Define kineic energy. Present the math formula used to calculate kinetic energy. Explain what each variable represents. Elicit that work was done by moving an object across a floor. State the formula for determining work. Show that work is equal to the kinetic energy which an object possesses .
Show the the formula for work, force x distance, is equal to the kinetic energy, 1/2 mv^2.
Use f x d = 1/2 mv^2. Show that work is equal to kinetic energy. Introduce conservation of energy theory.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Ben has "forgotten" to bring in his HW assignment for 3 days in a row.
We will look at examples of collisions and what the result is in many scenarios. We will model straight-line collisions, collisions at a variety of angles, and collisions in sports and games.
Assignment
none
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
We started in the science lab using masses in small cars. We went outside and modeled collisions at angles with soccer balls. We Used the table tennis items to model collisions between the ball and the paddle. We discussed collision between a baseball bat and a ball, collision in bowling, and collisions id tennis. We also had fun doing this lab.
We investigated the tension in a string, the functions of a simple pulley, and a simple tug of war. A rope or string is a transmitter of force. If it is not moving, the force at two ends will be equal. The lab is designed to learn about balanced pairs of interaction forces, and how these forces are transmitted.
Solve some work problems utilizing net force and distance moved. Stress that distance must be included in the work formula. Discuss why no work is done if a book is lifted from the table and held over head. Discuss no movement on the force is occurring once lifted. Introduce the Joule and discuss categories of work.
Discuss and compute work done by slowly climbing stairs with an object or quickly climbing the
stairs .Determine mathematically that the work done is equivalent in each case. Introduce the concept of power as a rate which includes work and time. Formulate it as work/time. Define the Watt. Discuss potential energy and describe elastic, chemical, and gravitational potential energy.
Review work as force and distance measurements. Solve problem listed in text which determines the amount of work done. Discuss units required. Introduce work done against a force: stretching, gravity, weight and friction. Discuss power and include the time element.
Calculation of work required to move a cart up an inclined plane to the top of the plane, with the angle of incline changed. Four angles are utilized while the distance remains the same. Time is not not included.
Session Minutes
90
Minutes Student Attended
90
Lesson Comments
Time was determined later. Work calculated and then power determined
We will watch a video of a Rube Goldberg machine that was a Honda car commercial, Ben will then be asked to make one using the materials in the science room.
Assignment
Make a Rube Goldberg machine
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
Ben made a video of the machine he made. Ask him to show it to you. I was impressed by his creativity in the small amount of time he had to complete this task.
Discuss the observations of the effects of energy. Recall that impulse is force times time but work does not include a time element, but does include a distance element. Introduce work as net force over a distance. Force is in Newtons, distance in meters and therefore work is in Newton.meters or Joules. Determine why lifting an object over your head requires work, but holding the lifted object above your head does not. Discuss some forces that work is done against: elasticity, gravity, weight and friction. Introduce the concept of power as how fast work is done. Outline the formula for power determination and the unit as the watt.
Based on a video which presented the work done by University of Utah physicists. The video presented almost 50 years of experimental work in cold fusion energy production. Discussion evolved around what cold fusion involves, where in the universe it is found ( sun and hydrogen bomb), the use of isotopes of hydrogen needed for the preparation, and how to have the deuterium isotopes saturate certain elements.
Session Minutes
45
Minutes Student Attended
45
Lesson Comments
The video was supposed to occupy only the first 10 minutes of the class, however, Ben was very interested in how the research was progressing, along with cold fusion presenting 3 times as much energy out as needed put in. It was a very educational period, for both of us.
