Lesson 3 - Understanding Energy

(with a Pendulum)

Introduction
This lesson is meant to introduce energy and conservation of energy and is a
continuation of the fundamentals of roller coaster engineering.

At rest
potential energy
PE = mgh
Moving
Kinetic energy
KE= mv
2
At rest
potential energy
PE = mgh
h
Figure: A roller coaster car moving back and forth between rest and maximum
velocity


Purpose
This activity shows the engineering importance of understanding the laws of
mechanical energy. It demonstrates how potential energy can be converted to
kinetic energy and back again. Given a pendulum height, students calculate and
predict how fast the pendulum will swing by using the equations for potential and
kinetic energy. The equations will be justified by measuring the speed of the
pendulum and comparing theory with experimental.

Similar to the movement of a pendulum, an enormous wrecking ball when held at a
height possesses potential energy, and as it falls, its potential energy is converted to
kinetic energy. As the wrecking ball makes contact with the structure to be
destroyed, it transfers that energy to flatten or take down the structure.
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Background
Potential energy (PE) - due to and objects position (height)
Kinetic energy (KE) - due to an objects velocity
Potential energy can be converted to kinetic energy by allowing the object to fall (for
example, a roller coaster going down a hill or a book falling off a table). This energy
transformation also holds true for a pendulum. As a pendulum swings, its potential
energy converts to kinetic and back to potential, as illustrated in the figure above.
In this activity, we will prove that the transformation of energy occurs by calculating the
theoretical value of velocity at which a pendulum should swing and comparing it to a
measured value. We will also compare the periods (the length of time it takes the
pendulum to swing back and forth one time) of the pendulum by allowing it to swing
from two different heights.
Four equations will be used in this activity:
g
l
T
t
d
v
mv KE
mgh PE
m
t
=

=
=
=
2
2
1
2

Where,
m is mass (kg)
g is gravity (9.8 m/s
2
)
d is the change in distance (m)
t is the change in time (s)
h is height (m)
l is the length of the pendulum (m)
v
t
is the calculated velocity (m/s)
v
m
is the measured velocity (m/s)
T is the period of the pendulum (s)

Concepts
1. Energy can be transferred from potential energy to kinetic energy. If there are
limited other forces acting (friction, drag), then the potential energy equals the
kinetic energy (mgh = mv
2
)

Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12


Student Learning Objectives NYS Standards
Students can:

define potential and kinetic energy

Apply concepts of conservation of energy, potential
energy, and kinetic energy to simple pendulum
experiment

Relate Kinetic and Potential Energy to real life
examples and engineering examples

Calculate the kinetic and potential energy of a
pendulum



Key Terms
Altitude Energy Kinetic Energy
Potential Energy Conservation of Energy Pendulum
Mechanical Energy Mass Velocity
Turning Point Drag Force


Activities
Bell Ringer (5 min) Review importance of friction for roller coasters. What
would happen to motion if there is no friction? See picture if also no air
resistance roller coaster would continue to move back and forth like a
pendulum
Definitions for the day (5 min)
Turning point point where the cars momentum, forward motion, is overpowered by
the friction on the track and the pull of gravity
Energy Energy is the capacity of a physical system to perform work (work = force X
distance)
Kinetic Energy energy of motion calculated based on weight (m g) and height
above a datum
Altitude elevation of an object above a known level such as sea level or the earths
surface
Potential Energy energy stored in an object from being raised to an altitude; it thus
has the potential for motion. Calculated based on objects mass and
velocity
Conservation of energy - the total amount of energy in any closed system remains
constant but can change forms (friction turns kinetic energy into heat).

Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Provide brief demo of pendulum activity define goal of the activity ultimately
to help define variables that can make your roller coaster go fast.
Primary assumption PE=KE (no friction or drag losses) that enables theoretical
calculations of kinetic energy and velocity from PE.
Break into groups of 3 for the Pendulum Activity (~25 min)
How does this relate to roller coasters? (5 min) The cars of a roller coaster reach
their maximum kinetic energy when at the bottom of their path. When they start
rising, the kinetic energy begins to be converted to gravitational potential energy,
but the total amount of energy in the system remains constant. In roller coaster
probably more of other forces also act on roller coaster to slow it down (friction,
drag resistance)
Wrap up and review objectives, teaser for next lesson and collect worksheets (<5
mins)



Supply list (per group)
stopwatch
Masking tape
10 feet of string or fishing line attached near ceiling before class would help
the sting needs to be long for the equation for the period of the pendulum
equation to be accurate)
Calculator
copies of the Swinging Pendulum Activity Sheet
Mass of known weight (or scale)

