Whelmer #22: Energy Transfer

(http://www.mcrel.org/resources/whelmers/whelm22.asp)

Description:
A ping pong ball bounces 10 to 15 feet high using energy transferred from a golf ball.
Science process skills:
1. observation
2. prediction
3. identifying and controlling variables
Complex reasoning strategies:
1. comparison
2. induction
3. problem solving
Standards:
K-4:
Pushing or pulling can change the position and motion of objects. The size of the change is related to the
strength of the push or pull.
5-8:
An object that is not being subjected to a force will continue to move at a constant speed and in a straight
line.
If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one
another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or
direction of an object's motion.
Energy is a property of many substances and is associated with mechanical motion. Energy is transferred in
many ways.
9-12:
Objects change their motion only when a net force is applied.
The total energy of the universe is constant. Energy can be transferred by collisions.

Content topics:
1. conservation of momentum
2. mass
3. velocity
You will need:
a. golf ball
b. ping pong ball
c. hard floor surface
d. clear plastic tube (optional)
e. tape (optional)
Instructions:
This activity requires some manual dexterity. Practice each step before presenting it to students.

Hold the ping pong ball chest high and release it. Note how high it bounces. Hold a golf ball chest high and release
it. Note how high it bounces. Hold both in one hand with the ping-pong ball positioned on top of the golf ball.
Release both. The ping pong ball bounces much higher than it did when dropped alone. The golf ball bounces lower.
The balls must be dropped vertically, with the ping pong ball directly over the golf ball. Until you have mastered the
technique of releasing both balls simultaneously, the ping pong ball will bounce off at an angle. When dropped
properly, the ping pong ball will shoot straight up, 10 to 15 feet.
Presentation:
This activity works best on a concrete or hard tile floor. A large concrete block can be placed on a carpeted floor.
The presenter should be positioned so that students can observe the height of each bounce of the balls.
Before dropping either of the balls, ask students to predict how high each will bounce. Use tape on the wall behind
the presenter to mark the height of each bounce.
After the initial drop of the ping pong ball, ask students how the ball can be made to bounce higher (throw the ball
down, drop it from a higher point, etc.). Relate to students that each response is an example of adding more energy
to the ping pong ball.
Suggest to students that you will transfer energy from the golf ball to the ping pong ball. Ask them if they think it is
possible to transfer energy from one thing to another. Ask for examples (kicking a soccer ball, hammering a nail,
etc.).
Ask students to explain where the energy came from that caused the ping-pong ball to bounce so high. (golf ball)
Ask them to explain what must have happened to the golf ball if it did transfer some of its energy to the ping pong
ball. (bounced lower than before) Did any of them observe the lower bounce of the golf ball during the first test?
(most follow the more interesting flight of the ping pong ball) Relate to students that scientists must learn to be
keenly observant.
Direct them to make careful observations and measurements as you repeatedly drop both balls. Use tape strips to
indicate the height of different bounces .
If the presenter has great difficulty dropping both balls freehand, a plastic tube can be used. Select a tube that is
slightly larger in diameter than the balls. Drop both balls in the top of the vertical tube. A similar bouncing effect
can be observed. Tape markers can be applied to the outside of the tube to indicate bounce height.
Content:
This activity is a good example of one of the basic laws of physics; the Conservation of Momentum. Momentum is
described by the formula M = m x v. (M is momentum; m is mass; v is velocity)
In the collision of the golf ball with the ping pong ball; m(g) x v (g) = m(pp) x v (pp). The mass of the golf ball is much
greater than the mass of the ping pong ball. In order for momentum to be conserved (the equation to be balanced),
the velocity of the ping-pong ball will be much greater.
Students experience conservation of momentum with a baseball and bat. The much more massive bat imparts a
greater velocity on the baseball.
Assessment:
Type: small group or individual.
Content/Process: momentum, mass, velocity.
Age/Level: all.
Collect balls of various sizes and masses. Some balls which could be used are baseballs, large ball bearings, small
rubber balls and other ping pong balls. Students should predict which ball will allow the ping pong ball to bounce
higher when the activity is repeated. Repeat the activity and compare the predictions to the outcomes. Older students

should compare the concept of momentum to the mass and velocity of the balls using the formula M = m x v in
supporting their predictions and justifying the outcomes.

Notes: