Yr 10 Motion and Energy Transfers

Project Management
Executive Director: Professor Denis Goodrum, FACE (Australian Academy of Science)

Director of Curriculum Development: Jef Byrne
Director of Professional Learning and Strategic Development: Dr Kerrie Wilde
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Administrative Officer: Kathy Hamilton
This resource was written by: Jef Byrne and Dr Jim Woolnough.
Science by Doing would like to thank Spinks and Suns for the design and development of this resource.
Funding Acknowledgement
Science by Doing is supported by the Australian Government.
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CONTENTS
Unit map 2
PART 1: WHERE DOES ENERGY GO? 3-13 PART 4: WHY DO OBJECTS MOVE? 38-47
Activity 1.1 Energy transfers and conservation 4 Activity 4.1 Back to the pendulum 39
Activity 1.2 Imploding can 7 Activity 4.2 Law of falling bodies 40
Activity 1.3 Transmission of energy 8 Activity 4.3 What is acceleration? 41
Activity 1.4 Energy on a small scale 9 Activity 4.4 Displacement 44
Activity 1.5 Conservation in chemical reactions 11 Activity 4.5 Inertia and mass 47
Activity 1.6 E = mc2 13
PART 5: WHY DO THINGS ACCELERATE? 48-62
PART 2: WHY DO ALL SYSTEMS RUN ON ENERGY? 14-25 Activity 5.1 Newton’s second law 49
Activity 2.1 Pendulum system and measurement 15 Activity 5.2 Forces in balance 51
Activity 2.2 The big lift 18 Activity 5.3 Newton’s third law 53
Activity 2.3 What keeps the solar system running? 21 Activity 5.4 Newton’s first law and mass 56
Activity 2.4 The earth as a system 22 Activity 5.5 Car crash analysis 58
Activity 2.5 Ecosystem energy 23 Activity 5.6 Relativity 61
Activity 2.6 Alternative energies to produce electricity 25 Activity 5.7 Newton’s laws - summary 62
PART 3: WHY DOES USEFUL ENERGY ‘RUN OUT’? 26-37 PART 6: FORCE AND ENERGY TRANSFERS
Activity 3.1 Hero’s engine 27 IN DIFFERENT SYSTEMS 63-68
Activity 3.2 Getting work from heat 29 Activity 6.1 Air resistance 64
Activity 3.3 Why is a refrigerator also a heater? 32 Activity 6.2 The atom 65
Activity 3.4 Energy degradation 34 Activity 6.3 The athlete 66
Activity 3.5 Energy efficiency 37 Activity 6.4 Newton’s laws and systems 68
Glossary 69

1
PART 1 PART 2 PART 3 PART 4 PART 5 PART 6
WHERE DOES WHY DO ALL WHY DOES WHY DO WHY DO FORCE AND
ENERGY GO? SYSTEMS RUN USEFUL ENERGY OBJECTS THINGS ENERGY TRANSFERS
ON ENERGY? "RUN OUT"? MOVE? ACCELERATE? IN DIFFERENT
SYSTEMS
Icon
Meaning Digital interactive Hands-on inquiry Classroom activity Notebooking Discussion

2
PART 1: WHERE DOES ENERGY GO?
Activity 1.1
Activity 1.2
Activity 1.3
Activity 1.4
Activity 1.5
Activity 1.6
Energy transfers and conservation
Imploding can
Transmission of energy
Energy on a small scale
Conservation in chemical reactions
E = mc2
1
PART
MOTION AND ENERGY TRANSFER PART 1 3
1.1 ENERGY TRANSFERS ACTIVITY TYPE
ACTIVITY AND CONSERVATION

This activity revises your understanding of energy.
WHERE DID THE ENERGY GO

Energy is constantly changing
?
from one form to another, but
is always conserved. It never
disappears.
CONSERVATION
What does
How much do you OF ENERGY

remember about energy mean?
forms, transfers and
transformations?
MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 4

ACTIVITY 1.1 ENERGY TRANSFERS AND CONSERVATION CONTINUED
Many energy
transfers and
Discussion:
transformations Discuss the following questions in class and record the
involve WORK. appropriate answers in your Notebook.
1. Where is the energy originally stored in this system? What
energy form does it take?
Do you 2. What energy transformation takes place?
remember 3. How is the energy transferred from the bow to the arrow?
what WORK 4. What happens to the energy after the arrow leaves the bow?
is?
ENERGY TRANSFER: Energy moving from one object to another
Firing an arrow involves both energy transformations and transfers.
ENERGY TRANSFORMATION: Energy changing from one form to another
The word WORK has a very precise

FORCE DISTANCE
meaning in science. Work can be calculated by multiplying
x .
It is used to describe the transfer of
energy through a force. Any time a For example, if someone wanted to lift a large 2 kg book to the top
force is applied to an object and the of a 3 m high book shelf, the calculation would look like this:
force, or weight of book = 2 x 9.8 N
WORK HAS BEEN DONE
object moves, then we may say that
. (we will do 2 x 10 to make it easier)
So,
force (or weight) = 20 N
work required = force x distance
= 20 N x 3 m
= 60 J

ACTIVITY 1.1 ENERGY TRANSFERS AND CONSERVATION CONTINUED
HOME
provides easy navigation to
all of the different sections.
NOTEBOOK PROMPTS
assist you to share your ideas
and understandings. Before you go
These symbols indicate to the digital resource
discussion and PART 1: WHERE
notebooking. DOES ENERGY GO?
familiarise yourself
with the key navigation
PIN ICONS features.
provide the navigation for
each particular section.
HINTS
focus your inquiry and provide
questions to help you connect
your ideas.
Click here to
go to the digital resource and
open Activity 1.1 to revise
your understanding of energy
forms and transformations.

1.2
ACTIVITY TYPE
ACTIVITY IMPLODING CAN

ENERGY CHANGES CAN SOMETIMES
BE FAST AND SPECTACULAR. To begin you could click here to go to the
digital resource Activity 1.2 and watch how other
students handled it.
Where does the Step 4

energy come from to What to use:
Quickly upend the can so the
crush the can? Each GROUP will require: opening is submerged in the tray
of water. (You could practise before
• empty aluminium drink can
you heat the can, so you have your
• tray of cold water (ice may be
hands and the equipment in the best
added)
positions.)
• Bunsen burner
• tongs. Step 5
Record your observations in your
Each STUDENT will require:
Notebook.
• safety goggles
• Science by Doing Notebook.
Discussion:
What to do: 1. What energies were involved in
this activity?
Step 1
Assemble the required equipment. 2. What crushed the can? Where did
Ensure the Bunsen is lit and set to this energy come from?
safety flame. 3. Energy was put into this system
Step 2 from the flame. What did this
Add a small amount (1 cm) of water energy do?
to the can and half fill the tray with 4. In your Notebook draw a series
cold water. Add ice if provided. of diagrams illustrating what
Step 3 happened in the can. Use the
Using tongs, hold the can over the particle model to show what
flame until steam emerges from the happened to the can.
opening.

1.3
ACTIVITY TYPE
ACTIVITY TRANSMISSION OF ENERGY
What to use:
Each STUDENT will require: This is a famous tag line from one the scariest space movies ever made: Alien.
• Science by Doing Notebook
• Science by Doing Student Digital
Activity 1.3.
What to do:
Step 1
Complete Activity 1.3.
Step 2
Record answers in your Notebook.
Discussion:
• Your teacher will provide an
opportunity to discuss your
ideas of how energy can carry
information as it is transferred.
Where did the energy go?

Click here to go to the
Energy can move.
digital resource Activity 1.3 to
Sometimes we use it to carry
explore a range of energy transfers.
information.

1.4
ACTIVITY TYPE
ACTIVITY ENERGY ON A SMALL SCALE

Imagine you are
the size of a single
atom.
What does Different forms of energy
What would each of the
include:
ELECTRICAL
energy energy forms below
look like on look like?
an atomic
scale?
KINETIC
–
+
+
POTENTIAL
What to do:
Note each of these in your Notebook and fill in the missing words below:
Heat is the random vibration or movement of particles (atoms or

molecules). LIGHT
NUCLEAR
This is really an example of _______________________________
When charged particles are at a high voltage, they have been pushed
into a region with a lot of other similar charged particles.
HEAT
Sound energy is the coordinated vibration of particles in a physical

medium, such as air.
SOUND
Energy travels from the sun to the Earth through the vacuum of space.
CHEMICAL.
This is an example of ____________________________________

ACTIVITY 1.4 ENERGY ON A SMALL SCALE CONTINUED
THE ATOMIC SCALE: ENERGY LOOKS DIFFERENT WHEN

VIEWED FROM THIS PERSPECTIVE
In 2013 an international research team photographed a hydrogen
atom. The picture shows the single electron cloud surrounding the
nucleus. They used a quantum microscope.
The colours are false. The red and yellow section is the very dense
nucleus, and the light blue shows the regions where the electron is
most likely to be found.
WHERE DID THE ENERGY GO? –
At an atomic scale, energy +

– forms can look quite different, +
but energy is still conserved
and accounted for, just as in our –
macroscopic world.
+
Click here to go to the digital resource Activity 1.4 to see energy forms at an atomic level.

