pushing something give it energy?

BIG IDEA 4 Change CHA 

How is energy exchanged and transformed within or between systems? 

How does the choice of system influence how energy is stored or how work is done?

How does energy conservation allow the riders in the back car of a rollercoaster to have a thrilling ride?

BIG IDEA 5 Conservation CON

How can the idea of potential energy be used to describe the work done to move celestial bodies? 

How is energy transferred between objects or systems? 

How does the law of conservation of energy govern the interactions between objects and systems?