mechanical energy experiments

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Mechanical Energy as the Ability to Do Work

Numerous examples can be given of how an object with mechanical energy can harness that energy in order to apply a force to cause another object to be displaced. A classic example involves the massive wrecking ball of a demolition machine. The wrecking ball is a massive object that is swung backwards to a high position and allowed to swing forward into building structure or other object in order to demolish it. Upon hitting the structure, the wrecking ball applies a force to it in order to cause the wall of the structure to be displaced. The diagram below depicts the process by which the mechanical energy of a wrecking ball can be used to do work.

A common scene in some parts of the countryside is a "wind farm." High-speed winds are used to do work on the blades of a turbine at the so-called wind farm. The mechanical energy of the moving air gives the air particles the ability to apply a force and cause a displacement of the blades. As the blades spin, their energy is subsequently converted into electrical energy (a non-mechanical form of energy) and supplied to homes and industries in order to run electrical appliances. Because the moving wind has mechanical energy (in the form of kinetic energy ), it is able to do work on the blades. Once more, mechanical energy is the ability to do work.

The Total Mechanical Energy

As already mentioned, the mechanical energy of an object can be the result of its motion (i.e., kinetic energy ) and/or the result of its stored energy of position (i.e., potential energy ). The total amount of mechanical energy is merely the sum of the potential energy and the kinetic energy. This sum is simply referred to as the total mechanical energy (abbreviated TME).

As discussed earlier, there are two forms of potential energy discussed in our course - gravitational potential energy and elastic potential energy. Given this fact, the above equation can be rewritten:

The diagram below depicts the motion of Lee Ben Fardest (esteemed American ski jumper) as he glides down the hill and makes one of his record-setting jumps.

The total mechanical energy of Lee Ben Fardest is the sum of the potential and kinetic energies. The two forms of energy sum up to 50 000 Joules. Notice also that the total mechanical energy of Lee Ben Fardest is a constant value throughout his motion. There are conditions under which the total mechanical energy will be a constant value and conditions under which it will be a changing value. This is the subject of Lesson 2 - the work-energy relationship. For now, merely remember that total mechanical energy is the energy possessed by an object due to either its motion or its stored energy of position . The total amount of mechanical energy is merely the sum of these two forms of energy. And finally, an object with mechanical energy is able to do work on another object.

• Internal vs. External Forces

9.2 Mechanical Energy and Conservation of Energy

Section learning objectives.

By the end of this section, you will be able to do the following:

• Explain the law of conservation of energy in terms of kinetic and potential energy
• Perform calculations related to kinetic and potential energy. Apply the law of conservation of energy

Teacher Support

The learning objectives in this section will help your students master the following standards:

• (B) investigate examples of kinetic and potential energy and their transformations;
• (D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension.

In addition, the High School Physics Laboratory Manual addresses content in this section in the lab titled: Work and Energy, as well as the following standards:

Section Key Terms

[BL] [OL] Begin by distinguishing mechanical energy from other forms of energy. Explain how the general definition of energy as the ability to do work makes perfect sense in terms of either form of mechanical energy. Discuss the law of conservation of energy and dispel any misconceptions related to this law, such is the idea that moving objects just slow down naturally. Identify heat generated by friction as the usual explanation for apparent violations of the law.

[AL] Start a discussion about how other useful forms of energy also end up as wasted heat, such as light, sound, and electricity. Try to get students to understand heat and temperature at a molecular level. Explain that energy lost to friction is really transforming kinetic energy at the macroscopic level to kinetic energy at the atomic level.

Mechanical Energy and Conservation of Energy

We saw earlier that mechanical energy can be either potential or kinetic. In this section we will see how energy is transformed from one of these forms to the other. We will also see that, in a closed system, the sum of these forms of energy remains constant.

Quite a bit of potential energy is gained by a roller coaster car and its passengers when they are raised to the top of the first hill. Remember that the potential part of the term means that energy has been stored and can be used at another time. You will see that this stored energy can either be used to do work or can be transformed into kinetic energy. For example, when an object that has gravitational potential energy falls, its energy is converted to kinetic energy. Remember that both work and energy are expressed in joules.

Refer back to Figure 9.3 . The amount of work required to raise the TV from point A to point B is equal to the amount of gravitational potential energy the TV gains from its height above the ground. This is generally true for any object raised above the ground. If all the work done on an object is used to raise the object above the ground, the amount work equals the object’s gain in gravitational potential energy. However, note that because of the work done by friction, these energy–work transformations are never perfect. Friction causes the loss of some useful energy. In the discussions to follow, we will use the approximation that transformations are frictionless.

Now, let’s look at the roller coaster in Figure 9.6 . Work was done on the roller coaster to get it to the top of the first rise; at this point, the roller coaster has gravitational potential energy. It is moving slowly, so it also has a small amount of kinetic energy. As the car descends the first slope, its PE is converted to KE . At the low point much of the original PE has been transformed to KE , and speed is at a maximum. As the car moves up the next slope, some of the KE is transformed back into PE and the car slows down.

[OL] [AL] Ask if definitions of energy make sense to the class, and try to bring out any expressions of confusions or misconceptions. Help them make the logical leap that, if energy is the ability to do work, it makes sense that it is expressed by the same unit of measurement. Ask students to name all the forms of energy they can. Ask if this helps them get a feel for the nature of energy. Ask if they have a problem seeing how some forms of energy, such as sunlight, can do work.

[BL] [OL] You may want to introduce the concept of a reference point as the starting point of motion. Relate this to the origin of a coordinate grid.

[BL] Make it clear that energy is a different property with different units than either force or power.

[OL] Help students understand that the speed with which the TV is delivered is not part of the calculation of PE . It is assumed that the speed is constant. Any KE due to increases in delivery speed will be lost when motion stops.

[BL] Be sure there is a clear understanding of the distinction between kinetic and potential energy and between velocity and acceleration. Explain that the word potential means that the energy is available but it does not mean that it has to be used or will be used.

Virtual Physics

Energy skate park basics.

