Contextualization
In the field of Physics, the concept of conservative and non-conservative systems is fundamental to understand how energy behaves and is transferred. In a conservative system, the total energy is conserved and not lost to the environment. In contrast, in a non-conservative system, some energy is lost to the environment, usually in the form of heat, sound, or light.
A common example of a non-conservative system is the case of friction. When an object moves along a surface, friction slows down the object's movement and converts part of the mechanical energy into heat.
Demonstrating the work of non-conservative systems is a way to better understand the concept of dissipative forces, which are those forces that do not satisfy the condition of being conservative, such as frictional force, air resistance, and real spring forces.
Importance
The study of non-conservative systems is extremely relevant to our daily lives and to society in general. For example, the principles of non-conservative systems are important to understand how automobiles work and how they wear out over time. The application of this concept is crucial in engineering and applied physics, as it allows for the calculation and understanding of everyday and professional phenomena, such as material wear due to friction, a car's brake system, air resistance, among others.
From a broader perspective, understanding non-conservative systems has the potential to contribute to the development of more efficient and sustainable technologies. For instance, engineers can design machines that minimize energy loss to the environment, thus contributing to sustainability and energy efficiency.
Practical Activity
Activity Title: "Exploring Non-Conservative Systems: The Case of Friction"
Project Objective
The objective of this project is to understand, in practice, the work done by non-conservative forces, with an emphasis on frictional force. Students will conduct an experiment with a toy car, measuring the distance it travels on different surfaces, and use this data to calculate the frictional force.
Detailed Project Description
Students will be divided into groups of 3 to 5 people, and each group will have a toy vehicle (or similar object that can slide), as well as different surfaces to test (such as aluminum foil, sandpaper, fabrics), a ruler, and a stopwatch.
Each group will conduct experiments to determine how frictional force influences the distance the toy car travels on different surfaces.
Required Materials
- A toy car or similar object that can slide.
- Various surfaces (aluminum foil, sandpaper, fabrics, etc.)
- Ruler or measuring tape.
- Stopwatch.
Step by Step
- According to the number of students in the classroom, organize them into groups of 3 to 5 people.
- Each group should choose 3 different surfaces to test.
- At the same incline and with the same impulse, the car should be released on each surface.
- Using the stopwatch, students should measure the time it takes for the car to stop and use the ruler to measure the distance traveled by the car on each surface.
- The experiment should be repeated 3 times for each surface, ensuring a more precise measurement.
- With the collected data, students will be able to calculate the frictional force on each surface.
- Finally, students should analyze and discuss the results obtained.
Project Delivery
This project is both practical and theoretical. After conducting the experiments and analyzing the data, students should base their results on theory. They must produce a group report containing the following topics:
1. Introduction: Contextualization of the concept of non-conservative forces, specifically frictional force, and the objective of the experiment.
2. Development: Here, students should explain in detail the theory related to frictional force and how it is considered a non-conservative force. They should then describe the experiment conducted, discussing the methods and materials used. Finally, they should present and discuss the results obtained, relating them to the concepts studied.
3. Conclusion: Students should conclude the work by summarizing their main points, stating what they learned from the project, and drawing conclusions about the concepts covered.
4. Bibliography: Indication of the reference materials used to support the report, such as books, videos, websites, etc.
Students will have one week to submit the final report.
