Lesson Cover Page

Lesson Topic: Momentum Modeling Time Frame: One class period

Course: Physics II Grade Level: 9th-12th

TERMINAL BEHAVIORAL OBJECTIVE
State the terminal objective (including content and behavior):

SWBAT to apply their understanding of relationships between mass and velocity to solve problems

Blooms level: Application

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or standards that align to this lesson:
NGSS HS-PS2-3
Arizona Science Standard High School Strand 5 Concept 2 PO 8
Arizona Science Standard High School Strand 5 Concept 2 PO 14
ELL Stage V: Grades 9 12 Listening and Speaking: HI-2
ELL Stage V: Grades 9 12 Listening and Speaking: LI-6
ELL Stage V: Grades 9 12 Listening and Speaking: LI-8
ELL Stage V: Grades 9 12 Reading: LI-10
ELL Stage V: Grades 9 12 Reading: LI-5

HOMEWORK
Worksheets Handouts: Worksheet 1: Qualitative Impulse and Momentum, Worksheet 2: Impulsive Forces and Momentum, Conservation of
Momentum Problem-Solving examples (Momentum Bar graphs), Worksheet 3: Conservation of Momentum I, Worksheet 4: Conservation of
Momentum II, Impulse-Momentum Review Sheet

(Some questions attempted as Homework then reviewed in class)

Handouts are taken and arranged in order as needed from AMTA 2013, v4.0

RESOURCES/MATERIALS
 List all resources that you will need to teach this lesson:

Apparatuses and Materials: Promethean Board, 2x4 whiteboards, Expo markers, Hoop spring, force sensor detector, Photogate(s), LoggerPro
Software, Force motion sensor, motion sensor strip tape, Two dynamics carts, picket fence, weights, Inclined Ramp, books for inclining slope,
scientific calculator, pencil, pen, and lab notebook.

Ti TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?

me (Sub-objectives/topics, with (BW, lecture, lab, group work, (Active participation, Int. Closure)
Bloom) handout, etc)
1. Bell work: Students will focus on Students will brainstorm and do the
SWBAT identify types of external what they learned in previous class as following:
5 forces acting on an object(s) to to how they should draw diagrams 1. List types of forces on an
mi make a visual diagram object(s)
n Blooms Level: 2. See the forces being acted
Understanding upon/shared
3. How are the forces being
played during physical
contact
2a. Indirect Instruction: Teacher Students will
make students think about what will Take notes
SWBAT interpret how an object occur when mass and velocity both take Brainstorm on their
20 changes velocity as mass is place in a system(s) observation
mi changed and/or when velocity of b. Inquiry: teacher will ask students Write down a sentence as to
n an object changes questions to brainstorm ideas based on how changing the mass will
what they could picture with mass and affect velocity
Blooms Level: velocity acting together on an object(s) Write down a sentence as to
Understanding
how changing the velocity
will affect mass

3a. Simulation: Demonstration with Students will

modeling on cart on ramp with motion make observation of what
SWBAT apply their previous detector they see happening to the
15 knowledge/notes of forces to see b. Use of LoggerPro Software to show object
mi new concepts of velocity and how force motion translates to graph list down what they have
n mass to give momentum c. Teacher writes on board students seen when object
observations moves/collides.
Blooms Level: Students will think of
 Application scenarios of an object with
mass and velocity of an
object that will give
momentum

4a. Short Lecture: Summary notes Students will

b. Teacher demonstration of a sample Take missing notes
SWBAT to apply their problem Apply what they have
30 understanding of relationships c. Think/pair/share groupwork activity learned so far to identify
mi between mass and velocity to with designated problems problems involving collisions
n solve problems d. Students will individually solve and momentum
problems on their own
Blooms Level:
Application
5a. Teacher will give handout to students Students will discuss and share
b. Teacher will assign problems to each their thoughts for their assigned
20 SWBAT answer and support their assigned pair problems
mi problem approaches to the class c. Students will come up and present Students will think of reasons as to
n Blooms Level: their problem on slates in front of class why they chose specific answers
Evaluation and explanations
Students will prepare to answer
and support students questions