This simulation shows how kinetic and potential energy are related, in a scenario similar to the roller coaster. Observe the changes in KE and PE by clicking on the bar graph boxes. Also try the three differently shaped skate parks. Drag the skater to the track to start the animation.

• The mechanical energy of the system increases, provided there is no loss of energy due to friction. The energy would transform to kinetic energy when the speed is increasing.
• The mechanical energy of the system remains constant provided there is no loss of energy due to friction. The energy would transform to kinetic energy when the speed is increasing.
• The mechanical energy of the system increases provided there is no loss of energy due to friction. The energy would transform to potential energy when the speed is increasing.
• The mechanical energy of the system remains constant provided there is no loss of energy due to friction. The energy would transform to potential energy when the speed is increasing.

This animation shows the transformations between KE and PE and how speed varies in the process. Later we can refer back to the animation to see how friction converts some of the mechanical energy into heat and how total energy is conserved.

On an actual roller coaster, there are many ups and downs, and each of these is accompanied by transitions between kinetic and potential energy. Assume that no energy is lost to friction. At any point in the ride, the total mechanical energy is the same, and it is equal to the energy the car had at the top of the first rise. This is a result of the law of conservation of energy , which says that, in a closed system, total energy is conserved—that is, it is constant. Using subscripts 1 and 2 to represent initial and final energy, this law is expressed as

Either side equals the total mechanical energy. The phrase in a closed system means we are assuming no energy is lost to the surroundings due to friction and air resistance. If we are making calculations on dense falling objects, this is a good assumption. For the roller coaster, this assumption introduces some inaccuracy to the calculation.

Calculations involving Mechanical Energy and Conservation of Energy

Tips for success.

When calculating work or energy, use units of meters for distance, newtons for force, kilograms for mass, and seconds for time. This will assure that the result is expressed in joules.

[BL] [OL] Impress upon the students the significant amount of work required to get a roller coaster car to the top of the first, highest point. Compare it to the amount of work it would take to walk to the top of the roller coaster. Ask students why they may feel tired if they had to walk or climb to the top of the roller coaster (they have to use energy to exert the force required to move their bodies upwards against the force of gravity). Check if students can correctly predict that the ratio of the mass of the car to a person’s mass would be the ratio of work done and energy gained (for example, if the car’s mass was 10 times a person’s mass, the amount of work needed to move the car to the top of the hill would be 10 times the work needed to walk up the hill).

Watch Physics

Conservation of energy.

This video discusses conversion of PE to KE and conservation of energy. The scenario is very similar to the roller coaster and the skate park. It is also a good explanation of the energy changes studied in the snap lab.

Before showing the video, review all the equations involving kinetic and potential energy and conservation of energy. Also be sure the students have a qualitative understanding of the energy transformation taking place. Refer back to the snap lab and the simulation lab.

• The speed was the same in the scenario in the animation because the object was sliding on the ice, where there is large amount of friction. In real life, much of the mechanical energy is lost as heat caused by friction.
• The speed was the same in the scenario in the animation because the object was sliding on the ice, where there is small amount of friction. In real life, much of the mechanical energy is lost as heat caused by friction.
• The speed was the same in the scenario in the animation because the object was sliding on the ice, where there is large amount of friction. In real life, no mechanical energy is lost due to conservation of the mechanical energy.
• The speed was the same in the scenario in the animation because the object was sliding on the ice, where there is small amount of friction. In real life, no mechanical energy is lost due to conservation of the mechanical energy.

Worked Example

Applying the law of conservation of energy.

A 10 kg rock falls from a 20 m cliff. What is the kinetic and potential energy when the rock has fallen 10 m?

Choose the equation.

List the knowns.

m = 10 kg, v 1 = 0, g = 9.80

h 1 = 20 m, h 2 = 10 m

Identify the unknowns.

KE 2 and PE 2

Substitute the known values into the equation and solve for the unknown variables.

Alternatively, conservation of energy equation could be solved for v 2 and KE 2 could be calculated. Note that m could also be eliminated.

Note that we can solve many problems involving conversion between KE and PE without knowing the mass of the object in question. This is because kinetic and potential energy are both proportional to the mass of the object. In a situation where KE = PE , we know that m g h = (1/2) m v 2 .

Dividing both sides by m and rearranging, we have the relationship

2 g h = v 2 .

Kinetic and potential energy are both proportional to the mass of the object. In a situation where KE = PE , we know that m g h = (1/2) m v 2 . Dividing both sides by m and rearranging, we get the relationship 2 g h = v 2 .

Practice Problems

A child slides down a playground slide. If the slide is 3 m high and the child weighs 300 N, how much potential energy does the child have at the top of the slide? (Round g to 10   m / s 2 . 10   m / s 2 . )

A 0.2 kg apple on an apple tree has a potential energy of 10 J. It falls to the ground, converting all of its PE to kinetic energy. What is the velocity of the apple just before it hits the ground?

Converting Potential Energy to Kinetic Energy

In this activity, you will calculate the potential energy of an object and predict the object’s speed when all that potential energy has been converted to kinetic energy. You will then check your prediction.

You will be dropping objects from a height. Be sure to stay a safe distance from the edge. Don’t lean over the railing too far. Make sure that you do not drop objects into an area where people or vehicles pass by. Make sure that dropping objects will not cause damage.

You will need the following:

• Four marbles (or similar small, dense objects)
• Metric measuring tape long enough to measure the chosen height

Instructions

• Work with a partner. Find and record the mass of four small, dense objects per group.
• Choose a location where the objects can be safely dropped from a height of at least 15 meters. A bridge over water with a safe pedestrian walkway will work well.
• Measure the distance the object will fall.
• Calculate the potential energy of the object before you drop it using PE = m g h = (9.80) mh.
• Predict the kinetic energy and velocity of the object when it lands using PE = KE and so, m g h = m v 2 2 ;   v = 2 ( 9.80 ) h = 4.43 h . m g h = m v 2 2 ;   v = 2 ( 9.80 ) h = 4.43 h .
• One partner drops the object while the other measures the time it takes to fall.
• Take turns being the dropper and the timer until you have made four measurements.
• Average your drop multiplied by and calculate the velocity of the object when it landed using v = a t = g t = (9.80) t .
• Compare your results to your prediction.

