1. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Important forms of energy How energy can be transformed and transferred Definition of work Concepts of kinetic, potential, and thermal energy The law of conservation of energy Chapter 7 Energy Topics: Sample question: When flexible poles became available for pole vaulting, athletes were able to clear much higher bars. How can we explain this using energy concepts? Slide 10-1

2. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Clicker Question 4 A child is on a playground swing, motionless at the highest point of his arc. As he swings back down to the lowest point of his motion, what energy transformation is taking place? A. B. C. D. E. Slide 10-14

3. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. A child is on a playground swing, motionless at the highest point of his arc. As he swings back down to the lowest point of his motion, what energy transformation is taking place? D. Slide 10-15 Answer

4. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Conservation of Mechanical Energy KE 1 + PE g1 = KE 2 + PE g2

5. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Choosing the System Slide 10-16

6. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Solving Problems Slide 10-22

7. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Slide 10-13 How can we check to see if the Sum of KE + PE is conserved? Energy Bar Charts Equation Example - pendulumpendulum Ball thrown up in the air

8. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Conceptual Example A car sits at rest at the top of a hill. A small push sends it rolling down a hill. After its height has dropped by 5.0 m, it is moving at a good clip. Write down the equation for conservation of energy, noting the choice of system, the initial and final states, and what energy transformation has taken place. Slide 10-17

9. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Example A 200 g block on a frictionless surface is pushed against a spring with spring constant 500 N/m, compressing the spring by 2.0 cm. When the block is released, at what speed does it shoot away from the spring? Slide 10-23

10. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Transferring Energy into of out of a system Heat => Q Work => W = F ||  x Energy that changes form within the system is said to be transformed from one form to another Energy that enters or leaves the system is transferred from the system to the environment or vice versa. Need to distinguish what is the system and what is the environment. Forces from the environment can act on the system or objects in the system (external forces) -- Can also add heat from the environment Slide 10-4

11. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Work and Work-Energy Theorem Work = Force x displacement (parallel) We either need the component of force parallel to the displacement or the component of displacement parallel to the force Work is the energy equivalent of Impulse Impulse = momentum * Delta t Work = Force x displacement (parallel) Work by net force = Delta KE Impulse of net force = Delta P Machines => Work in = Work out Pulley Example Slide 10-23

12. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Each of the boxes, with masses noted, is pulled for 10 m across a level, frictionless floor by the noted force. Which box experiences the largest change in kinetic energy? Slide 10-18 Clicker Question 5

13. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Each of the boxes, with masses noted, is pulled for 10 m across a level, frictionless floor by the noted force. Which box experiences the largest change in kinetic energy? Slide 10-19 Answer

14. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Question Does an automobile consume more fuel when it’s air conditioner is turned on? When it’s lights are turned on? When it’s radio is turned on while it is sitting in the parking lot? Note that fuel economy improves when tires are inflated to maximum pressure. Why?

15. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Power and Efficiency Power = work done (or energy change) / time interval Two cars accelerate from rest to highway speed One does it in five seconds (Porsche) One does it in ten seconds (4 cylinder SUV) Which uses more power? Efficiency = useful energy output / Total Energy Input At best 30-35% of the Chemical Energy in gas => Moving a car Car engines are at best 30-35% Efficient Electric motors can have efficiencies approaching 99% Slide 10-23

16. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Energy And Real Life Tour de France A Tour de France bicycle racer needs to eat 8000 calories per day to maintain their weight. About 65- 70% of this energy is used to maintain body temperature. Bow and Arrows About 60-75% of the PE in a drawn bow goes into the KE of an Arrow. The rest of the energy heats the bow. Guns and Bullets Only about 30% of the energy in a firearms discharge is transferred to the projectiles they fire Slide 10-23

17. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Einstein’s Big Idea Video Einstein's Big Idea Video - Part 1 Einstein’s Big Idea Video - Part 2 Take a look at this and let me know if you would like me to schedule time for us to view the whole video

18. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. On to Heat and Temperature In this demonstration, we will use thermometers (temperature probes) connected to the computer to measure and display the temperature of objects. We will define temperature as the reading on the thermometer.

19. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Mixing Equal Amounts of Hot & Cold Water Predicting the final temperature: 1.Describe in your own words what you think will happen to two cups that contain equal amounts of water at different temperatures when they are mixed together. 2.Suppose one cup of water is at a temperature T 1 and the other at a higher temperature T 2. How will the temperature of each change? 3.The program plots the temperature measured by each probe as a function of time. If you measured the temperatures in the experiment described above, sketch what you think the temperature vs. time grapht would look like. 4.Describe the direction of temperature change that will occur. In your experience, is it ever possible that when a hot and cold object are put together that the hot object becomes hotter and the cold object becomes colder?

20. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Mixing Equal Amounts of Hot & Cold Water Observing the temperature change: 1.Describe the result. How does the temperature change recorded by one probe compare with the temperature change recorded by the second? 2.Explain in your own words why you think this occurs. 3.At an instant a few seconds after you mixed the two cups of water together, the thermometers showed different temperatures. With the water all mixed together, how did each thermometer recognize its "own" water? Why weren't the two temperature readings the same as soon as the water was mixed?

21. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Mixing Different Amounts of Hot & Cold Water Predicting the final temperature: 1.Describe in your own words what you think will happen to one cup of hot water and two cups of cold water when mixed together. How will the temperature of each change? 2.On a set of axes like those shown below, sketch what you think the plot of the temperatures will look like.

22. Copyright © 2007, Pearson Education, Inc., Publishing as Pearson Addison-Wesley. Mixing Different Amounts of Hot & Cold Water Observing the temperature change: 1.Describe the results as shown on the screen. Account for any discrepancies with your prediction. 2.Measure the change in temperature of the hot water. Measure the change in temperature of the cold water. 3.Consider half of the original cold water. Compare its temperature change with the temperature change of the entire original cup of cold water. Explain. 4.Consider two cups of water at different temperatures. The mass of the cold water is m1 and the mass of the hot water is m2. Suppose the two cups are mixed. Call the temperature change of the hot and cold water  T 1 and  T 2, respectively. Use your earlier results to help you find the relationship between m 1, m 2,  T 1, and  T 2.