# Advanced mechanics teaching resources: Work, energy and power

Resources and ideas for mathematics, advanced mechanics, work, energy and power, written by teachers to support teaching and learning

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#### All About Energy: 7-page booklet of conceptual explanations and examples for A-level Mechanics 2

Designed specifically for the Mechanics 2 syllabus, but equally valid and useful for studying energy in A-level Physics, the booklet explains the key concepts that are so crucial and so often misunderstood:Force, Energy, PowerConservation of energyEnergy transfer examplesCommon types of energyHow much energy? (compare fuels, food and drink, lightning, AA batteries, etc...)Work done by a constant force (not necessarily acting in the direction of motion)Gravitational Potential EnergyKinetic EnergyWork done by variable forces (using integration)Elastic Potential Energy

#### Rearranging equations practice worksheet

A worksheet I use to help students practice rearranging equations. I use this to support targets that I set my pupils whom struggle with rearranging formula.

#### OCR Mechanics 2 (M2) Revision (Big Exam Style Questions PowerPoint)

All the past paper questions from the Delphis practice papers. There are 10 papers, each having 7 questions. Questions are sorted by both paper and topic.Topics covered include:ProjectilesCircular MotionWork, Energy and PowerMomentsCentre of MassImpulse and RestitutionFor more revision resources, visit www.ParkerMaths,comPlease note: This PowerPoint contains too many links for me to check them all individually. If you find any mistakes, please email admin@parkermaths.com and I'll try to correct them.

#### AQA Mechanics 2 Past paper questions organised by topic

I have put this together for my students. I wanted regular practice and exposure to exam questions and also wanted to have something for my more able students to get their teeth into, hence the killer question(s) at the back of each homework sheet. We refer to the revision poster during our teaching, paying particular attention to the formulae and checklist associated with each topic. I give out the individual worksheets as homework to gauge their understanding and will give them the full booklet to aid their revision in the Summer term.Let me know how you intend to use it and how well received it has been please, I'm always keen to hear from others. Have you added to/amended my checklist? Please inform me through twitter, @billyads_47

In this project students gain an understanding of the engineering design process by building a cardboard arcade game where winning or losing completes an electrical circuit. Students will present their arcade game to an audience of middle school or elementary school students. This project was developed by Allen Distinguished Educators Rob Rambach and Patrick Dempsey.SUBJECTS:• Science — electrical circuits, Newton’s Laws • Engineering Design— diagrams, prototyping, user feedback• Social Studies—marketing OUTCOMES:Students will be able to:• Construct a working electrical circuit.• Explain how electrons move through their circuit.• Learn from failure.• Design and build an arcade game incorporating the circuit for a specific audience.• Explain force and motion concepts that relate to their game.• Effectively use the engineering design process.ACADEMIC STANDARDS:• CCSS.ELA-LITERACY.SL.8.1• CCSS.ELA-LITERCY.SL.8.1.A• CCSS.ELA-LITERACY.SL.8.1.B• CCSS.ELA-LITERACY.SL.8.5• CCSS.ELA-LITERACY.SL.8.6• MS-PS2-3• MS-PS3-1 • MS-PS3-2• MS-PS3-5• MS-ETS1-1 • MS-ETS1-2• MS-ETS1-3• MS-ETS1-4

#### 53 Miles per Burrito

In this engineering, math, and sustainability project students answer the question, “Can I ride 53 miles on a bike from the energy of a single burrito?” They must define their variables, collect and analyze their data, and present their results. By the end of this project, developed by Allen Distinguished Educator Mike Wierusz, students should have all the information they need to design a burrito that would provide them with the exact caloric content necessary to ride 53 miles.SUBJECTS:• Engineering• Design• Physics • Environmental ScienceOUTCOMES:Students will be able to:• Identify what they do and do not know about the problem.• Define problem variables and make a plan for solving the problem.• Collect relevant data.• Analyze their data using a spreadsheet program (e.g. Excel).• Make a technical presentation of their results.ACADEMIC STANDARDS:• MS-PS3: Energy• HS-ETS1: Engineering Design:• HS-LS2: Ecosystems: Interactions, Energy, and Dynamics:• 4PS-3: Energy• MS-PS3: Energy• MS-LS1: From Molecules to Organisms: Structures and Processes• MS-ETS1: Engineering Design• MS-PS1: Matter and its Interactions

#### Increasing Efficiency: Streamlining Ships

What is the most efficient design for a large tanker ship? BP Shipping transports oil, liquid natural gas and other products around the world. Efficient ships use less fuel, allowing BP Shipping to minimise its environmental impact. In this exciting real world challenge aimed at 11 to 14 year olds, teams of students are tasked with carrying out an investigation to find the most efficient design for a large tanker. Ideal for use in a STEM Club or in class, or even to run your own school competition. Download the introductory PowerPoint presentation and the Streamlining Ships delivery notes now.This resource was part of the Ultimate STEM Challenge 2015/2016. Visit http://on.bp.com/1nw1Dpu for the complete set of resources including:Increasing Efficiency: Better BuildingsIncreasing Efficiency: Trim Turbines

#### American Elements

We attend IEEE International Conference. We are given this Cards. Why?