Physics: Unit 1 – Motion & Momentum

Motion & Momentum

In a collision, who wins?

Lesson (45 min) Description Standards

1. Spaghetti  Engagement: How many marbles can seven strands of spaghetti support? NGSS
Bridge  Spaghetti Bridge Challenge Dimensions:
o The students will work in small groups.  PS2.A HS2
What are o The students will be provided with 20 strands of spaghetti, cup with a string handle, and a cup of marbles.  SEP1 HS3
mathematical o The students will suspend the cup from strands of spaghetti bridging two neighboring desks. They then  CCC1 HS5
models? measure the maximum number of marbles that bridges (of up to five strands) can support.
o The students will graph their data by hand and use the graph to make a claim predicting the maximum
number of marbles a bridge of seven strands can support.
o The students will test their prediction.
o This activity will help the students develop the following idea:
1. The number of marbles that a spaghetti bridge of certain number of strands can support can be
extrapolated from the graph.
 Formative Assessment
o The students will rank the strengths of the bridges based on the graph of the number of marbles vs number
of strands. They will use the Spaghetti Bridges worksheet.
o The teacher may just project the exit ticket to the class and call students to answer the question.
 Homework: The students will complete their lab report.
2. Graphing &  Engagement: The teacher will ask the students “Do you like graphing your data by hand? Is there a better and NGSS
Modelling easier way of graphing? “ Dimensions:
with Logger  Graphing with Logger Pro  PS2.A HS2
Pro o The teacher should install Logger Pro on the school computers ahead of time.  SEP2 HS6
o The students will graph their data using Logger Pro.  CCC4 HS3
How can o The student will perform curve fitting (linear) using Logger Pro in order to obtain the mathematical model
computers help for their data.
make graphs and o This activity aims to help the students realize that computer programs can be used to graph data and
predictions? perform mathematical modeling more easily.
 Close Reading
o The students will read Experimental Design and Graphical Analysis of Data, p. 13 (Rex P. Rice, 2000; edited
M. Schober 2002).
o The students will take notes and the class will discuss the concepts learned from what they have read.
o This activity aims to help the students develop the following ideas:

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Physics: Unit 1 – Motion & Momentum

1. The different shapes of the graph indicate different relationships between the dependent and the
independent variable.
 Formative Assessment
o The students will perform Mathematical Modeling to write the equation that represents the points that are
plotted on a graph.
 Homework: The students will write the mathematical model given the graph or the data chart. They will use the
Mathematical Modeling Using Graph worksheet.
3. Graphing  Engagement: The teacher will demonstrate how to use the motion sensor. The teacher will show how a motion NGSS
Position sensor placed on a table captures the motion of your hand as you wave it up and down in front to the sensor. Dimensions:
 Interpreting Position vs. Time Graphs  PS2.A HS2
How are position o The students will be given the Interpreting Position vs. Time Graph sheet. The students will describe the  SEP2 HS6
vs. time graphs motion of the object represented by each segment of the position vs. time graph.  CCC4 HS3
interpreted? o The class will discuss what each segment of the motion graph means.
o This activity aims to help the students develop the following ideas:
1. The motion of an object can be represented by a position vs. time graph.
2. The segment of the position vs. time graph that is horizontal means that the object is not moving.
3. The segment of the position vs. time graph that is diagonal means that the object is either moving away
from the sensor or moving towards it.
 Position vs. Time Graph Matching Competition
o The teacher will open the graph matching activities, 01b Graph Matching.cmbl and 01c Graph
Matching.cmbl, in Logger Pro on different computers in the classroom. The students will work in small
groups and take turns to match the graph shown on Logger Pro. The groups will write their best score on
the board. The group with the best score wins. [Note to the teacher: If you have not used the sensor before,
it is highly suggested that you practice using it before you do this activity in the class. You may refer to the
Graph Matching document on how to set up the sensor. To access these activities, launch Logger Pro on the
computer. Go to File > Open > Physics with Vernier > 01b Graph Matching.cmbl. In order to determine the
score, on Logger Pro, click Analyze on the toolbar then click on Integral and put a check mark on Integral
for: Latest Position. The closer the magnitude of the integral to zero, the better the match.]
o This activity aims to reinforce the following ideas:
1. The motion of an object can be represented by a position vs. time graph.
2. The segment of the position vs. time graph that is horizontal means that the object is not moving.
3. The segment of the position vs. time graph that is diagonal with positive slope, the object is moving
away from the sensor. The diagonal segment that has a negative slope means that the object is moving
towards the sensor.
 Formative Assessment

