Physics · Grade 12

Active learning ideas

Energy Diagrams and Potential Wells

Energy diagrams are abstract until students physically interact with forces and motion. Active learning makes these invisible concepts visible through hands-on simulations and physical models, building lasting intuition about equilibrium and binding energy.

• Ontario Curriculum Expectations
• HS.PS3.A.1

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Concept Mapping
• 45 min · Small Groups

PhET Simulation Stations: Equilibrium Exploration

Assign small groups to PhET's 'Energy Skate Park' or 'Potential Energy' sims. Students adjust track shapes, release skaters from points, and sketch energy diagrams from motion data. Groups present one prediction versus observation to the class.

Analyze an energy diagram to identify points of stable and unstable equilibrium.

Facilitation Tip

During PhET Simulation Stations, circulate with guiding questions: 'Why does the particle speed up as it moves downhill? How does changing the potential shape affect the motion?'

What to look for

Provide students with a sample energy diagram. Ask them to: 1. Mark and label one point of stable equilibrium and one point of unstable equilibrium. 2. Indicate a region representing a potential well and describe what it signifies for a bound particle.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 02

• Concept Mapping
• 35 min · Pairs

Marble Track Labs: Physical Potential Wells

Provide foam tracks curved into wells and hills. Pairs release marbles from marked positions, time oscillations, and measure heights to plot custom energy diagrams. Discuss why marbles stay trapped or escape based on initial energy.

Explain how a potential well describes the binding energy of a system.

Facilitation Tip

For Marble Track Labs, ask students to adjust track height and curve angles, then observe and record how marble motion changes with potential well depth.

What to look for

Present students with a scenario: 'A ball is placed at the top of a hill.' Ask them to sketch a simple energy diagram that represents this situation and explain why the ball is in unstable equilibrium.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 03

• Concept Mapping
• 30 min · Whole Class

Whiteboard Prediction Rounds: Motion Scenarios

Project energy diagrams. Whole class votes on particle paths via whiteboard sketches, then reveals animations. Follow with pairs refining predictions using force arrows from slope analysis.

Predict the motion of a particle based on its position within an energy diagram.

Facilitation Tip

In Whiteboard Prediction Rounds, require students to draw force arrows alongside energy curves, ensuring they connect slope to acceleration direction.

What to look for

Pose the question: 'How does the concept of a potential well help us understand why atoms form molecules or why planets orbit stars?' Facilitate a class discussion where students connect binding energy to these astronomical and chemical phenomena.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 04

• Concept Mapping
• 40 min · Individual

Diagram Design Challenge: Binding Energies

Individuals draw potential wells for scenarios like molecular bonds. Small groups critique depths for realistic binding energies, then test with spring-mass models to verify stability.

Analyze an energy diagram to identify points of stable and unstable equilibrium.

Facilitation Tip

During Diagram Design Challenge, provide a set of binding energy values and have groups create diagrams that match, then peer-review each other’s work for accuracy.

What to look for

Provide students with a sample energy diagram. Ask them to: 1. Mark and label one point of stable equilibrium and one point of unstable equilibrium. 2. Indicate a region representing a potential well and describe what it signifies for a bound particle.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

A few notes on teaching this unit

Start with physical models before abstract diagrams to anchor ideas in experience. Avoid rushing to equations, as students need time to observe how potential energy relates to force and motion. Research shows that alternating between virtual and hands-on activities strengthens spatial reasoning and reduces misconceptions about equilibrium.

Students will confidently identify stable and unstable equilibrium by connecting energy diagram features to real motion, explaining why particles oscillate in wells and diverge from peaks, and quantifying binding energy through both virtual and physical systems.

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Watch Out for These Misconceptions

• During Marble Track Labs, watch for students assuming marbles stop completely at the bottom of the track.

  Ask them to observe the marble’s motion after it reaches the bottom. Guide them to note that it rolls back up, illustrating oscillation rather than rest, and connect this to kinetic energy in the well.

• During Diagram Design Challenge, watch for students drawing flat-bottomed wells.

  Have peers compare their diagrams and identify the steepest slope at the well’s edge. Ask them to redraw with curved sides, linking slope steepness to restoring force strength.

• During PhET Simulation Stations, watch for students treating unstable equilibrium as just an upside-down stable point.

  Direct them to nudge particles near peaks and observe divergence. Ask them to describe how the motion differs from oscillation, emphasizing amplification versus restoration.

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Methods used in this brief

• Concept Mapping