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G I M N A Z I J A M O S T E L J U B L J A N A ,
S L O V E N I A
CONTENTS
1. TOPICS FROM CURRICULUM: KINETICAL, POTENTIAL AND ELASTIC ENERGY
1. LESSON
AGE OF STUDENTS: 13
KEY COMPETENCES: (WRITTEN IN LESSON PLAN)
WAYS TO INTEGRATE SEN STUDENTS: A SEN STUDENT DOES RESEARCH IN PAIR WITH A STUDENT WITHOUT SPECIAL NEEDS. THEY SHARE WORK ACCORDING TO THE ABILITIES OF SEN STUDENT
CROSS-CURRICULAR CONNECTION: PHYSICS, BIOLOGY, ECOLOGY, IT
GUIDING QUESTIONS
What is energy?
Which quantities do potential, kinetic, and elastic energy
depend on?
Cases of energy transformations.
What are man’s daily needs of energy?
In what ways is energy used wastefully?
INTRODUCTION:
INTRODUCING THE LESSON, FORMING GROUPS
The origin of the word energy and its use in everyday
communication:
gr. ενεργεια: energeia – activity, gr. ενεργόϛ: energos –
active
discussion based on guiding questions:
examples of everyday use,
the meaning of the word energy in everyday language.
ENERGY IN PHYSICS
Different forms of energy
Limitation: energy is the ability of bodies that
do work.
Mill on the Mura river: energy of motion =
kinetic energy, water runs a millstone, which
does work (picture of the Babič mill on the
Mura river).
Group 1 (WS 1)
The dependence of potential energy of height and mass
Tools: different weights, nails, styrofoam, tubes of different
heights, measuring tape, spirit level, scales
Description of the experiment: If the weight is dropped on the nail,
the nail is driven in the styrofoam. The weight releases work,
equal to the change of potential energy, to the nail. To prevent
the sliding of the weight from the nail, we drop it through a tube.
Two tubes are available. The lengths of the tubes are such that
the weight falls through the shorter tube half as deep as
through the longer one, assuming that the height of the head of
the nail is ___ cm above the styrofoam and that the bottom of
the weight is aligned to the top edge of the tube.
Task: Find the weight which, when dropped from twice the height,
causes the same effect (draft of the nail) as the weight dropped
through the shorter tube.
Write down the conclusions.
Group 2 (WS 2)
Build a track for a skater
Tools: desktop computer and java applet (http://phet.colorado.edu/en/simulation/energy-skate-park)
Run applet and get acquainted with it.
Build a track which a skater has to drive on, so that energy transformations of his potential and kinetic energy match those in the picture.
Compare the graph of potential energy (the blue line) with thecourse of the track. What would graph of potential energy be like if one planned a track with the same shape as the graph of potential energy in the picture?
Group 3 (WS 3)
Daily energy requirements of an adult person and a desktop computer
Tools: desktop computer connected to the web
Find out how many joules of energy an adult consumes with food daily.
Compute how much electrical energy a desktop computer that uses 300W of power consumes daily. The computer is running for three hours on average. If you are not familiar with the definition of power, find it on the web.
Compare the data and write the conclusion.
Group 4 (WS 4)
Examples of a wasteful use of energy
Tools: desktop computer connected to the web
How are appliances that use energy efficiently labelled?
Find examples of a wasteful use of energy.
Choose three examples among those you have found and
find illustrative figures on the web.
Groups report and write the conclusion.
Resources
Resources needed are listed on the worksheets below.
Evaluation
Contents (what)The findings of the four groups
Tool (how)Groups give a short report in front
of the class
Enclosure
Worksheets 1,2,3,4
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