Before students begin the lab, find the nearest location where objects can be dropped safely from a height of at least 15 m.

As students work through the lab, encourage lab partners to discuss their observations. Encourage them to discuss differences in results between partners. Ask if there is any confusion about the equations they are using and whether they seem valid based on what they have already learned about mechanical energy. Ask them to discuss the effect of air resistance and how density is related to that effect.

• Heavy objects do not fall faster than the light objects because while conserving the mechanical energy of the system, the mass term gets cancelled and the velocity is independent of the mass. In real life, the variation in the velocity of the different objects is observed because of the non-zero air resistance.
• Heavy objects do not fall faster than the light objects because while conserving the mechanical energy of the system, the mass term does not get cancelled and the velocity is dependent on the mass. In real life, the variation in the velocity of the different objects is observed because of the non-zero air resistance.
• Heavy objects do not fall faster than the light objects because while conserving the mechanical energy the system, the mass term gets cancelled and the velocity is independent of the mass. In real life, the variation in the velocity of the different objects is observed because of zero air resistance.
• Heavy objects do not fall faster than the light objects because while conserving the mechanical energy of the system, the mass term does not get cancelled and the velocity is dependent on the mass. In real life, the variation in the velocity of the different objects is observed because of zero air resistance.

Check Your Understanding

• Kinetic energy is being transformed into potential energy.
• Potential energy is being transformed into kinetic energy.
• Work is being transformed into kinetic energy.
• Kinetic energy is being transformed into work.

True or false—If a rock is thrown into the air, the increase in the height would increase the rock’s kinetic energy, and then the increase in the velocity as it falls to the ground would increase its potential energy.

Identify equivalent terms for stored energy and energy of motion .

• Stored energy is potential energy, and energy of motion is kinetic energy.
• Energy of motion is potential energy, and stored energy is kinetic energy.
• Stored energy is the potential as well as the kinetic energy of the system.
• Energy of motion is the potential as well as the kinetic energy of the system.

Use the Check Your Understanding questions to assess students’ achievement of the section’s learning objectives. If students are struggling with a specific objective, the Check Your Understanding will help identify which one and direct students to the relevant content.

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• Kinetic and Potential Energy of Motion

Lesson Kinetic and Potential Energy of Motion

Grade Level: 8 (7-9)

Time Required: 45 minutes

Lesson Dependency: None

Subject Areas: Physical Science, Physics

NGSS Performance Expectations:

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Engineering connection, learning objectives, more curriculum like this, introduction/motivation, associated activities, lesson closure, vocabulary/definitions, user comments & tips.

Mechanical engineers are concerned about the mechanics of energy — how it is generated, stored and moved. Product design engineers apply the principles of potential and kinetic energy when they design consumer products. For example, a pencil sharpener employs mechanical energy and electrical energy. When designing a roller coaster, mechanical and civil engineers ensure that there is sufficient potential energy (which is converted to kinetic energy) to move the cars through the entire roller coaster ride.

After this lesson, students should be able to:

• Recognize that engineers need to understand the many different forms of energy in order to design useful products.
• Explain the concepts of kinetic and potential energy.
• Understand that energy can change from one form into another.
• Understand that energy can be described by equations.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

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Begin by showing the class three items: 1) an item of food (such as a bagel, banana or can of soda water), 2) a battery, and 3) you, standing on a stool or chair. Ask the class what these three things have in common. The answer is energy. The food contains chemical energy that is used by the body as fuel. The battery contains electrical energy (in the form of electrical, potential or stored energy), which can be used by a flashlight or a portable CD player. A person standing on a stool has potential energy (sometimes called gravitational potential energy) that could be used to crush a can, smash the banana, or really hurt the foot of someone standing under you. Do a dramatic demonstration of jumping down on the banana or an empty soda can. (Be careful! Banana peels are slippery!) Explain the ideas of potential energy and kinetic energy as two different kinds of mechanical energy . Give definitions of each and present the equations, carefully explaining each variable, as discussed in the next section,

PE = mass x g x height

KE = 1/2 m x v 2

Lesson Background and Concepts for Teachers

Whenever something moves, you can see the change in energy of that system. Energy can make things move or cause a change in the position or state of an object. Energy can be defined as the capacity for doing work. Work is done when a force moves an object over a given distance. The capacity for work, or energy, can come in many different forms. Examples of such forms are mechanical, electrical, chemical or nuclear energy.

This lesson introduces mechanical energy , the form of energy that is easiest to observe on a daily basis. All moving objects have mechanical energy. There are two types of mechanical energy: potential energy and kinetic energy. Potential energy is the energy that an object has because of its position and is measured in Joules (J). Potential energy can also be thought of as stored energy. Kinetic energy is the energy an object has because of its motion and is also measured in Joules (J). Due to the principle of conservation of energy, energy can change its form (potential, kinetic, heat/thermal, electrical, light, sound, etc.) but it is never created or destroyed.

Within the context of mechanical energy, potential energy is a result of an object's position, mass and the acceleration of gravity. A book resting on the edge of a table has potential energy; if you were to nudge it off the edge, the book would fall. It is sometimes called gravitational potential energy ( PE ). It can be expressed mathematically as follows:

PE = mass x g x height or PE = weight x height

where PE is the potential energy, and g is the acceleration due to gravity. At sea level, g = 9.81 meters/sec 2 or 32.2 feet/sec 2 . In the metric system, we would commonly use mass in kilograms or grams with the first equation. With English units it is common to use weight in pounds with the second equation.

Kinetic energy ( KE ) is energy of motion. Any object that is moving has kinetic energy. An example is a baseball that has been thrown. The kinetic energy depends on both mass and velocity and can be expressed mathematically as follows:

Here KE stands for kinetic energy. Note that a change in the velocity will have a much greater effect on the amount of kinetic energy because that term is squared. The total amount of mechanical energy in a system is the sum of both potential and kinetic energy, also measured in Joules (J).

