Work,Power,andEnergy

Day1Day2

Purpose:Thepurposeofthelessonistodefineandunderstandwork,power,andenergy,and
discovertheir relationshipwitheachotherandForce.

Safety:StudentsarerequiredtofollowallsafetyguidelinesstatedintheSafetycontract.This
includesbutisnotlimitedtothefollowingconcerns.NoHorsingaround,nochewing
gum,followwrittenandverbaldirections,neverworkingalone,wearinggoggleswhen
havingflyingobjectswhichcouldentertheeye,andInternetSafety.

RelevantSOLs:
PH.5:Thestudentwillinvestigateandunderstandtheinterrelationshipsamongmass,
distance,force,andtimethroughmathematicalandexperimentalprocesses.Key
conceptsinclude
g)work,powerandenergy.

PH6Thestudentwillinvestigateandunderstandthatquantitiesincludingmass, energy,
momentumandchargeareconserved.Keyconceptsinclude
a)KineticandPotentialEnergy

MaterialsandResources:HomeworkRubric,LabSheetRubric,Work,Power,andEnergy
ActivityExplorationLab,Textbook,HumanPowerLabSheet,Bellringers,
Stopwatches,measuringtape,scale,andPrometheanActivExpressionstudent
responsesystem.

Procedure:
1) (5minutes)StartthedaywithBellringer#1tofocusthestudentsonthethework
thatwehavedoneinthepreviouslessonandstartthemthinkingaboutthenew
lesson.
2) Engage:(15minutes)AftertheBellringer,thestudentswilldoa
ThinkPairSharewithapartner(tablemate).Theywillwritedownthethoughts
onquestionsaboutwork,power,andenergyandthiswillbeusedasanexitslip.
Afterwhichwewillshareasaclass.Theywillbegivenguidingquestionsto
answerlike:

Whatdoyouthinkaboutwhenyouheartheterm"energy?"
Where/howdoyouuseenergyinyourlives?Nameafewthingsthatwedothat
useenergy.
Whathappenswhenwedonothaveaccesstoenergy(i.g.electricpower),such
asduringsummerblackoutsoricestorms)?
Whataresomemeasurements/unitsforenergy?
Canyouaccuratelymeasurethese?How?

3) Explore:(30minutes)Breakingintosmalldiscussiongroups,studentswillwork
throughtheWork,Energy,andPowerExplorationLab.DuringthistimeIwill
makesuretocycletheroomaskingguidingquestionstodirectthediscovery
abouttheseconcepts.TheywillusethePHetsimulation,TheRamp,locatedat
https://phet.colorado.edu/en/simulation/theramp
.
4) Explain:(45minutes)Nowwewouldgoaroundtheroomandshareouranswers
anddiscusstheinformationontheExplorationSheet.Studentswouldbegivena
shortlistofequationsanddefinitionsandwewouldhavethegroupsworkon
sampleproblems,whichtheywouldthenpresenttotheclasshowtheydidthem.
Helpwouldbegivenbydirectgroupinstruction.Thiswouldlasttherestofthe
classperiod,whereHomeworkwouldbeassignedforthegroupstodoand
presentthenextdayaftertheBellringer.
5) (5minutes)StarttheseconddaywithBellringer#2whichwouldbeusedtotouch
onthebasicconceptsoftheExplorationLabfromDay1.
6) Explaincontinued(30minutes)Studentswouldpresenttheirquestionfromthe
homeworktotheclass(orhandinallofitforcompletion)andexplainhowthey
cametotheanswertheydid.GradingwouldbedoneusingtheHomeworkRubric.
7) Extend/Elaborate:(60minutes)WewouldbreakintogroupsanddotheHuman
Powerlabtodemonstratethecalculationswithrealworldties.Wewoulduseaset
ofstairsinthebuildingforstudentstoclimbwhilegatheringdatatocalculatethe
work,power,andenergytiedwiththis.Thiswouldbedueattheendoftheclass
andgradedbasedontheLabRubric.BeforestartingtheLabtherubricwouldbe
discussedsotheyknowwhatisexpectedofthembeforetheystartthelab.
8) Evaluate:
Formative:ExitslipfromDay1.Bellringers#1/2,gradedforcompletion.
Activitysheet,gradedforcompletion.
Summative:HomeworkRubricgradingofhomeworkpresentationsand
HumanPowerLabsheetgradedfromLabRubric.

