unit final

Erin O’Connell

Fall 2015

Newton’s Third Law and Momentum

Grade 9

General Physics

Chris Davis

Franklin High School

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I. Table of Contents (1) II. Lesson Calendar… pg. 3-4 (2) III. Unit Rationale… pg. 5 (3) IV. Overview… pg. 6 (4) V. Considering the Learner… pg. 7 (5) VI. UBD Template… pg. 8-10 (6) VII. Individual Daily Lesson Plans… pg. 11-33

(1) Lesson Plan 1 pg. 11-13 (2) Lesson Plan 2 pg. 14-18 (3) Lesson Plan 3 pg. 19-20 (4) Lesson Plan 4 pg. 21-24 (5) Lesson Plan 5 pg. 25-29 (6) Lesson Plan 6 pg. 30-31 (7) Lesson Plan 7 pg. 32-34

(7) VIII. Assessments … pg. 35-55 (1) Lesson 1 pg. 35-37 (2) Lesson 2 pg. 38-40 (3) Lesson 3 pg. 39, 41 (4) Lesson 4 pg. 42-46 (5) Lesson 5 pg. 47-51 (6) Lesson 6 pg. 52-53 (7) Lesson 7 pg. 54-56 (8) Student Survey pg. 57 (9) Supplementary pg. 58-60

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II. Lesson Calendar

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Newton’s Third Law/Momentum Unit Calendar(1)

Day 1 (November 10, 2015)



Topic: Newton’s third law force pairs Topic: Strength of action and reaction forces

Topic: Action and Reaction Forces on Different Masses and Newton’s third Law Review

Objectives: SWBAT - Identify action and reaction force

pairs. - Model action and reaction forces

using diagrams - Explain how objects interact using

Newton’s third law - Construct and defend a scientific

law using quantitive and qualitative evidence

Objectives: SWBAT - Interpret quantitatively the magnitude of

interaction forces - Identify action and reaction force pairs

using free body diagram models - Explain action and interaction forces

qualitatively with words from visual representations

Objectives: SWBAT - Classify and model action and reaction

forces using force diagrams - Compare and contrast quantitatively

the magnitude of interaction forces - Infer how object will interact using

Newton’s third law.

Essential Questions: - How to identify, classify, and model

Newton’s third law action and reaction forces

Essential Questions: - Why don’t action and reaction forces

cancel?

Essential Questions: - If the magnitude of the action and reaction forces are the same then why do objects “react” differently to equal forces?

Instruction: - “Do Now”- Students will be asked

to predict what will happen when a balloon rocket, filled with air and suspended by a string, is released.

- “Primary Learning Activity”- Students will conduct a series of Newton third law demonstrations observe the interactions, and respond to guiding questions.

- “Closure”- In their conclusions student will be asked to formulate their own description of Newton’s third law of motion using the activities they preformed as evidence to support their claim.

Instruction: - “Do Now”- Students will be asked to

consider why Newton’s third law is relevant to everyday life based on a car collision.

- “Primary Learning Activity”- Students will be given an opportunity for independent practice following modeling and strategy support in visual and culturally relevant examples of action and reaction forces.

- “Closure”- Students will develop their own physical situation that can be explained using newton’s third law. These questions will be used in designing their assessment.

Instruction: - “Do Now”- Students will be asked to

challenge their preconceptions based on experience and their new understanding of Newton’s law. When challenged to determine why it seem that the force of the SUV on the car is greater than the force of the car on the SUV.

- “Primary Learning Activity”- Students will explore the discrepancy between the damage undergone by the car compared to the SUV through visual depictions of the car and consideration of the mass and velocities of both objects.

- “Closure”- Student’s will discuss and reinforce counter-intuitive components of Newton’s third law that conflict with prior experience or “common sense” reasoning by reviewing in class handout.

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Newton’s Third Law/Momentum Unit Calendar(2)





Topic: Newton’s third Law Assessment/Introduction to Momentum

Topic: Momentum and conservation in everyday life

Topic: Review of Momentum and Conservation of Momentum

Topic: Conservation of Momentum Car Collision Lab

Objectives: SWBAT - Apply Newton’s third law

within different contexts - Describe momentum

qualitatively - Solve for momentum,

mass, and velocity - Compare and Contrast

quantitative results to formulate qualitatively relationships between momentum, mass, and velocity

Objectives: SWBAT - Justify athletic advantages

using the principle of momentum.

- Solve for momentum, mass, and speed of an athlete.

- Transfer the law of conservation to multiple contexts.

- Explain the conservation of momentum qualitatively and quantitatively use mathematical relationships as evidence to support claim.

Objectives: SWBAT - Apply the law of conservation

to multiple contexts. - Explain the conservation of

momentum qualitatively and quantitatively use mathematical relationships as evidence to support claim.

Objectives: SWBAT - Construct a mathematical

relationship to solve conservation of momentum problems

- Compare and Contrast scientific ideas to their own experimentation and experience

Essential Questions: - How can Newton’s third

law be applied? - What is momentum? - Do increases in mass or

velocity influence momentum?

Essential Questions: - How is momentum important

in football? - What does it mean for

momentum to be transferred or conserved?

Essential Questions: - How can we apply

conservation of momentum to our everyday lives?

Essential Questions: - How can we prove that

momentum in a collision is conserved?

Instruction: - “Do Now”- Students will

fill out an anticipation guide to introduce the idea of momentum through culturally relevant contexts.

-- “Primary Learning

Activity”- Students will apply momentum to infer the most advantageous outcome as a basketball defender.

- “Closure”- Students will revisit the anticipation guide and discuss whether they would alter or keep their original response based on new information about momentum, mass, and velocity.

Instruction: - “Do Now”- Students will use

context clues to decipher parts of an image until entire image is revealed. This visual will reinforce the qualitative definition of momentum and active background knowledge.

- “Primary Learning Activity”- Students will be presented with a real life problem through the context of football in which they must consider the principle of momentum: its definition and mathematical application to arrive at a solution.

- “Closure”- Students will complete an exit ticket to identify something they learned and a question as a form of self-assessment as well as formative assessment.

Instruction: - “Do Now”- Students will

reinforce the principle of conservation in terms of money and transfer this principle to a culturally relevant physics example as Beyonce and Iggy collide.

- “Primary Learning Activity”- Students will reinforce conceptual understandings of momentum and problem solving through independent practice and then collaborative review.

- “Closure”- in the form of a review game, students determine the validity of qualitative descriptions using evidence to support their classifications.

Instruction: - “Do Now”- Students will be

asked to evaluate their perspective about momentum based on their prior knowledge with the discussion question: Do you believe that momentum is always conserved? If so why? If not, why not?

- “Primary Learning Activity”- Students will experiment with mass and speed of colliding cars to support or disprove the principle of conservation of momentum.

- “Closure”- The conclusions of the lab are reinforced through group discussion and perspectives. Focus points will emphasis the importance of experimentation and experimental error in science.

III.Unit Rationale

The principles of Physics are intertwined within nearly every aspect of life. An artist’s song is broadcasted on the radio, a piece of bread is toasted, a light is turned on, a baseball player hits a home run; all of these situations in which occur on a daily basis are possible and can be studied because of the laws of physics. Generally, it is defined as the science of matter and motion. Everything in the universe contains matter, therefore physics is essential to understand ourselves and the world around us. Not only does the study of physics allow us to better understand the world but it has tremendously impacted the fabrication of society. Physics is the driving force behind past and present technological advancements. Physics, from the invention of the wheel to electricity, has systematically improved man’s productivity. It provides the tools to better access information, communicate, and function in our day to day lives. With further innovation, its principles can be used to further improve future society. The goal of physics education is to make students active participants in reality rather than passive observers. Explicitly, the study of physics encourages critical thinking skills that allow individuals to question why things happen. Physics allows us to examine how to make objects move or stop moving. It exposes a larger picture of forces that are counterintuitive to human experience but allow man to analyze motion analytically. In the case of Newton’s third law, an understanding of the forces that occur between objects lends a more accurate understanding of force. Forces are not just pushes or pulls but interactions that occur between objects. Despite mass or resulting acceleration, the force exerted from object A on object B is equal in strength and opposite in direction to the force exerted from object B on object A. These two forces occur simultaneously yet act on two different objects. Furthermore, an understanding of the forces involved when objects interact allows individuals to understand the mechanics behind everyday motion. Specifically, physics can be used to explain a car’s acceleration down the road, or why man can inhabit earth despite it’s constant acceleration. The concept of momentum is seen in popular culture, consumer behaviors, and economics. A brand-name product is difficult to compete with just as a sports team that wins repeatedly is difficult to beat. This ideology manifests in physics, in a similar way. An object with momentum is difficult to stop due to its physical mass and velocity. It is important to understand how this principle manifests in daily life such as in car collisions and athletic competitions. In order for an object to have momentum it must be moving. Momentum in a closed system without external forces is always conserved. An understanding of these physical concepts is important when critically analyzing the surrounding world. It allows students to make judgements based on observations and explain why a phenomenon occurs or alternatively predict how a situation will be resolved. A conceptual understanding in addition to the ability to apply this knowledge to real life situations will allow students to be more successful individuals in they way they reason and arrive at conclusions. Specifically, students will be able to make accurate judgements and positive choices using physics as they are able to refute the likelihood of a scene from a hollywood film from occurring or asses that engaging in a physical activity would be dangerous to their well-being.

