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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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% 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: