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Unit 6 - Quiz 1

2014-15 School Year


The first quiz of the Conservation Laws unit will be taken at the end of class on Tuesday, April 28. The quiz will address the following objectives:

  1. The student should be able use the definition of work to identify when positive work, negative work, or no work is done upon an object  be able to calculate the amount of work done.

    Packet: Work At It! (pp. 1-4)
    Packet: Work and Power Calculations (p. 6)
    Lab CL1: It's All Uphill
    MOP: Work and Energy Module - Assignments WE1
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 1a


  2. The student should be able to define power, distinguish between work and power, and perform power calculations.

    Packet: Power (p. 5)
    Packet: Work and Power Calculations (p. 6)
    Lab CL3: Powerhouse Lab
    MOP: Work and Energy Module - Assignments WE2
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 1e
    WebAssign: Work and Energy - Ass't 1


  3. The student should be able to use the concepts of kinetic energy (KE), potential energy (PE), and mechanical energy (ME) to analyze a physical situation to determine if KE or PE is present and to determine if the values of KE, PE, or TME are increasing, decreasing, or remaining constant.

    Packet: Energy (pp. 7-8)
    Packet: Work-Energy Relationship (pp. 9-10)
    Lab CL2: Push the Plow
    MOP: Work and Energy Module - Assignments WE3, WE4
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 1b - 1d
    WebAssign: Work and Energy - Ass't 1


  4. The student should be able to identify the conservative and non-conservative forces and relate the work done by each to any possible changes in the amount of total amount of energy possessed by an object.

    Packet: Work-Energy Relationship (pp. 9-10)
    Packet: Work to Energy Transformation (pp. 18-20
    Lab CL4: Work-Kinetic Energy Lab
    MOP: Work and Energy Module - Assignments WE4, WE5
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 2a, 2b


  5. The student should be able to describe the transformation and the conservation of energy for a roller coaster ride and use energy conservation to predict the KE or PE of an object at any  state during a motion.

    Lab CL5: Energy Conservation on an Incline Plane
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 2bb
    Other Online Resource: Physics Interactives - Roller Coaster Model (Packet, pp. 11-12)



  6. The student should be able to represent the changes that occur to a object's KE, PE, and TME using a work-energy bar chart.

    Packet: Work-Energy Bar Charts (pp. 13-14)
    Physics Classroom Tutorial: Work and Energy Chapter, Lesson 2c
    Other Online Resource: Physics Interactives - Chart That Motion





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