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IV. Overview

Students bring an understanding of Newton’s first and second law’s of motion. This knowledge is extended as Newton’s third law exposes a more accurate understanding of forces. Newton’s third law explains that forces occur in pairs between two objects. The force of object A on object B is equal in magnitude and opposite in direction relative to the force of object B on object A. Collectively these three laws provide insight on the causes of motion. Not only does Newton’s third law provide insight into how objects interact, the mathematical relationships presented allow students to explain observations as well as predict the motion of objects in everyday life (i.e. the direction of motion of a car, the launching of a rocket). While Newton’s laws allow for students to describe and predict the motion of objects, momentum, a property of moving objects, allows students to predict how objects will interact before and after collisions. Furthermore Newton’s third law, sometimes referred to as the action and reaction law, provides the background for the introduction of the conservation of momentum. As in football, the force of player A on player B is equal in magnitude and opposite in direction to the force of player B on player A. Similarly, the total momentum of the system (player A and player B) before the collision is equal to the momentum of the system after the collision. To mirror newton’s first law that objects will maintain at rest or in motion unless an outside force acts on it, momentum is also conserved as long as no external net force acts on the system. The cohesive flow of Newton’s laws into momentum helps to reinforce previous material while also providing an opportunity for scaffolding of content. Similarly, the unit contains an emphasis on the development of the idea of momentum and its conversation separate from a physics context. The concept of momentum is introduced through the lens of popular culture. As students are asked to analyze what characteristics make a topic “trending on twitter” or a baseball team difficult to beat. A correlation between the concept of momentum in society and in physical interactions is emphasized to provide scaffolding in addition to a memory aid. Furthermore, the development of conservation of momentum through the context of football at Franklin high school works to spark student interests. Further scaffolding of content is introduced as students are asked to apply the principle of conversation to an every day interaction such as purchasing an item. The gradual release from money, to baking, and then physical collisions allows for nonthreatening delivery of content and a safe learning environment. While scaffolding is essential to student acquisition of knowledge, engagement and student interest are contributing factors in understanding content and motivating inquiry. Throughout the unit, culturally relevant subjects were used to spark student interest and increase engagement. Specifically, social icons such as Jay-Z, Beyonce, Obama, and Drake were used in problem sets. Many theoretical interactions were staged in the context of athletics or real life situations such as driving a car, a football game, or skateboarding. While these techniques were used to make content relatable to students, the use of inquiry and strategy instruction were key components in which greatly contributed to student motivation. The use of inquiry through demonstrated inquiry labs, demonstrations, and videos that created cognitive dissonance effectively sparked student interest and motivated students to participate. The use of inquiry also assisted in acquisition of knowledge as it forced students to consider their preconceptions, analyze evidence, and accommodate new information into their mental models. Despite the critical importance of understanding how and why objects move and/or react, the unit encourages essential critical thinking skills that contribute to students overall functioning in society. While an understanding of why a car is able to move forward down the road or why an individual at rest is killed when asked to stop an object moving with a large magnitude of moment is important, the ability to critically think and interpret the world is essential to a individual’s progression. Through inquiry, experimentation, and problem solving, students are able to rationalize, collect data, form connections, solve problems, and support their reasoning using evidence. These skills are not only important in the scientific world but this perspective allows individuals to be active participants in society and make educated, rational decisions within their realities.

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V. Considering the Learner

According to the NJDOE school report card, Franklin High School is composed of a large and diverse student body. The student population is 2,088 students in which 42% are Black and 26% are hispanic. In order to account for this large student population, it is important to build positive relationships with students. Although the student to faculty ratio is 13 to 1 is it especially important to build a relationship with students so that they feel as if they have a role and purpose in my classroom as students whom feel that they are respected and valued are more likely to have high self efficacy and therefore more willing to engage in learning. In addition, It is my job as a facilitator to create a classroom environment that encourages tolerance of new ideas and differing perspectives not just for the content of scientific discovery but to account for differences in race, culture, and gender. While class diversity must be addressed in classroom management and interpersonal relationships, the fact that 73% of student speak english at home must also be considered when assigning homework and communication with parents. It is important to be sensitive for language and culture differences suggesting that when communicating with parents notes in dual languages may be beneficial. In addition strong communication practices with the student must be adopted to create the best system to blend both spheres of academics and home life. An essential characteristic extracted from the NJDOE school report is the 45% economically disadvantaged student enrolled at Franklin High School. This must be considered as it affects several facets of academic achievement, content understanding, and emotional needs of the students. It is difficult to concentrate in class when a student is either tired or hungry which is sometimes associated with low income situations. I must account for this in planning my instruction as kinesthetic actives must be emphasized with little lecturing time. Additionally incorporating movement, visual stimulation, and engaging activities in order to keep students engaged and ready to learn. In addition when assigning homework, I must consider that technology such as computers, calculators, or printers may not be accessible to students maintaining that assignments aren’t dependent on access to technology. Similarly, during in school lab activities that may require use of school laptops it is important to give explicit directions on how to operate graphing and computing softwares associated with labs as students may not have experience with such software and/or access to these materials outside of allotted class time. Most importantly, I must exhibit flexibility and understanding in my planning, instruction, and assessment to fully support student needs and sense of agency in the classroom. Although responsible for a smaller fraction of the student population, 13% of students have disabilities and while making up a small population of the overall student population considering that this percentage of students have not historically met target progress percentages for NCLB in both math and language arts it is especially important to differentiate lessons for these students as Mr. Davis’s general physics course is comprised of special education inclusion class with 9 students in need of accommodations . Therefore I must consistently provide these students with the necessary in-classroom supports and accommodations while simultaneously differentiating lessons to meet then needs of these students. Several students request differentiated method, meaning that assignments must be presented in the form that oral, graphical, and written responses can be assessed with equal accuracy. In addition, many students require both oral and written directions in which every set of directions must be explicitly explained, modeled, and written to ensure students are provided with clear expectations. Also considering that 75% of students take the SAT compared to the 80% state average target, I can attempt to target this issue in my learning activities by incorporating post secondary ideas with my lessons, encouraging students to metacognate about college and career preparation. To support success with such efforts I could provide early finishers with questions that correspond to testing preparation to encourage and prepare students to improve these skills. Additionally 79% of the student population participated in visual and performing arts as compared to a state average of 49% this suggests that lesson differentiation should incorporate elements of these interests. In order to optimize student engagement, concepts are reinforced through relation to student interests. Additionally, multiple representations of procedures, strategies, and information must be included to optimize classroom management and student engagement. With consideration of NJDOE school report card statistics, I will be able to apply this knowledge to my classroom instruction and create a positive learning environment based off of flexibility and cooperative learning.

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VI.UBD Template Grade 9 General Physics: Unit Newton’s third law and Momentum (UBD)

Stage 1 – Desired Results

Established Goals: Students will make qualitative descriptions of the relationship between forces and motion to provide the foundation for quantitative applications of Newton’s third law. Momentum is a vector quantity, that has both a scale and a direction. When two or more objects collide their total momentum before the collision is the same as after the collision. Momentum is conserved in collisions. CCSS and Essential Standards: NGSS: Science Performance Expectations(2013)

1. Performance Expectations MS-PS2-1 – Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. MS-PS2.A.i For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

2. Science and Engineering Practices Practice 2: Developing and Using Models Practice 3: Planning and Carrying Out Investigations Practice 4: Analyzing and Interpreting Data Practice 5. Using mathematics and computational thinking Practice 6. Constructing explanations (for science) and designing solutions (for engineering) Practice 8. Obtaining, evaluating, and communicating information in multiple formats

3. Crosscutting Concepts (2) Cause and Effect: Mechanism and Prediction

4. Disciplinary Core Ideas PS2.A: Forces and Motion: Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. (HS-PS2-2) If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2),(HS-PS2-3)

CCSS: English Language Arts Standards » Science & Technical Subjects » Grade 9-10 CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form and translate information expressed visually or mathematically into words. CCSS.ELA-LITERACY.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCCS: Standard 5: Science 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls, and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration.