Total Mechanical Energy = Potential Energy + Kinetic Energy

Engineers must understand both potential and kinetic energy. A simple example would be the design of a roller coaster — a project that involves both mechanical and civil engineers. At the beginning of the roller coaster, the cars must have enough potential energy to power them for the rest of the ride. This can be done by raising the cars to a great height. Then, the increased potential energy of the cars is converted into enough kinetic energy to keep them in motion for the length of the track. This is why roller coaters usually start with a big hill. As the cars start down the first hill, potential energy is changed into kinetic energy and the cars pick up speed. Engineers design the roller coaster to have enough energy to complete the course and to overcome the energy-draining effect of friction.

Watch this activity on YouTube

Restate that both potential energy and kinetic energy are forms of mechanical energy. Potential energy is the energy of position and kinetic energy is the energy of motion. A ball that you hold in your hand has potential energy, while a ball that you throw has kinetic energy. These two forms of energy can be transformed back and forth. When you drop a ball, you demonstrate an example of potential energy changing into kinetic energy.

Explain that energy is an important engineering concept. Engineers need to understand the many different forms of energy so that they can design useful products. An electric pencil sharpener serves to illustrate the point. First, the designer needs to know the amount of kinetic energy the spinning blades need in order to successfully shave off the end of the pencil. Then, the designer must choose an appropriately-powered motor to supply the necessary energy. Finally, the designer must know the electrical energy requirements of the motor in order for the motor to properly do its assigned task.

conservation of energy: A principle stating that the total energy of an isolated system remains constant regardless of changes within the system. Energy can neither be created nor destroyed.

energy: Energy is the capacity to do work.

kinetic energy: The energy of motion.

mechanical energy: Energy that is composed of both potential energy and kinetic energy.

potential energy: The energy of position, or stored energy.

Pre-Lesson Assessment

Discussion Questions: Solicit, integrate and summarize student responses.

• What are examples of dangerous unsafe placement of objects? (Possible answers: Boulders on the edge of a cliff, dishes barely on shelves, etc.).

Post-Introduction Assessment

Question/Answer: Ask the students and discuss as a class:

• What has more potential energy: a boulder on the ground or a feather 10 feet in the air? (Answer: The feather because the boulder is on the ground and has zero potential energy. However, if the boulder was 1 mm off the ground, it would probably have more potential energy.)

Lesson Summary Assessment

Group Brainstorm: Give groups of students each a ball (example, tennis ball). Remind them that energy can be converted from potential to kinetic and vice versa. Write a question on the board and have them brainstorm the answer in their groups. Have the students record their answers in their journals or on a sheet of paper and hand it in. Discuss the student groups' answers with the class.

• How can you throw a ball and have its energy change from kinetic to potential and back to kinetic without touching the ball once it relases from your hand? (Answer: Throw it straight up in the air.)

Calculating: Have students practice problems solving for potential energy and kinetic energy:

• If a mass that weighs 8 kg is held at a height of 10 m, what is its potential energy? (Answer: PE = (8 kg)*(9.8 m/s 2 )*(10 m) = 784 kg*m 2 /s 2 = 784 J)
• Now consider an object with a kinetic energy of 800 J and a mass of 12 kg. What is its velocity? (Answer: v = sqrt(2*KE/m) = sqrt((2 * 800 J)/12 kg) = 11.55 m/s)

Lesson Extension Activities

There is another form of potential energy, not related to height, which is called spring potential or elastic potential energy . In this case, energy is stored when you compress or elongate a spring. Have the students search the Internet or library for the equation of spring potential energy and explain what the variables in the equation represent. The answer is

PE spring = ½ k∙x 2

where k is the spring constant measured in N/m (Newton/meters) and x is how far the spring is compressed or stretched measured in m (meters).

This activity shows students the engineering importance of understanding the laws of mechanical energy. More specifically, it demonstrates how potential energy can be converted to kinetic energy and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing ...

This activity demonstrates how potential energy (PE) can be converted to kinetic energy (KE) and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing by understanding conservation of energy and using the equations for PE and KE.

High school students learn how engineers mathematically design roller coaster paths using the approach that a curved path can be approximated by a sequence of many short inclines. They apply basic calculus and the work-energy theorem for non-conservative forces to quantify the friction along a curve...

Students explore the physics exploited by engineers in designing today's roller coasters, including potential and kinetic energy, friction and gravity. During the associated activity, students design, build and analyze model roller coasters they make using foam tubing and marbles (as the cars).

Argonne Transportation - Laser Glazing of Rails. September 29, 2003. Argonne National Laboratory, Transportation Technology R&D Center. October 15, 2003. http://www.anl.gov/index.html

Asimov, Isaac. The History of Physics. New York: Walker & Co., 1984.

Jones, Edwin R. and Richard L. Childers. Contemporary College Physics. Reading, MA: Addison-Wesley Publishing Co., 1993.

Kahan, Peter. Science Explorer: Motion, Forces, and Energy. Upper Saddle River, NJ: Prentice Hall, 2000.

Luehmann, April. Give Me Energy. June 12, 2003. Science and Mathematics Initiative for Learning Enhancement, Illinois Institute of Technology. October 15, 2003. http://www.iit.edu/~smile/ph9407.html

Nave, C.R. HyperPhysics. 2000. Department of Physics and Astronomy, Georgia State University. October 15, 2003. hyperphysics.phy-astr.gsu.edu/hbase/hframe.html

The Atoms Family - The Mummy's Tomb – Raceways. Miami Museum of Science and Space Transit Planetarium. October 15, 2003. http://www.miamisci.org/af/sln/mummy/raceways.html

Other Related Information

Browse the NGSS Engineering-aligned Physics Curriculum hub for additional Physics and Physical Science curriculum featuring Engineering.

Shop Experiment Mechanical Power Experiments​

Mechanical power.

Experiment #6 from Renewable Energy with Vernier

Introduction

You have been introduced to energy as something that is involved in making things happen. Energy can be transferred or transformed between objects, materials, and ways of accounting for energy. For example, the act of stretching a rubber band transfers energy into the rubber band, which we call elastic potential energy . Elastic because it is related to the stretchiness of the rubber band and potential energy because as long as the rubber band remains stretched, the energy is stored but available for use. Releasing the rubber band in a certain way so as to project the rubber band through the air allows the elastic potential energy to transform into kinetic energy (the energy associated with motion).

