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The Arizona STEM Acceleration Project

Hooke’s Law

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Hooke’s Law

A High School Physics STEM Lesson

Rebecca Booth June 2023

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Notes for Teachers

Prior to this lab, students will have discussed energy accounts qualitatively. They would be familiar with “LOL” charts.

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This lab is to introduce students to the quantification of energy, specifically elastic potential energy.

List of Materials

  • Springs of differing spring constants
  • Vernier force meter
  • Vernier Graphical Analysis
  • Lab masses
  • Meter sticks
  • White boards

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Standards

Science:

HS.P4U1.8 Engage in argument from evidence that the net change of energy in a system is always equal to the total energy exchanged between the system and the surroundings.

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HS+Phy.P4U1.6 Analyze and interpret data to quantitatively describe changes in energy within a system and/or energy flows in and out of a system.

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HS+Phy.P4U2.7 Design, evaluate, and refine a device that works within given constraints to transfer energy within a system.

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Mathematical Practices:

MP.4 Model with mathematics.

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SEPs and CCCs

SEPs:

Developing and Using Models

Analyzing and Interpreting Data

Using Mathematics and Computational Thinking

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CCCs:

Energy and Matter

Systems and System Models

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Objective(s):

  • Introduce quantification of elastic potential energy.
  • Determine the relationship between the force and amount of stretch of a spring.
  • Develop the relationship of Hooke’s Law.

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Agenda (50-55 minutes)

  • Teacher demo (5-10 minutes)
  • Group data collection (20 minutes)
  • White board discussions (20 minutes)
  • Post-lab discussion (5-10 minutes)

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Opening

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  • Teacher will demo either launching a ball straight up from a spring launcher or hanging a weight on a spring.
  • Ask the students “What can we measure?”
    • Write down all suggestions.
  • Ask the students, “What can we change?”
    • How far the spring stretches or is compressed - Displacement (IV)
    • How much force is exerted - Force (DV)

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Hands-on Activity Instructions

  • Students can be grouped in various ways. This is a great opportunity to have top students grouped with struggling students to help guide them through the lab. Make sure that all group members are engaged and contributing.
  • Assign two different springs to each group and have them collect and analyze data using the Vernier force meters and Vernier Graphical Analysis.
  • Groups should create a whiteboard that includes:
    • Graph of F vs Δx with both lines
    • Mathematical models from the equation generated by the graphs
    • The meaning of the slope and y-intercept
  • As a class, it should be discovered that the general equation for all of the graphs is F = kx + F0
  • This should introduce the idea of a spring constant (k)

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Assessment

  • Misconceptions and mistakes will be easily identified during the white board discussions.
  • This would be a great opportunity for a formal lab report using criteria you believe important:
    • format
    • introduction
    • materials
    • results
    • conclusions
  • A follow-up worksheet that allows students to use Hooke’s law would also be helpful to gauge understanding.

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Differentiation

The instructor should walk around the room while the students are creating their white boards to determine if they need help.

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White board discussions give the opportunity for other student groups to make comments to help other groups.

Remediation

Extension/Enrichment

Using springs that require a pre-loading factor to separate the coils would give students an opportunity to linearize the graph to get the F = kx + F0 equation.