UnitBellringer1:
Youwillhave5minutestoanswerthesequestionsand
submitthem.

1) Whatdoyouthinkofwhenyouhearthetermwork?

2)WhattypesofEnergycanyouthinkof?

3)Recap:Whatistheresistanceof3resistorsinparallelifthe
valuesareR
=25,R
=45,andR
15?
1
2
3=


Homework/ClassworkRubric
Criteria

Score

Clearlywrites
allofthe
knownsfor
theproblem.

Studenthasallof Listssomeof
therelevant
theknowns
knownslisted. butnotallthe
onesneeded.

Doesnotlist
anyknowns

Clearlystates
whatyouare
lookingtosolve
for.

Whatyouare
lookingforis
statedand
correct.

Whatyouare
lookingforis
presentbut
incorrect.

Nothingis

listedtosolve
for.

Equation

Allrelevant
equationsare
listedtosolvethe
problem.

Somerelevant
equationsare
provided,but
notall.

Noequations
arelisted.

Units

Unitsarepresent Unitsarepresent NoUnits

andarecorrect. butareincorrect listed

Work

Theworkis
showniscorrect
andtheworkis
therelevantwork

Theimproper
workisshown,
butworkis
present.

Noworkis
shown.

Theansweris
circledand
correct

Theansweris
circledbutitis
incorrect

Theansweris
notpresentor
notcircled

Answer

Total

/2

/1

/2

/1

/2

/2

/10

Work,Power,andEnergyExploration

UsingthePhetsimulationTheRamp,wewillexplorewhatfactorswillaffectforce,power,
andenergy.Thesimulationislocatedat

https://phet.colorado.edu/en/simulation/theramp
.The
guidingquestionsbelowwillwalkusthroughthisexploration.

1)Whataresomeofthefactorsthatthesimulationwillletyouchange?

Work:
Settingthesimulationtobefrictionlessandtherampto0degrees,thiswillmakethe
relationshipseasiertosee.ClickingonWorkGraphwillallowyoutoseethegraphsforthe
workdonebasedonyourvariables.Youmayhavetousethe+andmagnifyingglassestosee
thegraphbetter.AftereverytimeyouclickGo!,youwillmaytohitResetandresetthe
Positionslidertofullyresetthesimulation.

2)Changesomeofthevariablesyoulistedin1andseewhathappenswiththemeasured
workonthegreenline.Whatthingsincreasetheworkdone?Whatthingsreducethe
amountofworkdone?(Hint:Whathappensifyouletitrunforlesstime,whatalsogets
smaller?)

3)Basedonsomeofthevaluesyou have,whatcanyoudesignasaformulathatcanbe
usedtocalculatework?

4)Doyouthinkthatitmattersifanyofthevaluesarenegative?Canyoutryanyas
negativevaluesandifsowhatdoyouseewiththeresultsinWork?

Energy:
Nowthatwehaveexploredwhattheequationofworkcouldbebasedon,itistimetoseeifwe
canfindthesameforEnergy.ClickingonEnergyGraphwillletyouseethemeasurementsfor
differenttypesofenergyduringyourtrials.Againclickfrictionlesstoremovethisasafactor.

5)BesidesThermalEnergy,whataretheothertypesofEnergiesthatitmeasures?What
doyouthinkeachcouldbedefinedas(whataretheyrepresenting)?

