Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

Curriculuar unit from TeachEngineering.org for direct instruction and guided hands-on investigation. Through five lessons on the topics of heat transfer, circuits, daylighting, electricity from renewable energy sources, and passive solar design, students will learn about the science, math and engineering that go into designing energy-efficient components of smart housing that is environmentally friendly

by Massachusetts Institute of Technology MIT OpenCourseware

Introductory Biology Practice Problems B and C (and their solutions) cover free energy, energy storage, spontaneous reactions, and the use of biological catalysts, as well as enzyme kinetics including calculation of rates, Vmax, and Km.

Course: 7.014 Introductory Biology, Spring 2005
Instructors: Prof. Penny Chisholm, Prof. Graham Walker, Dr. Julia Khodor, Dr. Michelle Mischke

Instructors: Dr. Peter Dourmashkin, Prof. J. David Litster, Prof. David Pritchard, Prof. Bernd Surrow

Dr. Peter Dourmashkin, Prof. J. David Litster, Prof. David Pritchard, Prof. Bernd Surrow, 8.01T Physics I, Fall 2004. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed November 21, 2008). License: Creative Commons BY-NC-SA

This energy unit is intended as part three of a three part series where students use launchers to explore how scientists combine theory and measured data to build and use predictive models. The launchers will be used during projectiles, forces, and work/energy and students will measure and use data adjusted theoretical models to endeavor to complete two hands-on performance tasks. Historically, our students have struggled to understand why “physics breaks” in the lab, and we intend to use these launchers throughout our Newtonian mechanics units to open an ongoing dialogue about how modeling is used to bridge the gap between theory and real world behavior. The three parts work as follows: In the projectile unit, students will work in groups to build a spring loaded launcher and use real time technology to form a predictive equation relating exit velocity to spring displacement. They will then use this model to launch their ball into a cup from a horizontal position and an angled position as the performance task in this unit. In the forces unit, students will perform a laboratory analysis on their spring(s) to observe the relationship between force and spring displacement for the launcher spring and to determine where Hooke’s Law is an appropriate model for finding the

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