To stretch the rubber band, a force is applied to part of the rubber band, which causes part of the rubber band to move a certain distance. Whenever a force moves an object some distance, we say that mechanical work is done. Mechanical work, like energy, is measured in joules (J). Work is one way to transfer or transform energy.

Just as you can do work to stretch a rubber band, you can also do work to lift a weight. In order to lift an object from a lower position to a higher position, a vertical force must be applied. In this case, the work done gives the object moved upward gravitational potential energy , because instead of being pulled against a stretchy material, the object is moved against the direction of the force of gravity. In this experiment, you will use a wind turbine to lift an object (a bucket of washers) from a lower position to a higher position.

Power is defined as the rate at which energy is used, applied, or transformed. It is also the rate at which work is done. If an amount of energy is analogous to a specific distance, power is analogous to speed, which is the rate at which an object travels a distance. The faster an object is lifted, the more power is being used. The unit of power is the watt (W), which is equivalent to one joule per second (J/s).

In this experiment, you will calculate power using the equation

You will use a wind turbine to do the work of lifting a mass. You will vary the pitch (angle) of the blades of the wind turbine and measure the time it takes to lift a mass a given distance. Based on these measurements, you will calculate the mechanical power generated by the turbine as it lifts the weights.

• Identify the units that are used to measure power.
• Measure the power generated by a wind turbine.
• Determine the relationship between wind turbine blade pitch and power generated.

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Conservation of mechanical energy.

Students use a Smart Cart and dynamics system to explore how the kinetic energy, gravitational potential energy, and total mechanical energy of a cart/earth system changes as the cart rolls down an inclined track.

Grade Level: Advanced Placement

Subject: Physics

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Advanced Placement

• Electric Field Mapping
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• Conservation of Energy on an Inclined Track
• Newton's Second Law

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• Virtual Images
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Simple Candy Machine Mechanicle Energy Project for Kids

• Candy Activities
• Kids Activities
• Simple Machines

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Candy is always a fun way to learn STEM . These mechanical energy projects use a simple machines to talk about the transition between potential energy and kinetic energy as well as practice some engineering skills. Learn about mechanical energy for kids with this fun candy science project where you will make a candy machine for preschool, pre-k, kindergarten, first grade, 2nd grade, 3rd grade, and 4th graders too. Kids of all ages will love this summer stem activity  that incorporates an EPIC  simple machine project .

Mechanical energy projects

One of my daughters has been begging to learn more science lately. She and all of siblings spent most of an hour watching M and M’s go down the slide and turn the fly wheel. While they played we talked about the physics involved. This is such a fun  mechanical energy projects  for children of all ages! And this  mechanical energy project  uses candy which makes it extra fun and engaging for preschoolers, kindergartners, grade 1, grade 2, grade 3, grade 4, and grade 5 students.

Keep scrolling to learn more and see the rest of our simple machines for kids study!

Mechanical Energy for Kids

Kinetic energy  is the energy of motion. As the candy slides down the shoot, it gains more and more speed. The more speed it gains the more kinetic energy  it has.

Where does the energy come from? I asked. My older child knew immediately that this gain in energy was due to gravity. Force fields have been a special interest lately, and gravity is a field force. Any time an object is pulled in by a field force it tends to gain kinetic energy. At the top of the slide the M and M has potential energy . As gravity pulls the candy down the inclined plane, the potential energy is mostly converted to kinetic energy. (A tiny bit of the mechanical energy will be converted to heat by friction.)

Where does the mechanical energy go?  This was easy. At the bottom of the slide, or inclined plane  the M and M transfer’s it’s mechanical energy to the flywheel, a type of lever. Both inclined plans and levers are a type of simple machine.

Simple machines  are devices that change the direction or the magnitude (size) of a force. How did these machines change the force?  The inclined planes changed the direction from straight toward the center of the earth to a path that was more parallel. The fly wheel lever actually changed the direction from straight down to a circle- angular motion!

Make a Candy Machine

• Mini M and M’s (or other similarly sized candy)
• Milk shake straws
• Play dough to stabilize the bottom

Simple machine project

Examples of simple machines at home

Simple machine project ideas

If your child enjoys these types of toys, you may want to check out Paul Hewitt’s  Conceptual Physics.  It’s meant to be used as a text book, but is written so well that we tend it to pick it up for pleasure reading. Hewitt uses humor and every day examples to make physics accessible to anyone.

Easy Simple Machines Project

Don’t be fooled. Physics is not a difficult science because there is so much to learn. There is very little to know. The important thing is that your children learn the skills of applying a few simple concepts in a variety of situations. As they do, they’ll begin to see the amazing complexity of the world all around them, just like my kids did with this candy machine.

Simple Machines for Kids

• Inclined Planes for kids – explanation, activities, and resources
• Wheel and Axle for kids lesson with projects and other fun ideas
• Gears for Kids filled with lots of hands on activities
• Wedges and Screw Simple Machine   Lesson for children
• Levers and Pulleys lesson for students
• I Spy simple machines for kids
• MATCH – Simple Machines Game
• 30 Simple Machines for Kids Projects
• Free Simple Machines Worksheet to fold into a clever booklet
• Candy Simple Machines Project
• Pulley Experiment from recycled materials

Fun Science for Kids

Looking for lots more fun, science experiments for kids? You’ve GOT to try some of these outrageously fun science experiments for kids! We have so many fun, creative and easy science experiments for elementary age children:

