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Unit%Plan%outline%for%Momentum%and%Impulse%unit% % Class%1:%The%Hook% ;%Do%Now%problem:%%If%a%20%N%net%force%acts%on%a%6%kg%dog,%calculate%the% acceleration%the%dog%feels.% % ; Remember%that%F%=%ma%can%do%all%of%physics,%but%it%is%not%always%the%most% useful%way%to.% o Examples%are%collisions%and%explosions!% ; Beginning%with%Newtons%second%law,%talking%about%momentum.% o Change%in%momentum%=%Impulse% o If%Net%Force%is%zero,%then%Impulse%is%also%zero!% o If%net%force%is%not%zero,%and%it%acts%over%a%time%interval,%then%we% have%an%impulse!% ; Go%over%how%to%draw%before%and%after%diagrams.% o Before%collision,%and%after%collision.% ; Sample%Problems%on%the%board.

%(I%do)% ; Group%problem%work.%(We%do)% o Analyze%the%input%students%give%to%assess%their%understanding.% ; Students%will%work%on%problems%in%smalls%groups%of%two%to%three.% ; Exit%ticket:%%An%egg%slams%against%the%wall,%experiencing%a%10%N%force%over% a%time%interval%of%.02%seconds.%%Calculate%its%Impulse.% ; Homework%will%be%given%to%give%them%practice%with%this%concept.% % Class%2:%Impulse% ; Do%Now:%A%baseball%player%smashes%a%baseball.%%Draw%a%picture%of%the% baseball%before%it%collides%with%his%bat,%half%way%through%the%collision,%and% as%the%ball%makes%its%escape.% ; After%going%over%the%do%now,%ask%the%students%what%information%they% would%need%to%know%in%order%to%calculate%the%impulse.% ; Analyze%different%situations%where%impulse%is%helpful.% o Throwing%a%tennis%ball%against%the%wall,%draw%pictures.% Show%video%of%slow%motion%camera%recording%the%collision.% o What%about%an%egg%against%a%wall,%draw%pictures.% Have%an%egg%with%a%tarp%to%show%students.% o What%about%an%egg%against%a%sheet?% Throw%an%egg%against%a%bed%sheet% Demonstrates%how%the%time%interval%affects%impulse.% ; Lets%think%back%to%when%we%wanted%to%design%a%spacesuit.% o What%where%the%ideas%you%came%up%with%and%how%did%they%affect% the%impulse?% Helium% Springs% Foam%

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Students%will%receive%a%ranking%task%to%complete%for%the%exit%ticket.%%This% will%be%used%as%formative*assessment%to%see%where%the%students%are%in% their%understanding.%(See%worksheet%included)% Homework%will%be%assigned%to%think%about%impulse%and%how%it% accompanies%their%everyday%life.%

% Class%3:%Impulse% ; Do%Now:%Which%has%a%larger%impulse,%a%car%breaking%over%a%large%interval,% or%a%bike%that%comes%to%a%quick%stop?% ; Todays%class%is%intended%to%assess%the%students%knowledge%about% impulse,%by%appealing%to%the%multiple*learning*intelligences.%%The% students%will%receive%a%rubric%for%how%they%will%be%assessed,%along%with%an% example%of%what%would%be%expectable%work.% ; Students%will%be%asked%to%work%independently%on%their%project,%which%asks% them%to%express%their%gratitude%for%their%favorite%impulse.% ; The%students%will%be%given%the%whole%period%to%work,%but%they%must% present%their%work%to%the%class%at%the%end%of%the%period%as%their%exit%slip.% % Class%4:%Momentum%and%Systems% ; Do%now:%Calculate%the%impulse%of%a%bus%stopping%in%5%seconds,%if%the% brakes%exert%a%force%of%2000%N.%% ; Now%we%will%focus%on%momentum,%and%how%it%is%conserved%in%collisions.% ; Demonstrations%of%collisions% o Pool%balls%colliding% o Marbles%on%the%students%desk.% ; What%is%a%system?% o Gather%students%thoughts% o Closed%vs.%Open%system.% o Why%are%they%important?% ; Internal%and%external%forces.% o Conservation%of%momentum%inside%a%system%can%be%derived%from% Newtons%third%law.%;>%Offer%as%a%challenge%problem%to%the% students,%with%them%sharing%their%work%to%the%class%if%they%succeed.% Differentiated*instruction*for%the%advanced%students%in%our%class.% ; Students%will%be%given%the%Hewitt%page%22%to%work%on,%and%any%student% may%choose%to%work%on%the%challenge%problem.% ; Exit%Ticket:%%When%is%momentum%conserved%in%a%system?% % Class%5:%Collisions%and%Explosions% ; Do%Now:%Choose%from%the%diagrams%which%one%shows%a%closed%system.% ; Today%we%are%going%to%calculate%the%momentum%exchanges%inside%a%closed% system.% ; Elastic%collisions.% o Talk%about%what%they%are%and%give%a%demonstration.% o Go%over%a%few%practice%problems%with%the%students.% o Let%the%students%practice%with%a%few%problems.%