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Physics: Unit 1 – Motion & Momentum

oThe students will be given a position vs. time graph. They will describe the motion based on the motion
graph. They will use the Position vs Time Graph worksheet.
 Homework: The students will write about the importance of position vs. time graphs. This will cite instances where
position vs. time is applied or necessary.
4. Calculating  Engagement: The teacher will ask the students “What other information can be obtained from the position vs. time NGSS
Speed graph?” Dimensions:
 Slope of a Position vs. Time Graph  PS2.A HS2
What does the o The class will discuss what they have learned from the homework reading assignment about Determining  SEP5 HS3
slope of the the Slope of a Position vs. Time Graph.  CCC4 HS3
position vs. time o The class will ask the students “What physical quantity has the same unit as the slope of the position vs.
graph mean? time graph?” Using the unit of the slope of the position vs. time graph, the class will define speed (v) as
distance (d) divided by time (t) and write the definition mathematically as v = d/t.
o The students will compare the slopes of the position vs. time graphs of objects that are moving at different
speeds. The students will be given position vs time graphs and use the graphs to determine the speed of the
object. They will use the Slope of a Position vs. Time Graph worksheet.
o These activities aim to help the students develop the following idea:
1. The slope of the position vs. time graph is equal to the speed of the object.
2. The position vs. time graph of fast-moving objects are steeper than that of slow-moving objects.
3. When comparing the speeds of different objects using the position vs. time graphs, the graphs do not
necessarily have to start from the origin.
 Applying v = d/t
o The students will apply the equation v = d/t to solve problems on constant speed.
o They will use the Applying v = d/t worksheet.
o This activity aims to help the students develop the following idea:
1. The formula v = d/t can be used to solve for one variable if the other two variables are known.
 Homework: The students will finish solving the practice problems at home.
5. Speed  Engagement: The teacher will ask the students “How would you prove that someone is speeding or not?” NGSS
Cameras, Day  The Speeding Ticket Activity Dimensions:
1 o The students will be working in small groups.  PS2.A HS2
o The students will be provided with a tumble buggy, meter stick and stopwatch.  SEP3 HS1
Was the car o The students will be given a copy of the speeding ticket that was issued to a tumble buggy and the prompt  CCC4 HS3
speeding? for the activity. They will also be provided with the rubric for grading the activity. The students will use the
Speeding Toy Cart sheet.
o They will plan and conduct an investigation to verify or refute the speeding ticket.

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Physics: Unit 1 – Motion & Momentum

