or masteringchemistry

 Although the route of creating a completely free-rein sandbox environment where students could cause different objects and forces to interact as they see fit appealed to me, i am realizing that going a more instructive route could have a bigger impact. Thus, for my tool regarding the Work-Energy theorem i want to simulate the situation of a ball being raised straight up by a hand, with questions posed that get at the essence of how the Work-Energy theorem is useful for solving problems involving force applied to an object. More specifically, i want to help students understand the constraints involved in analyzing a situation where a force is applied to one object, which then moves a second object. I found that these situations are commonly the subject of the Work-Energy problems on SmartPhysics, the system used by the University for PHYS 211 (and 212).

The focus in the simulation will be a hand holding a ball, initially prostrate on the ground. As some of the arm's energy is used, work done on the hand raises it, lifting the ball as well. The hand stops at an established height, and the ball rises until all the kinetic energy it had gained during ascent is converted to potential energy. Then it falls back down, pushing the hand down slightly when it comes back into contact with it.

Two of the quantitative aspects of the page will be:

Energy transfer bars representing the energy the arm has to give, the KE of the hand, and that of the ball

Background has distance markers so it's clear when arm has risen 1 meter

The energy transfer bars are meant to convey the essential fact of the Work-Energy theorem: the amount of work applied to an object is equal to the change in that object's kinetic energy. Using the metaphor of liquid transfer, i'll convey the idea of the  exchange of energy from the arm to the hand/ball in the form of work. 

The background distance markers will mark discreet points where the KE and work done are to be measured, either by the program or by the student in the form of a question. Using only discrete 1 meter increments allows for more natural numbers in the calculations, serving to scare students less, and allowing them to work the equations mentally so that they stick better.