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% Class%6:%Examining%The%Earths%momentum.% ; Do%now:%Calculate%the%momentum%of%the%Earth.%(Speed%and%mass%given%on% board).% ; Teacher%will%distribute%the%laptops%to%the%students.% o Students%will%log%in%and%access%the%following%website.% o http://astro.unl.edu/naap/pos/animations/kepler.html% ; Students%will%be%asked%to%take%data%on%whether%or%not%the%Earths% momentum%is%conserved%as%it%orbits%the%Sun.%Inquiry*based*learning% ; The%teacher%will%assist%the%students%in%collecting%the%data%they%wish%to% find.% ; As%the%students%collect%the%data,%they%will%be%asked%to%make%a%prediction% from%their%data.%%The%prediction%must%include%a%theory%on%what%is% conserved,%and%what%is%not%conserved.% ; Students%must%defend%their%theories%using%their%observations%from%the% orbital%simulation.% ; As%an%exit%ticket.%%Students%will%have%to%generate%a%way%that%they%could%test% their%theory.%%The%minimum%requirement%is%4%sentences.% % Class%7:%Laboratory%Experiment%on%conservation.% ; As%students%arrive,%they%will%be%asked%to%break%up%into%groups.% ; Their%first%task%will%be%to%discuss%in%a%group%setting%what%they%discovered% the%day%before%and%how%they%want%to%test%their%theory.% ; Students%will%be%given%a%laboratory%assignment%to%complete.% o They%will%be%asked%to%find%a%conserved%quantity%in%the%circular% orbit%of%the%Earth.% o They%will%try%multiple%combinations%of%quantities%in%order%to%find% as%many%conserved%quantities%as%possible.% ; If%any%time%remains%at%the%end%of%the%class,%the%students%will%be%asked%to% work%on%writing%down%their%findings.% % Class%8:%Review%of%students%findings% ; Do%now:%What%is%conserved%in%the%planetary%orbit%of%Earth?% ; Students%will%share%with%the%class%what%they%discovered%over%the%past%two% class%periods.%

Inelastic%collisions% o A%demonstration,%and%a%few%practice%problems.% o Students%get%to%calculate%through%some%problems.% Explosions%and%collisions% o A%demonstration%and%a%few%practice%problems.% o Students%get%to%practice%solving%problems.% Exit%ticket:%A%0.5%kg%tennis%ball%has%a%velocity%of%10%meters%per%second,%and% collides%with%a%ball%of%clay,%mass%1%kg.%%Calculate%the%final%velocity%of%the% two%balls%if%they%stick.%% For%homework,%students%will%be%given%Hewitt%page%21.%

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The%teacher%will%discuss%with%the%students%what%Keplers%laws%are%and% how%they%apply%to%their%discoveries.% o Brief%discussion%on%why%Kepler%was%so%awesome.% Conservation%of%angular%momentum%and%its%applications.% o Person%spinning%on%chair%with%arms%out,%then%with%arms%in.% o Ice%skaters% o Friction%on%spinning%surfaces.% Students%will%be%given%some%practice%problems.% Exit%Ticket:%How%could%you%slow%the%Earths%spin?%

% Class%9:%Class%discussion% ; Do%now:%What%are%some%possible%threats%facing%the%planet%Earth?% ; After%the%do%now%is%over,%students%will%be%given%laptop%computers%to%use% for%research%purposes.%%As%the%teacher%is%distributing%the%laptops,%the% norms%of%the%classroom%discussion%will%be%given.% ; Students%will%be%asked%to%spend%fifteen%minutes%researching%with%a% partner,%what%possible%implications%global%warming%could%have%on%the% Earth.%%More%specifically,%if%the%icecaps%melt,%what%could%happen?% ; Students%will%be%encouraged%to%consider%all%of%the%content%they%have% learned%in%the%class%so%far%to%develop%a%stance.% ; Then%we%will%have%a%twenty;five%minute%classroom%discussion%on%what% would%happen%and%how%could%we%be%more%proactive.% ; Students%will%be%handed%a%review%sheet%to%study%for%the%summative% examination%the%following%class.% % Class%10:%Assessment% ; Students%will%be%given%a%summative%assessment%of%the%material%covered%in% the%unit.%%They%will%be%given%calculators%to%use,%as%well%as%a%formula%sheet.% ; The%assessment%concludes%the%unit%plan.%

Name: AP Physics Impulse Presentations Description/Rubric

Date:

Your goal for todays class is to express your gratitude for an impulse that has affected your life. In order to complete this task, you will first need to think of an impulse that you see in effect every day. Once you have thought of one, ask a teacher to sign off on it. Then you will be free to create! You may express your gratitude in any form you wish, it could be a poem, song, skit, riddle, demonstration, drawing, cartoon, just so long as it meets the criteria you will find below. ! ! You must demonstrate your understanding of what an impulse is. (10 pts.) You must demonstrate your understanding of how time and momentum effect impulse. (10 pts.) ! You must present your creation to the class and be able to explain how it meets the previous criteria. (5 pts.)

Write the impulse you would like to work with below:

Teachers signature:

Demonstrates understanding of Impulse: Discuses time and momentum in relation to Impulse: Presentation clearly explains reasoning: Total:

____/ 10 ____/ 10 ____/ 5 ____/ 25