o Based on their findings, the students will work either as a prosecutor or as defense lawyers against or for
the tumble buggy driver. [Note: The teacher should make sure that there is a balance on the number of
tumble buggies that can move above and below the speed cited in the ticket.]
o The rubrics for the presentation will be discussed.
 Homework: The students will finish preparing their arguments and evidences that they will be presenting to the
jurors the following day.
6. Speed  Engagement: The students will be given 5 minutes to prepare for their presentation. The class will review the NGSS
Cameras, Day rubric. Dimensions:
2  Presenting Arguments  PS2.A HS2
o Each group will be given 3 minutes to present their case to the jury.  SEP7 HS4
Was the car  Homework: The students will read on the slope of the position vs. time graph. They will use the Determining the  CCC4 HS3
speeding? Slope of a p-t Graph sheet. The class will discuss what they have learned from the reading.
7. Speed Quiz  Engagement: The class will discuss the remaining problems from yesterday’s practice sheet. NGSS
 Describing Speed Dimensions:
See previous o Then students will be given this scenario: Four students are arguing about the speeds of four cars. They are  PS2.A HS2
lessons. identifying the fastest car. They are looking at the position vs time graphs that are drawn on the same x-y  SEP5 HS3
coordinate. Your task is to state whether each student is right or wrong and explain why. Use the Arguing  CCC4 HS3
About Speed worksheet.
o The students will be given the data for distance traveled and time of travel of four tumble buggies. They will
rank the buggies from fastest to slowest. The distances are measured in either meters or centimeters. The
times are measured in either minutes or seconds. This assessment will also give the students the
opportunity to do unit conversion. The students will use the Speed of the Tumble Buggy worksheet.
 Quiz
o The students will take a 10-15 minute teacher-made quiz. The quiz includes position vs time graph analysis,
mathematical modeling, and applying the v = d/t equation.
 Homework: No homework.
8. Graphing  Engagement: The teacher will demonstrate how a Vernier motion sensor pointed at the ceiling captures velocity as NGSS
Velocity the he/she raises and lowers his/her hand in front of it at different speeds. Dimensions:
 Vectors and Scalars  PS2.A HS2
What does the o The teacher will call the attention of the students to the part of the velocity vs. time graph that is below the  SEP2 HS6
velocity vs. time x-axis. The teacher will ask the students “Why is it that there is a segment of the graph that is below the x-  CCC4 HS3
graph say about axis? What does it mean?”
the motion of an o The class will discuss that the segment of the velocity vs. time graph that is below the x-axis corresponds to
the velocity that is towards the sensor.
object?
o The class will then discuss scalar and vector quantities and will cite examples of scalars and vectors.
o This activity aims to help the students develop the following ideas:
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Physics: Unit 1 – Motion & Momentum

1. Scalar quantities are quantities that are fully described by magnitude alone. Examples of scalars are
mass, distance, height, etc.
2. Vector quantities are quantities that are fully described by magnitude and direction. Examples are
velocity, displacement, momentum, etc.
 Velocity vs. Time Graph Matching
o The teacher will open the graph matching activity, 01e Graph Matching.cmbl, in Logger Pro on different
computers in the classroom. [Note: Open Logger Pro. Click on File, then Open, then Physics with Vernier,
then 01e Graph Matching.cmbl.]
o The students will walk back and forth in front of the sensor to match the velocity vs time graph.
o The students will work in small groups. Within their group, the students will take turns in matching the
graph. The groups will write their best score on the board. The group with the best score wins. [Note: To
score the graph, click on Analyze, then Integral, then click on the box for Latest Velocity. The closer the
magnitude of the Integral to zero, the better the score.]
o This activity aims to reinforce the following ideas:
1. The motion of an object can be represented by a velocity vs. time graph.
2. The segment of the velocity vs. time graph that is horizontal means that the object is at constant
velocity.
3. The segment of the velocity vs. time graph that is inclined (diagonal) away from the x-axis means that
the object is speeding up.
4. The segment of the graph that is above the x-axis means that the object is moving away from the
sensor (positive direction).
5. The segment of the graph that is below the x-axis means that the object is moving towards the sensor.
 Formative Assessment
o The students will be provided with the velocity vs. time graph. They will rank the segments of the graph
based on greatest to least change in velocity.
o The students will use the Velocity vs. Time Graph worksheet.
 Homework: No homework.
9. Collision  Engagement: The teacher will tell the students “Two toy cars drive along a single lane road, from opposite NGSS
Course directions, at different speeds. How can you predict where they will crash into each other?” Dimensions:
 Modeling Motion/Predicting Collisions  PS2.A HS2
How do scientists o The student groups each get two battery powered toy cars that drive at different speeds. Students then test  SEP2 HS6
apply models to each car individually and collect data which they will use to predict the collision point.  CCC4 HS3
real-world o The students will create graphs to predict where the two cars will collide when they start out facing each
problems? other from a set distance apart.
o The students will verify the prediction from the graph by using the speed formula.
o The students will use the Activity – Cart Collision sheet for the instruction and rubric.