1.5 CONSERVATION IN ACTIVITY TYPE
ACTIVITY CHEMICAL REACTIONS

What to use: Step 7
Record your results on the board.
Each CLASS will require: Your teacher will have prepared a
table to collate the class results.
• 1 or more electronic balances
• 50 g ammonium nitrate
• 40 g calcium chloride. Discussion:
Each GROUP will require: • Draw a graph showing the
What sorts of • 100 mL measuring cylinder temperature change against
energies do chemical • 2 x 100 mL beakers quantity of chemical for each
reactions produce? • 2 thermometers (0 – 100 °C) experiment. You should put the
• 2 glass stirring rods temperature change on the vertical
• sufficient bubble wrap to insulate Step 4 axis and quantity of chemical on
the two beakers. Measure the starting temperature of the horizontal axis.
the water in each beaker.
Each STUDENT will require: • Answer the following questions in
Step 5 your Notebook.
• Science by Doing Notebook Add the chemicals to each beaker
• safety glasses 1. Why did you insulate the beakers?
and stir until dissolved.
• graph paper. 2. Why did each group use a different
Step 6
quantity of chemical?
What to do: Immediately measure the final
temperature of each beaker of water. 3. What was the advantage of the
Chemical Step 1 class pooling the experimental
reactions usually Cut out a strip of bubble wrap and results?
release or absorb use it to insulate the sides of each 4. What sort of relationship did you
energy. In most cases beaker. find between quantity of chemical
this is heat. Step 2 and the temperature change as
Use the measuring cylinder to the chemical dissolved?
measure and add 100 mL tap water
WHERE DID THE ENERGY GO?

to each beaker.
Step 3
Your teacher will instruct your group to Our everyday use of energy
weigh a specific amount of ammonium often involves transformations of
nitrate and calcium chloride. chemical potential energy.
Accurately weigh this amount.

ACTIVITY 1.5 CONSERVATION IN CHEMICAL REACTIONS CONTINUED
Chemical reactions can be classified as exothermic or endothermic, depending on whether they release or absorb heat.
RMIC
EXOTHERMIC ENDeOnTicHeEis not t
As a match burns heat Wh stan
energy is released. This v a ilable, in e used
a r
acks a
energy comes from the cold p sporting
at
bonds in the chemicals on to tre such as a
s t
the match head and the injurie ankle. Hea
sted e
wood of the match. twi s th
rbed a k
is abso l in the pac
EXOTHERMIC ic a
chem s in water.
REACTIONS
ve
dissol
release heat. They

become hot. The heat
energy that is released
comes from chemical
potential energy stored in
the chemical bonds.
ENDOTHERMIC
REACTIONS
absorb heat. They become
cold. The heat energy
that is absorbed becomes
C H EM IC A L RE A C TIONS.
stored in new chemical
bonds.
ENERGY IS CON SE RV ED IN A LL

1.6 E=mc
ACTIVITY TYPE
ACTIVITY 2
Nuclear explosions
are many times
more powerful than A nuclear power
the largest chemical station converts
explosions. nuclear energy
The sun is a nuclear furnace, providing unimaginable into heat to drive
amounts of energy, over unimaginable periods of time. electric turbines.
What is so different
about nuclear energy?
MASS AND WHERE DID THE ENERGY GO?

ENERGY ARE
CONSERVED IN The energy stored in nuclei is
Click here to
ALL NUCLEAR that sometimes mass is converted to
enormous. Scientists have discovered
go to the digital resource
REACTIONS. energy and vice versa.
Activity 1.6 to explore
the links between nuclear
energy and Einstein’s
famous equation.

PART 2: WHY DO ALL SYSTEMS RUN ON ENERGY?
Activity 2.1
Activity 2.2
Activity 2.3
Activity 2.4
Activity 2.5
Activity 2.6
Pendulum system and measurement
The big lift
What keeps the solar system running?
The earth as a system
Ecosystem energy
Alternative energies to produce electricity
2
PART
2.1 PENDULUM SYSTEM ACTIVITY TYPE
ACTIVITY AND MEASUREMENT

Step 2
What to use: Consider the most accurate way
The CLASS will require: to measure the time taken for your
pendulum to swing.
• heavy retort stand
• heavy cotton or light string Step 3
• masses (50 g to 1 kg) Tell your teacher when you have a
• metre ruler pendulum that swings exactly at the
• stopwatch. required rate.
Each STUDENT will require: Step 4
When your teacher has checked your
• Science by Doing Notebook. pendulum, compare it to those of other
groups. What do they have in common?
What to do: Put this result on the class board in the
table prepared by your teacher.
Step 1
Construct a pendulum that takes
exactly one second to swing from one Discussion:
side to the other.
• Answer these questions in your
Notebook.
What does a
1. When adjusting your pendulum, simple pendulum
which variables did you test? have to do with
2. Which variable had a significant clocks?
effect on the timing of your
pendulum?
3. A simple pendulum can be thought
of as a system. What should be
included in this system?
4. What energy transformations are
happening in the pendulum system?
5. Once the pendulum starts to swing,
what keeps it swinging?
MOTION AND ENERGY TRANSFER PART 2 WHY DO ALL SYSTEMS RUN ON ENERGY? 15
ACTIVITY 2.1 PENDULUM SYSTEM AND MEASUREMENT CONTINUED
A HISTORY OF THE METRE

Our metric system of measurement
is often referred to as the SI system.
This comes from the Systéme
International, adopted in the French
What does a simple revolution during the 1790s. The
pendulum have to do with metre and the kilogram both date
the French revolution? from this period.
This definition for a metre lasted
until 1889, when it was replaced by A long-case clock (also
called a grandfather
the International Prototype metre, clock) ticks every
a standard length marked on a bar second. It has a
"seconds pendulum".
of platinum/iridium alloy kept in the
International Bureau of Weights and
Measures in Sèvres, near Paris. In
1960, this was again replaced with a
unit based on the wavelength of an
emission line from Krypton-86.
In 1983, this was changed again to
the distance travelled by light, in a
In the 1780s, France was industrialising, but with an
vacuum, in exactly 1/299,792,458 of a
outmoded system of weights and measures. Different
second. This is today’s standard.
regions used different units of length and weight. In
1790, the Bishop of Autun (Talleyrand) proposed a metre As you can see, standardizing units of
be defined as the length of a pendulum of period two measurement is a very important part
seconds at the latitude of Paris (45o N). This was to be of science, requiring constant work.
called the seconds pendulum, as it took one second to
swing from one side to the other. The Academy of Science
Thirty copies of the International Prototype metre
in Paris examined this proposition, but abandoned it for were made. This is a picture of one sent to America
another standard: one 10 millionth of the distance at sea and used as the standard until 1960.
level from the North Pole to the equator, through Paris.
Then began an enormous surveying project to measure
this distance. These mapping projects challenged the limits
of instrumentation and scientific knowledge of the time.
ACTIVITY 2.1 PENDULUM SYSTEM AND MEASUREMENT CONTINUED
The pendulum
system involves the
transformations of
kinetic and gravitational The 1790s was a dangerous and
potential energy. chaotic time for many scientists
in France and quite a few were
beheaded at the guillotine.
The French revolution began in
1789 with much social unrest.
King Louis XVI and his queen,
the famous Marie Antoinette,
were forced to move from the
luxurious Versailles palace back
to Paris. In 1792, they were
arrested. The king was executed
by guillotine the following year
and the queen a year later.
The period from 1793 to 1794 is
While much of the French population was known as the Reign of Terror. An
impoverished, the royal court lived in unimaginable estimated 16,000 people, mostly
luxury. Taxes to support this life style were raised nobles, died at the guillotine in
from the general population, not the nobility. Paris.
Many scientists either belonged
or were linked to the aristocracy
and were at particular risk of
execution, but despite the social
chaos scientific work continued.
2.2 THE BIG LIFT
ACTIVITY TYPE
ACTIVITY
A rocket sits on the launch pad. The rocket is now in orbit. No engines are burning. It is coasting
Enormous amounts of energy freely.
will soon be released.
What sort of energy does it have?
What energy form is stored in
If you imagined a giant lifting the rocket 200 km, then letting it go, it
the rocket?
would simply fall back to Earth.
So what keeps it up there? The answer is nothing.
A stable orbit is a balancing act between potential and kinetic energy.
There is nothing holding it up, so it must fall, but it moves sideways
fast enough to miss the Earth.
A satellite in orbit is constantly falling towards the Earth, but missing.
Rocket would follow a straight line path if the planet was not nearby
Rocket in low Earth orbit.