Resources

Activity Pendulum.doc
Worksheet Pendulum Activity.doc
Worksheet Pendulum Activity_Answers.doc


Activity Understanding Energy through a
Pendulum

h
V=velocity
PE = mgh
PE = mgh
KE= mv
2

Figure 1: In a swinging pendulum, the potential energy is
converted into kinetic energy and back during the course of a swing
from left to right.
Introduction
Potential energy (PE) due to and objects position (height)
Kinetic energy (KE) due to an objects velocity
Potential energy can be converted to kinetic energy by allowing the object to fall (for
example, a roller coaster going down a hill or a book falling off a table). This energy
transformation also holds true for a pendulum. As a pendulum swings, its potential
energy converts to kinetic and back to potential, as illustrated in the figure above.
In this activity, we will prove that the transformation of energy occurs by calculating the
theoretical value of velocity at which a pendulum should swing and comparing it to a
measured value. We will also compare the periods (the length of time it takes the
pendulum to swing back and forth one time) of the pendulum by allowing it to swing
from two different heights.
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Four equations will be used in this activity:
Potential energy (1)
Kinetic energy (2)
Velocity (3)
Period (4)
g
L
T
t
d
v
v m KE
h g m PE
m
=

=
=
=
2
2
1
2
If MKS units (kg, m, s) are used for these calculations, the energy terms are in units of
Joules (J)
Where,
m = mass (kg) of the pendulum
g = the acceleration of gravity (9.8 m/s
2
),
h = height (m) of the pendulum at its starting point above a datum
L= length of the pendulum (m)
v
t
= theoretical velocity of pendulum at its lowest point (m/s)
v
m
= measured average velocity (m/s) (assuming a straight path between
starting and ending point and a constant velocity)
d = distance between starting and ending point of the pendulum swing
t = time for one swing from left to right (s)
T = period of the pendulum (s) the time required for a pendulum to swing
away and then back to its original position (T = 2t) (Note this equation is
true only for a long pendulum)

Purpose
This activity shows the engineering importance of understanding the laws of mechanical
energy. It demonstrates how potential energy can be converted to kinetic energy and
back again. Students measure and predict how fast the pendulum will swing by using
the equations for potential and kinetic energy. The equations will be justified by
measuring the average velocity of the pendulum and comparing theory with
experimental. The results of the first part of the experiment will be used to develop a
hypothesis for using potential energy to maximize the velocity of a roller coaster.

Hypothesis #1: The potential energy of a pendulum at its starting point is equal to the
kinetic energy at its lowest point. Note, this assumes that there are minimal other
resistances to motion (friction, air resistance)
2
2
1
t
v m h g m = (5)
Hypothesis #2 (fill in blanks based on theory above or the results of the first part of
your experiment) If a roller coaster behaves like a pendulum, then _____________
(increasing / decreasing) the _______________ (independent variable) will increase the
velocity of the roller coaster.
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Independent variables could include the mass, string length, initial height of the
pendulum)


Materials for each group of three students:
Stopwatch
Masking tape
~3 m of light weight string or fishing line
Calculator
Meter stick
Weights

Procedure
Create the pendulum:
1. Measure and record the mass of the weight on the attached data table.
2. Tie the weight to the fishing line and connect the other end to a beam near the
ceiling (this can be done by the teacher before class). The weight should be
close to the floor when it is hanging straight
3. Place two pieces of tape on the floor on opposite sides of the hanging pendulum
so that they are 0.50 m apart with the pendulum at rest in the middle.
4. Measure and record the height of the center of your weight when it is resting at
equilibrium and again when it has swung to one of the pieces of tape.
Test Hypothesis #1 by comparing the theoretical kinetic energy of the pendulum (from
equation (5)) to the kinetic energy based on the measured average velocity (equations
(2) and (3)). This will be done at two different initial heights for verification.
5. Calculate theoretical values
1. Calculate the potential energy of the pendulum when it is held over one of
the pieces of tape. Use the height of the weight at equilibrium (hanging
straight down) as the datum. Record values on the data table.
2. Assuming that Hypothesis #1 is true, calculate the kinetic energy (KE) and
theoretical velocity (v
t
) at the bottom of the swing.
3. Calculate the theoretical period of the pendulum.
6. Collect experimental data to compare to the theoretical values:
1. One group member pulls back the weight until it reaches the edge of one
of the pieces of tape.
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
2. Measure the time for the pendulum to swing to the other tape and back to
its original position. Record value. Repeat three more times
3. Use data to calculate the average velocity and kinetic energy.
7. Repeat steps 3-7 but set up the two pieces of tape so they are 0.80-1.0 m apart.
8. Compare the theoretical velocity, kinetic energy and period with your measured
values to test your hypothesis and answer discussion question #1
Design your own experiment to test Hypothesis #2. You will use the pendulum as a
model for the conversion of potential energy to kinetic energy in a roller coaster. Your
goal is to determine what variable can be used to maximize the speed of the roller
coaster. Potential independent variables include the length of your pendulum, mass, or
height of its initial position. Hint study equation (5) to help you determine which
variable most important.
Independent variable: ________________________
Explain your choice:

Summarize your experimental plan to test your hypothesis; Create your own data
sheet:





Discussion Questions
1. Did the first part of your experiments prove or disprove Hypothesis #1? Explain
your answer. If hypothesis #1 was not true, explain what aspects of the theory or
your measurements could have contributed to the error.


Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
2. Were there any differences in the comparison of theoretical values and
measured values between experiment 1 (d=0.50 m) and experiment 2 (d = 0.80-
1.0 m)? If yes, explain what might have caused the differences.


3. If engineers can use potential energy (height) of an object to calculate how fast it
will travel when falling, can they do the reverse and calculate how high
something will rise if they know its kinetic energy (velocity)? Explain and show
your answer based on equations.


4. Why did the pendulum have the same period even when the weight started from
different heights? (use the equations to help you explain)





5. You are an engineer working for an amusement park. They have asked you to
develop one of the fastest roller coasters in the U.S., but they also want it to be
cost efficient. Therefore, they do not want to have to use a lot of energy for
braking near the completion of the roller coaster ride. How would you develop
this ride so that it is still easy for to the amusement park guests to get on and off?
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Swinging Pendulum Worksheet

Name: ____________

Part #1 testing hypothesis #1: kinetic energy = potential energy

first trial (distance = 0.50 m)
1. Experimental Measurements
Mass of Weight (kg) __________
Length of string (m) __________
Height of pendulum from floor when hanging straight (h
1
) (m) __________
Height of pendulum from floor when held over tape (h
2
) (m) __________
Height above datum (h= h
2
- h
1
) (m) __________

Table 1: Experimental measurements, d=50 cm
Experiment 1:
d=0.50 m
Trial #1 Trial #2 Trial #3 Trial #4 Average T
Time for one
period (T) (s)

2. Calculations based on theory (show all work and record results in Table 2)
a. Potential energy of pendulum when held over tape (equation 1):
b. Kinetic energy of pendulum at its lowest point (eqn. 5):
c. Velocity of the pendulum at its lowest point (eqn. 2):
d. Time for one period (eqn. 4):

3. Calculations based on measured values (show all work and record results in Table
2):
a. Average velocity (use average time) (eqn. 3)
b. Kinetic energy based on average velocity (eqn. 2)
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12


Experiment 1:
d=50 cm
Potential
Energy (J)
Kinetic energy
(J)
Velocity
(m/s)
Period (s)
Theoretical
Analysis

From
experimental
measurements

% difference


Perform the same procedures as before, except adjust the pieces of tape to be 0.80
1.0 m apart.

Second trial (distance = _______ m)
4. Experimental Measurements
Mass of Weight (kg) __________
Length of string (m) __________
Height of pendulum from floor when hanging straight (h
1
) (m) __________
Height of pendulum from floor when held over tape (h
2
) (m) __________
Height above datum (h= h
2
- h
1
) (m) __________

Table 3: Experimental measurements, d=_____ cm
Experiment 2:
d=_____ m
Trial #1 Trial #2 Trial #3 Trial #4 Average T
Time for one
period (T) (s)

5. Calculations based on theory (show all work and record results in Table 4)
a. Potential energy of pendulum when held over tape (equation 1):
b. Kinetic energy of pendulum at its lowest point (eqn. 5):
c. Velocity of the pendulum at its lowest point (eqn. 2):
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
Understanding Energy- Howard/Ingraham, 9/25/07, SEP0508 www.clarkson.edu/k12
d. Time for one period (eqn. 4):

6. Calculations based on measured values (show all work and record results in Table
4):
a. Average velocity (use average time) (eqn. 3)
b. Kinetic energy based on average velocity (eqn. 2)


Experiment 2:
d=____ m
Potential
Energy (J)
Kinetic energy
(J)
Velocity
(m/s)
Period (s)
Theoretical
Analysis

From
experimental
measurements

% difference