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 Testing Predictions
o The students will setup their toy cars so that they will collide, mark their predicted collision point of the
floor, and then test to see where they actually collide.
 Homework: The students will complete their lab report.
10. Catching Up  Engagement: The teacher will tell the students “Two toy cars will drive along the same lane and head in the same NGSS
direction at different speeds. The two cars will start at the same starting position. The slower car has a 5-second Dimensions:
How do scientist head start. At what point will the faster car catch up with the slower car?”  PS2.A HS2
apply models to  Activity: Catch Me If You Can  SEP2 HS6
real-world o The student groups each get two battery powered toy cars that drive at different speeds. Students then test  CCC4 HS3
problems? each car individually and collect data which they will use to predict the where the faster car catches up with
the slower car.
o The students will create graphs to predict where the faster car will catch up with the slower car.
o The students will verify the prediction from the graph by using the speed formula.
o The students will use the Activity – Catch Me If You Can worksheet for instructions and rubric.
 Testing Predictions
o The students will setup their toy cars facing in the same direction so that at some point the faster car will
catch up with the slower car that is given a head start, mark their predicted catch up point of the floor, and
then test to see where the faster car actually catch up with the slower car.
 Homework: The students will complete their lab report.
11. Momentum  Engagement: The students will watch The New Yorker’s video Dangerous Helmet-to-Helmet Collisions in N.F.L. NGSS
of a Ball, Day Games (Youtube-2:41). The teacher will ask the following questions: 1. What factors contribute to the seriousness Dimensions:
1 of the injury that the football players get when they take a hit? 2. Why did the narrator in the video mention  PS2.A HS2
“speed” several a few times? 3. What does speed have to do with the hit that the players receive during the game?”  SEP3 HS1
What factors  Lab: Sinking Balls  CCC4 HS3
determine who o The students will be provided with Play Doh, marbles of different sizes, pingpong ball, and golf ball [the
wins in the balls should be smaller than the diameter of the container of the Play Doh and ruler.
collision? o The students will design and conduct an experiment to determine the factors affecting the amount by
which the ball will sink into the Play Doh.
o After conducting the experiment, the students will answer the following questions:
1. How would you compare the depth by which the balls sunk into the Play Doh?
2. What factors affected the depth by which the balls sunk into the Play Doh?
3. Is it possible for the depth by which two different balls sink into the Play Doh be the same? How could
this happen?
 Homework: The students will complete the lab report at home and turn it in after the class presentation the
following day.

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12. Momentum  Engagement: Each group will present their experiment to the class.
of a Ball, Day  Lab: Sinking Balls
2 o The students will present their findings to the class.
o This activity aims to help the students develop the following ideas:
What factors 1. The amount by which the ball will sink into the Play Doh depends on the mass and velocity of the ball.
determine who 2. Two balls of different masses can sink into the Play Doh by the same amount provided that the lighter
wins in the ball was moving faster when it hit the Play Doh.
collision?  Close Reading: Momentum
o The students will read The Physics Classroom’s discussion of momentum. They will use the Momentum
sheet.
o This activity aims to help the students develop the following ideas:
1. Momentum takes into account the object’s mass and velocity.
2. The momentum of an object is equal to product of its mass and velocity.
3. Momentum is a vector quantity.
 Formative Assessment
o The students will rank the momentum of different boxes from greatest to least.
o They will use the Momentum of Objects worksheet.
 Homework: The students will complete the lab report at home and turn it in the following day.
13. Calculating  Engagement: The teacher will ask the students if the following statements about momentum are true or false: NGSS
Momentum 1. Momentum is a vector quantity. Dimensions:
2. The standard unit on momentum is the Joule.  PS2.A HS2
How much 3. An object with mass will have momentum.  SEP5 HS3
momentum does 4. An object which is moving at a constant speed has momentum.  CCC4 HS3
a moving object 5. An object can be traveling eastward and slowing down; its momentum is westward.
have? 6. The momentum of an object varies directly with the speed of the object.
7. Two objects of different mass are moving at the same speed; the more massive object will have the
greatest momentum.
8. A less massive object can never have more momentum than a more massive object.
9. Two identical objects are moving in opposite directions at the same speed. The forward moving object
will have the greatest momentum.
10. An object with a changing speed will have a changing momentum.
 Momentum Problem Solving
o The students will solve practice problems on momentum.
o They will use the Momentum worksheet.
 Homework: The students will solve problems on momentum. They will use the Calculating Momentum worksheet.