A rocket would follow a straight-line
path if the planet was not nearby. Pull of gravity
What is required
to get into orbit?
ENERGY IS CONSERVED IN
ALL MECHANICAL SYSTEMS.
ACTIVITY 2.2 THE BIG LIFT CONTINUED
It is easy to calculate how fast you need to go to reach a low Earth

orbit (an orbit of 300 km from Earth's surface). The equation is:
v= g.r
Where v is the orbital velocity (m/s), g is the acceleration due to
gravity (9.8 m/s2) and r is the distance from the orbiting space craft to
the centre of the Earth (about 6.7 x 106 m, or 6700 km). The small unnamed rocket Saturn V
Isaac Newton understood how to achieve an orbit theoretically, but it that launched the first
took another 200 years for such rockets to be invented. satellite, Sputnik, in 1957,
is shown here beside the
Can you calculate how fast a space craft must travel to achieve a low largest rocket ever used,
Earthline
would follow a straight orbit?
path if the planet was not nearby the Saturn V. Saturn V
rockets were used to
launch the Apollo moon
To achieve orbit the
mission spacecraft.
Earth/rocket system
needs an input of energy Regardless of size, their
(rocket fuel) to increase job was identical: to lift
its mechanical energy. their payload to low Earth
orbit and accelerate it to
orbital speed.
Radius of Earth to rocket
ready to take off
6.4 x 106 m
Sputnik
ACTIVITY 2.2 THE BIG LIFT CONTINUED
Wh
at i
s an
What to use: orb
it?
Each PAIR will require:
• piece of A3 paper and cardboard
to pin it to Why do you
• 2 drawing pins and a pencil. sometimes
hear a Every stable orbit is an ellipse. The body being orbited around
What to do: crackling is at one of the foci. Even the Earth’s orbit is slightly elliptical.
noise when
It is five million km closer to the sun during our southern
Step 1
ursummer (the average radius of Earth’s orbit is 150 million km).
Attach the paper to the board and removing yo
insert two drawing pins about 20 cm jumper?
apart.
Step 2
Tie a 30 cm piece of string in a loop
and loop it around the drawing pins, as
shown in the diagram.
Step 3
Place your pencil in the loop and
trace out your ellipse as you circle
the two pins.
Discussion:
• You will have drawn an ellipse. The
two pins represent the two foci of
the ellipse. Ellipses can be short
and fat and almost circular, or very
long and skinny.
Click here to go to the
• Display your ellipse in your
digital resource Activity 2.2 and
classroom so that you can compare
see Newton’s thought experiment
it with others.
about orbits and learn what
• What happens if you draw an ellipse weightlessness really is.
with the two focus points very close
together or very far apart?
2.3 WHAT KEEPS THE ACTIVITY TYPE
ACTIVITY SOLAR SYSTEM RUNNING?

Our solar system is around 4.6 billion
years old. The planets and moons have
been in constant motion for this time.
Our solar system can be considered an isolated system. It
What started and receives very little energy or material from outside. Most of the
what keeps them on energy released by the sun does leave the system, but this has
the move? very little effect on anything else that happens within the solar
system. It does mean, however, the sun will eventually run out of
fuel (in another four billion years).
The mechanical energy which accounts for all the planets’ orbital
motions and the spinning of the sun and planets was present
when the solar system formed 4.6 billion years ago. It has been
conserved due to lack of friction within the system.
Voyager spacecraft flies past Neptune.

What was driving the spacecraft
through the solar system?
Click here to go to the digital resource Activity 2.3 to explore Voyager 1 and 2s’ long journeys out of the solar system.
An orrery is a mechanical model The SOLAR SYSTEM is a

of the solar system. These became stable mechanical system.
popular after Newton proposed the Mechanical energy is
solar system was a mechanical system, stored in the orbits and
requiring no input to keep it going. rotations of the planets.
2.4 THE EARTH AS A SYSTEM
ACTIVITY TYPE
ACTIVITY
WHAT DO WE MEAN BY A The Earth floating in space seems
"SYSTEM"?
quite alone and, from any other
planet, almost insignificant, but is a
It has some sort of boundary. We Can the Earth complicated system.
tend to choose where the boundary be considered Is it closed or open?
is to suit our needs. a system? Is it isolated or not?
TYPES OF SYSTEMS –
A system can be +
"closed" or "open". +
A closed system has
no matter entering or
–
leaving it.
Is the Earth a closed
system?
A system can be "isolated"
or "non-isolated". An
isolated system has no
energy flowing in or out.
Is the Earth an isolated
system?
The Cassini spacecraft in orbit around Saturn. The Earth photographed from Saturn.
This image was taken by the Cassini
spacecraft in orbit around Saturn. Earth is
the little blue dot indicated by the arrow.
Click here to go to the digital

The "Earth system" involves many resource Activity 2.4 to explore the
energy transformations, but is a Earth as a system.
relatively closed system.
2.5 ECOSYSTEM ENERGY
ACTIVITY TYPE
ACTIVITY
Millions of years ago, food
Why are fossils of the chains worked the same as they
fearsome Tyrannosaurus rex do today, although the animals
so rare, while fossils of the and plants were very different.
enormous Diplodocus
are common?
Food chains and webs show The stability

the path energy follows as it is of ecosystems is
transferred through ecosystems. dependent on the continual
What happens as it is passed from transfer of energy
one animal or plant to another? through them.
ACTIVITY 2.5 ECOSYSTEM ENERGY CONTINUED
TROPHIC LEVELS IN ECOSYSTEMS

RELATIVE BIOMASS PRESENT AT
producers - plants, which produce their own food
through photosynthesis
DIFFERENT TROPHIC LEVELS.
first-order consumers (also herbivores) - eat plants Third order Kilocalories available
consumers in the bodies
second-order consumers (also carnivores) - eat carnivores of third order
first-order consumers consumers: Fewer
Third-order consumers - carnivores that eat other than 0.2 Kilocalories
carnivores per square metre
per year.
Second order Kilocalories available

consumers in the bodies of
small carnivores second order
consumers: Fewer
than 2 Kilocalories
Why do central African plains per square metre
carry enormous herds of antelope and per year.
wildebeest, but it is relatively difficult
to spot a lion or cheetah?
First order Kilocalories available
consumers in the bodies of first
herbivores order consumers:
Fewer than 20
Kilocalories per
square metre
per year.
Fewer than 200

Producers
scattered plants Kilocalories per square
metre per year.
Click here to go to the digital resource Activity 2.5 to see how energy accounts for all these facts about ecosystems.
2.6 ALTERNATIVE ENERGIES ACTIVITY TYPE
ACTIVITY TO PRODUCE ELECTRICITY

What to use:
Electrical systems are one
Each GROUP will require: of the key technologies that
• PowerPoint software or alternative identify a high-technology city.
• the internet.
Solar panels
How can modern cities continue
to use these technologies in a
What to do: sustainable way? A modern city is a large and
Step 1 complex system, with many inputs
Each group selects an alternative and outputs, consuming vast
electricity technology from those amounts of energy. Many systems
pictured at right. Solar towers in the city need electricity. Cities
Step 2 have large grids to transmit power
Prepare a PowerPoint display to every building and room.
describing the following points:
• What energy transformations are Australia produces most of its electricity in coal-burning power
involved? stations. The concept is simple: coal is burned to heat water. The
• How does the technology achieve Tidal water expands, forming steam, which rotates turbine blades. The
this transformation? turbines are connected to large electric coils, which rotate within
• What are the advantages of using this a magnetic field and produce electricity. The main benefits of
system for producing electricity? this system is that it is cheap to run and Australia has vast coal
• What are the main disadvantages of reserves. The technology is also very well established.
using this technology? Is it sustainable?
You should prepare at least one, but Wave
What are the real alternatives to fossil fuels?
no more than two, slides for each
group member.
Step 3
Decide in your group how each
student can take responsibility for
presenting two slides. Wind
Discussion:
• Each group presents their work to Our modern city systems have a
the class. high energy demand.
Nuclear
3
PART 3: WHY DOES USEFUL ENERGY ‘RUN OUT’?
Activity 3.1 Hero’s engine
Activity 3.2 Getting work from heat
Activity 3.3 Why is a refrigerator also a heater?
Activity 3.4 Energy degradation
Activity 3.5 Energy efficiency
PART
3.1
ACTIVITY TYPE
ACTIVITY HERO’S ENGINE

stuck to the side of the tin using
What to use: some duct tape without being in the
Each GROUP will require: way of the rotor.
Steam powered England's
• metal tin, such as milo tin with Step 4
industrial revolution 200 years
press lid Secure the lid with vanes to the
ago, but the first steam-powered
• Bunsen, tripod and gauze mat darning needle or coat hanger wire
toy came 1700 years earlier.
• tin snips (these could be shared using superglue.
across several groups) Step 5
• large nail and hammer (could be Add water to the tin to make it about
shared across several groups) half full and then fit on the lid with
• second lid the two holes.
darning needle • duct tape
or coat hanger wire loop
• darning needle or 5 – 10 cm Step 6
Metal lid or top of tin
length of coat hanger wire, pliers, Place the apparatus on the Bunsen
can with radial cuts
with tin snips to make superglue. and heat until the water is boiling.
wire vanes. Bend vanes to (Be careful to keep your hands clear
make a turbine.
What to do: once it is heating since steam can
dint in lid
holes in lid cause serious burns.)
solder or Step 1
duct tape
steam Make a small hole in the centre of the
Discussion:
second lid to fit the darning needle or
metal tin with press
top metal lid e.g. boiling water
coat hanger wire. Use tin snips to make • Answer these questions in your
Milo tin around 15 cuts to make the vanes, as Notebook.
shown in the diagram.
1. What energy transformations are
Step 2 taking place in this activity?
In the first lid use a large nail (and Draw a flow diagram to illustrate
hammer) to make two holes in the lid your answer.
Bunsen burner
as well as a small dint in the middle,
(or stovetop) as shown in the diagram. 2. Carry out an internet search of
"Hero’s Engine". What are the
Step 3 main differences between your
Make a loop in one end of a piece apparatus and Hero’s design?
of stiff wire to hold the top of the Are the energy transformations the
needle. Bend it so that it can be same in the two designs?
MOTION AND ENERGY TRANSFER PART 3 WHY DOES USEFUL ENERGY ‘RUN OUT’? 27
ACTIVITY 3.1 HERO’S ENGINE CONTINUED
Hero (or Heron) of Alexandria (c. 10 – 70

CE) was a Greek mathematician who lived in
Alexandria, Egypt. He invented a simple toy,
not knowing it would lead to the industrial
revolution more than 1700 years later.
Steam turbine made by Escher Wyss & Co, 1903.
3.2 GETTING WORK FROM HEAT
ACTIVITY TYPE
ACTIVITY
TEMPERATURE SCALES Is 30 oC twice as hot as 15 oC? You might feel it is, but for scientific
purposes this doesn’t work.
Celsius Kelvin Temperature is related to the kinetic energy of the particles in a
Boiling point of substance.
Our modern, high- water at sea-level William Thomson (who later became Lord Kelvin) deduced that the
technology, world 100 373 lowest possible temperature would occur when all particles had
began with the 90 363 stopped moving. This occurs at -273.15 oC.
industrial revolution 80 353
This temperature is now referred to as absolute zero, or zero
in England nearly 70 343 Kelvin. Note you don’t say zero degrees Kelvin; just zero Kelvin.
200 years ago. This 60 333
As an approximation, we can call 0 oC 273 Kelvin.
revolution was based 50 323
The Kelvin temperature scale is set up so that an increase of one
on steam power, but 40 313 Average room
did you know our temperature Kelvin is the same as 1 oC.
30 303
cities are still largely 20 293
steam powered?
To convert oC to Kelvin, just add 273
10 283 Melting (freezing)
Temperature in Kelvins = oC + 273
0 273 point of ice (water)
at sea-level This is important, as all the science we know about heat only works
-10 263
-20 253 if temperature is measured in Kelvins
-30 243 -89ºC (-129ºF)
-40 233 Lowest recorded
Any machine that
converts heat into -50 223 temperature
useful work is called -60 213 Vostok, Antarctica
a heat engine. -70 203 July, 1983
-80 193
-90 183 Oxygen liquefies
-100 173
-183 90 Hydrogen liquefies
-253 20
-273 0 Absolute zero The modern internal combustion
(lowest temperature engine is another form of heat
engine, but much more efficient The enormous jet engine on an airbus A380 is one of the largest
in the universe) than the old steam engines. ever built. It is also a heat engine.
ACTIVITY 3.2 GETTING WORK FROM HEAT CONTINUED
THERMAL ENERGY;
Is the total energy in the hot drink because of the motion of the particles. This is
different for different materials even if they are at the same temperature.
For example, hot water contains more than twice as much thermal energy as the
same weight of cooking oil at the same temperature.
Think of a mug
of hot tea or But hot cooking oil is still very dangerous because it is usually heated to much
coffee. What is higher temperatures than water, which is usually limited to 100oC.
its temperature
and what type of
energy does it
contain?
TEMPERATURE;
Is the average kinetic
energy of the water
molecules in the hot
drink. This is what a
thermometer measures.
HEAT;
Is the transfer of
thermal energy from
a hot object to a
cooler object, such
as your hand if you
HOT touch the hot mug.
ACTIVITY 3.2 GETTING WORK FROM HEAT CONTINUED
WHAT DOES THIS FLOW DIAGRAM MEAN?

The heat source is on the left. This might be the boiler producing steam
in a steam engine. In a car, it is the exploding fuel vapour in the cylinder.
How can On the right is where the heat goes. Usually this is at the same
heat engines temperature as the surrounding environment (or ambient temperature).
be more There are obvious ways
to make any machine The circle represents the parts of the engine that create movement.
efficient? All the useful movement energy (kinetic energy) is referred to as useful
more efficient. For
example, you could use work.
grease and oil to reduce For the earliest steam engines, the heat source was at 100 oC (boiling
friction on moving parts. water).
THERMODYNAMICS The ambient temperature may have been about 20 oC.

Calculate what the theoretical (maximum) efficiency would have been
Some of the 19th Century’s most important for these engines.
discoveries were about the nature of heat and
its conversions to other forms of energy. This
whole field is called thermodynamics. Heat was Heat Source Heat Sink
discovered to be quite an unusual energy form. Temp = TH Temp = TC
Heat can never be transformed into another Heat Engine
energy form with 100 per cent efficiency: even
theoretically.
The diagram to the right shows how energy is
transformed in any heat engine.
The maximum
efficiency for
converting the heat
into useful work
= 1 – ––T–c–– Useful Work

TH
Click here to go to the digital resource Activity 3.2 to see how some modern heat engines achieve greater efficiency.
Inside refridgerator Room outside

refridgerator
3.3 WHY IS A REFRIGERATOR ACTIVITY TYPE
ACTIVITY ALSO A HEATER?

You can also observe the These cycles of heating and cooling, as gases are compressed
On a hot day, could you cool cooling effect of expanding and expand (as well as liquefying and vapourising) are
your kitchen by leaving the gases when using any applied in refrigeration and air conditioning units.
refrigerator door open? aerosol spray can, such as
insecticide or deodorant. As
Why does your refrigerator the contents spray out, the
hum? nozzle of the can gets cold.
I’ve had the

fridge door open
all day. Why is the
kitchen so hot?
Step 4
What to use:
Release the tyre valve so it deflates.
Each GROUP will require: Feel the temperature around the
• bicycle wheel with tyre inflated valve again. Note again in your
• bicycle hand pump. Notebook.
Each STUDENT will require: Step 5

Place a small amount of water on
• Science by Doing Notebook. the back of your hand and blow
on it. Note how this affects the
What to do: temperature of your hand.
Step 1
Use the pump to add pressure to the Discussion:
tyre.
• In your Notebook briefly explain
Step 2 why you can’t cool a room by
Feel the temperature around the tyre leaving the fridge door open.
valve and note what you feel in your
Notebook. • Check your answer on the
following page of this guide.
Step 3
Let the tyre sit for 10 minutes.
ACTIVITY 3.3 WHY IS A REFRIGERATOR ALSO A HEATER? CONTINUED
REFRIGERATION
Heat Source Heat Sink
Temp
In most = TH fridges, the compressor, which runs Temp
modern on electricity,
= TC does
the work. Heat Engine
The refrigeration cycle is pumping heat from the inside to the outside.
Overall, the refrigerator converts electrical energy into heat energy.
Every fridge actually warms up the room it is in, but hopefully also moves
QUESTION: On a hot day, could

heat from the inside of the fridge to the outside.
Modern refrigerators are very efficient. They are closed systems, and do
you cool down your not leak any coolant to the surrounding environment.
kitchen by leaving the However, they are not isolated systems. They require a constant input of
ANSWER
refrigerator door open? energy, and always release heat energy to the surrounding environment.
: No, you can’t. A Useful Work
refrigerator must work
to pump heat from the
inside of the refrigerator
out to the room. This Inside refridgerator Room outside
becomes heat, which refridgerator
heats up the room.
QUESTION: Why does your

ANSWER: The refrigerator hums
refrigerator hum? ( COLD ) ( WARM )
as its compressor
pressurises the coolant. WORK
Click here to go to the digital resource

Activity 3.3 see how heating and cooling cycles
are used to run a refrigerator.
3.4 ENERGY DEGRADATION
ACTIVITY TYPE
ACTIVITY
Energy
is always
conserved Then why do
we worry about
running out of
energy?
DEGRADED
Machines can run on many different This energy lost as heat is sometimes On the other hand, heat can be used
USEFUL
energy forms. They can carry out many referred to as energy. to run machines. In these, heat is
different energy transformations, but This means it cannot be recovered. The transformed into energy.
DISSIPATED MECHANICAL
all lose some energy as heat due to heat has become more spread out. We When scientists use this term, they
ENERGY
friction. sometimes use the term . usually mean
, but it could also be electrical
or other energy forms.
ACTIVITY 3.4 ENERGY DEGRADATION CONTINUED
CLASS DISCUSSION:
HOW CAUNT
WE"RUNROGY,"
In this unit and in the Year 8 Science by Doing unit, Energy, we have explored many systems that
OF ENE AYS
transform energy.
IF IT IS ALVWED?
Let us return to these systems and examine them in more detail. For each system, answer the following
questions in your Notebook.
CONSER
1. What energy transformations take place inside the system?
2. How does energy usually enter the system?
3. How does the system ‘run down’, if there is no further input of energy from outside the system?
4. Describe the processes that end up producing waste heat in the system.
5. As the system runs down, what type of energy could be put into the system from outside to keep it
running?
System 1 System 3 System 4

System 2
ACTIVITY 3.4 ENERGY DEGRADATION CONTINUED
ER MODYNAMICS.
EXTEND YOUR UNDERSTANDING: LAWS OF TH
So far, so good, but 150 years ago, scientists carrying
out many experiments, with a large variety of
machines, discovered important principles.
FIRST LAW OF THERMODYNAMICS

1. Energy is conserved overall. This is called the
and is
one of the most important scientific ideas.
WHAT IS "DEGRADED ENERGY"?

