Conceptual Physics TUESDAY September 7 th, 2010 LESSON GOALS: Discuss “life” application.

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Conceptual Physics TUESDAY September 7 th, 2010 LESSON GOALS: Discuss “life” application of Energy topics Introduce the Law of the Conservation of Energy Grade and Discuss Energy Transformations labquests Thought this process would prove more educational than simply receiving a marked-up paper…especially since it was assigned online. 1/7

Discussion Prompt “Pick three different Energy forms. For each form, tell how a living organism can display that type of Energy, and then also tell how a non-living object can display that same type of Energy.” …share these with the class… 2/7

[Total] Energy is Boring “Energy Conservation Principle” a.k.a. “Energy Conservation” a.k.a. “Energy is Boring!” What is the basic idea, here? …formal definition… How does this relate to our Universe? What happens to our “useable” Energy? (Efficiency?) How does this Energy Conservation concept help us? Energy “accounting”! Is Energy REALLY “conserved”?? 3/7

Energy Transformation LabQuest Let us grade these as a class! Simply mark an “X” through the number of the problem if you left it blank or your answer did not quite make the cut. Since we had this as an online assignment prior to being able to actually meet as a class, I am extending that “graciousness” period to this grade, as well (and that’s the end of that!). This means that for each “X” on your paper I will go back and account a point value to them and subtract this from a base score of 100%. 4/7

QUICK QUIZ “You push a heavy box across a rug from one side of a room to the other.” 1) What type of Energy did you need to be able to do this in the first place? 2) Explain how both Elastic Potential Energy and Kinetic Energy were involved in this process. 3) Once the box is sitting still again, what has happened to the Energy you used to move it? Be specific in your explanation! Bonus) Let us say you put 1000 “units” of Energy into moving the box, overall. If there is no other Energy to be accounted for, how many “units” of Energy are left from that original amount? Put your quiz response on a loose sheet of paper and turn it in for grading. Title this quiz “Heavy Box Quiz.” 5/7

Recommended Reading: Sections 5.7 – 5.12 (Same old same old) 6/7

Looking Ahead: 7/7 We will (this time for SURE!) begin our quantitative (numbers-based) approach to Energy Conservation next class by looking at some useful equations for important Energy types.