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http://www.corestandards.org/ELA-Literacy/RST/9-10/3/




Enduring Understandings: • For any pair of interacting objects, the force exerted by

the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction

• Moving objects have momentum. • Momentum is a way to explain the difficulty with

stopping a moving object. • The total momentum of a system of objects is conserved

when there is no net force on the system.

Essential Questions: • How do forces interact? • Why don’t action and reaction forces cancel? • If the magnitude of the action and reaction forces are the

same then why do objects “react” differently to equal forces?

• What is momentum? • When does the law of conservation of momentum apply in

sports?

Students will know . . . • How to formulate their own law of motion using

evidence from their experimentation to support their claim.

• How to distinguish between interaction forces and forces acting on isolated objects

• Momentum, mass and velocity are represented by the equation momentum = mass (kg) x velocity (m/s/s)

• When a force acts on a moving object, or an object that is able to move, a change in momentum occurs

• Momentum has a magnitude and direction (vector) • Momentum is conserved in any collision provided no

external forces act on the objects.

Students will be able to … • Identify action and reaction force pairs in physical

interactions • Explain how objects interact using Newton’s third law. • Model Newton’s third law forces using free-body

diagrams • Compare quantitatively and qualitatively the magnitude

and direction of Newton’s third law forces • Apply the principle of conservation of momentum to

calculate the mass, velocity or momentum of an object involved in a collision.

• Analyze athletic advantages in sports using Newton’s third law force pairs and the principle of conversation of momentum.

Stage 2 – Assessment Evidence

Performance Tasks: - Newton’s third law station lab: Students will conduct a series

of Newton third law demonstrations, observe the interactions, and respond to guiding questions. In their conclusions student will be asked to formulate their own description of Newton’s third law of motion using the activities they preformed as evidence to support their claim. Students will be assessed based on their completion and accuracy in following directions.

- Newton’s third law assessment: Students will be asked to apply their mathematical and conceptual understanding of Newton’s third law in an assessment. Students will be assessed on the accuracy of their methods and their understanding of action and reaction forces.

- Conservation of Momentum Collision Lab: Students will be asked to evaluate their perspective about momentum based on their prior knowledge with the discussion question: Do you believe that momentum is always conserved? If so why? If not, why not? Students will experiment with mass and speed of colliding cars to support or disprove the principle of conservation of momentum. The conclusions of the lab are reinforced through group discussion and perspectives. Focus points will emphasis the importance of experimentation and experimental error in science. students will be assessed based upon their competition of the lab and participation in group discussion.

Other Evidence: - Students will be asked to think about their preconceptions

(i.e. Balloon Launch Do-Now, Momentum Anticipation guide). After constructing a model of their preconceptions, students are presented with discrepant event that force them to accommodate their previous knowledge with new experiences allowing for cognitive change.

- Students are given the opportunity for self-assessment in summative assessments (i.e. guided notes, independent practice handouts, review worksheet, review game, think-pair-share)

- Students are given opportunity to review key concepts through Newton's third law review worksheet and Momentum review game.

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Stage 3 – Learning Plan

Learning Activities: Instruction included elements of strategy support and inquiry based learning. Strategy support was addressed through modeling, guided practice, and then reinforcement through independent practice. Inquiry was demonstrated through discrepant events in which students assessed their own background knowledge by identifying preconceptions, participated in a demonstration that challenged prior experience, and presented sufficient evidence to create cognitive change that was reinforced using labs and/or independent practice. Furthermore, elements of demonstrated inquiry were used to establish this learning goal as students participated in guided experiments to formulate their own understanding of a scientific theory or concept. Ultimately through these strategies submerged within specific learning activities (i,e, Balloon Launch demo, Conservation of momentum lab), the learning goal for students to be able to perform experiments, assess data, and construct explanations in addition to being able to use the principles discussed to make judgements using concepts and knowledge of mathematical relationships, was addressed.

WHERE-TO:

W – The unit begins with a continuation of Newton’s laws. From the first two laws, the third law is introduced providing a new perspective concerning forces. Forces occur in pairs. These forces are equal in magnitude but opposite in direction. Through the analysis of forces during collisions, the idea of momentum is introduced. This physics application is applied to the same conceptual idea within culturally relevant contexts in which act as a segway to scaffold the principle of conversation of momentum with student background knowledge about money. This ideas will be extended in the next unit as the concept of kinetic and potential energy are introduced in terms of elastic and inelastic collisions.

H – Students are engaged through demonstrations, review game, labs, culturally relevant examples, and plugs about relevance and application to real life (i.e. Thanksgiving day football game, car crash, driving, walking, etc.)

E – Students are equipped with new perspectives about forces in which occur between objects not just on one object due to another object. Students are equipped with mathematical relationships to solve real life discrepancies. In accordance with previous understandings of momentum within popular culture, students are equipped to derive their own physics interpretation of momentum and its conservation. Furthermore, students are able to extend this understanding to reason solutions and/or possible outcomes for athletic competitions and the resulting motion of colliding objects.

R – Students are given the opportunity to retest principles using lab data and textual evidence to expand, reform, or validate understanding. Similarly, preconceptions are revisited and retested using demonstrations, anticipations guides, and graphic organizers that encourage comparison of prediction and conclusions.

E – Students are given evaluation practice in self-assessment activities such as group discussion, peer coloration in lab stations, and oral review games. Self-assessment of understanding allows for affirmation or motivation for further practice. Students are formatively assessed using independent practice that is handed in and graded. This form of feedback allows students to gauge their own understanding and provides incite to the instruction as to how to differentiation instruction. Lastly, formative assessment in the form of Newton’s third law quiz informs students on their ability to apply their understanding in a test situation in which may or may not be cohesive with their self perception.

T – Perspective gained from summative assessment allows for differentiation of content or reinforcement of information. Additionally, methods of instruction are differentiated based on IEP accommodations. Similarly with consideration of student body interests and prior experiences, lessons are tailored to include relevance of topic, application to life, visual stimulation, verbal and written procedures, directions, and expectations, in addition to varying activities and interactive learning.

O – In order to optimize student engagement, concepts were reinforced through relation to student interests. Tasks we're varied and assignments were short and to the point. Peer collaboration was encouraged to keep students on task. Additionally, multiple representations of procedures, strategies, and information were included to optimize classroom management and student engagement.

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VII. Individual Daily Lesson Plans Lesson Plan: Day 1

1. Topic: Newton’s third law force pairs

2. Focus Question: How do forces interact?

3. Standards: a. NGSS:

A. HS-PS2.A Represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation

B. MS-PS2.A.i For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction.

C. Practice 2. Cause and Effect: Mechanism and Prediction – Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. Systems can be designed to cause a desired effect.

D. Practice 6. Constructing explanations (for science) and designing solutions (for engineering) 1. Apply scientific ideas, principles, and/or evidence to provide an explanation of

phenomena and solve design problems E. Practice 8. Obtaining, evaluating, and communicating information

1. Communicate scientific and/or technical information or ideas b. CCCS:

A. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical, and computational tools.

B. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

c. CCSS A. CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when

carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text

4. A. Learning Goals (Behavioral Objectives) and Assessments: a. NGSS:

A. HS-PS2.A Students will represent action and reaction force pairs using vectors of equal magnitudes but opposite directions.

B. MS-PS2.A.i For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction.

C. Practice 6. Students will construct explanations for why objects move in the Newton’s third Law Station lab. Students will designing a solution to their observation by inferring a theory or rule to explain what they observe.

D. Practice 8. Students will obtain information by performing the lab, evaluate their observations, and communicate their results in the conclusion of the lab activity using evidence from their observations.

b. CCCS: A. 5.1.12.B.2 Students will refine their cognitive understanding of forces through physical

evidence-based models represented in the lab stations.

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B. 5.1.12.B.3 Students will make predictions and explanations using evidence, and connect explanations/arguments to established scientific knowledge, models, and theories.

c. CCSS A. CCSS.ELA-LITERACY.RST.9-10.3: Students will follow a complex multistep procedure

when carrying out the Newton’s third law experiment. B. Assessments:

5. Materials: 30 DO NOW graphic organizers, balloon, string, straw, tape, 30 labs, two newton scales, two office chairs, one tennis ball, one buggy, one piece of paper

6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of velocity, acceleration, and net forces. Students may hold preconceptions based on experience that forces always produce acceleration or that forces are always applied by one object onto another.