2. It is possible to transform mechanical, electrical and
all other forms of energy completely into heat, if
you carry out the right experiment.
It is difficult to describe accurately without complex mathematical
3. It is never possible to transform heat completely equations, but it runs our lives.
into another energy form.
FIRSTLY, DEGRADED ENERGY IS HEAT. Even though we often
So there seems to be something special about HEAT.
SECOND LAW OF THERMODYNAMICS
use heat as an energy source, this can only work when we have
The somewhere cold for it to flow to.
says, even though energy is conserved, its quality is
not. During all known processes, energy quality is
DEGRADED ENERGY IS MORE DISSIPATED. This is easy to see
in the hot gases coming out of the exhaust pipe of a car, gradually
degraded to heat and cannot be used for useful work. spreading into the surrounding air. All the energy still exists, but is
Therefore, every system needs a constant input of now spread over a larger volume.
energy, or it will run down. The degraded energy is still there, but
cannot be used to do useful work.
The whole universe must end up like
this: as evenly spread-out heat. It
is referred to as the eventual "heat
death" of the universe. But don’t
worry - this is many billions of years
away yet.
3.5 ENERGY EFFICIENCY
ACTIVITY TYPE
ACTIVITY
Why is the
energy efficiency
of household
appliances
indicated in special
labels?
Energy might be difficult to describe and energy transformations many and complex, but we all
USEFUL
understand energy is one of the more expensive parts of our modern, high-technology lives.
We are also increasingly aware that energy is a limited resource that must be used sparingly.
Click here to go to the digital resource Activity 3.5

to see how the energy efficiency of Australian appliances is
monitored and communicated to consumers.
4
PART 4: WHY DO OBJECTS MOVE?
Activity 4.1 Back to the pendulum
Activity 4.2 Law of falling bodies
Activity 4.3 What is acceleration?
Activity 4.4 Displacement
Activity 4.5 Inertia and mass
PART
4.1
ACTIVITY TYPE
ACTIVITY BACK TO THE PENDULUM

In Activity 2.1 you discovered only one variable affected the rate at which a pendulum swung.
In this activity, you will determine how the length of a pendulum relates to its swing rate, or period. The period is the
length of time a pendulum takes to swing back and forth.
What to use: HINT: In this type of Discussion:

experiment, about five data
Each GROUP will require: points are usually sufficient. Answer these questions in your
The most important task is to Notebook.
• heavy retort stand
• heavy cotton or light string get a wide spread of points. 1. If the length of the pendulum
• mass (50 g to 1 kg) Collect data from pendulums increases, does the period
• metre ruler of various lengths: short, long increase?
• stopwatch. and several points between.
2. Is the period directly proportional
Each STUDENT will require: to length? That is, if you double
Step 3 the length, does the period
• Science by Doing Notebook.
Plot your data on a graph. double?
HINT: It is usual to plot the

What variable affects
the oscillation of a
What to do: 3. At what position did the pendulum
independent variable (the have the maximum gravitational
pendulum? Step 1 potential energy?
Design an experiment to determine one you manipulate) on
How does this relate to how the length of a simple pendulum the horizontal (or x axis). 4. At what position did the pendulum
the period of a simple relates to its period. The dependent variable (the have the greatest kinetic energy?
pendulum? one that changes each time) is
Step 2 5. When was the pendulum
on the vertical (or y axis).
Present your results in a table in your accelerating at the greatest rate?
Notebook. 6. What two forces act on the
pendulum?
Remember the specifications of a simple pendulum:

1. The string is very light.
2. The only moving part should be the pendulum, not the support mechanism.
3. All the mass is at the end of the string and the length of the pendulum is measured from the fulcrum to the centre of mass.
MOTION AND ENERGY TRANSFER PART 4 WHAT IS MOVEMENT? 39

4.2 LAW OF FALLING BODIES
ACTIVITY TYPE
ACTIVITY
What to use:
Each GROUP will require:
• a heavy book (preferably hard
cover)
• three pieces of paper cut slightly
smaller than the book’s outline.
Each STUDENT will require: Do all objects fall
• Science by Doing Notebook. at the same rate?
What to do:
Step 1 Obviously, a rock falls faster than a feather or a leaf, so why is this question so important in science?
1 2 3 4
The pictures show four experiments.
Consider each and predict the results.
Will the book and paper fall at the
same rate?
EXPERIMENT EXPERIMENT EXPERIMENT EXPERIMENT
Drop the book and Place the paper under Place the paper on the Scrunch up the paper
Will one fall faster than the other? paper side by side. the book. top of the book. into a tight ball and drop
Record your predictions in your next to the book.
Notebook.
Step 2
Complete each experiment and
record your observations in your
Notebook. Note whether your
prediction was correct or not.
Discussion:
• Discuss your predictions, Click here to go to
observations and conclusions with
the digital resource Activity
the class.
4.2 to see how Experiment
• What general conclusion do you 1 might have worked on the
draw from these experiments? moon, where there is no air.

4.3 WHAT IS ACCELERATION?
ACTIVITY TYPE
ACTIVITY
Have you seen a dropped object fall to the ground?
How would you describe its motion?
This question mystified people for centuries, until Galileo discovered how to
slow an object’s fall.
A skydiver jumps from

a plane, free falling for
several seconds before
opening his parachute.
Obviously he is travelling
downwards, fast, but
how are his velocity and
acceleration changing?
The ball fell with a constant acceleration. Galileo discovered this key feature of
how things fall 300 hundred years ago, laying the foundation of modern science.
Complete the activity on the next page to discover what this means.
Click here to go to the digital resource Activity 4.3 and discover more about velocity and acceleration.

ACTIVITY 4.3 WHAT IS ACCELERATION? CONTINUED
Distance fallen during each

Time interval Average velocity
time interval
a) the first 0.25 seconds
What to use: 0 - 0.25 s 0.28 m = d/0.25 = 1.12 m/s
b) the second 0.25 seconds
0.25 - 0.50 s = d/0.25 =
Each STUDENT will require: c) the third 0.25 seconds
0.50 - 0.75 s = d/0.25 =
• Science by Doing Notebook d) the fourth 0.25 seconds. Present
• access to Science by Doing Student the results in a table in your 0.75 - 1.00 s = d/0.25 =
Digital Activity 4.3 Notebook as shown at right.
• ruler
Step 4
• graph paper. Average velocity = distance travelled/time
Calculate the average velocity of
What to do:
the ball in each section. The first has Vav = d/t
been done for you. 10
Step 1 Step 5
Open the digital resource. Draw a bar graph like the one shown 8
Step 2 on the right. average

velocity 6
The video shows a ball being (m/s)
dropped from 4.9 m. The video Discussion: 4
runs at quarter speed. QuickTime
will allow you to move it frame by Questions:
2
frame. View on full screen. 1. Was the ball getting faster? X
Step 3 2. Was the ball getting faster at a 0.25 0.50 0.75 1.0
Note the ball takes one second to constant rate? What feature of time (s)
reach the ground. Use the scale on your graph shows this to be true?
the video to measure how far it falls
in:
Click here to go to the digital resource Activity 4.3 to see the falling ball video.

ACTIVITY 4.3 WHAT IS ACCELERATION? CONTINUED
PH.
What is
G R A
acceleration? Acceleration is about how velocity changes. For example, the
ITY
ball gets faster as it drops.
L O C
VE
THE
From your graph, determine how fast the ball was travelling
F
after one second.
P E O
LO
How fast was it travelling when it was first dropped?
E S
H
How much speed did it gain in one second? Acceleration is a measure of how fast
Acceleration is measured in m/s/s.
G T velocity changes. We can calculate this
N
USI
The falling ball by observing how fast the velocity graph
This is often written as m/s2 or as m.s–2.
CONSTANTLY
is an example of changes. This is represented by the slope.
ACCELERATED Slope = rise/run

motion. Draw a line of best fit through the midpoint of each box in = change
in velocity/change in
the bar graph. time
= Acceleration
Finding the slope of a straight line graph through the origin
is very easy. Don’t forget to include the units in your calculation.
slope = rise/run The unit of the slope will equal the (units of rise) /(units of run).
In this case, you can use any section, including the origin.
This means
the ball X
accelerates at X
a constant rate velocity (m/s)
throughout its X
fall. X How does
X
Rise this unit relate
to the unit for
X
Run acceleration?
time (s)

4.4 DISPLACEMENT
ACTIVITY TYPE
ACTIVITY
What to use:
Each STUDENT will require: How does
• Science by Doing Notebook the ball’s
• access to Science by Doing Student position
Digital Activity 4.3 change
• ruler during its Is your graph a straight line?
• graph paper. fall?
What to do: Time (s) Displacement (m)

Step 1 0 0
Return to the falling ball video and 0.2 0.19
play using Quicktime player. For each 0.4
time frame, measure the displacement,
i.e. the distance fallen from the starting 0.6
point. Present your results in a new 0.8
table in your Notebook. 1.0
Step 2
Draw a line graph. Label the vertical 5
axis "displacement" and the
horizontal axis "time". Plot a line of 4
best fit.
displacement (m)
3
Discussion:
2
• This graph differs from the other.
• Its shape tells us something 1
about how the object is moving.
Compare your graph with the
0.2 0.4 0.6 0.8 1.0
sample graphs shown on the next time (s)
page. Which does it resemble?

ACTIVITY 4.4 DISPLACEMENT CONTINUED
This graph shows a straight line. This graph shows a parabola.

The equation would look like y = kx The equation would look like y = kx2
18 80 X
16 X 70
14
displacement (m)
displacement (m)
60
12 X 50
10
40
8 X X
30
Which of the sample 6
graphs on the right 4 20 X
X
best matches your 2 10
X
displacement graph? 0X 0X
It will tell you how 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
time (s) time (s)
the distance fallen by
an object is related to
the time it has fallen. This graph shows part of a parabola This graph shows part of a hyperbola.
Which graph best lying on its side. The equation would look like y = k/x
matches the shape of The equation would look like y = k√x
yours?
9 18
8 X 16 X
Note: In all these equations k is
some constant number 7 X 14
displacement (m)
displacement (m)
6 12
X
5 10
4 X 8 X
3
X 6
X X
2 X 4
X X
1 X 2
0X 0 X X
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
time (s) time (s)
Click here to go to the digital resource Activity 4.3 and use the Notebook link to discover the correct equation for the ball.

