CORE Physics (Short Course) - 9223 OxfordAQA

Energy Transfers, Conservation And Dissipation

Overview

Push a shopping trolley along a level floor and let go. It rolls, slows and stops. Something was clearly spent to get it moving, and a moment later that something has gone. Where? Not out of existence: the wheel bearings, the axle and a thin sheet of air along the floor are all a fraction of a degree warmer than they were, and if you added up every one of those warmings you would recover, to the last joule, exactly what the trolley had. Nothing was lost. It was scattered so thinly that no machine you could build would ever gather it back.

That is the whole of this lesson in one sentence, and it is one of the few ideas in physics that never has an exception. You will learn to treat any object or group of objects as a system and to say precisely when and where its energy moved, to separate the part of a transfer that does the job you wanted from the part that merely warms the room, and to name friction and air resistance as the two forces that carry the second part away. By the end you will be able to write any change out as an account in joules: so much supplied, so much arriving where you wanted it, so much dissipated, and the three numbers balancing every single time.

Objectives

  1. When a system changes, energy is transferred. A system is an object or group of objects. Students should be able to identify when and where energy has been transferred using concepts such as kinetic energy, gravitational potential energy and elastic potential energy.
  2. Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed.
  3. When energy is transferred only part of it may be usefully transferred; the rest is dissipated so that it is stored in less useful ways. This energy is often described as being ‘wasted’.
  4. Friction and air resistance are forces that dissipate energy by heating the surroundings.

Mind map

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Lesson Note

Rub your palms together hard for ten seconds and they get warm. You can feel the energy arriving, and you know where it came from: your arms pushed the skin against friction. Now try to get it back. Hold your warm hands still and wait. The warmth spreads into the air, into your sleeves, into the room, and within a minute there is no measurable trace of it anywhere. Not one joule has gone missing. Every one of them is still sitting in the room, sharing itself out among a few kilograms of air that are now a few thousandths of a degree warmer, and that is precisely why you can never use them again.

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Lesson Evaluation

Congratulations on completing the lesson on Energy Transfers, Conservation And Dissipation. Now that youve explored the key concepts and ideas, its time to put your knowledge to the test. This section offers a variety of practice questions designed to reinforce your understanding and help you gauge your grasp of the material.

You will encounter a mix of question types, including multiple-choice questions, short answer questions, and essay questions. Each question is thoughtfully crafted to assess different aspects of your knowledge and critical thinking skills.

Use this evaluation section as an opportunity to reinforce your understanding of the topic and to identify any areas where you may need additional study. Don't be discouraged by any challenges you encounter; instead, view them as opportunities for growth and improvement.

  1. A device is supplied with 500 J of energy and usefully transfers 150 J of it. How much energy is dissipated? A. 150 J B. 350 J C. 500 J D. 650 J Answer: B
  2. What happens to the energy that a device does not transfer usefully? A. It is destroyed B. It is dissipated into the surroundings and stored in less useful ways C. It is returned to the electricity supply D. It is converted into extra mass Answer: B
  3. Which pair of forces is named in the specification as dissipating energy by heating the surroundings? A. Weight and tension B. Friction and air resistance C. Magnetic and electrostatic forces D. Upthrust and the normal contact force Answer: B
  4. A cyclist freewheels down a hill at a constant speed. Which statement is correct? A. Her kinetic energy is increasing all the way down B. Her gravitational potential energy is increasing all the way down C. The gravitational potential energy she gives up is being dissipated by heating the surroundings D. Energy is being destroyed by air resistance Answer: C
  5. A hoist is supplied with 20 000 J of energy and raises a load, giving it 12 500 J of gravitational potential energy. Which statement is correct? A. 7500 J of energy has been destroyed B. 7500 J of energy has been dissipated, mostly by heating C. A total of 32 500 J has been supplied D. The load has gained 20 000 J of gravitational potential energy Answer: B

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