7. DO NOW: Balloon Launch Demo(10min). Students will be given a graphic organizer. The focus question will be written on board as seen above. Students will be asked to predict what will happen when a balloon rocket, filled with air and suspended by a string, is released. After they have written their preconceptions about the motion of the balloon, I will ask for a student volunteer to share his or her prediction. The graphic organizer will be projected onto the board, where I will verbally repeat and record a sample prediction on the graphic organizer. The cooperating teacher will hold the string horizontally while a student volunteer releases the air from the balloon. In the second column of the graphic organizer, students will write down their observations: Did the balloon move? If so which way? Did the air move? If So which way? Volunteers will be asked to share what they observed. Remember that a force is a push or a pull. How many forces did we see? Two. We saw a pair of forces, force of the air on the balloon and the force of the balloon on the air. For the last column of the graphic organizer students will do a think pair share. A volunteer will be asked to draw the action and reaction forces of the balloon on the air and the air on the ballon on the board. Emphasis will be placed on the direction of the forces relative to one another.

- Differentiation: Students will be given multiple representations of material. The graphic organizer will be also be projected on the board where sample student responses will be recorded for struggling learners. The use of visual aids and display of diagrams on the graphic organizer and powerpoint projection contributes to the multiple modes of presentation. Oral and written instructions will be also be provided during the DO NOW activity. Students with SLD will be given the option to draw or write their prediction, observations, and identification of force pairs. Peer collaboration will benefit struggling learners and ELL students giving opportunities for peer feedback and affirmation while also maintaining that the advanced students remain engaged.

Learning Objectives Assessments

SWBAT: - Identify action and reaction force pairs. - Model action and reaction forces using

diagrams - Explain how objects interact using Newton’s

third law - Construct a scientific law using quantitive

and qualitative evidence

- Products of students’ discussion, graphic organizer, and lab (formative assessment)

SWK: - How to identify, classify, and model

Newton’s third law action and reaction forces.

- Closure of lab activity (summative assessment)

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8. Instructional Plan: - Development 1 (10 min): Using the student diagram, ask students to consider another representation. Emphasis

will be placed on the interchangeable nature of action and reaction forces (or interaction forces). One force is the action force. The other force is the reaction force. It does not matter which force we call action or reaction because they happen simultaneously. Students will be asked to consider if the the balloon could accelerate forward without the air leaving the balloon? Neither force could exist without the other force, that interaction forces are force pairs.

- *Transition* Now that we know how to identify action and reaction pairs we can observe different types of these interactions in our work stations. At the end of the lab we will create our own law to explain what we’re observing.

- Development 2 (30min): Newton’s third law station lab. In lab groups, students will work through lab stations. They will have 6 minutes at each lab station. Each station demonstrates a real life application of Newton’s third law in which students will be asked to act out, observe the interactions, and respond to guiding questions. In their conclusions student will be asked to formulate their own description of Newton’s third law of motion using the activities they preformed as evidence to support their claim.

- Closure (5 min): Lab groups will be asked to share their law out loud with the class. I will write each group’s conclusion on the board and we will formulate our own version of Newton’s third law.

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Lesson Plan: Day 2 1. Topic: Strength of action and reaction forces

2. Focus Questions: Why don’t action and reaction forces cancel?

3. Standards: a. CCSS: English Language Arts Standards » Science & Technical Subjects » Grade 9-10

A. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

B. CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

b. NGSS: A. PS2.A Understand and apply the relationship between the net force exerted on an object, its

inertial mass, and its acceleration to a variety of situations. B. PS2.A Represent forces in diagrams or mathematically using appropriately labeled vectors

with magnitude, direction, and units during the analysis of a situation. C. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and

the resulting acceleration.

4. A. Learning Goals (Behavioral Objectives) and Assessments: a. CCSS: English Language Arts Standards » Science & Technical Subjects » Grade 9-10

A. CCSS.ELA-LITERACY.RST.9-10.5 Students will analyze the structure of the relationships between force, strength, and direction.

B. CCSS.ELA-LITERACY.RST.9-10.7 Students will translate quantitative information about forces into visual representations and visual representations into mathematical equations within the guided notes.

b. NGSS: A. PS2.A Students will be asked to compare the relationships of net force, mass, and

acceleration in a variety of real life examples first through modeling and independently. B. PS2.A Students will represent forces in diagrams using appropriately labeled vectors with

magnitude, and direction on their summative assessment C. 5.2.12.E.4 Students will describe the relationship between the force acting on an object and

the resulting acceleration using clicker questions (summative assessment) and Newton’s third law worksheet (formative assessment).

B. Assessments:

5. Materials: Powerpoint, 30 guided notes, 30 action and reaction force pair worksheet, 30 note cards


SWBAT: - Interpret quantitatively the magnitude of

interaction forces - Identify action and reaction force pairs using

free body diagram models - Explain action and interaction forces

qualitatively with words from visual representations

- Products of students’ discussion and exit ticket (summative assessment)

SWK: - How to distinguish between interaction

forces and forces acting on isolated objects

- Newton’s law worksheet (formative assessment)

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6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of velocity, acceleration, net forces, and a basic understanding of Newton’s third law. Students are able to construct and analyze two dimensional force diagrams in stationary systems. Students may hold preconceptions based on experience that that forces are always applied by one object onto another or that actions and reaction forces are not equal.

7. DO NOW: (15 min) Students will walk in to sample conclusion from peer’s lab on powerpoint projection a. 1. Action and Reaction on different objects b. 2. Why does this matter? c. 3. Why don’t action and reaction forces cancel?

- *Transition*- At the end of last class we created our own law to describe what we saw in each station. We said that our law was that when two objects exert forces on each other, the two forces are equal in strength and act in opposite directions. So exciting right? Well, Geovany asked me a really great question last class. He asked me, “Why are we doing this?”. So you have been walking on the floor for 14 years without knowing that the floor puts an equal and opposite force on you every time you touch the floor. SO why is it important now that we know this now? And as I was trying to think about how to prove to twenty four of you that newton’s laws are in fact important. A horrific event helped me to answer this question. So what is your crazy student teacher talking about? On Monday night at 5:30pm, my three friends from high school were driving on the new jersey turnpike to their show. The left lane is closed due to construction. So they’re sitting in Rob’s Volkswagen Passat waiting to merge. And They are hit by Toyota SUV. We found out on Monday that the force of the Toyota on Rob’s car is equal (its the same strength) as the force of Rob’s car on the Toyota. So that means they’ll be equally as messed up, right? And since the forces are equal and in opposite directions, they could cancel out so maybe my friends are okay? How can the strength of the force of the Toyota be the same as the strength of the force that my friends car exerted if my friend is dead and the other guy is fine. It doesn’t make sense right!? The reason why physics is important is because we can use it to explain things that we know happen but don’t make sense to us. So today we are going to use Newton’s third law to try understand what forces were acting on ROB’S- before the accident and during the accident so that maybe we can try to understand what happened

8. Instructional Plan: - Development 1 (10 min): Power point depicts a photo of two cars colliding. Students asked to identify the force

vectors (recall of Newton’s 1st law). If the we have rob in his car, waiting to merge. Think about just Rob’s car parked on the road. What forces are acting on the car if it is not moving? How do we know? (No net force so not moving, forces cancel out). This image visually depict force vectors. This diagram is used as a model strategy for future independent practice of identifying Newton’s third law problems and representing forces using vector diagrams.

- *Transition* But we know that Rob’s car wasn’t just parked on the turnpike there was an accident so Robs car is sitting still and the Toyota crashes into Rob’s car. Before we just had Rob’s car on the road? Besides the road and gravity, what other force is acting on Rob’s car? Do the force of gravity and the force of the floor- do they still cancel? What about this new force of the Toyota? If the force of gravity and the force of the road on the car canceled why don’t these car cancel?

- Development 2 (10min): Ask students to recall Newton’s second law and equilibrium. INTERACTION FORCES- Object A exerts a force on B. Object B exerts an equal force on object A but in the opposite direction. Two different objects, two different free body diagrams so the forces do not cancel. So what does that mean? How can well the tell the difference? Introduce Strategy to determine how to identify Newton’s third law problems (powerpoint) and model strategy for distinguishing between Newton’s third law equal and opposite forces and Newton’s second law equilibrium forces.

- Development 3 (15 min): Students will be given an opportunity for independent practice following modeling and strategy support. Students will be given the remainder of class to practice identifying action and reaction pairs as well as a second review worksheet that will reinforce properties of Newton’s third law.

- Closing (5 min)- Students will develop their own physical situation that can be explained using newton’s third law. These questions will be used in designing their assessment.

- * I did not plan for morning announcements or a Veterans Day school TV program so did not get to these two things

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Lesson Plan: Day 3 1. Topic: Action and Reaction Forces on Different Masses/Newton’s third Law Review

2. Focus Questions: If the magnitude of the action and reaction forces are the same then why do objects “react” differently to equal forces?

3. Standards: a. CCSS

A. CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

B. CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

b. NGSS A. PS2.A Represent forces in diagrams or mathematically using appropriately labeled vectors

with magnitude, direction, and units during the analysis of a situation c. CCCS

A. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration.