ACTIVITY 4.4 DISPLACEMENT CONTINUED
Can you calculate the value for "g"?
EXTENSION ACTIVITY
What to use: Discussion:
Each STUDENT will require: • Answer the following questions in
your Notebook.
• Science by Doing Student Digital 1. What is "g"?
Activity 4.3 2. What does it represent?
• Activity sheet 4.4 Displacement 3. What units would it be measured in?
(Motion problems).
4. How does this value compare
with the value you calculated for
What to do: acceleration using the velocity
Step 1 graph in Activity 4.3?
Review the video of the falling ball
in Science by Doing Student Digital Step 3
Activity 4.3. Complete Activity sheet 4.4
Displacement (Motion problems).
Step 2
Look in the Student Digital
Notebook to find an appropriate
equation to calculate the value of
"g". The ball fell 4.9 m in 1 s.

4.5 INERTIA AND MASS
ACTIVITY TYPE
ACTIVITY
This is a heavy book (around 2 kg). But it falls at the same rate as the crumpled piece of paper.
MASS, WEIGHT, INERTIA.

What to do: Are they dif
ferent?
Consider the questions below: MASS CAUSES WEIGHT
Because the book has a mass of 2 kg it is hard to hold up.
1. Why do the book and paper fall at
Earth’s gravity pulls on it harder than the crumpled paper
all?
because of its high mass.
2. Is gravity pulling equally on the
book and the paper?
HINT: Does one weigh more

than the other?
3. If gravity is pulling much more

strongly on the book, why doesn’t
it fall more quickly than the
crumpled paper?
This seems contradictory: gravity
MASS IS INERTIA
pulls on the book harder, but it still
falls at the same rate as the paper.
You will now explore these ideas in The book is hard to move because it has a large inertia (also
more detail in Part 5. measured as 2kg). This makes it hard to accelerate. It would
be harder to throw the book across the room than the piece
of paper.
Click here
to go to the digital
resource Activity
4.5 to explore mass,
weight and inertia.

5
PART
PART 5: WHY DO THINGS ACCELERATE?
Activity 5.1 Newton’s second law
Activity 5.2 Forces in balance
Activity 5.3 Newton’s third law
Activity 5.4 Newton’s first law and mass
Activity 5.5 Car crash analysis
Activity 5.6 Relativity
Activity 5.7 Newton’s laws - summary

5.1
ACTIVITY TYPE
ACTIVITY NEWTON’S SECOND LAW
This activity will explore the relationship hat is needed

W
between force and acceleration. to accelerate an
object?
Step 4
Set your motion sensor and data
Each GROUP will require: logger to measure velocity and • Present your results in a table in
acceleration. your Notebook. Include a column
• motion sensor and data logger Design an e
that converts the accelerating mass xperiment
Step 5 the same e usi
• low friction trolley to a force (in Newtons). quipment to ng
• pulley that can be attached to the Test with five different hanging the relation test
ship betwe
end of the bench masses and measure the acceleration • Draw a graph of acceleration versus mass and a en
cceleration
• string. of the trolley each time. force (with force on the horizontal .
NOTE
Remember
axis). to include th
: if you add masses to the mass mass of the e
hanging ma
What to do: carrier, you change the mass of your • What is your conclusion? the total m
ass, as this
ss in
whole system. However we want acceleratin is also
Step 1 g.
to keep the system’s overall mass motion sensor
Set up the experiment as shown. low friction trolley
constant.
Step 2 data logger
To solve this, put a selection of
Measure the mass of the trolley.
masses on the trolley and, as
Step 3 required, move them onto the mass
Add different masses to the hanging carrier. This way, the total mass won’t
mass. These provide the force on the change during the experiment. masses
trolley that makes it accelerate.
MOTION AND ENERGY TRANSFER PART 5 WHY DO THINGS ACCELERATE? 49

ACTIVITY 5.1 NEWTON’S SECOND LAW CONTINUED
What to use:
Each STUDENT will require:
NEWTON’S SECOND LAW

• Activity sheet 5.1 Newton’s second
law.
Newton’s second law is usually expressed as: What to do:

a = F/m Step 1
Practise using Newton’s second law by
or, F = ma completing the problems on Activity
This equation tells us how things move when they sheet 5.1 Newton’s second law.
experience a force.
It also tells us how different masses move if they
experience the same force.
The equation also tells us something more
powerful. Since F and m are the only variables in
the acceleration equation, they are the only things
affecting how an object accelerates.
This is true for all objects in the universe.
Click here
to go to the digital resource
Activity 5.1 to explore a simulation
of Newton’s second law.

5.2 FORCES IN BALANCE
ACTIVITY TYPE
ACTIVITY
r answer.
Set up an experimental test to check you
Step 2
What to use:
Read the weight on the spring
Each GROUP will require: balance.
• spring balance
• 1 kg masses Discussion:
• bench pulleys
• string. Did your results agree with your
original conclusion?
Each STUDENT will require: In your Notebook write a summary
• Science by Doing Notebook of your thoughts about why the
• Activity sheet 5.2 Forces in experiment produced these results.
Two 1 kg balance. Does the scale
masses are read 0, 1 kg, or 2
attached to a What to do: Would the result be different if kg? Or does it give
one of the strings was attached to some other reading.
spring scale as Step 1 the wall or some other solid object
shown, so that they Set up the apparatus as shown in the Make a note of your
instead of to the hanging mass?
balance and the system diagram. answer in your Notebook,
Design an experiment to test this.
stays at rest. as well as an explanation
spring balance of why you came to this
conclusion.
1 kg 1 kg masses

ACTIVITY 5.2 FORCES IN BALANCE CONTINUED
Since we always
Two forces are acting on one
experience at
object. What would be the
least one force -
outcome?
gravity - why
The upwards push of the
aren’t we always Chair
chair on the person exactly
accelerating? pushes
counteracts the force of gravity
up on the
pulling down on the person
person.
(their weight).
This diagram showing all the
forces acting on the person is
called a free body diagram.
NO NET FORCE
If the person weighs 500 N, The term
their weight could be called
+500 N, acting downwards. The is often used.
force of the chair on the person It means more than
could be called –500 N, a force one force may act on an
acting upwards. object, but they cancel
+500 N + –500 N = 0 each other out. They can
all be added together
The net force is zero.
to produce a zero
From Newton’s second law, the overall force.
acceleration of the person will
also be zero.
Earth pulls
down on
the person.

5.3 NEWTON’S THIRD LAW
ACTIVITY TYPE
ACTIVITY
THOUGHT
Let’s do a thought experiment: if you push on a EXPERIMENTS
wall does it push back?
HAVE A VERY
Think of this another way: if you tie a rope to a
hook on a wall and pull on it, does the wall pull
LONG HISTORY:
Do things
always push back on the rope?
PERSON Ancient
back? PUSHES WALL Imagine hanging a curtain in front of the wall. Greek
Now, rather than the rope attaching to the philosophers
wall, a very strong person concealed behind used them
the curtain holds onto the rope and pulls back. more than
Would this feel different to you? 2000 years
DOES THE WALL PULL BACK ON THE ROPE? ago.
Galileo
considering
WALL PUSHES
falling objects
PERSON 350 years ago.
Einstein and
Do these situations feel different to the girl? Schrödinger used
them in the 20th
Century to ponder
relativity and quantum
mechanics.

ACTIVITY 5.3 NEWTON’S THIRD LAW CONTINUED
Tug o’ War: How many force pairs can you A high diver
Foot in free
kicking fall: There is at least
football
NEWTON’S THIRD LAW

identify? one force pair in this image.
Newton’s third law is often stated as:

for every action there is an equal, but
opposite, reaction.
A better way to describe it is: if object A
exerts a force on object B, then object B
will also exert a force on object A. This
force will be of equal strength (we often
say equal magnitude), but will be in the
opposite direction. These are called
force pairs.
SOME FORCE PAIRS

Foot kicking football
Foot kicking football Rocket moving forward Car on road
Tyres push Road pushes

back on road forward on tyres
Football Foot applies Rocket pushes Gases push

applies force force to football back on gases forward on rocket
to foot
A single isolated force never exists. If you look around you can always find its pair.

ACTIVITY 5.3 NEWTON’S THIRD LAW CONTINUED
SOME FORCE PAIRS

Tug o’ War: some force pairs A high diver in free fall: a force pair
Team Rope Rope Team

pulls on pulls on pulls on pulls on
rope team team rope Earth pulls
down on diver
Diver pulls up
on the Earth
Ground pushes Feet push Feet push Ground pushes
on feet on ground on ground on feet
This poor horse feels dejected because she has studied a little physics. She
understands Newton’s third law: for every force, there is an opposite reaction force.
No matter how hard she pulls on the cart, she believes it will pull back with the same
magnitude of force, and there is no hope of moving the cart.
Use Activity Sheet 5.3 to analyse all the forces acting in the horse/cart system. Can you
discover why the cart moves after all, and still obeys Newton’s third law?
Click here to go to the digital resource Activity 5.3 and practise identifying force pairs.

