ASPECt 3D
3D Energy Tasks
The total change of energy in any system is always equal to the total energy transferred into or out of the syst…
Item AP016006: Use ideas about conservation of energy to construct an argument to support a claim about whether more energy is transferred to the ground or the air when a ball bounces on the ground.
Two athletes are practicing tennis. They notice that each time they drop a tennis ball it doesn’t bounce back to the height from where it was dropped.
The athletes know that the reason why the ball does not reach the initial height is because energy is transferred from the ball to somewhere else. They think that the energy is transferred in two ways: (1) from the ball to the air as the ball falls and (2) from the ball to the ground as the ball hits the ground. One athlete claims that more energy is transferred to the air than to the ground. The other athlete disagrees and claims that more energy is transferred to ground than to the air.
The athletes decide to collect data to see if they can determine whose claim is correct. They drop the ball and let it bounce until it stops bouncing. They take three videos of the ball bouncing and use computer software to analyze the speed of the ball at different times. They measure the speed of the ball before and after the first and second bounce. They make sure to measure the ball at the same height above the ground. Their data are summarized in the table below.
| Trial |
Column 1: |
Column 2: |
Column 3: |
Column 4: |
| 1 | 4.07 | 3.32 | 3.20 | 2.70 |
| 2 | 4.05 | 3.29 | 3.21 | 2.72 |
| 3 | 4.08 | 3.31 | 3.22 | 2.71 |
1. Which of the data in the table is important for understanding the amount of energy transferred from the ball to the air?
A. The speed before the first bounce and after the first bounce (Columns 1 and 2)
B. The speed after the first bounce and before the second bounce (Columns 2 and 3)
C. The speed after the first bounce and after the second bounce (Columns 2 and 4)
D. The speed before the first bounce and before the second bounce (Columns 1 and 3)
2. Which of the data in the table is important for understanding the amount of energy transferred from the ball to the ground?
A. The speed before the first bounce and after the first bounce (Columns 1 and 2)
B. The speed after the first bounce and before the second bounce (Columns 2 and 3)
C. The speed after the first bounce and after the second bounce (Columns 2 and 4)
D. The speed before the first bounce and before the second bounce (Columns 1 and 3)
3. Which athlete’s claim do the data support?
A. The data support the claim that more energy is transferred to the air than to the ground.
B. The data support the claim that more energy is transferred to the ground than to the air.
C. The data do not support either claim. The data support the claim that an equal amount of energy is transferred to the air and the ground.
D. The data do not support either claim. The data support the claim that no energy is transferred to the air or the ground.
4. Use the data in the table to provide evidence to support the claim you chose.
5. Provide reasoning that uses scientific principles about energy to justify why the evidence in the data table supports the claim you chose.
- Percent of Points Earned
- Points Earned
| Avg. Earned | Possible | Percent | |
|---|---|---|---|
| Q1 | 0.3 | 1 | 30% |
| Q2 | 0.3 | 1 | 30% |
| Q3 | 0.49 | 1 | 49% |
| Q4 | 0.08 | 1 | 8% |
| Q5 | 0.08 | 3 | 3% |
- Overall Task Difficulty
| Total Points Earned | Total Points Possible | Total Percent | |
|---|---|---|---|
| 1.25 | 7 | 18% |
n = 213
Note: The total percent is a weighted average based on the total number of points earned divided by the total number of points possible.
- Science and Engineering Practices
- SEP4 Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SEP7 Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence. - Crosscutting Concepts
- CC5 Energy cannot be created or destroyed--only moves between one place and another place, between objects and/or fields, or between systems.
- Disciplinary Core Ideas
- PS3.A Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
PS3.A A system of objects may also contain stored (potential) energy, depending on their relative positions.
PS3.B Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
PS3.B Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
PS3.C When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.