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4 The total amount of energy in the universe is always the same but can be transferred from one energy store to another during an event
- Theory
- TASKS
- 3.1 METHODOLOGICAL GUIDELINES FOR THE TEACHERS
- Worksheet 1: Reflection
- Worksheet 2: Gather information
- Worksheet 3: Organization
- Worksheet 4: Completion
- Worksheet 5.1: Picture puzzle
- Worksheet 5.2: Picture puzzle
- Worksheet 6.1: Car ride
- Worksheet 6.2: Car ride
- Worksheet 7.1: Plasticine balls
- Worksheet 7.2: Plasticine balls
- Worksheet 8: Mountain hike
- Worksheet 9: Energy conversion
- Worksheet 10: Fotorally
- 3.1 METHODOLOGICAL GUIDELINES FOR THE TEACHERS
- WORKSHEETS FOR PUPILS
- Workshops
- Worksheet 1: Reflection
- Worksheet 2: Gather information
- Worksheet 3: Organization
- Worksheet 4: Completion
- Worksheet 5.1: Picture puzzle
- Worksheet 5.2: Picture puzzle
- Worksheet 6.1: Car ride
- Worksheet 6.2: Car ride
- Worksheet 7.1: Plasticine balls
- Worksheet 7.2: Plasticine balls
- Worksheet 8: Mountain hike
- Worksheet 9: Energy conversion
- Worksheet 10: Fotorally
Worksheet 6.2: Car ride
Teaching aids:
As in subtask 6.1, the children can bring some additional aids, if they want
Procedure:
The teacher asks the students: “What can you do to let your car drive further or less (except changing the starting point on the ramp)?”
During class discussion, suggestions/predictions are collected and written down on the blackboard as individual hypotheses. Students are asked whether they think the car will go on further or less when they examine their suggestion. After that, the teacher encourages the students to implement the respective suggestions/predictions in their existing groups.
Possible solutions that could come from the pupils:
- Set ramp steeper/flatter,
- Smoothing/greasing the ramp etc,
- to push the car,
- use another car.
All suggestions should be noted and (as far as practicable) tried out. The results are written down to the hypotheses, which have been already noted and discussed in class. If possible, the suggestions that have not been tried out will also be discussed.
The educational objective of this worksheet is to introduce the concept of energy conversion in a two-step approach (sub1&sub2) by using the example of the conversion of height energy into kinetic energy. Depending on the children‘s predictions, the concepts of friction and transfer of kinetic energy from one body (hand) to another (car) also play an important role.