Musings of an Old Chemist

A Chemist's Perspective on the Habits and Skills STEM Students Need For Success

Category: X. STEM Ponderables

  • Understanding Energy Conservation Using a “Truck on a Ramp” Scenario

    Understanding Energy Conservation Using a “Truck on a Ramp” Scenario

    The “Truck on a Ramp” model is a classic physics scenario that involves the principle of energy conservation. Its focus is on the emergency truck ramps often seen on mountain interstates. These extremely steep ramps are strategically placed to safely stop a speeding, out-of-control truck, a truck whose brakes may have failed while descending a steep mountain grade. 


    The “Truck on a Ramp” Scenario

    Assume a truck descending Interstate 1-75 through the mountains north of Chattanooga, Tennessee, is travelling 80 miles per hour (Vinitial=35.8meterssecondV_{initial} = 35.8\; \frac{meters}{second}) when its brakes fail.  What height in meters must the highest point of an emergency truck ramp be (assuming the force due to friction and air resistance is equal to zero) for the truck to come to a complete stop (Vfinal=0V_{final}=\;0)? Assume the force of gravity (Fg=9.8meterssecond2F_g=\;9.8\;\frac{meters}{second^2}). Round your answer to 22significant figures, because the value for the force of gravity, 9.8ms29.8\;\frac{m}{s^2}, has 22 significant figures.


    Background

    One of my favorite topics in science is the conservation of energy. I could teach an entire semester of an “Introduction to Chemistry and Physics” high school science course on this topic. 

    In this post, we will examine the Conservation of Mechanical Energy, one of the most powerful concepts in your physics toolbox.

    The introductory physics world often relies on ideal scenarios, telling us to “assume a frictionless system” or “neglect air resistance.” While these assumptions don’t reflect the real world, they are essential for isolating and understanding the central physical laws.

    By understanding the relationship between kinetic and potential energy in an ideal system, you gain the ability to solve complex problems without ever needing to calculate acceleration or time.


    Solution Strategy:

    In a perfect world free of non-conservative forces (like friction affecting the scenario and turning motion into heat), the total amount of mechanical energy in a system never changes. It just transforms.

    The formula: TE=KE+PE=ConstantTE = KE + PE = \text{Constant}, where the Total Energy\text {Total Energy} (TETE) is always the sum of the energy of motion (Kinetic Energy or\text{Kinetic Energy or} (PEPE)) and stored energy of position (Potential Energy or\text{Potential Energy or} PEPE). The units for energy are in Joules (J)\text{Joules (J)}

    TE=KE+PE=ConstantTE = KE + PE =\text{Constant}

    • KEKE: Energy of motion\text{Energy of motion} (12mv2\frac{1}{2}mv^2)
    • PEPE: Energy due to position (h)\text{Energy due to position (h)} (mghmgh)

    Let’s examine this transformation as our truck enters the ramp.


    Situation 1: The Bottom of the Ramp (Vinitial=maximumV_{initial}=\text{maximum})

    Imagine the truck moving at full speed right at the base of the ramp.

    At this exact moment and location, we set our reference point for height to zero (h=0\text{h=0}). Because potential energy relies on position, or height, (PE = mgh\text{PE = mgh}), if h =0 then PE = 0  Joules\text{h =0 then PE = 0\;Joules}.

    The formula for Total Energy (TE)\text{Total Energy (TE)} becomes:

    • Potential Energy  (PE)  =\text{Potential Energy\;(PE)\;=} 0  Joules\text{0\;Joules}
    • Kinetic   Energy  (KE) = Maximum\text{Kinetic \;Energy\;(KE) = Maximum} (KE)\text{(KE)}
    • Total Energy (TE): TE = KE   +   0\text{Total Energy (TE): TE = KE\; + \;0}

    Therefore, at the lowest point of the ramp, the Total Energy (TE) is entirely Kinetic Energy (KE)\text{Total Energy (TE) is entirely Kinetic Energy (KE)}. The truck is going as fast as it ever will.


    Situation 2: The Top of Ramp (Maximum Height, (Vfinal= 0 meterssecond\text{V}_{final} \text{= 0 }\;\frac{meters}{second} )

    Now, the truck races up the ramp. Gravity is doing negative work on it, slowing it down. The truck reaches its highest point and, for just a split second, it stops moving before it starts rolling back down.

    At that exact split second when velocity is zero (v=0)(v=0), the kinetic energy vanishes (KE = 12m(0)2= 0 Joules\text{KE = }\frac{1}{2}\text{m(0)}^2 \text{= 0 Joules}).

    Where did that energy go? It didn’t disappear. It transformed into gravitational potential energy. The truck is now at its maximum height (h = maximum (meters)\text{h = maximum (meters)}).

    • Kinetic Energy = 0 Joules\text{Kinetic Energy = 0 Joules}
    • Potential Energy = Maximum(PEmax)\text{Potential Energy = Maximum} \; (\text{PE}_{max})
    • Total Energy (TE): TE = 0 Joules + PEmax\text{Total Energy (TE): TE = 0 Joules + PE}_{max}

    At the highest point of the ramp,theTotal Energy (TE) is entirely Potential Energy (PE\text{Total Energy (TE) is entirely Potential Energy (PE}). This is the instant when the truck is completely stopped.


    Calculations

    Because we are in a frictionless system, we know that the Total Energy TE must be the same at the bottom and at the top.

    This gives us one of the most useful problem-solving equations in mechanics:

    Total Energy(atbottom)=Total Energy(attop)\text{Total Energy}_{(at\; bottom)} = \text{Total Energy}_{(at\; top)}

    KEmax(bottom)= PEmax(top)\text{KE}_{max\; (bottom)}\text {= PE}_{max\; (top)}

    (12m(v(initial))2)(bottom)=(mgh)(top)(\frac{1}{2}m{(v_{(initial)})}^2)\;_{(bottom)}=(mgh)\;_{(top)}

    Values from the scenario:

    Truck’s initial velocity: Vinitial=35.8meterssecond\text{Truck’s initial velocity: V}_{initial}=35.8\frac{meters}{second}

    Forceduetogravity:Fg=9.8meterssecond2Force\; due\; to \;gravity:\;F_g=9.8\frac{meters}{second^2}

    Substituting:

    12mx(35.8meterssecond)2=mx(9.8meterssecond2)xh)\frac{1}{2}m\;x\;(35.8\;\frac{meters}{second})^2 = m\;x\;(9.8\;\frac{meters}{second^2 })\;x\;h)

    Cancelling the truck’s mass (m)(m) from both sides:

    12(35.8meterssecond)2=(9.8meterssecond2)xh)\frac{1}{2}(35.8\;\frac{meters}{second})^2 = (9.8\;\frac{meters}{second^2 })\;x\;h)

    Solving for the final height (h(final))(h\;_{(final)}):

    (12)x(35.8ms)2)9.8(ms2)=h(final)\frac{(\frac{1}{2})\;x\;(35.8\;\frac{m}{s})^2)}{9.8\;(\frac{m}{s^2})}\;= h_{(final)}

    Performing the calculations:

    640.8m2s29.8ms2=h\frac{640.8\;\frac{m^2}{s^2}}{9.8\,\frac{m}{s^2}}=h

    65.4  meters = h (final)\text{65.4\;meters = h }_{(final)}

    Rounding to 22 significant figures, the final height of the ramp will need to be: 65 meters\text{65 meters} or approximately 210 feet\text{210 feet}.


    Why This is Valuable

    By understanding that in a frictionless scenario, total mechanical energy transitions between these two forms (kinetic energy and potential energy), you can skip having to use complicated kinematics equations to solve the problem.

    If you know how fast the truck was going at the bottom, you can instantly calculate exactly how to design the ramp, specifically how high the ramp needs to go.

    And, conceptually, this relationship between Total Energy, Potential Energy, and Kinetic Energy also explains why the initial hill on a roller coaster is higher than any subsequent hill or loop in the rest of the ride. 

    If you can grasp these energy exchange calculations, you’ve mastered a cornerstone of classical mechanics.

  • Weekly Quotation: October 30, 2025: The Joy of Discovery: Inspiring Young Minds Through Science

    Weekly Quotation: October 30, 2025: The Joy of Discovery: Inspiring Young Minds Through Science

    For your consideration:

    I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students.

    – Carl Sagan


    I, along with a group of my high school math and science program students, conducted the following demonstration for a group of elementary school students, mostly fourth and fifth graders:

    To begin, we discussed how the air we breathe is a mixture of several different gases. And how every gas, whether it is an element (such as nitrogen or oxygen), or a compound (a combination of elements in a specific ratio, such as carbon dioxide), has a unique fingerprint, consisting of a set of colored lines, called its spectrum.

    After dividing the class into groups of three students each, we handed out paper glasses with diffraction grating lenses, crayons, a ruler, and large pieces of drawing paper. We asked them to draw seven six-inch lines on their paper, making sure there was plenty of space between each. They were to label these lines in order: hydrogen, hydrogen, nitrogen, oxygen, neon, carbon dioxide, and air.

    Then, using a spectrum tube high-voltage power supply and the spectrum tubes for air, carbon dioxide, helium, hydrogen, neon, nitrogen, and oxygen, we began the demonstration.

    In a darkened room, I instructed the students to put on their diffraction grating lenses. I then proceeded to insert the spectrum tubes of the following gases in order: hydrogen, helium, nitrogen, oxygen, neon, and carbon dioxide into the spectrum tube high voltage supply generating the spectral lines of each. I chose these gases and the order they were placed into the voltage supply because starting with the spectrum of hydrogen, the spectrum build in complexity from left to right. As each gas’s spectrum was displayed, we asked the students to use their crayons and drawing paper to color the spectral lines they observed. We were not concerned with the wavelength of the lines, only the color pattern from left to right.

    After turning up the lights, I posed the following question to the students: “Which of these gases do you think are in the mixture that makes up the air we breathe?” While most students, ranging from elementary to high school, and even some college students and adults, can identify some of the gases present, very seldom does anyone know them all. As each group made their guess, we wrote their answers on the board for everyone to see, without any judgment as to whether the answers were right or wrong.

    At the end of this part of our discussion, we darkened the room again. This time, I inserted the spectrum tube for air, asking the students again to color the spectral lines they observed. 

    To finish our demonstration, we asked each student group to compare the lines they colored for air with their spectral lines for the other gases. And to circle which gas’s spectral line pattern matched up with the lines they saw in the spectrum for air. Quickly they began to see that there were several combinations of individual gas’s spectral lines present in the air’s spectrum. We collected each group’s drawings and discussed their results.

    Finally we posed the following questions: “What did they learn today?”, “Can you now tell us which gases you believe are present in the air we breathe? And, more importantly, “Did you have fun?”


    Commentary

    The students’ initial reaction to observing spectral lines through diffraction grating glasses was truly captivating. It felt as though we had opened up an entirely new world for them. There was no immediate need to delve into the scientific explanation behind the spectra’s generation; the demonstration’s primary goal was to cultivate the joy, awe, and wonder inherent in scientific discovery. My experience in the classroom and my years of tutoring often revealed that many high school and college students prioritize grades over a sense of wonder, potentially finding this demonstration “lame” or even boring, a waste of their time. However, sometimes the simplest method for explaining complex phenomena is by nurturing the innate sense of awe and wonder within us all.