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14. Velocity and  Engagement: The teacher will ask the students “Do you have any questions about momentum before you take the NGSS
Momentum quiz?” If there are questions, the class will go over the questions before the quiz. Dimensions:
Quiz  Quiz  PS2.A HS2
o The students will take a 10-15-minute teacher-made quiz velocity and momentum.  SEP5 HS3
What happens to  Lab: Bouncing Balls  CCC4 HS3
momentum in o The students will be provided with Vernier motion sensor, meterstick, stopwatch, marbles of different sizes,
collisions? pingpong ball, golf ball and a triple beam balance.
o The students will design and conduct an experiment that will allow them to compare the change in
momentum of the balls.
o The students will have to record the velocity before and after the bounce, the momentum before and after
the bounce, the change in momentum and the percent of momentum change.
o After conducting the experiment, the students will be asked the following questions:
1. Where did the lost momentum of the ball go?
 Homework: The students will complete their lab report.
15. Conservation  Engagement: What does “conserve” mean? What are some things that are conserved in your daily life? NGSS
Laws  Richard Garriott’s ISS Momentum Demonstration (YouTube-1:58) Dimensions:
o Show video clip to demonstrate conservation of momentum in a system.  PS2.A HS2
What is  Lab: Colliding Dynamic Carts  SEP3 HS1
conserved in o The students will work in small groups.  CCC4 HS2
collisions? o Each group will be provided with two dynamic carts, a dynamic cart track, meterstick, stopwatch, triple
beam balance, Vernier motion sensor
o The students will design and conduct an experiment to determine the momentum of each cart before and
after the collision.
o The students will try different cases [both carts moving the other; one cart moving, one at rest; two carts
moving in the same direction with the slower cart in front; the carts stick together after collision].
o The students will present their findings to the class.
o If the dynamic carts are not available, the students will use the Phet simulation Collision Lab.
o They will design an experiment that will try to find out what quantity is conserved in a collision while trying
to create as many difference scenarios in the simulation such as same masses, different masses, one
moving while one initially at rest, both are moving towards each other, both are moving in the same
direction with the slower ball in front, the balls separate or stick together after collision.
o They will conduct the experiment to collect data. They will analyze their data and present their findings to
the class.
o This activity aims to help the students develop the following idea:
1. Momentum is conserved in a closed system.
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Physics: Unit 1 – Motion & Momentum