• 100 Amazing Food science experiments for kids – arranged by type of science
• Colorful Capillary action science experiment (also known as walking water)
• Amaze kids with these 12 Hands on Science experiments with batteries
• 24 Epic Solar system science project s to try this week
• Fun Water balloon science experiment that explores density
• 50 Fun Preschool science experiments the whole family will want to try
• Simple Galaxy science project
• Easy and Fun Dancing Raisins Experiment
• Learn about weather as you find how to make a weather vane
• Eye opening Eye science experiments
• Easy-to- make Air pressure science project
• Amazing POP rocks science experiment is one of our all-time favorite science experiments we like to do during the summer are
• Stunning Chromatography Flowers are so pretty you’ll forget it was as science project!
• How to Make a Lava Lamp – super easy and SO cool!
• 30 Simple machines science project s kids will want to try
• Easy, fascinating, and colorful project answering Why do Leaves Change Color Experiment

• Free Printable Animal Classifications for Kids Cootie Catchers
• 19 Edible science experiments – which delicious project will you try first?
• HUGE Free Solar System Unit (coloring pages, hands on science projects, worksheets, and more!)
• Pipe Cleaner Constellation Activity (As seen on Good Housekeeping!)
• Teach kids about conductivity with this fun squishy circuits projects
• Amazing, Heat Sensitive,  Color Changing Slime
• Life Cycles for Kids (from penguin to sunflower and spider to turkey we have LOTS of life cycles to explore and learn about)
• EASY, Colorful Oil and Water Science Experiment
• Kids will be amazed as you change colors of white flowers with this Dying Flowers Science Experiment
• This super cool Lego Zipline is fun and simple to make
• Human Body Project
• Check out this super cool look INSIDE a Volcano Project
• Exploding Watermelon – science experiment that explores potential and kinetic energy with a big WOW moment!
• Memorable Life Size Skeletal system science project – includes free printable template
• Find LOTS more Easy Science Experiments for kids of all ages!

Beth Gorden

Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me. As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables – www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com. Beth studied at the University of Northwestern where she got a double major to make her effective at teaching children while making education FUN!

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Forms of Energy – Science Experiments for Kids

Updated:  19 Oct 2023

Investigate mechanical, electrical, light, thermal, and sound energy with this set of science activities for kids.

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What Are the Different Types of Energy? – For Kids!

Are your students starting to dive into the different energy types found in our world? Let’s take a look at the common times of energy. To help you remember the different forms, all you have to do is remember the acronym MELTS. It stands for mechanical, electrical, light, thermal, and sound energy.

• Mechanical energy is the energy that is possessed by an object due to its motion or position. It is the energy that is involved in the movement of objects and can be transferred from one object to another.
• Electrical energy is the energy that is associated with the movement of electric charges. It is a type of energy that can be transferred through wires and other conductive materials. Electrical energy can be produced from a variety of sources, including batteries, generators, and solar panels.
• Light energy is a type of energy that is emitted by hot objects and can be seen by the human eye. It travels in waves and allows us to see things around us. Light energy is also important for plants to make food through photosynthesis and is used in a variety of technologies.
• Thermal energy is the energy associated with an object’s temperature. The more thermal energy an object or system has, the higher its temperature will be. 
• Sound energy is a type of energy that is produced by the vibration of matter. When an object vibrates, sound waves travel through the air or other media, such as water or solids.

Investigate Different Forms of Energy

Teach Starter has created a set of science station cards to use in your classroom when students learn about the different energy types. Each station card includes the materials needed as well as the steps to complete the experiment. With your download, there is also a printable tri-fold where students will record their findings.

Students will investigate different types of energy by:

• Dropping a ball from different heights
• Creating a playdough circuit (Check out a great Playdough recipe from  Squishy Circuits ™)
• Shining a flashlight on different objects
• Dissolving sugar in cups of water with different temperatures
• Creating a string telephone

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource.

Print the station cards on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access. 

This resource was created by Kaylyn Chupp, a teacher in Florida and a Teach Starter Collaborator. 

Don’t stop there! We’ve got more activities and resources that cut down on lesson planning time:  

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Explore electrical conductors and insulators with this 2-page worksheet.

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Science Projects on Mechanical Energy

Robotic Science Fair Experiment Ideas

It sounds like a riddle: what's something you cannot see or hold but that is all around you and is able to make things move? The answer is mechanical energy. Mechanical energy (ME) can exist as either kinetic or potential energy. A moving train represents kinetic energy by virtue of its motion. A drawn bow possesses potential energy because of its stored energy.

Mechanical and Electrical Energy with Magnets

"The Science Fair Project Guidebook" offers an array of research experiments to discuss and perform, with activities for grades 4 through 12. One electricity project appropriate for grades 7 through 12 involves magnetism achieved through ME. The materials include: large and small magnets, large and small coils, a voltage meter and clips for the meter. This experiment illustrates that the student can make electrical energy by using his or her own ME to move a magnet across a coil of copper wiring, with divergent results being produced from the smaller magnet than from the larger.

Paper Airplanes and Parachutes: Potential and Kinetic Energy

Students can measure which paper airplanes fly the farthest. Have students consider the following conditions for flight: 1) Does the paper type or shape of the airplane affect its flight?; 2) Does the force or thrust used to propel the plane alter its path and distance?; 3) Does the location of the experiment?

The same is true for a parachute experiment. A student may wonder what the best shape, size or material is for a parachute. Both kinetic and potential energy are involved in the experiment. Kinetic, as the parachute falls, and potential, as it is held aloft.

Testing Elastic Energy with Slinky Toys

A stationary Slinky toy can illustrate equilibrium. No ME is present in this initial state, but if a student applies force to one end while holding the other -- in effect twisting the coil -- he or she has added ME to the equation. The Corporation for Public Access to Science and Technology details a simpler version of this science project on ME. Penn State's "Slinky Lab," on the other hand, is more appropriate for advanced high school or college level physics.

The Marshmallow Catapult: Simple Machines and Mechanical Energy

A catapult can illustrate concepts of motion, load, force and ME. It can also demonstrate the use of simple machines: in this case, a lever. Some versions of this experiment feature the use of milk cartons or tissue boxes to house the catapult. This version of the marshmallow catapult from the Tennessee Technology Engineering Education Association requires the use of a mousetrap for the lever, so students should be supervised to avoid injury. Otherwise, only erasers, rubber bands, Popsicle sticks, a spoon, duct tape and marshmallows are required to experiment with ME.