5.4 NEWTON’S FIRST LAW AND MASS
ACTIVITY TYPE
ACTIVITY
leration be?
an object is zero, what will its acce
ring Newton’s second law, if the force on
Conside
These equations are not just for solving problems of force

What does zero acceleration mean? F = ma and acceleration. They explain how the universe works.
Without a force, there would be no acceleration. Also, whenever
there is an unbalanced force, there will be acceleration.
What effects do forces have?
a = F/m
1. They can make something go faster or slower.
2. They can change the direction in which something moves.
Both examples involve acceleration, because both require
an unbalanced force.
QUESTION: When is something not accelerating?

ANSWER: When it is stationary or moving in a
straight line at a constant speed.
Inside a large jet flying at more than 800 km/h,

the world behaves just as it does if you were
stationary on the ground. The reason is that
you are not accelerating and all the forces
acting on you are balanced, despite the
high speed.

ACTIVITY 5.4 NEWTON’S FIRST LAW AND MASS CONTINUED
Is a force required

to keep objects
moving?
NEWTON’S FIRST LAW

Newton’s first law states: every object continues at a uniform
speed (which can be zero), in a straight line, unless acted on by an
unbalanced force.
In our real world of constant friction, it often seems a force is needed to

keep things moving.
After all, a car will eventually come to rest if the engine is switched off.
Imagine the days of Galileo, Newton and horse drawn carriages. Clearly,
carriages did not keep moving unless the horses kept pulling. Certainly, LARGE OBJECTS
this is what the ancient Greeks, including Aristotle, proposed. They HAVE A LOT OF
believed once a ball was thrown, it possessed a quality called impetus. INERTIA.
When impetus ran out, the ball fell to the ground.
Galileo was the first to realise, when no force was acting, an object would
keep moving forever. He called this property inertia". Because this idea
fitted in so well with Newton’s ideas, it has become known as Newton’s
first law of motion.
Every object has inertia; a resistance to changing its motion. A large,
heavy object, such as a car, is difficult to get moving by pushing, but is also
hard to stop. That is why the quality of the brakes in a large vehicle is so
important. It is also difficult to change the direction of a large vehicle.
MASS MASS IS INERTIA, which is measured

in kilograms.
inertia? . In fact,
What gives something
Click here to go to the digital resource Activity 5.4 and test your understanding of Newton’s first law.

5.5 CAR CRASH ANALYSIS
ACTIVITY TYPE
ACTIVITY
IT'S ALL ABOUT

FRICTION
IT HAS BEEN FOUND THAT THE FORCE OF FRICTION DEPENDS ON THESE VARIABLES.
Heavy, or more weighty objects, produce more friction.
FRICTION IS A FORCE. IT WORKS

Different surfaces produce different frictional forces.
What can some AGAINST THE MOTION OF OBJECTS

skid marks MOVING ACROSS A SURFACE.
on a road and HOW DOES IT WORK?
Newton’s Laws
tell us?
LET’S BUILD AN EQUATION.
FRICTION
WE GET THE EQUATION
First we give a symbol for
our equation: This is usually Ff
Now we start the equation. Ff = μ W
As the weight increases we expect
friction to also increase, so we add it To analyse the forces that must have been acting on a
to the equation, using the letter W. skidding car police investigators only have to work out the
coefficent of friction for that type of tyre skidding on that
Different surfaces are represented by particular type of road surface, and the weight of the car.
special letter μ. This has a different
value for every different combination
of surfaces. It is called the ‘coefficient
of friction’. A high coefficient of friction
indicates a large frictional force.
And that is all. No other variables have
much effect. Now proceed to th
e
Activity to conduct
your own analysis.

ACTIVITY 5.5 CAR CRASH ANALYSIS CONTINUED
Step 3
Place the wheel on a section of
Each GROUP will require: bitumen (avoid traffic areas). Measure Questions
how much force (in Newtons) A car has a mass of 1600 kg and is
• bicycle wheel
is required to drag the tyre at a moving at 60 km/h. It starts to skid
• force measurer or spring balance
constant speed without allowing it on the bitumen.
(up to 2 kg or 20 Newtons)
to turn (i.e. making sure it skids). This
• string. 1. What deceleration force will be
force is equal to the force of friction
applied to the car?
(Ff).
What to do: 2. What will its acceleration be?
Step 4 (Remember: deceleration is the
Step 1 Calculate the coefficient of sliding same as acceleration in these
Weigh the wheel. This will give you friction for that tyre, on that road calculations.)
the weight (W) in Newtons. surface. This represents the Greek
3. How long will it take to stop?
Step 2 letter μ.
4. How far will it travel?
Attach the spring balance or force μ = Ff / W (To determine this, calculate its
measurer to the wheel with string, so
where F f = force of friction average speed while it is stopping).
you can measure the frictional force
What can you between the tyre and the road by
W = weight
tell from skid dragging the tyre across the surface. The value for μ is constant for each
marks on a surface type. You can use it to
roadway? calculate how much deceleration
force is applied to a car when it starts
to skid on bitumen.
ulations
se are th e types of calc
The tors.
by ca r crash investiga
used

ACTIVITY 5.5 CAR CRASH ANALYSIS CONTINUED
Now let’s apply our measurement of the coefficient of

friction between a tyre and a typical road surface, and
our knowledge of physical laws, to analyse a very famous
accident.
The longest recorded skid mark on a standard road
surface occurred on the M1 freeway in England in 1960.
A car, reportedly an E-type Jaguar sports car, left skid
marks 290 m long, before it left the road and crashed.
What was its estimated speed as it began to skid?
Activity sheet 5.5 Car crash analysis provides a step-by-
step analysis of how physics was used as evidence in the
subsequent court case.
E-t
ype
Jag
uar
Click here to go to the digital resource Activity 5.5

to see why modern car braking systems make this analysis
more difficult.

5.6 RELATIVITY
ACTIVITY TYPE
ACTIVITY
hat happens if you

W
continue to accelerate for a
long period? Is there a limit
to how fast can you go?
Click here to go to the digital resource Activity 5.6 to

explore Einstein’s theory of special relativity with Dr Derek Muller.

5.7 NEWTON’S LAWS - SUMMARY
ACTIVITY TYPE
ACTIVITY
What to do:
Click here to
Each of the three scenarios below
go to the digital resource
concerns one of Newton’s three laws.
Activity 5.7 to check your
Answer the questions and pick which
ideas.
law applies to each scenario.
SCENARIO 1 SCENARIO 2 SCENARIO 3

A car with a mass of 1600 kg,
travelling at 20 m/s (72 km/h), Modern cars must have a head
A car accelerates on a freeway.
skids to a stop in 4.0 seconds. rest to help prevent whiplash
What is pushing the car forward
What was its deceleration? What injuries in an accident. Why are
and why does it do this?
force was applied to the car and the head and neck vulnerable?
what applied it?

6
PART
PART 6: FORCE AND ENERGY TRANSFERS
IN DIFFERENT SYSTEMS
Activity 6.1 Air resistance
Activity 6.2 The atom
Activity 6.3 The athlete
Activity 6.4 Newton’s laws and systems

6.1
ACTIVITY TYPE
ACTIVITY AIR RESISTANCE
In Activity 4.3, you explored the motion of a falling ball and saw
out terminal velocity?
it accelerated uniformly through its five-metre drop. However, What is terminal ab
many things do not fall this way. A piece of paper clearly falls
much more slowly and an Airbus A380 weighing 600 tonnes can lift off and
not fall out of the air. In both cases, a complex interaction of forces occurs,
due to interactions with the air.
When a falling object experiences a force of air
resistance equal to its weight (the force of gravity), it
has reached its terminal velocity. It cannot fall any faster.
What to use:
The CLASS will require:
• digital motion sensor
• data logger
• cupcake paper cases.
What to do:
Step 1
Set up a motion sensor facing
downwards from a retort stand.
Discussion:
Step 2
Drop a paper case beneath the 1. How long did the paper case
motion sensor. You may need several accelerate during its fall?
attempts to record a good drop. 2. Did it fall at a constant rate?
Step 3 3. What forces were acting on it?
Capture the velocity graph using the Draw a free body diagram to
data logger. represent this.
4. What was the net force acting on it
during most of the fall? Click here to go to the digital resource Activity
6.1 to explore the forces acting on a skydiver.
MOTION AND ENERGY TRANSFER PART 6 WHY ARE INTERACTIONS IMPORTANT? 64

6.2 THE ATOM
ACTIVITY TYPE
ACTIVITY
Every atom is a complex interaction of forces.

The electrons are held in place by the electrostatic
attraction of the positive nucleus.
–
THE
–
.
of forces
E ve
+
ATOM
ry atom
– + –
+ +
a ion –
ct
is
co ra
mplex inte
–
Why do all the positive protons stick so tightly

together in the nucleus?
Why don’t electrons ever fall into the nucleus?
Click here to go to the digital resource Activity 6.2 to explore the forces inside an atom.

6.3 THE ATHLETE
ACTIVITY TYPE
ACTIVITY
Chimpanzees
are much stronger
than humans, but less
athletic. In relatively
recent evolution, our
ancestors adapted to
become good runners
and throwers.
Running and throwing are complex procedures. Our skeletal system, under the control of
our nervous system, must coordinate a multitude of muscles, and release chemical energy
to drive them. During extended exercise, our physiological system must manage our
energy resources carefully, so no part of the body is starved of energy for too long.

