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published by the PhET
written by Trish Loeblein
This set of 35 "clicker" questions (with answer key) was developed by a high school teacher specifically for use with the PhET Energy Skate Park simulation.  It may be freely downloaded as a pdf file or as a Power Point document to enable teachers to sort and customize. Multiple screenshots and illustrations help students visualize changing kinetic/potential energy levels in a variety of situations. Student responses can be used to gauge understanding of conservation of energy.

Editor's Note: Middle school teachers may choose to skip Slides 20-35, as they pertain more to an introductory Physics course.  
  
This item is part of a larger collection of resources developed by the Physics Education Technology project (PhET) at the University of Colorado.
Subjects Levels Resource Types
Classical Mechanics
- Work and Energy
Education Foundations
- Assessment
= Formative Assessment
Education Practices
- Active Learning
= Cooperative Learning
- Technology
= Audience Response
- High School
- Lower Undergraduate
- Middle School
- Instructional Material
= Activity
= Problem/Problem Set
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Activity
- Assessment
- New teachers
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Intended Users:
Educator
Learner
Formats:
application/ms-powerpoint
application/pdf
Access Rights:
Free access
Restriction:
© 2005 University of Colorado at Boulder
Additional information is available.
Keywords:
active learning, clicker questions, conservation of energy, cooperative learning, friction, kinetic energy, mechanical energy, potential energy, work
Record Cloner:
Metadata instance created October 8, 2008 by Caroline Hall
Record Updated:
August 18, 2016 by Lyle Barbato
Last Update
when Cataloged:
March 3, 2006
Other Collections:

AAAS Benchmark Alignments (2008 Version)

4. The Physical Setting

4E. Energy Transformations
  • 6-8: 4E/M2. Energy can be transferred from one system to another (or from a system to its environment) in different ways: 1) thermally, when a warmer object is in contact with a cooler one; 2) mechanically, when two objects push or pull on each other over a distance; 3) electrically, when an electrical source such as a battery or generator is connected in a complete circuit to an electrical device; or 4) by electromagnetic waves.
  • 6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.
  • 9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.
  • 9-12: 4E/H9. Many forms of energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on the separation between mutually attracting or repelling objects.

This resource is part of a Physics Front Topical Unit.


Topic: Conservation of Energy
Unit Title: Conservation of Energy

This set of 35 clicker questions (with answer key) was developed by PhET Gold Star teacher Trish Loeblein for use in the high school classroom with the Energy Skate Park simulation. You can download it as a pdf or as a Power Point file with answer key. It is designed to elicit student understanding of three key things: 1) Relationship of kinetic and potential energy in a mechanical system, 2) Conservation of energy conservation in a system both with and without friction (adding friction introduces the concept of thermal energy), and 3) Relationship of the skater's mass, speed, and track configuration.

Link to Unit:
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Record Link
AIP Format
T. Loeblein, (PhET, Boulder, 2005), WWW Document, (https://phet.colorado.edu/en/contributions/view/3016).
AJP/PRST-PER
T. Loeblein, PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions, (PhET, Boulder, 2005), <https://phet.colorado.edu/en/contributions/view/3016>.
APA Format
Loeblein, T. (2006, March 3). PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions. Retrieved November 15, 2019, from PhET: https://phet.colorado.edu/en/contributions/view/3016
Chicago Format
Loeblein, Trish. PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions. Boulder: PhET, March 3, 2006. https://phet.colorado.edu/en/contributions/view/3016 (accessed 15 November 2019).
MLA Format
Loeblein, Trish. PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions. Boulder: PhET, 2005. 3 Mar. 2006. 15 Nov. 2019 <https://phet.colorado.edu/en/contributions/view/3016>.
BibTeX Export Format
@misc{ Author = "Trish Loeblein", Title = {PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions}, Publisher = {PhET}, Volume = {2019}, Number = {15 November 2019}, Month = {March 3, 2006}, Year = {2005} }
Refer Export Format

%A Trish Loeblein
%T PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions
%D March 3, 2006
%I PhET
%C Boulder
%U https://phet.colorado.edu/en/contributions/view/3016
%O application/ms-powerpoint

EndNote Export Format

%0 Electronic Source
%A Loeblein, Trish
%D March 3, 2006
%T PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions
%I PhET
%V 2019
%N 15 November 2019
%8 March 3, 2006
%9 application/ms-powerpoint
%U https://phet.colorado.edu/en/contributions/view/3016


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PhET Teacher Ideas & Activities: Energy Skate Park Clicker Questions:

Supplements PhET Simulation: Energy Skate Park - Original Version

This is the simulation that accompanies these clicker questions.

relation by Caroline Hall

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