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About the Author

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24 Shockingly Fun Electricity Experiments and Activities for Kids

Play dough circuits, LED magic wands, and more!

Electricity is all around us, so we tend to take it for granted. It’s a fascinating subject for kids, though, so they’ll love these electricity experiments and activities. You may need to invest in a few simple supplies for some of these activities, but you’ll be able to reuse them for multiple activities year after year. The hands-on experience kids will get makes the extra effort worthwhile.

1. Start with an anchor chart

Static electricity is most kids’ intro to this concept, and it leads nicely into electrical energy and circuitry. These colorful anchor charts help you teach both.

Get tutorial: Anchor chart about electricity and electricity anchor chart

2. Bend water with static electricity

Most static electricity experiments are quick and easy enough for anyone to try at home. This is a great example: Charge a comb by rubbing it against your head, then use it to “bend” a stream of water from a faucet.

Get tutorial: Water balloon experiment

3. Separate salt and pepper using a magic spoon

This static electricity experiment works because pepper is lighter than salt, which makes it quicker to jump to the electrically charged plastic spoon. So cool!

Get tutorial: Salt and pepper experiment

4. Move a bubble using a balloon

Balloons are a fun way to teach about static electricity. Combine them with bubbles for a hands-on activity students will really love.

Get tutorial: Bubble experiment

5. Flap a (paper) butterfly’s wings

Speaking of balloons, try using them to help a butterfly flap its tissue paper wings. Little ones’ faces light up when they see the butterfly come to life.

Get tutorial: Butterfly wing experiment

6. Make jumping goop with static electricity

Kick your static electricity experiments up a notch by mixing a batch of cornstarch “goop,” then making it “jump” toward a balloon. Amazing!

Get tutorial: Jumping goop experiment

7. Assemble circuits from play dough

When you’re ready to explore electrical energy, start with play dough circuits. You’ll need a battery box and mini LED lights. Mix up your own batches of insulating and conducting play dough using the info at the link.

Get tutorial: Play dough circuit experiment

Buy it: Battery box and clear LED lights at Amazon

8. Create a classic potato clock

A potato clock is an impressive way to kick off or end a unit on electricity. Your students will never look at potatoes the same way again.

Buy it: Potato Clock experiment kit

9. Find out if water conducts electricity

We’re always telling kids to get out of the water at the first sign of a lightning storm, so use this demo to help them understand why. You’ll need alligator clip wires, mini LED bulbs, and button cell batteries.

Get tutorial: Water electricity experiment

Buy it: Alligator clip wires , mini LED bulbs , and button cell batteries at Amazon

10. Whip up wizard wands

Lumos! If your kids are fascinated by Harry Potter and the world of magic, they’ll love this electricity project that turns ordinary sticks into light-up wands! Learn how it’s done at the link.

Get tutorial: Wizard wand project

11. Play a DIY steady-hand game

Electricity experiments like this one are perfect for exploring the idea of open and closed circuits. Plus, kids will have so much fun playing with them.

Get tutorial: Steady-hand game

12. Copper-plate coins using electricity

We all know electricity lights up a room and powers phones, computers, and even cars. But what else can it do? This electroplating experiment is a real jaw-dropper. 

Get tutorial: Copper plate coins experiment

13. Create an index card flashlight

This DIY flashlight really turns on and off! It only takes index cards, aluminum foil, mini LED bulbs, an button cell batteries.

Get tutorial: Index card flashlight

Buy it: Mini LED bulbs and button cell batteries at Amazon

14. Twirl some homopolar dancers

These sweet little twirling dancers are a fantastic demonstration of a homopolar motor. In addition to basic AA batteries, you’ll need neodymium magnets and copper wire.

Get tutorial: Homopolar dancers

Buy it: Neodymium magnets and copper wire at Amazon

15. Build multiple circuits

Create more than one circuit using play dough to create a series. The positive leg of the LED is near the battery terminal. Since the battery can only push the electricity one way, you can create a circuit of two or more to create a larger circuit.

Get tutorial: Series circuit experiment

16. Make a coin battery

Use a stack of coins (the more coins you use, the more electricity produced) to make a battery.

Get tutorial: Coin battery

17. Make an electromagnet

Make an electromagnet, or a magnet that uses an electric field, by wrapping wire around an iron nail and running current through the wire. An electric field is created around the nail and, sometimes, the nail will stay magnetized even when the coil is removed.

Get tutorial: Electromagnet project

18. Create a pencil resister

Learn about how resisters control the amount of electricity that flows through a circuit. Use pencils (a great way to use those old stubby pencils that are sharpened at both ends) as part of the circuit, and watch the brightness of the build change when the resistance in the circuit changes.

Get tutorial: Pencil resister project

Buy it: AA batteries , battery holder , LED light bulbs , and alligator clips at Amazon

19. Find out what conducts electricity

Figure out what objects are made of material that conducts or does not conduct electricity. Collect common objects such as a key, chalk, wood, and/or candle. Then, test each object by putting it between a battery and a light bulb and touching foil to the base of the bulb. If the bulb lights up, the object conducts electricity!

Get tutorial: What conducts electricity? experiment

Buy it: AA batteries and LED light bulbs at Amazon

20. Create electric paint

Use electric paint to create a circuit and light up a painting with batteries and LEDs. You will need a multimeter for this project (here’s how to use a multimeter ).

Get tutorial: Electric paint project

Buy it: Multimeter , electric paint , 9-volt batteries , LED light bulbs , and alligator clips at Amazon

21. Create an electromagnetic train

Show the connection between electricity and magnetism by creating a train with a battery and some neodymium magnets. One note: This is a project for older students who have close adult supervision, as neodymium magnets are very strong.

Get tutorial: Electromagnetic train project

Buy it: Neodymium magnets at Amazon

22. Create an electroscope with a soda can

An electroscope detects the presence of an electronic charge. Create a basic but effective electroscope with a soda can, insulation tape, aluminum foil, and a Styrofoam cup. Put it near various surfaces and see what happens.

