http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_energy/cub_energy_lesson01.xmllessontext/xmlIntegrated Teaching and Learning Program, workmassvelocitygravitykineticroller coasterpendulumpotentialenergyconservation of energymechanicalEnergyMechanical energyPotential energyKinetic energyConservation of energy

In this lesson, students are introduced to both potential energy and kinetic energy as forms of mechanical energy. A hands-on activity demonstrates how potential energy can change into kinetic energy by swinging a pendulum, illustrating the concept of conservation of energy. Students calculate the potential energy of the pendulum and predict how fast it will travel knowing that the potential energy will convert into kinetic energy. They verify their predictions by measuring the speed of the pendulum.

Mechanical engineers are concerned about the mechanics of energy — how it is generated, stored and moved. Product design engineers apply the principles of potential and kinetic energy when they design consumer products. For example, a pencil sharpener employs mechanical energy and electrical energy. When designing a roller coaster, mechanical and civil engineers ensure that there is sufficient potential energy (which is converted to kinetic energy) to move the cars through the entire roller coaster ride. Recognize that engineers need to understand the many different forms of energy in order to design useful products Explain the concepts of kinetic and potential energy.Understand that energy can change from one form into another. Understand that energy can be described by equations.50TeachEngineering.orgBailey JonesMatt LundbergChris YakackiMalinda Schaefer ZarskeDenise Carlsonhttp://www.anl.gov/index.htmlAsimov, Isaac. The History of Physics. New York: Walker & Co., 1984.Jones, Edwin R. and Richard L. Childers. Contemporary College Physics. Reading, MA: Addison-Wesley Publishing Co., 1993.Kahan, Peter. Science Explorer: Motion, Forces, and Energy. Upper Saddle River, NJ: Prentice Hall, 2000.http://www.iit.edu/~smile/ph9407.htmlhttp://hyperphysics.phy-astr.gsu.edu/hbase/hframe.htmlhttp://www.miamisci.org/af/sln/mummy/raceways.htmlS11417D8International_Technology_Education_Association-ITEA_STL_StandardsTechnologyE. Energy is the capacity to do work. 68S11424D3ColoradoScienceb. Use mathematical expressions to describe the movement of an object 88S11424D7ColoradoSciencec. Use research-based models to describe energy transfer mechanisms, and predict amounts of energy transferred88S1142658ColoradoMatha. Add, subtract, multiply and divide rational numbers including integers, positive and negative fractions and decimals 88S11426CFColoradoMathb. Use representations of linear functions to analyze situations and solve problems 88S103C231ColoradoMath2. describe patterns using variables, expressions, equations, and inequalities in problem-solving situations; 58S103C233ColoradoMath4. distinguish between linear and nonlinear functions through informal investigations; and 58S103C234ColoradoMath5. solve simple linear equations in problem-solving situations using a variety of methods (informal, formal, graphical) and a variety of tools (physical materials, calculators, computers).58S103C285ColoradoMath2. construct, use, and explain procedures to compute and estimate with whole numbers, fractions, decimals, and integers; 58S103C287ColoradoMath4. select and use appropriate algorithms for computing with commonly used fractions and decimals, percents, and integers in problem-solving and determine whether the results are reasonable.58United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2010-08-238Teacher