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A
long-standing energy lab in my department involves dropping bouncy balls and
measuring their rebound heights on successive bounces. The lab demonstrates a
situation in which the mechanical energy of a system is not conserved. Although
students enjoyed the lab, I wanted to deepen their thinking about energy, including the
connections to motion, with a new version of this old favorite.
A question we asked in the activity was: “Where does the ‘missing’ energy go?” Ad-
dressing this question allowed students to practice evidence-based reasoning as called
for by the Next Generation Science Standards (NGSS Lead States 2013; see p. 24). When
answering the question, students often expressed the misconception that air resistance
was the main culprit.
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So, I reframed the lab around finding where the dissipated FIGURE 1
energy goes, focusing on how it could help students connect
energy to the motion of the bouncy ball. This article describes
the activity I now use in my 12th-grade physics courses. The
Sketch of the path of the bouncy ball.
revised lab takes roughly three 55-minute class periods.
20 JANUARY 2018
WHERE DOES THE ENERGY GO?
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The teacher should circulate have prior experience with
FIGURE 5
among the lab groups and may video analysis, there is almost
need to address misconceptions
with individual students, help
Sample position-vs.-time graph. no formal instruction, allow-
ing the teacher to circulate
them identify what constitutes This graph, generated by a student using the video to coach groups individually.
sufficient evidence, and refo- analysis features in Vernier Logger Pro, is typical of the This is especially important
cus their attention on the cen- results for this lab. as students begin to construct
tral question, asking additional their argument.
questions to reveal gaps in their Students load their vid-
plan. For example, many groups eos into video analysis soft-
plan to simply measure the ware and track the motion
bouncy ball’s initial height and of the bouncy ball, produc-
the height of the first bounce. ing graphs of the bouncy
Asking students how the com- ball’s position vs. time and
peting explanations predict that the bouncy ball’s velocity
the rebound height will be lower vs. time, similar to those in
on successive bounces can lead Figures 5 and 6. (These fig-
students to see the need for ad- ures were generated in Ver-
ditional measurements. nier Logger Pro, but similar
graphs could be produced
Collecting evidence using Tracker or Vernier
Motion detectors, photogates, Video Physics.)
and even metersticks and stop- By reviewing the predict-
watches can be used to collect data for this activity, but stu- ed representations of the bouncy ball’s motion they produced on
dents have had the best results using video analysis. Groups day 1 and collecting quantitative data from the video analysis
use a smartphone or tablet to record video, capturing the results, students decide which proposed explanation best fits the
entire path of the bouncy ball and including a meterstick data. Students’ work from the previous day to identify potential
or other reference in the frame. (Cameras or mobile devices evidence should guide the quantitative data they collect; ideally,
should be supplied to groups that do not have their own.) groups will know what data they will need before they begin
Students often choose to record in slow motion, which can the video analysis.
lead to more accurate results, but the bouncy ball may be- Each group then summarizes their argument in favor of an
come blurry in the video; the blurring can be reduced by explanation on a 2’-by-3’ whiteboard, using the claim-evidence-
recording in bright light, such as the light from an overhead reasoning framework (McNeill and Krajcik 2008). For the claim,
projector. Students should re- groups state which of the ex-
cord several videos, ideally on planations best predicts the
different devices, to make sure FIGURE 6 behavior of the bouncy ball.
they have at least one good For the evidence, groups refer
recording for analysis. It typi- Sample velocity-vs.-time graph. to the video analysis results
cally takes 10 minutes or so for that support the claim. For
This graph, generated by a student using the video
students to record the videos. the reasoning section, students
analysis features in Vernier Logger Pro, is typical of the
use their knowledge of energy
results for this lab.
to link their selected evidence
Day 2: Video analysis
to the explanation it supports
and interpretation (examples, Figure 7). Groups
During this portion of the activ- record their arguments on a
ity, students analyze their video whiteboard accompanied by
to produce position-vs.-time and sketches of graphs or other
velocity-vs.-time graphs of the diagrams as needed.
bouncy ball. They then use these This allows for natural
graphs to collect the evidence differentiation, as groups
they identified on the previous select an approach that
day and begin constructing an plays to their strengths.
argument. This typically takes For example, the students
a full class period. If students in Group B (Figure 7)
22 JANUARY 2018
WHERE DOES THE ENERGY GO?
FIGURE 7
GROUP A
Claim: The bouncy ball–Earth system loses most energy when the bouncy ball hits the table.
Evidence: The velocity-vs.-time graph makes parallel lines whenever the bouncy ball is in the air. We found the slope of the
parallel lines and got an average of –10.09 m/s/s, which is close to the value of g.
Reasoning: In free fall, something will only accelerate at g if the air resistance is negligible. The average slope of the velocity-
vs.-time graph shows the bouncy ball accelerated at g, so air resistance must not have had much effect. If the air
resistance wasn’t dissipating energy, hitting the table must have.
GROUP B
Claim: The energy was dissipated when the bouncy ball hit the table.
Evidence: On the first bounce, the velocity right before the bouncy ball hits the table is 4.068 m/s, and the velocity right after
the bouncy ball hits the table is 3.415 m/s. On the second bounce, the velocity right before the bouncy ball hits the
table is 3.322 m/s, and the velocity right after the bouncy ball hits the table is 2.689 m/s.
