energy assignment

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Energy assignment

Properties and states of matter, physical science, flvs full-time 9-12 - orlando-fl.

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Energy lab worksheet, name: joselyn smith, part 1: rube goldberg interactive, 1. give three examples, from the lab, where potential energy was converted to kinetic energy., example 1- the ball is at the top of the ramp , when it was released , it rolled down the ramp and making gravitational, potential energy into kinetic energy, example 2- the book is at the edge of a table it fell and its gravitational potential energy and was turned into kinetic, energy when it dropped., example 3- a spring mechanism that was compressed then it was released , the elastic potential energy stored and in, the spring turned into kinetic energy when it caused movement., 2. describe the five adjustments you made to the rube goldberg device in order to keep the flow of energy going., adjustment 1, i adjusted the incline on the ramp the ensure the ball have enough speed to continue in motion, adjustment 2, i made sure the ball release point was the correct height aso it can have enough gravitational, potential energy., adjustment 3, so i increased the tension of the spring so it can have enough elastic potential energy, adjustment 4, i set up a more slow incline so the inclened plane can go smooth between energy states, adjustment 5, i added some weight to trigger the next step a little bit so the gravitational force is strong enough, 3. discuss how one of the adjustments you made in question 2 above was a constraint., part 2: design your own rube goldberg device, 4. rube goldberg design, in this section, include a drawing, video clip, or image of your device., adjustment 4 - because the constraint was me ensuring the incline and making sure it wasnt to steep if it was it would, make the ball roll to quickly and miss the next step or needed to be just steep enough so the ball and keep it steady, 5. description, unless otherwise noted all content © 2022 florida virtual school. flexpoint education cloud™ is a trademark of florida virtual, in this section, include a clear written description and explanation of the work the device is designed to complete. be, sure to include descriptions of how the device works and properly identify all five (or more) energy conversions., my rube goldberg device is designed to turn off a light using events the action is the ball rolling dow the ramp, and it triggers the pully and it moves the weight that made the lever to flip the switch , cuts off the power to, the light, conversions- gravitational potential energy {the ball on ramp} - kinetic energy {the ball rolling,, kinetic energy (ball hitting lever } -mechanical energy {lever movement}, mechanical energy {lever}-, electrical energy {switch turning of the light}, elastic potential energy{spring compressions}-kinetic energy, {spring release}, thermal energy {heat from friction in pulley }0 energy dissipated as heat, 6. think about how constraints affected your design. if you created your device, explain one way you redesigned it after, you tested it. if you created an image of a device, and did not actually test its function, then explain how you had to, change your plan when you realized it would not work as you intended. the ball didnt have enough speed to set off, the lever , i increased the ramps height which gave the ball more gravitational potential energy, part 3: energy conversions, 7. record your data in the chart and include at least 5 potential-kinetic energy conversions shown in your device's, construction., example item description of potential-kinetic energy conversion, example book the book had gravitational potential energy when it was on the table. then, as the book fell off the table, it was in motion and had kinetic energy., 1 the ball on, the ball has gravitational potential energy when i placed it on top of the, ramp, and it turned into kinetic energy when it rolled down, 2 the spring, the spring was pressed , elastic potential energy is stored, and it turned into, kinetic energy when i released it, 3 the pulley, the weight that was lifted by the pulley and it had gravitational potential, energy and turned into kinetic energy when it pulled the lever, 4 the lever, the mechanical energy of the lever when its turning turned into electrical, energy by flipping the switch, 5 the friction, thermal energy came from with the pulley was dissipated as heat, part 4: analysis questions, 8. consider the device you created as a system. is energy exchanged between your system (the device) and its, surroundings give one example to support your statement. yes the energy is exchanged between the device and whats.

Multiple Choice

Topic : Properties and States of Matter

Subject : physical science.

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Work and Energy Module

The Work and Energy module consists of 10 missions (assignments) that address such topics as work, power, kinetic and potential energy, and the relationship between the mechanical energy of an object and the work done upon or by it. The 10 missions and the corresponding objectives are listed below. Tap a mission's name to begin.

Quick Links to Missions:

Mission objectives:.

Mission WE1: Work

The student should be able to define work and identify its units.
The student should be able to predict whether a force is doing positive, negative or zero work.

Mission WE2: Power

The student should be able to define power and identify its units. The student should be able to distinguish between work and power and calculate the power for physical situations.

Mission WE3: Kinetic and Potential Energy

The student should be able to define kinetic energy, identify the standard unit of kinetic energy and identify the variables which effect (and do not effect) the kinetic energy of an object.
The student should be able to define potential energy, identify the standard unit of potential energy and identify the variables which effect (and do not effect) the potential energy of an object.

Mission WE4: Mechanical Energy

The student should be able to define mechanical energy and relate it to the amount of kinetic energy and potential energy.
The student should be able to analyze a physical situation and identify whether the total mechanical energy of an object is increasing, decreasing or remaining constant.

Mission WE5: Conservative and Non-Conservative Forces

The student should be able to categorize forces as being conservative or non-conservative and explain the significance of such a categorization scheme.
The student should be able to predict whether an object's total mechanical energy would be conserved or not conserved based upon the types of forces which are doing work upon the object.

Mission WE6: Energy Bar Charts

The student should be able to utilize a bar chart and the work-energy relationship to analyze a physical situation and develop an equation which relates the energies of the initial and final states of a motion.

Mission WE7: Mechanical Energy Conservation

The student should be able to identify the basic principles of and the conditions required for energy conservation.
The student should be able to apply the principles of energy conservation to a variety of physical situations.

Mission WE8: Energy Analysis

The student should be able to conduct an energy analysis to determine the kinetic and/or the potential energy of an object at a given location.
The student should be able to conduct an energy analysis to determine the height or speed of an object at a given location.

Mission WE9: Work and Energy Conversions

The student should be able to identify the conditions in which mechanical energy is not conserved and demonstrate an understanding of the distinction between energy conservation and non-conservation.
The student should be able to apply the work-energy relationship to simple physical situations.

Mission WE10: Work-Energy Analysis