4. A. Learning Goals (Behavioral Objectives) and Assessments: a. CCSS

A. CCSS.ELA-LITERACY.RST.9-10.7 Students will translate quantitative information expressed in words into visual form (diagram) and translate information expressed visually or mathematically into words (guided notes definitions).

B. CCSS.ELA-LITERACY.RST.9-10.3: Students will follow precisely a complex multistep procedure and strategy by identify action and reaction forces.

b. NGSS A. PS2.A Students will represent forces in diagrams using appropriately labeled vectors with

magnitude, direction, and units on the assessment c. CCCS

A. 5.2.12.E.4 Students will describe the relationship between the force acting on an object and the resulting acceleration on the summative and formative assessments.

B. Assessments:

5. Materials: guided notes, review worksheet


SWBAT: - Classify and model action and reaction forces

using force diagrams - Compare quantitatively the magnitude of

interaction forces - Infer how object will interact using Newton’s

third law.

- Products of review (formative) - Newton’s third law Review Worksheet

(summative)

SWK: - How to measure and describe the relationship

between the force acting on an object and the resulting acceleration

- Newton’s third law Review Worksheet (summative)

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6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of velocity, acceleration, net forces, and an understanding of Newton’s third law. Students are able to construct and analyze two dimensional force diagrams in stationary and accelerating systems. Students may hold preconceptions based on experience that: forces are always applied by one object onto another, actions/reaction forces are not equal, or action and reaction forces do not occur simultaneously.

7. DO NOW: (10 min) a. 1. Why does it seem that the force of the SUV on the car is greater than the force of the car on the

SUV? b. 2. Review Worksheet c. 3. Newton’s third Law Quiz

*Transition* So yesterday we looked at the forces on my friend Rob’s car and we realized that even though the forces are equal strength and in opposite directions… They unfortunately did not cancel out because the two forces, the action force and the reaction force act on TWO DIFFERENT OBJECTS. And Danny had a great question yesterday that we did not have time to get to. Danny asked if the forces are equal strengths than how come the SUV seems to have a bigger force? Right so we know the forces are equal strengths but it looks like they aren’t so how do we explain this?

8. Instructional Plan: - Development 1 (15 min): Students will explore the discrepancy between the damage undergone by the car

compared to the SUV through visual depictions of the car and consideration of the mass and velocities of both objects. We will use Newton’s first and second law to explain how the third law can still be true despite what our common sense tells us.

- Differentiation provided through visual projection of powerpoint as well as oral instruction. The powerpoint includes use of visual representations of the objects and their motions. Students are also able to engage in the lesson through the use of guided notes highlighting the most important take away points. These guided notes allow for struggling learners, ELL students, and those with ADHD to stay on task while still providing a substantial amount of challenge.

- Development 2 (20 min): In order to gauge student understanding, student’s will engage in independent practice to reinforce counter-intuitive components of Newton’s third law that conflict with prior experience or “common sense” reasoning.

- Development 3 (10 min): Students will apply their understanding of Newton’s third law in an assessment.

9. Closing: Students whom finish the quiz early will be given a cloze for extra credit. * Through class discussion, I noticed that students had difficulty grasping how acceleration was related to force.

Instead of taking the quiz, students completed an assignment for independent practice which we collaboratively reviewed and discussed as a class to reinforce this relationship.

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Lesson Plan: Day 4 1. Topic: Newton’s third Law Assessment/Introduction to Momentum 2. Focus Questions:

a. How to apply Newton’s third Law? b. What is momentum? c. How do increases in mass or velocity influence momentum?

3. Standards: a. CCSS:

A. CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

B. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

b. CCCS: A. 5.1.12.A.2 Develop and use mathematical, physical, and computational tools to build

evidence-based models and to pose theories. c. NGSS:

A. MS-PS2-1 – Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

B. HS-PS2-2: Forces and Motion: Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.

4. A. Learning Goals (Behavioral Objectives) and Assessments: a. CCSS:

A. CCSS.ELA-LITERACY.RST.9-10.4 Students will determine the meaning of symbols such as (p,m,v), key terms such as momentum, and other domain-specific words including units.

B. CCSS.ELA-LITERACY.RST.9-10.5 Students will analyze the structure of the relationships among Newton’s third law and the principle of momentum in terms of key words such as mass, velocity, momentum, and force.

b. CCCS: A. 5.1.12.A.2 Students will develop and use mathematical tools such as the momentum formula

to compute evidence to reform or validate preconceptions from the anticipation guide. c. NGSS:

A. MS-PS2-1 – Students will apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

B. HS-PS2-2: Forces and Motion: Students will know through the guided notes and independent practice that Momentum is defined for a particular frame of reference and that it is the mass times the velocity of the object.

B. Assessments:


SWBAT: - Apply Newton’s third law within different

contexts - Describe momentum qualitatively and

qualitatively - Solve for momentum, mass, and velocity - Compare quantitative results to formulate

qualitatively relationships between momentum, mass, and velocity

- Newton’s third law assessment (formative) - Guided notes and examples (summative) - Independent practice momentum worksheet

(summative) - Closure discussion (formative)

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5. Materials: Newton’s third law Assessment, Anticipation guide, guided notes, independent practice worksheet

6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of velocity, acceleration, net forces, and an understanding of Newton’s third law. Students are able to construct and analyze two dimensional force diagrams in stationary and accelerating systems. Students understand that forces occur between two objects simultaneously and in pairs of equal strengths and in opposite directions. Students may have preconceptions based on experience that mass influences an object’s momentum more than velocity.

7. DO NOW: (15 min) Newton’s third Law Quiz

8. Instructional Plan: - Development 1 (5min): When finished with Newton’s third Law assessment, students will fill out an anticipation

guide. The anticipation guide (Number 1) will be used to introduce the idea of momentum through the theoretical idea of momentum of a sports team that is difficult to beat or a topic on twitter that is trending or has a lot of support. The guide also includes essential take-away points of the unit. Therefore completing the guide before the principles of momentum are studied allows for preconceptions to be assessed and revisited.

- Development 2 (10 min): Using the first question the anticipation guide, student will be introduced to the physics definition of momentum as well as the formula, abbreviations and units. This comparison between social aspects and the physics definition is scaffolded using images in the powerpoint as well as guided notes where students are encouraged to write down key details/memory aids.

- Development 3 (10min): Using the second question on the anticipation guide and the principle of momentum that was just discussed, students will apply momentum to the situation of playing defense against an NBA player. Students will infer how to use momentum. Through modeling, the students will calculate momentum of the first basketball player. Then through guided support, students will calculate the momentum of the second player. Using this information students are asked to collaboratively decide player he/she would rather collide with using quantitive evidence to support their claim.

- Development 4 (15 min): Students will apply their information to new contexts through independent practice. The classwork also emphasizes an important relationship between increase in mass and/or velocity and its effect on momentum. Students are asked to qualitatively describe this relationship by analyzing their quantitive results to specific momentum calculations.

9. Closing (5 min): Students will revisit number 3 and 4 on the anticipation guide and discuss whether they would alter or keep their original response based on what we learned about momentum, mass, and velocity.

SWK: - How to evaluate problems using the principle of

momentum

- Independent practice worksheet (summative), closure activity (formative)

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Lesson Plan: Day 5 1. Topic: Momentum and conservation in everyday life

2. Focus Questions: a. How is momentum important in football? b. What does it mean for momentum to be transferred or conserved?




b. CCCS A. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations.

c. NGSS A. HS-PS2-2. Use mathematical representations to support the claim that the total momentum

of a system of objects is conserved when there is no net force on the system. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved.

B. HS-PS2-3 If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system


A. CCSS.ELA-LITERACY.RST.9-10.4 Students will determine the meaning of symbols, key terms, and other domain-specific words related to conservation of momentum used in text-based powerpoint presentations.

B. CCSS.ELA-LITERACY.RST.9-10.5 Students will analyze the structure of the relationships among momentum before and momentum after objects collide in a powerpoint presentation including textbook terminology.

b. CCCS A. 5.1.12.C.2 Students will use data tables to represent new models and revise explanations to

momentum to include conservation in collisions. c. NGSS

A. HS-PS2-2. Students will use formulas and mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Students will know that momentum is defined for a particular frame of reference and can be evaluated by multiplying an object’s mass times the velocity. In any system, total momentum is always conserved.

B. HS-PS2-3 Students will understand that if a system interacts with objects outside itself, the total momentum of the system can change

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B. Assessments:

5. Materials: Powerpoint, Momentum Do Now, Video Response Handout, Guided notes, Conservation of momentum worksheet

6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of Newton’s third law and a basic understanding of the principle of momentum. Students are able to construct and analyze two dimensional force diagrams in stationary and accelerating systems. Students may hold preconceptions based on experience that: momentum before and momentum after collisions are altered so total momentum is not conserved.

