NextGenPET Instructor Resources

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UEM A2 Video Clip 1: Group 3 discusses their initial ideas

The group discusses the sections of the graph to highlight and decides that it would be the same sections for both where the hand is in contact and also where the kinetic energy is changing. Anna uses ideas about energy transfers to support this idea.

UEM A2 Video Clip 2: Two students present their initial ideas to the class

The instructor has two students come and mark the relevant sections on a speed-time graph sketched on a whiteboard at the front of the class. In this case the whole class agreed with the students' thinking.

UEM A2 Video Clip 3: Group 9 works through Exploration #1

The group observes a collision between two carts and Wendy immediately interprets what happened in terms of an energy transfer. In discussing questions about changes in the kinetic energy of the two carts Wendy's comments suggest that she is already thinking in terms of energy transfer and conservation.

UEM A2 Video Clip 4: Group 9 discusses Summarizing Question S1

The group discusses the speed-time graphs in question S1 and uses the idea that periods of changing speed must be correlated with contact during an interaction. (This is very different from their thinking at the beginning of the previous activity.) In explaining their choices Wendy again draws on ideas about energy transfer.

UEM A2 Video Clip 5: Two groups present their responses to Summarizing Question S1

Sue presents her group's response and explains the collision between the two carts in terms of a transfer of energy between them. Group 1 agrees with this response (as did the rest of the class).

UEM A2 Video Clip 6: Group 9 discusses Summarizing Question S2

The group decides that the evidence for a contact push/pull interaction would be a change in speed. Although the question does no ask about energy Wendy reinterprets the question. She justifies her response in terms of energy transfers and changes.

UEM A2 Video Clip 7: Group 3 discusses Summarizing Question S4

Before completing the diagram for S4 Nikki and Karen have a discussion about the cart-collision experiment to clarify the concept of chemical potential energy for themselves.

UEM A2 Video Clip 8: A group presents their response to Summarizing Question S4

Liz presents a whiteboard showing her group's energy diagram and statement of energy conservation in response to question S4. Group 3 states that their response is identical to this.