Reasoning: We measured the height of the bouncy ball from the top of the table, so right before the bouncy ball hits it only
has kinetic energy. The bouncy ball also only has kinetic energy right after it hits the table. Both times the bouncy
ball hit the table, the speed was higher right before the bouncy ball hit the table than the speed right after it hit the
table. Since kinetic energy is related to v2, the bouncy ball must have lost energy when it hit the table. Also, v2 right
after the bouncy ball leaves the table the first time is very close to v2 right before it hits the table the second time,
so the kinetic energy must be the same at both points. Since the bouncy ball only travelled through the air between
those points, the ball must not have dissipated energy in the air.
GROUP C
Claim: The energy gets dissipated when the bouncy ball hits the table, not when it’s in the air.
Evidence: For every bounce, the position-vs.-time graph makes a parabola. On the first bounce, the equation for the parabola
is y = –5.125 m/s2 × t2 + 6.830 m/s × t – 1.532 m and the correlation is 0.9999. On the second bounce, the equation
for the parabola is y = –5.031 m/s2 × t2 + 13.98 m/s × t – 9.168 m and the correlation is 1.000. On the third bounce,
the equation for the parabola is y = –4.942 m/s2 × t2 + 19.97 m/s × t – 19.76 m and the correlation is 0.9999.
Reasoning: For the position-vs.-time graph to make a parabola, the motion on the way up has to match the motion on the
way down, so the velocity at each height is equal and opposite. That means the bouncy ball has the same kinetic
energy at those heights, which also means it has the same total energy at those heights.
preferred working with equations, so they presented a nu- with the whiteboards set up around the room and students leav-
merical argument. Group C, in contrast, preferred to think ing feedback on sticky notes.
graphically, so they based their argument on the shape of Students may find that approaches that seem different at
their position-vs.-time graph. first have important links. For example, Group A (Figure 7)
found the average slope of the velocity-vs.-time graph while the
Day 3: Whiteboard presentations bouncy ball is in the air to find the acceleration, while Group
Each group, using their whiteboard, gives a 2 to 3–minute class C used LoggerPro’s polynomial curve fit function, which finds
presentation, discussing the evidence they collected and how the equation for non-linear graphs, to get the equations for the
they connected the evidence to one of the competing explana- portions of the position-vs.-time graph while the bouncy ball
tions. Their classmates ask the group questions and provide is in the air. These approaches differ on the surface. However,
feedback. If the class is large, a gallery walk can be used instead, students should recognize that the coefficient to the t2 term on
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Connecting to the Next Generation Science Standards (NGSS Lead States 2013)
Standard
HS-PS3 Energy
Performance Expectations
The chart below makes one set of connections between the instruction outlined in this article and the NGSS. Other valid connections are likely;
however, space restrictions prevent us from listing all possibilities. The materials, lessons, and activities outlined in the article are just one step
toward reaching the performance expectations listed below.
HS-PS3-1. Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of the energy
associated with the motions of the particles (objects) and energy associated with the relative position of particles (objects).
Developing and Using Models Students collect evidence to determine which of two proposed
Develop and use a model based on evidence to illustrate the models best describe the bouncy ball’s motion.
relationships between systems or between components of a system.
(HS-PS3-2)
Engaging in Argument From Evidence Students use the claim-evidence-reasoning format to prepare
Evaluate the claims, evidence, and reasoning behind currently both an oral and written argument in favor of one of the proposed
accepted explanations or solutions to determine the merits of explanations. During the whiteboard presentations, students have the
arguments. opportunity to critique each other’s arguments and to revise their own.
PS3.A: Definition of Energy Students rely on their understanding that energy is conserved to
Energy is a quantitative property of a system that depends on the identify specific moments in the bouncy ball’s motion when energy is
motion and interactions of matter and radiation within that system. transferred out of the Earth-bouncy ball system.
That there is a single quantity called energy is due to the fact that a
system’s total energy is conserved, even as, within the system, energy
is continually transferred from one object to another and between its
various possible forms. (HS-PS3-1), (HS-PS3-2)
PS3.B: Conservation of Energy and Energy Transfer Students use conservation of energy to represent the energy
Mathematical expressions, which quantify how the stored energy transformations of a bouncing ball, then use the changes in energy
in a system depends on its configuration (e.g., relative positions of storage to make predictions about the motion of the bouncy ball, such
charged particles, compression of a spring) and how kinetic energy as predicting the velocity at specific heights.
depends on mass and speed, allow the concept of conservation of
energy to be used to predict and describe system behavior.
(HS-PS3-1)
Crosscutting Concept
Energy and Matter Students examine changes in the energy of the Earth–bouncy ball
Changes of energy and matter in a system can be described in terms system to determine where the energy flows to.
of energy and matter flows into, out of, and within that system.
(HS-PS3-2)
24 JANUARY 2018
WHERE DOES THE ENERGY GO?
FIGURE 8
Rubric.
This rubric is used to grade summative, individual CER statement.
3 2 1
Claim The claim is clear, accurate, and The claim is accurate but is The claim is inaccurate or very
complete. incomplete or not stated clearly. unclear and incomplete.
Evidence Multiple sources of evidence are The evidence is relevant and enough The evidence used is not relevant
used. The evidence is relevant and is to support the claim, but only one or is not enough to truly support the
enough to support the claim. source of evidence is used. claim.
Reasoning The reasoning clearly, accurately, The reasoning links most of the The reasoning is not accurate or
and thoroughly explains how all the evidence to the claim and is accurate does not link the evidence to the
evidence cited supports the claim. but is unclear in some places. claim.
Mechanics There are no spelling or grammatical There are a few spelling or grammati- There are many spelling and
errors. cal errors. grammatical errors.
Marta R. Stoeckel (mrstoeckel@gmail.com) is a science teacher at Tartan High School in Oakdale, Minnesota.
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