7. DO NOW: (10 min) Students will use context clues to decipher parts of an image until entire image is revealed. The image relates to a previous social definition of momentum in terms of sports. This visual will reinforce the qualitative definition of momentum and active background knowledge.

8. Instructional Plan: - Development 1 (15 min): Momentum will be reinforced and translated to a new context of football through an

NFL clip which conveys the role that Newton’s third law and momentum play in the strategy of the game. Students will be asked to complete a questionnaire while watching the video. Students will apply their mathematical and conceptual understanding through guided practice and the completion of a football themed Just Do Now handout. Students will be presented with a real life problem in which they must consider the principle of momentum: its definition and mathematical application to arrive at a solution. Students will be asked to recall how to calculate velocity of an object using a tic-tape mapping over a set time interval. After calculating the momentums of each player, students will be asked to evaluate this mathematical information and construct an argument to support either the lineman or the tight end’s ability to deliver the best tackle.

- *Transition* So far we calculated the momentum of individual players before any type of action occurs but what happens to momentum of objects when they collide? Lets look at how momentum on the football field is altered before and after collisions.

• Differentiation provided through visual projection of powerpoint as well as oral instruction. The powerpoint includes use of visual representations of the objects and their motions. Students are also able to engage in the lesson through the use of guided notes highlighting the most important take away points. These guided notes allow for struggling learners, ELL students, and those with ADHD to stay on task while still providing a substantial amount of challenge.


SWBAT: - Justify athletic advantages using the principle of

momentum. - Solve for momentum, mass, and speed of an

athlete. - Transfer the law of conservation to multiple

contexts. - Explain the conservation of momentum

qualitatively and quantitatively use mathematical relationships as evidence to support claim.

- Do Now calculation (formative assessment) - Conservation of momentum worksheet

(summative assessment) - Discussion of Do Now (formative assessment)

SWK: - How to apply their understanding of momentum

to every day life - Analyze the momentum before and after objects

collide

- Do now calculation and discussion (formative assessment)

- Conservation of momentum worksheet (summative assessment)

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- Development 2 (20 min): Students will continue to complete the second portion of the NFL momentum questionnaire and watch the second portion of the video which visually and qualitatively introduces the idea of transferring of momentum from player to player and the overall conservation of momentum in all collisions.

- Development 3 (10min): Students will complete an introductory conservation of momentum worksheet in which scaffolds the idea of conservation of money to conversation of momentum. Similarly by using everyday phenomenon like the process of baking a cake, students can relate the concept of conservation to various contexts outside of physics and momentum.

* In hindsight, Students will first complete the example one through teacher modeling, the second example will be completed using guided practice, and lastly the students will have the opportunity for independent application.

9. Closure: (5min) Exit ticket on index card 1. Something I learned 2. Something I’m confused about * Exit ticket was not completed. I did not account for the extra time absorbed by the distraction of having a substitute teacher as well as an observation.

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Lesson Plan: Day 6 1. Topic: Review of Momentum and Conservation of momentum

2. Focus Questions: a. Compare momentum to money. b. How can we apply conservation of momentum to our everyday lives?




b. CCCS A. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations.

c. NGSS A. HS-PS2-2. Use mathematical representations to support the claim that the total momentum

of a system of objects is conserved when there is no net force on the system. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved.



A. CCSS.ELA-LITERACY.RST.9-10.4 Students will determine the meaning of symbols, key terms, and other domain-specific words related to conservation of momentum used in text-based powerpoint presentations.

B. CCSS.ELA-LITERACY.RST.9-10.5 Students will analyze the structure of the relationships among momentum before and momentum after objects collide in a powerpoint presentation including textbook terminology.

b. CCCS A. 5.1.12.C.2 Students will use data tables to represent new models and revise explanations to

momentum to include conservation in collisions. c. NGSS



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B. Assessments:

5. Materials: Conservation of momentum do now, conservation of momentum worksheet from previous day, review game, 22 slips of paper numbered 1-22

6. Pre-lesson assignments and/or prior knowledge: Students bring knowledge of Newton’s third law and a basic understanding of the principle of momentum. Students are able to construct and analyze two dimensional force diagrams in stationary and accelerating systems. Students may hold preconceptions based on experience that: momentum before and momentum after collisions are altered so total momentum is not conserved.

7. DO NOW: (10min) Given the same format used in the previous lesson, students will be asked to identify the total money within the system (Drake and the record store) before and after the purchase. Then students are asked to transfer this same principle to momentum before and after Beyonce and Iggy collide.

*Transition* So the momentum from Beyonce was transferred to Iggy but the total momentum of the system is conserved. We are going to continue practicing with the worksheet from yesterday.

8. Instructional Plan: - Development 1 (20min): Allow students to revisit and continue independently practicing applying the principle

of conversation of momentum. Students who finish early will be given a football themed conservation of momentum handout.

- Development 2(10min): The answers to the worksheet are to be reinforced and discussed. Student volunteers will orally explain each question while a designated student acts as a scribe and records the responses on the white board.

9. Closure (20min): A set of true and false questions about momentum are distributed to the class. Student will randomly pick a number from 1 to 22. As we circulate, each student will be asked to read the true or false question allowed to the class. According to the student participation, the class will collaboratively orally discussion their opinions or a think-pair-share may alternatively be used. Students will be asked to interpret the question and determine whether the qualitative description concerning momentum or the conservation of momentum before and after collisions is true or false. Students will be asked to supply evidence to support their classification.


SWBAT: - Apply the law of conservation to multiple

contexts. - Explain the conservation of momentum

qualitatively and quantitatively use mathematical relationships as evidence to support claim.

- Do Now (formative assessment) - Conservation of momentum worksheet

(formative assessment) - Review game (summative assessment)

SWK: - How to apply their understanding of

momentum conservation to every day life - How to analyze the momentum before and

after objects collide

- Do now (formative assessment) - Conservation of momentum worksheet

(formative assessment) - Review game (summative assessment)

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Lesson Plan: Day 7 1. Topic: Conservation of Momentum Car Collision Lab 2. Focus Questions: How can we prove that momentum in a collision is conserved? 3. Standards:

a. CCSS A. CCSS.ELA-LITERACY.RST.9-10.9: Compare and contrast findings presented in a text to

those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

b. CCCS A. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. B. 5.1.12.B.2 Build, refine, and represent evidence-based models using mathematical, physical,

and computational tools. C. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/

arguments to established scientific knowledge, models, and theories. c. NGSS

A. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved.


C. Practice 6. Constructing explanations (for science) and designing solutions (for engineering) 1. Apply scientific ideas, principles, and/or evidence to provide an explanation of

phenomena and solve design problems D. Practice 8. Obtaining, evaluating, and communicating information

1. Communicate scientific and/or technical information or ideas


A. CCSS.ELA-LITERACY.RST.9-10.9: Students will compare and contrast findings presented in the text to the conclusions obtained during lab, noting when the findings support or contradict previous explanations or accounts.

b. CCCS A. 5.1.12.C.2 Students will use data tables to represent new models and revise explanations

about momentum to include conservation in collisions. c. NGSS



C. Practice 6. Students will construct their own explanations for momentum in collision and design an equation to understand and these physical interactions.

D. Practice 8. Students will communicate their experimentation using evidence from the textbook as well as their own experimentation in the conclusion of the lab.

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B. Assessments:

5. Materials: Track, two photo gates, two cars, two detectable plates, four bar weights, timer, lab handout

6. Pre-lesson assignments and/or prior knowledge: Students will bring conceptual knowledge of conversation of momentum and quantitative understanding of the properties of momentum. Students may have preconceptions based on experience that momentum in a collision is not conserved or that momentum and velocity are scalar quantities.

7. DO NOW: (5min) Students will be asked to evaluate their perspective about momentum based on their prior knowledge with the discussion question: Do you believe that momentum is always conserved? If so why? If not, why not?

*Transition* Throughout history scientists, even great scientists like Albert Einstein, have been wrong. An important part of science is retesting ideas, over and over again to make sure we have come to the right conclusions. So to see if this conservation of momentum stuff actually holds true- we’re going to do an experiment.

8. Instructional Plan: - Development 1 (5min): The lab will be introduced. Students will be presented with the lab set-up as well as an

explanation as to how to operate the equipment. - *Transition* We have two cars. Red car and blue car. They push off of each other. Which way do they

move? “opposite directions” . Hmm that sounds familiar right. We two objects putting force on each other with the same strength and in OPPOSITE directions. We have Newton’s action and reaction forces. Lets consider the formula for momentum (momentum = mass * velocity). We are given the mass of the cart but we need to velocity. How do we find velocity? We measure it.