Get tutorial: Soda Can Electroscope

23. Turn dirt into a battery

Electricity can even conduct in dirt. Create a dirt battery with galvanized steel screws (very important), an ice cube tray, copper wires, and soil. Make it more interesting by putting lemon juice or vinegar in the dirt.

Get tutorial: Dirt Battery Experiment

Buy it: Copper wire and galvanized screws at Amazon

24. Lemon battery

Use a lemon to create a battery with coins and a multimeter. It’s a great way to show students how literally anything can be a conductor of electricity.

Get tutorial: A Simple Lemon Battery

Buy it: Multimeter at Amazon

Love these electricity experiments and activities? Check out Easy Science Experiments Using Materials You Already Have On Hand .

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Evaluation method of rock brittleness based on post-peak energy conversion under monotonic and cyclic triaxial compression

• Original Paper
• Published: 14 June 2024
• Volume 83 , article number  279 , ( 2024 )

Cite this article

• Hongming Cheng   ORCID: orcid.org/0000-0002-1630-8670 1 , 2 ,
• Xiaobin Yang 3 ,
• Donghui Yang 1 , 2 &
• Chuanlong Dong 1 , 2  

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Rock brittleness and brittle failure play significant roles in deep underground space stability, unconventional gas extraction drilling, hydraulic fracturing efficiency, and coal mining disaster prevention, and these rock engineering processes involve cyclic loading conditions. However, nearly all the existing rock brittleness indices (BIs) are conducted with monotonic loading, and the variation in brittleness with cyclic loading has not been comprehensively studied. This study rearranged energy evolution and conversion based on stress–strain curves to investigate the existing energy-based rock BIs. Monotonic and cyclic triaxial compression experiments were conducted on red sandstone specimens to investigate the differences in the mechanical properties. This paper proposes a BI based on post-peak energy conversion to evaluate rock brittleness under monotonic and cyclic loadings. This index is defined as the ratio of the extra inputted/released energy to the fracture energy. The results showed that the variations in mechanical parameters in the two types of experiments were consistent at the pre-peak stage and different at the post-peak stage. The value of the proposed BI revealed that rock brittleness under cyclic loading was lower, which conformed with the qualitative analysis of stress–strain curves and macroscopic failure plane. The proposed BI strongly correlated with the mechanical parameters under monotonic and cyclic loading. The applicability verification, compared with the existing energy-based BIs for different rock types, confining pressures, and inclination angles of bedding planes, showed that the novel BI exhibited an excellent linear correlation with the strength parameters and had broad applicability.

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A New Rock Brittleness Index Based on the Peak Elastic Strain Energy Consumption Ratio

Fracture energy-based brittleness index development and brittleness quantification by pre-peak strength parameters in rock uniaxial compression.

Evaluation Method of Rock Brittleness under True Triaxial Stress States Based on Pre-peak Deformation Characteristic and Post-peak Energy Evolution

Data availability.

The data used to support the findings of this study are available from the corresponding author upon request.

Abbreviations

The pre-peak input energy

The pre-peak elastic strain energy

The pre-peak dissipated energy

The post-peak extra input energy in Class I behavior, the post-peak extra released energy in Class II behavior

The post-peak recoverable elastic strain energy

The fracture energy

The axial stress and strain, respectively

The radial stress and strain, respectively

The axial peak-stress and peak-strain, respectively

The axial residue-stress and residue-strain, respectively

The radial peak-strain and residue-strain

The elastic modulus and Poisson ratio, respectively

The post-peak modulus

The proposed brittleness index

The brittleness index from the references

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Acknowledgements

This study was supported by National Natural Science Foundation of China (51274207), University Science and Technology Innovation Program of Shanxi Province (2020L0491), Fundamental Research Program of Shanxi Province (202303021222203).

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The Cultivation Base of Shanxi Key Laboratory of Coal Mine Water Jet Technology and Equipment, Shanxi Datong University, Datong, 037003, China

Hongming Cheng, Donghui Yang & Chuanlong Dong

School of Coal Engineering, Shanxi Datong University, Datong, 037003, China

School of Emergency Management and Safety Engineering, China University of Mining and Technology, Beijing, 100083, China

Xiaobin Yang

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Cheng, H., Yang, X., Yang, D. et al. Evaluation method of rock brittleness based on post-peak energy conversion under monotonic and cyclic triaxial compression. Bull Eng Geol Environ 83 , 279 (2024). https://doi.org/10.1007/s10064-024-03728-4

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Received : 10 October 2023

Accepted : 02 May 2024

Published : 14 June 2024

DOI : https://doi.org/10.1007/s10064-024-03728-4

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Distribution behavior of impurities during the hydrogen reduction ironmaking process.

1. Introduction

2. experiment, 2.1. experimental materials, 2.2. experimental methods, 2.3. analysis method, 3. theoretical analyses, 3.1. phase diagram of cao-sio 2 -al 2 o 3 -8wt%mgo slag system, 3.2. slag melting point and viscosity, 3.2.1. effect of cao/sio 2 on slag melting point and viscosity, 3.2.2. effect of mgo and al 2 o 3 on slag melting point and viscosity, 3.3. distribution of ca, si, al, and mg, 4. experimental results, 4.1. effect of mgo content, 4.2. effect of smelting temperature, 5. conclusions, author contributions, data availability statement, conflicts of interest.

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Share and Cite

Wang, H.; Liu, F.; Zeng, H.; Liao, J.; Wang, J.; Lai, C. Distribution Behavior of Impurities during the Hydrogen Reduction Ironmaking Process. Metals 2024 , 14 , 718. https://doi.org/10.3390/met14060718

Wang H, Liu F, Zeng H, Liao J, Wang J, Lai C. Distribution Behavior of Impurities during the Hydrogen Reduction Ironmaking Process. Metals . 2024; 14(6):718. https://doi.org/10.3390/met14060718

Wang, Hao, Fupeng Liu, Hong Zeng, Jinfa Liao, Jinliang Wang, and Chaobin Lai. 2024. "Distribution Behavior of Impurities during the Hydrogen Reduction Ironmaking Process" Metals 14, no. 6: 718. https://doi.org/10.3390/met14060718

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