ACTIVITY 6.3 THE ATHLETE CONTINUED
.
EXPLORE FOR YOURSELF THE PHYSICS OF THROWING
Step 3
What to use:
Each student should now chuck the
Each STUDENT will require: ball as far as possible. Measure the
distance.
Step 4
Each GROUP will require:
Each student should now hit the ball
• tennis ball as far as possible with the tennis
• tape measure racquet. Use an overarm motion,
• tennis racquet as in a tennis serve. Measure the
• school oval. distance.
What to do:
Discussion:
Step 1
1. How did the distances compare?
Draw up a table in your Notebook to
tabulate the three distances the ball 2. Propose some hypotheses to
will travel. account for the different distances,
based on what you have learnt
Step 2
from the videos in Science by
Each student should throw the ball
Doing Student Digital Activity 6.3.
as far as possible, with his or her
elbow held tightly against the body.
Measure the distance. Click here to go to the digital resource Activity 6.3
to explore the biomechanics of throwing and running.

6.4 NEWTON’S LAWS AND SYSTEMS
ACTIVITY TYPE
ACTIVITY
Systems are everywhere and exist on all scales. Systems are defined by how matter and energy flow in
and out. Most systems contain complex interactions and energy transfers.
SOME SYSTFOEMRCS ES
INVOLVINGERGY
AND EN RS:
TRANSFE
Design a poster for one, illustrating:
a) t he main elements that make up the
system
b) t he range of energy transformations
occurring within it
c) t he forces involved in these energy
System 1: a plane flying at 10,000 m transfers. System 2: an athlete running a marathon
human body System 5: the solar system

System 3: the System 4: a capi
tal city

Glossary
Term Description
The rate of change of a body’s velocity, including its direction. Acceleration is a vector quantity. A body can accelerate by moving faster or slower, or by
Acceleration
changing direction.
Biomass The total mass of living material within an ecosystem or region.
Body A word used in physics to refer to any object, generally in studies of motion.
Closed System A system that allows very little transfer of matter across its boundary.
Coefficient of friction The constant ratio between the force required to move two surfaces that are in contact and the force that is pushing those surfaces together.
Data logger Digital software for collecting, analysing and presenting data from a range of different sensors.
Degraded energy A term applied to energy that is no longer able to be used to do work. Usually refers to waste heat energy released to the surrounding environment.
Displacement The distance from the starting point to the finishing point for a moving body, including the direction. Displacement is a vector quantity.
E3 program An Australian Federal Government system designed to identify the energy efficiency of household appliances.
Ecosystem A biological system including a range of organisms linked in food webs and the physical environment in which they live.
Endothermic Describes a reaction where heat is absorbed during a reaction.
Energy is a property of a system that allows it to do work. It is a complex term that is difficult to define. It can be described using examples; e.g. heat and light
released from burning fuel, gravitational potential
Energy
energy and kinetic energy of thrown balls, or the electrical potential energy of charges in an electric circuit. Energy can be measured and quantified using
equations such as E = mgh, E= 1/2 mv2, E = mc2, E = Fd. The total energy is conserved in all interactions. Energy is measured in joules (J).
Energy conservation The idea that energy is never created or destroyed.
Energy efficiency The proportion of useful energy passed from one level to another or one part of a system to another, not including energy that is lost as heat.
Energy transfer The movement of energy from one place to another or from one object to another.
The conversion of energy from one form to another. It requires some sort of a device, such as a battery transforming chemical to electrical energy, or a photo-
Energy transformation
voltaic cell transforming light to electrical energy.
Entropy Commonly described as the amount of disorder in a system. Most importantly the total entropy always increases during any reaction.
Equilibrium The state of a system where no net change is occurring. Several processes may still be occurring but these will be cancelling out.
Exothermic Describes a reaction where heat is released during the reaction.
MOTION AND ENERGY TRANSFER GLOSSARY 69

Glossary
Term Description
Field A theoretical model that describes how forces act at a distance.
Field lines Theoretical lines that describe the direction of the force felt by an object in a field.
Free Body Diagram A diagram of an object and its surroundings with arrows indicating all the forces acting on it.
Heat The transfer of thermal energy from a warm object to a cold object.
Heat engine An engine that is powered by heat. The heat may be produced using various energy transformations.
Heat pump A device that moves heat from a region that is cold to a region that is warm. Energy must be provided from an outside source.
Heat sink The place where heat ends up in a heat engine.
Inertia The property of a body that resists a change in motion (i.e. acceleration).
Isolated System A system that allows very little energy across its boundary.
Kinematic equation Equation describing the motion of an object, usually involving a constant acceleration.
Kinetic energy Energy due to an object’s motion.
Mass The property of a body that is affected by a gravitational field. It is also the inertia of a body.
Mechanical Energy The total energy of a system due to its kinetic, gravitational and elastic potential energy.
Medium The material that a wave passes through.
Motion sensor A digital device for measuring the motion of an object, usually by emitting pulses of sound, or clicks, and measuring the time for these to be reflected back.
Newton’s first law The law that states that all objects continue with constant motion unless acted on by an unbalanced force.
Newton’s second law The law described by the equation; F = ma
Newton’s third law The law that states; for every action force there is an equal and opposite reaction force. If A pushes on B, then B pushes back on A.
Parabola The curve defined by the equation y = x2. The path described by a projectile in the absence of air resistance.
Pendulum A mechanical system that oscillates in a gravitational field.
Period The time taken for a complete oscillation of any vibrating system.
Potential energy Stored energy due to the position of an object.
Radiant energy Energy of electromagnetic radiation, including light.

Glossary
Term Description
Simple pendulum A pendulum where the mass of the string is negligible and the mass is concentrated at the end of the string.
Special relativity The theoretical ideas, developed by Einstein, that describe the behaviour of things travelling near light speed.
The technical term for the gas, or vapour phase of water, which is an invisible gas. In everyday language it also refers to the fine water droplets or mist that
Steam
can be seen when water boils. This is actually liquid water in droplet form.
Strong nuclear force The force that acts within a nucleus holding the protons and neutrons together.
A region identified by some boundary (usually of our choosing). It contains a range of objects or sub-systems that are linked by a range of processes that occur
System
inside the system.
Temperature A measure of the average kinetic energy of the particles in a system.
Terminal velocity The constant velocity reached by a falling object when its weight is balanced by the upward force of air resistance.
Thermal Energy The energy of a system due to the motion of its particles.
Transmission The movement of a wave or energy from one place to another.
Trophic level The position of an organism within a food chain.
Useful energy Energy that is able to do work, not including energy lost to the environment as waste heat.
Vector A mathematical quantity that describes a magnitude and a direction.
Velocity The speed of a body, including its direction. Velocity is a vector quantity.
Weight The force of gravity on an object. Weight is measured in Newtons.
Weightlessness The sensation of having no weight, experienced when there is no gravitational field, but usually applied to the situation where an object is free falling.
Work is done when a force is applied over a specific distance. Hence; W = Fd. It is the process by which mechanical energy can be transferred from one object
Work
to another. The unit of work is the joule (J).

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Yr 10 Motion and Energy Transfers

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Yr 10 Motion and Energy Transfers

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Meaning Digital interactive Hands-on inquiry Classroom activity Notebooking Discussion

ACTIVITY AND CONSERVATION

WHERE DID THE ENERGY GO

How much do you OF ENERGY

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 4

The word WORK has a very precise

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 5

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 6

ACTIVITY IMPLODING CAN

Where does the Step 4

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 7

ACTIVITY TRANSMISSION OF ENERGY

Where did the energy go?

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 8

ACTIVITY ENERGY ON A SMALL SCALE

Heat is the random vibration or movement of particles (atoms or

Sound energy is the coordinated vibration of particles in a physical

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 9

THE ATOMIC SCALE: ENERGY LOOKS DIFFERENT WHEN

WHERE DID THE ENERGY GO? –

At an atomic scale, energy +

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 10

ACTIVITY CHEMICAL REACTIONS

WHERE DID THE ENERGY GO?

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 11

release heat. They

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 12

MASS AND WHERE DID THE ENERGY GO?

MOTION AND ENERGY TRANSFER PART 1 WHERE DOES ENERGY GO? 13

ACTIVITY AND MEASUREMENT

A HISTORY OF THE METRE

Rocket in low Earth orbit.

It is easy to calculate how fast you need to go to reach a low Earth

ACTIVITY SOLAR SYSTEM RUNNING?

Voyager spacecraft flies past Neptune.

An orrery is a mechanical model The SOLAR SYSTEM is a

Click here to go to the digital

Food chains and webs show The stability

TROPHIC LEVELS IN ECOSYSTEMS

Second order Kilocalories available

Fewer than 200

ACTIVITY TO PRODUCE ELECTRICITY

ACTIVITY HERO’S ENGINE

Hero (or Heron) of Alexandria (c. 10 – 70

Steam turbine made by Escher Wyss & Co, 1903.

HOT touch the hot mug.

WHAT DOES THIS FLOW DIAGRAM MEAN?

THERMODYNAMICS The ambient temperature may have been about 20 oC.

= 1 – ––T–c–– Useful Work

Inside refridgerator Room outside

ACTIVITY ALSO A HEATER?

I’ve had the

Each STUDENT will require: Step 5

QUESTION: On a hot day, could

QUESTION: Why does your

Click here to go to the digital resource

System 1 System 3 System 4

FIRST LAW OF THERMODYNAMICS

WHAT IS "DEGRADED ENERGY"?

Click here to go to the digital resource Activity 3.5

ACTIVITY CHEMICAL REACTIONS

ACTIVITY AND MEASUREMENT

QUESTION: On a hot day, could

QUESTION: Why does your

ACCELERATED Slope = rise/run

This activity will explore the relationship hat is needed

Is a force required

hat happens if you