- Development 2(10min): Students will be asked to consider the mathematical relationship between momentum, mass, and velocity to determine which characteristics of the carts are important to test our theory. In this discussion, the possible preconception about vector and scalar qualities will be clarified. The fact that momentum and velocity are both scalar quantities with magnitude and direction, will be emphasized both in the calculations and the procedure of recording data.

- *Transition* Before the experiment, set the timer to “Interval” and select both the “A” and “B” photo-gates on the timer. The lights beneath each should be turned on. After the experiment, the timer may still be running. This is okay. To determine the time from photo-gate A, deselect photo-gate B on the timer so its light is no longer on. The timer now displays the time for photo-gate A. To determine the time from photo-gate B, deselect photo-gate A on the timer so its light is no longer on. The timer now displays the time for photo-gate B. You record that time in the table and then you move onto the next experiment adding one metal bar to cart 1 and leave the other cart the same. Then you add a second metal bar to car 1


SWBAT: - Construct a mathematical relationship to solve

conservation of momentum problems - Compare and Contrast scientific ideas to their

own experimentation and experience

- Conservation of momentum lab

SWK: - The total momentum of a system is conserved

when there is no net force on the system. - Momentum and velocity are vectors with

magnitude and direction

- Conservation of momentum lab

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and car 2 has no bars. Finally, you try it one last time with one bar on each car. We want do the experiment and record the times, then we’ll worry about the calculations after we have all of our data collected.

• Differentiation the lab procedure will be written on the board, written on the lab handout, orally expressed, and visually demonstrated before students are asked to apply the procedure in a lab situation.

- Development 2 (18min): Students preform experiment and record data on graphic organizers on lab handout. This data will be later analyzed and interpreted to form conclusions about the validity of the principle of conservation of momentum in collisions.

- Development 3 (5min): The model calculations express how to use the mathematical relationship studied and the collected data to solve for the desired result. The strategy to complete these calculations is explained orally, is written on the white board, and each student is given written copy of the procedure on lab handout.

- Development 4 (15min): Students given independently opportunity to calculate velocity and momentum of the cars in each scenario. Following the calculations, he/she is asked to interpret data to make conceptual conclusions and define a mathematical relationship to explain conversation of momentum.

9. Closing (5min): The results obtained by each lab group in addition to the lab conclusion will be discussed. The key details will be written on the white board. An emphasis will be placed on the importance of experimentation to test scientific theories and the presence of scientific error in performing experiments.

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VIII. Assessments Name: Date: Period:

Newton’s Third Law: Balloon Launch

Predict what will happen when the air is

released from the balloon?

Did the balloon move? If so which way? Did the air move? If so which way?

Identify the pair of forces.

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Newton’s Third Law

Class Activity: Formulating Newton’s Third Law Research Question What is Newton’s third law? What do all of these stations have to do with Newton’s third law?

Background According to Newton, whenever two objects interact with each other, they exert forces upon each other. These forces are the subject of Newton's third law of motion. Each of the activities below demonstrates Newton’s third law. In the end, you will formulate your own version of Newton’s third law based on your observations.

Station 1: Standing Up 1. Sit on the floor with your feet in front of you and your hands in your lap.

2. PREDICT What happens if you try to stand up without using your hands?

____________________________________________________________________________________

3. OBSERVE What happens if you try to stand up without using your hands?

____________________________________________________________________________________

4. Now use your hands. Which way do you have to push? Which way do you move?

____________________________________________________________________________________

Station 2: Newton Scales 1. Connect the two spring scales together so that they

can pull on each other, as shown. 2. One person holds one scale firmly in place while the

other person pulls the second scale with a force of 10 N.

3. PREDICT What will the first scale read? What will the second scale read?

____________________________________________________________________________________

4. OBSERVE What does the first scale read? What does the second scale read?

____________________________________________________________________________________

Name: Date: Period:

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____________________________________________________________________________________ Station 3: Bouncing Ball

1. Bounce the tennis ball on the floor. 2. When the ball reaches the floor, it exerts a force on the floor. What force makes the

ball come back to (nearly) its original height? __________________________________________________

Station 4: Car Wheels 1. Turn on a tumble buggy and lower it slowly until its wheels just come in contact with

a piece of paper that is flat on the table. 2. Which way do the wheels push against the paper? 3. If you remove the paper and place the buggy on the table, which way

does the car move? Draw arrows in the diagram at right to show the force exerted on the table (or paper) by the car.

4. What force causes the car to move forward?

_______________________________

Station 5: Office Chair Push-Off Diagram Here!

1. Have two group members sit in each office chair facing each other.

2. PREDICT If the students place their palms together and push off from each other, which way will they move?

Draw a diagram to illustrate.

3. OBSERVE Which way do the students move when they push each other?

__________________________________________________________________________________

__________________________________________________________________________________

Conclusions What is your formulation of Newton’s third law? In other words, use the examples from the lab to predict what Newton’s third law says.

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

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Name: Date: Period: .

Newton’s Third Law Notes

Newton’s third law says…

Forces acting Rob’s car before the accident (at rest)

Newton’s third law checklist 1. Name the ________ objects. 2. Draw arrows to show the _______-________ and _________-___________. 3. ___________ the forces.

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?Forces acting on Rob’s car during the accident

FORCE OF TOYOTA ON ROB’S CARFORCE OF ROBS CAR ON

TOYOTA

When a car and a truck collide, the force of the car on the truck is ______________ to the force of the truck on the car. The ____________ is more damaged because the mass is smaller and the car experiences a ___________ acceleration. The __________ has less damage because the mass is _________ and the truck experiences a smaller acceleration.

EQUAL FORCES DOES NOT MEAN EQUAL ACCELERATION.

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Action force:

Reaction force:

Action force:

Reaction force:

Action force:

Reaction force:

Action force:

Reaction force:

Name:______________ Date: _____ Period:

Newton’s Third Law Force Pairs

!

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Name: Date: Period:

NEWTON’S THIRD LAW REVIEW 1. Mr. Davis punches the wall and breaks his hand. When Mr. Davis’ hand hits the wall, his hand exerts a

force on the wall. What force is exerted on his hand?

2. The reaction force occurs ___________ the action force. a.) before 1

b.) after c.) at the same time as

3. Does it matter which force is the action and which is the reaction force? Why or why not?

4. When Kevin jumped into the Wall of China, he exerted a force on the wall. The wall exerted a force on Kevin. Is the force of Kevin on the wall greater than, less than, or equal to the force of the wall on Kevin?

5. When a mosquito hits your windshield which object has greater acceleration the mosquito or your windshield? How do you know?

6. Do interaction forces act alone or in pairs?

7. Why don’t action and reaction forces cancel out?

8. A stone is pulled down by the Earth with a force of 1000N and is falling freely. a.) What two objects are interacting?

b.) If the force of the earth pulling on the stone is the “action” force.. What is the reaction force?

c.) How strong is this reaction force compared to the action force?

d.) What object does this reaction force act on?

e.) In what direction does this reaction force act?

9 . Create your own Newton’s third law question. (Be creative! This question could be used on your next quiz)

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Newton’s third law quiz 1. If the “action force” is the force of Beyonce’s fist on Jay-Z’s fist then… what is the reaction force? (2pts)

2. In the picture to the left, the head and ball collide. List the action force and reaction force. (2pts)

3. A bowling ball rolls to the right and strikes a pin. (8pts)

a.) What two objects are colliding?

b.) If the pin pushing the ball is the action force, what is the reaction force?

c.) If the pin pushes the ball with 150N, how strong does the ball push the pin?

d.) If the pin pushes the ball to the right, which direction does the pin push the ball?

4. All forces occur __________ ( alone , in pairs , it depends ) [Circle one] (2pts)

6. Why don’t action and reaction forces cancel out? (2 pts)

7. The reaction force occurs ___________ the action force. [Circle the correct answer] (2pts) a.) before b.) after c.) at the same time as

1.4.1n3rdlawquiz_eo_16

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Action force:

Reaction force:

Name: Date: Period: . Anticipation Set: Momentum Read the question. Circle your answer.

8. The New York Mets won 90 games. The Philadelphia Phillies won 63 games. Which team will you root for next season?

9. You are forward on the Franklin High School basketball team. You are playing defense. Which NBA player would you rather collide with… Shaq with mass of 150 kg and speed of 2 m/s (left picture) or Jim with mass of 80 kg and speed of 2 m/s (right picture)?

10. Have you ever been at a grocery store and seen a shopping cart run loose through the parking lot? Hopefully it wasn't heading straight for your car — but if the carts were both moving at the same speed, would you rather a fully loaded cart or an empty cart hit your car?

11. In the movie Grown Ups 2 (2013), the character Marcus Higgins is trapped in a large tire. He rolls down a large hill and across town. He continues rolling in this tire until Officer Fluzoo stops the tire using one foot (see picture below). Your friend wants to recreate this movie scene for a school project. Would you volunteer to stop the tire at the bottom of the hill?

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Name: Date: Period: .Momentum Notes - Momentum is ___________ ______ ___________.

- If an ____________ is ___________, then _____ _______ _______________.

- Calculate the momentum of Shaq and Jim

- Which player has more momentum?

- Which player will be harder to stop?

- Which player would you rather collide with?

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Given: Mass=

Velocity= 2 m/sor

Solution:

Looking for:

Formula:

Momentum= Mass * Velocity

Given: Mass=

Velocity= 2 m/sFor

Solution:

Looking for:

Formula:

Momentum= Mass * Velocity

Name: Date: Period: .Applying Momentum 1. An ice cream truck with a mass of 300 kg is driving down your block. The truck’s momentum is 600

kg*m/s. Find the velocity of the truck.

2. The mass of the ice cream truck is doubled (600 kg). The velocity is 2 m/s. Find the truck’s momentum.

3. The velocity of the ice cream truck is doubled (4m/s). The mass truck is 300 kg. Find the truck’s momentum.

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Given: or Solution:

Looking for:

Formula: momentum= mass x velocity

Given: or Solution:

Looking for:

Formula:

Given: or Solution:

Looking for:

Formula:

4. The velocity and mass of the original ice cream truck are both doubled. The new velocity is 4m/s/s. The new mass is 600kg. Find the truck’s momentum.

5. When you double the ice cream truck’s velocity, the _____________ will also double.

6. When you double the ice cream truck’s mass, the _____________ will also double.

7. When you double the ice cream truck’s velocity and you double the ice cream truck’s mass, the _____________ will ____________.

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Given: or Solution:

Looking for:

Formula:


DO NOW: Momentum 1. It’s half time at the Franklin v. Piscataway Thanksgiving football game. Coach is trying to decide

which Franklin player will deliver the best tackle. He knows that you are a physics expert so he asks for your help.

What is the velocity of the tight end? Remember that each tic on the dot diagram represents one second. [*HINT* velocity (m/s) = distance (m) ] time (s)

Now that we know the mass and velocity of each player, calculate the momentum of each player. [*HINT* momentum = mass * velocity]

Which player has more momentum?

Which player will be “harder to stop”?

Which player will you tell coach to put in the game? Why?

7.1momentum_DN_eo_16

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Player Mass Velocity

Tight end 50 kg ?

Lineman 120 kg 3 m/s

Player Mass Velocity Momentum

Tight end 50 kg

Lineman 120 kg 3 m/s

Name: Date:Physics: Newton’s Laws Videos and Introduction to MomentumScience of NFL Football – Newton’s Third Law of Motion and Momentum.

1. According to Hardy Nickerson, the object of making a tackle is

2. Newton’s Third Law of Motion is sometimes called the __________ - __________ ______.

3. Newton’s Third Law says:

4. Newton’s Third Law says if I ___________ against a body, that body will ____________________________ with an _________ and ____________ ________.

5. According to the video, Newton’s Third Law is closely linked to the concept of __________________.

6. Momentum can be found by multiplying ____________ by _________________.

7. The formula for momentum is represented by the equation _____________________.

8. How do NFL players apply the concept of momentum in tackling?

9. The total momentum between players must be the __________ _____________ the collision as it is ____________ the collision.

10. This is known as the Law of __________________ ______ ________________.

11. This law can be represented by the formula:

12. How does the Newton’s cradle illustrate the conservation of momentum?

13. Collisions on a football field are a little different. These are called __________ collisions, because kinetic energy is released, mostly in the form of _____________________.

14. Whatever the details of the collision, we can be certain that the _______ __________ is exerted by both players, and the _________ ____________ before and after the collision is the ______________.

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Name: ____________________________ Period: _________________

Drake walks into a record store and makes a purchase. Complete the table below.

How did the amount of money lost by Drake compare to the amount of money gained by the Record Store? ______________________________________________________________________ ______________________________________________________________________

Why were these amounts equal? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

In each of these situations, was money ever created or destroyed? ____________________________

Complete the table below.

Did the momentum lost by Iggy equal the momentum gained by Beyonce ?________________________________________________________________________________________________________________________________________________

Why do you think these were equal? ______________________________________________________________________ ______________________________________________________________________

During each collision, Iggy lost momentum. Where do you think it went? ______________________________________________________________________ ______________________________________________________________________

Before After Change in Money Total Money

Money lost by Drake: _____________

Money gained by Store: _____________

Total money before: _____________

Total money after: _____________

Before After Change in Momentums Total Momentums

Momentum lost by Iggy: _____________

Money gained by Beyonce: _____________

Total momentum before collision: ___________

Total momentum after collision: ____________

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Name: Date: Period: . Review: Momentum

7.1momentum_DN_eo_16

Statement Is it true or false? (T or F)

If false, then why ?

1. If a football player has a lot of momentum, he or she is hard to stop.

2. All objects have momentum.

3. The units for momentum are N/m

4. Mass is measured in kg.

5. If the speed of an object changes, the momentum changes.

6. If something is conserved it cannot be created or destroyed.

7. If the mass of an object and it’s velocity are doubled, the momentum is quadrupled.

8. When you triple the velocity of an object and the mass stays the same, you also triple the momentum.

9. If an object is moving then it has momentum.

10. Momentum can be transferred.

11. Velocity (or speed) is measured in m/s.

12. It takes more force to stop a truck moving at 2/s than it takes to stop a car moving at 2m/s.

13. Momentum before and momentum after a collision are the same.

14. A less massive object can never have more momentum than a more massive object.15. If two objects are moving at the same speed; the more massive object will have more momentum.16. Two shopping carts are moving at the same speed. You would you rather a fully loaded cart hit your car.

17. It is possible for two objects to have the same velocity and the same momentum.

18. Momentum = mass x velocity

19. A bus stopped in front of school has momentum.

20. Mr. Davis has 3 expo markers, he gives one expo marker to Ms. O. The total number of expo markers are conserved.

21. For the momentum of an object to change, either mass or velocity must also change.

22. Start with 1 cake in fridge and end with 2 cakes on the table. The total number of cakes are conserved

23. Momentum can sometimes be represented by an (upper case) M.

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Name: Date: Period:

Conservation of Momentum Lab In this lab, you will run a series of experiments in which the two cars push off of each other.

You will measure the time of each car through a photogate. Before the experiment, set the timer to “Interval” and select both the “A” and “B” photogates on the timer. The lights beneath each should be turned on. After the experiment, the timer may still be running. This is okay.

• To determine the time from photogate A, deselect photogate B on the timer so its light is no longer on. The timer now displays the time for photogate A.

• To determine the time from photogate B, deselect photogate A on the timer so its light is no longer on. The timer now displays the time for photogate B.

•Complete the following table:

Experiment 1: Car 1 and Car 2 each have no metal bars on them.

Data

Car Time through gate (s)

Direction of Motion (positive or negative)

Speed =2.5 cm/time through gate time; include direction (cm/s)

Final Momentum =mass*speed (kg cm/s)

Car 1 Mass = 0.250 kg


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Experiment 2: Car 1 has one metal bar on it and car 2 has no metal bars

Data

Experiment 3: Car 1 has two metal bars on it car and car 2 has no metal bars

Data

Experiment 4: Car 1 has one metal bars on car and car 2 has one metal bar on it.

Data



















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1.1) Write down a formula for the momentum of a moving object. State what each of the variables are and what units they have.

1.2) What was the momentum of each car before they pushed off of each other? How do you know?

1.3) Complete the table below:

1.4) In this experiment, the two cars were the only objects exerting an unbalanced force on each other. Is there any similarity between the total momentum of the two cars before the push-off and the total momentum of the two cars after the push-off?

1.5) Research and write down the law of conservation of momentum. Describe how your data either support or do not support this law.

Experiment Number

Total Momentum Before Push-Off (=initial momentum of car 1 + initial momentum of car 2) (kg cm/s)

Total Momentum After Push-Off (=final momentum of car 1 + final momentum of car 2) (kg cm/s)

Experiment 1

Experiment 2

Experiment 3

Experiment 4

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Student Survey:

Please respond to the following questions.

1. My teaching has positively influenced you..

2. I motivated you …

3. Two things you enjoyed about my teaching…

4. Two things you did not enjoy…

5. On a scale from 1-10 how professional have I been? (0 = not at all, 10 = very professional)

6. On a scale from 1-10 how clear were my expectations of you? (0 = not at all, 10 = very clear)

8. What was your favorite activity or topic and why?

9. Anything else you want to tell me…

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unit final

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