Paul Andersen explains how the kinetic energy of an object if due to the motion of an object. Objects can have kinetic energy but they cannot have potential energy unless they are part of a system.

Paul Andersen explains how the energy in a closed system can be converted from kinetic to potential to kinetic energy. Sample problems and a simulation is contained.

Paul Andersen explains how the macroscopic measure of temperature can be related to the average kinetic energy of molecules in motion. The Boltzmann constant and distribution can be used to calculate the root mean square velocity for the sample.

The video resource "Kinetic Theory and Phase Changes: Crash Course Physics #21" is included in the "Sociology" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.

In this lesson, students are introduced to both potential energy and kinetic energy as forms of mechanical energy. A hands-on activity demonstrates how potential energy can change into kinetic energy by swinging a pendulum, illustrating the concept of conservation of energy. Students calculate the potential energy of the pendulum and predict how fast it will travel knowing that the potential energy will convert into kinetic energy. They verify their predictions by measuring the speed of the pendulum.

Paul Andersen explains how Kirchhoff's Junction Rule can be applied to series and parallel circuits. Kirchhoff's Junction Rule is an application of the conservation of charge. The current into a junction will always equal the current out of a junction.

Paul Andersen explains how Kirchoff's Loop Rule can be used to calculate the voltage of different components of a circuit. The sum voltage throughout an entire loop will sum to zero following the law of conservation of energy. An analogy and several examples are included.

Students gain first-hand experience with the steps of the scientific method as well as the overarching engineering design process as they conduct lab research with the aim to create a bioplastic with certain properties. Students learn about the light mechanism that causes ultraviolet bead color change, observe the effect of different light waves on a phosphorescence powder, and see the connection between florescence, phosphorescence and wavelength. Students compose hypotheses and determine experimental procedure details, as teams engineer variations on a bioplastic solid embedded with phosphorescence powder. The objective is to make a structurally sound bioplastic without reducing its glowing properties from the powder embedded within its matrix. Groups conduct qualitative and quantitative analyses of their engineered plastics, then recap and communicate their experiment conclusions in the form of a poster, slides and verbal presentation. As an extension, teams make their own testing apparatuses. As a further extension, they combine all the group results to determine which bioplastic matrix best achieves the desired properties and then “manufacture” the optimum bioplastic into glowing toy figurine end products! Many handouts, instructions, photos and rubrics are provided.

The learning of linear functions is pervasive in most algebra classrooms. Linear functions are vital in laying the foundation for understanding the concept of modeling. This unit gives students the opportunity to make use of linear models in order to make predictions based on real-world data, and see how engineers address incredible and important design challenges through the use of linear modeling. Student groups act as engineering teams by conducting experiments to collect data and model the relationship between the wall thickness of the latex tubes and their corresponding strength under pressure (to the point of explosion). Students learn to graph variables with linear relationships and use collected data from their designed experiment to make important decisions regarding the feasibility of hydraulic systems in hybrid vehicles and the necessary tube size to make it viable.

This NASA video segment explores how Newton's third law of motion applies to aerospace. An instructor at NASA's National Test Pilot School defines the third law and explains how a jet engine works to move an aircraft forward. There is also a discussion about the four forces involved in flying an aircraft. This resource, "Newtons Third Law Video" is included in Lesson 4 Newton's Third Law Applied which is a part of Unit 04 Newton's Laws and Aerospace Application included in ASA - Course 1 of the Aerospace & Mechanical Engineering subject area.

The resource "The Law of Gravity" is included in the Physics Fundamentals topic of the EICC Engineering Techology Simulations resource series. This series is segment of a Department of Labor grant awarded to the Eastern Iowa Community Colleges (EICC) of Clinton, Muscatine, and Scott.

Paul Andersen explains how ray diagrams for lenses can be used to determine the size and location of a refracted image. Images may be either real or virtual images. Ray diagrams for converging and diverging lenses are included.

This lesson introduces students to three of the six simple machines used by many engineers: the lever, the pulley, and the wheel-and-axle. In general, engineers use the lever to magnify the force applied to an object, the pulley to lift heavy loads over a vertical path, and the wheel-and-axle to magnify the torque applied to an object. The mechanical advantage of these machines helps determine their ability to make work easier or make work faster.

Students teams each assemble a wing component of a lifter with the goal to test the lifter wing and measure the force exerted when high voltage is applied to it. After an introduction to torque and its use to measure force, students calculate the change in the torque when a high voltage is applied to the wing portion of the lifter using a fulcrum. Once a group has assembled its wing portion, the teacher tests it with a high-voltage power supply, marking the change in the balance so that students can calculate the force. Then groups adjust the gap between the electrodes and re-measure the force. Groups each repeat this process three times, which allows students to estimate the magnitude of the force as a function of the gap between the electrodes.

Mr. Andersen describes visible light while discussing the electromagnetic spectrum. A simple description of the eye, optical illusions and lights are also included.

Paul Andersen explains how light can be absorbed, reflected, or transmitted as it moves from one medium to another. The reflection of different wavelengths creates the perceived color of an object. Absorbed light is converted to energy and transmitted light moves through the material.

This is an introductory text intended for a one-year introductory course of the type typically taken by biology majors, or for AP Physics 1 and 2. Algebra and trig are used, and there are optional calculus-based sections. My text for physical science and engineering majors is Simple Nature.

Students complete this Beer's Law activity in class. Students examine the attenuation of various thicknesses of transparencies. From this activity, students will understand that different substances absorb light differently. This can then be transferred to X-rays to explain that different substances absorb X-rays differently, hence the need for dual-energy analysis. In looking at Beer's Law, students use the properties associated with natural logarithms. After the activity, students complete a series of questions regarding what they observed.

The video resource "Light Is Waves: Crash Course Physics #39" is included in the "Statistics" course from the resources series of "Crash Course". Crash Course is a educational video series from John and Hank Green.