 Close Reading
o The student will read The Physics Classroom’s discussion on conservation of momentum. The students will
use the Reading Assignment – Momentum Conservation Principle sheet.
o This activity aims to help the students develop the following idea:
1. The conservation of momentum means that the total momentum of the system before the collision is
equal to the total momentum of the system after the collision. In equation form this is written as m1v1i
+ m2v2i = m1v1f + m2v2f.
 Homework: The students will finish the Collision Lab report.
16. Conservation  Engagement: A student volunteer who can ride a skateboard, a skateboard, a helmet, and a medicine ball are NGSS
of needed. The student with the help of a classmate will perform the demonstrations described below. Before each Dimensions:
Momentum demonstration, the teacher will ask the rest of the class what their prediction is. After the demonstration, the  PS2.A HS2
students will be asked to say whether their prediction was right or wrong and explain. [Note: Take necessary  SEP5 HS3
How does the law precaution by requiring the student to wear a helmet. This demo might require to be done in the hallway if the  CCC4 HS2
of conservation classroom is small or congested.]
apply in different 1. The student, holding the medicine ball, is standing at rest on the skateboard. He throws the medicine
ball in front of him.
situations?
2. The student stands on the skateboard that is at rest. The student catches the medicine ball thrown at
him by another student.
3. The student, carrying the medicine ball, is riding the skateboard that is moving forward. He throws the
medicine ball forward.
4. The student is riding the skateboard that is moving forward. He catches the medicine ball that is thrown
to him by another student.
 Applying the Law of Conservation of Momentum
o The class will use the law of conservation of momentum to solve practice problems.
o The students will use the Practice – Law of Conservation of Momentum worksheet.
 Homework: The students will finish solving at home whatever practice problem that was not solved in class.
17. Conservation  Engagement: Using a Newton’s cradle, the teacher will ask the students to explain why if one sphere is lifted and NGSS
of released from one end, only one sphere will swing on the other end and when two spheres are lifted and released Dimensions:
Momentum on one end, two spheres will swing on the other end.  PS2.A HS2
Problem-  Problem Solving: Conservation of Momentum  SEP5 HS3
Solving o The students will solve problems on conservation of momentum.  CCC4 HS2
o The will use the Classwork – Conservation of Momentum worksheet.
What kind of  Homework: The students who did not finish the classwork will complete it at home and turn it in the following day.
problems can be
solved by the law

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Physics: Unit 1 – Motion & Momentum

of conservation
of momentum?

18. Colliding  Engagement: The teacher will distribute the Colliding Captains assignment and ask a student to summarize the NGSS
Captains, Day scenario. Dimensions:
1  Show Colliding Captains (0:15)  PS2.A HS2
o The students will analyze the video of two cars on a collision course and calculate the momentum of each  SEP4 HS1
Is momentum car and the total momentum of the system before the collision.  CCC4 HS2
conserved in a o The students will analyze the video of the two cars after they collided and calculate the momentum of each
real collision? car and the total momentum of the system after the collision.
 Homework: The students will read about conservation of momentum in car crashes. They will read The Physics
Classroom’s article using the Reading Assignment – Car Rear-Ends Truck sheet.

19. Colliding  Engagement: The teacher will ask the students “What are the common causes of car accidents?” NGSS
Captains, Day  Reading Assignment: Common Causes of Car Accidents Dimensions:
2 o The students will read about the common causes of car accidents and discuss what could be done to avoid  PS2.A HS2
these causes?  SEP5 HS3
Can conservation  Colliding Captains Continued  CCC4 HS2
of momentum be o The students will apply the law of conservation of momentum to determine the speed of a car prior to a
used to find out collision.
how fast cars o They will construct an argument to present expert testimony.
o They will write their lab report.
were moving
 Homework: The students will finish their lab report and prepare it for submission the following day.
before collisions?

20. Testimony  Engagement: The teacher will ask the students “Who is at fault in this accident?” NGSS
Presentations  Show and Tell Dimensions:
and Review o The students will present their arguments to the class.  PS2.A HS2
 Review  SEP7 HS4
What do I know o The students will answer the following:  CCC4 HS2
about motion and 1. Differentiate distance from displacement?
momentum? 2. Differentiate speed from velocity?
3. What information can be obtained from a position vs. time graph?
4. What information can be obtained from velocity vs. time graph?
o The students will answer questions on momentum using the Review – Walker ConcepTest Clicker
Questions.
 Homework: The students will prepare with the quiz.
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21. Unit  Engagement: The teacher will ask the students “In a collision, who wins?” The students should be able to describe All standards
Assessment what happens when two objects collide. covered in the
 Unit Assessment unit.
o The students will take a unit assessment to demonstrate their mastery of motion and momentum.
 Homework: Bring a pullback car to class tomorrow.

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