Teacher Demonstration
Use the live model as a shared screen demonstration before students try their own predictions and observations.
Workshop Resource
Scenario 3
Analyse Scenario 3 as a Tracker video-analysis activity for energy, using motion evidence to reason about energy stores and transfers.
1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
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2. Big Ideas
Key idea Mechanical-energy Tracker activities connect motion evidence to energy stores. Height, speed, stretch, and rebound give clues about gravitational potential energy, kinetic energy, elastic energy, and losses.
What Students Can Learn
- Connect height changes to gravitational potential energy.
- Connect speed changes to kinetic energy.
- Recognise elastic storage or energy loss where the video shows stretch, bounce, or damping.
- Use before-and-after motion evidence instead of saying energy disappears.
Guiding Question
Where has the mechanical energy moved between the two moments being compared?
3. Try the Investigation
Choose Two Moments
Select a clear before-and-after pair such as top and bottom, before and after a bounce, or before and after maximum stretch.
Read Motion Evidence
Use speed, height, stretch, or rebound height as the visible evidence.
Name the Stores
Identify gravitational, kinetic, elastic, or thermal stores that fit the observation.
Account for Changes
Explain whether energy is conserved within the chosen system or transferred out by losses.
4. Teacher Notes
Lesson Use
Use this as an energy-accounting task anchored to real motion. Students should compare two moments rather than describe the whole video loosely.
Discussion Prompts
Ask: Where is speed greatest? Where is height greatest? Is there stretch or bounce evidence? What store gained energy?
Teaching Moves
Have students annotate two frames with energy-store labels, then write a conservation or transfer statement.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
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Answer each question once to build your streak.
1. What evidence suggests high kinetic energy in a motion video?
2. What energy store is associated with height?
3. If a bounce returns to a lower height, what should students discuss?
4. Why compare two moments?
5. What makes the conclusion strong?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. At the highest point of an ideal projectile path, which statement is most precise?
2. Why can horizontal and vertical projectile motion be analysed separately?
3. A student says the projectile needs a forward force throughout flight because it keeps moving forward. What is the best feedback?
4. Two projectiles are launched at the same speed, one at 30 degrees and one at 60 degrees. What should students compare?
5. What is the best evidence that air resistance is affecting a projectile model?
7. Learning Pulse
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