6)Tryingdifferentsetupsandlookingatthegraphs,whichvariabledoyouseethathave
aneffectonthesetypesofEnergies.ListeachEnergyandthevariablesyouthinkapply.
(Hintthepictureatthetophasothermeasurementsthatmaybehelpful)

7)Usingsometrialnumberswhatequationcanyoudevelopthatmightbeusedto
calculatetheEnergies?

Power
Takingwhatyouhaveseen,predictwhatyouthinkaboutthesetwoquestions:

8)ThinkingbacktoafamiliarunitofPower,theWatt,whatcanyouconcludeabout
powerfromitsunits?(ThedefinitionofaWattwas1joulepersecond)

9)WhatifItoldyoutheunitsforWorkisaJoule?Doesthishelpyoufigureoutan
equationforPower?

LabRubric
Criteria

SomePartsare
complete.

Nopartsare
complete

Score

Thelabis
completed.

Allpartsare
complete

Thequestions
areanswered.

Allquestionsare Somequestions Noquestions

answered.
areanswered. areanswered.

/10

/10

Understanding Evenifthe
numbersarenot
perfect,itis
evidentof
understandingof
theconcepts.

Some
understandingis
apparentbut
thereismoreto
bedone.

Theconcepts
ofthelabare
notapparent
inthework.

Participation

Whilethelabis
goingonthe
studentis
engagedand
working.

Thestudentis
sometimes
involved,but
othertimesis
not

Thestudentis
not
participating
inthelab.

/10

Total

/36

/6

EquationsforWork,Power,andEnergy
Work

W=Fd(Forceapplied)x(thedistanceitmoved)

Important:WorkisonlydonewhentheForceandthedistancearethesame
direction!!!

Example:
Paulispushingacaroutoftheroadsinceithasstalled.HeappliesaForce
of300Nandthecarmoves30m.
W=(ForceN)(distancem)=300N*30m=9000J

Workcanbedoneinanydirection,howeverwhentheForceisappliedintheopposite
directionofthemovement,thenitisnegative.

Example:
Johnnyispullingacartupahill.Thecart,however,isgoingdownthehill
despitehisbestefforts

Energy
Therearetwomaintypesofenergy:
2
KineticEnergym*v
Alsoknownastheenergyofmotion
PotentialEnergytwotypes
Gravitationalm*g*h(masskg)(gravitationalconstant)(heightm)
2
2
Elastick*x
()(springconstant)(distancem)

Power

P=W/t=F*d/t

UsefulDefinitions:

ForceAforceisapush,pull,ortwist,F=ma(NewtonsSecondLaw),measuredinNewtons,N.
JouleTheSIunitforenergyandwork.J=Wattsxseconds=Nxm
EnergyTheabilitytodowork,E=Powerxtime.measuredinJoules,J.
WorkAforceactingoveradistancetomoveanobject.Forcexdistance,measuredinJoule,J.
PowerTherateatwhichworkisdone,Work/Time,orEnergy/Time.Watt=J/s
BTUBritishThermalUnit.Theamountofenergyneededtoraise1lbofwater1degreeF.1
BTU=1055Joules.
HorsepowerUnitformeasuringmechanicalorelectricalpower,1hp=746watts.

UnitBellringer#2
UsingtheequationsfromourWork,Power,andEnergy
equationsheetsolvethefollowingquestions.

1)Ifaboxweighing150Nislifted2metersofftheground,
howmuchworkisdone?

2)Iftheboxitthecarriedatthesameheightacrossthefloor
10meters,howmuchworkwasdone?

3)Theboxisthensetdowntheoriginal2metersthenanother
2metersdownontoashelf.Howmuchworkwasdone?

HumanPowerLab!

Thehumanbodyhastheabilitytoproduceworkandenergyinmanydifferentways.Whetherit
bethroughbodyheat,muscles,orothermeans,theamountcouldbeprettyimpressive.Todaywe
arejustgoingtoseeoneforminwhichthispowercanbecreated.Useyournotes,theInternet,or
othersinclasstohelpwhilefollowingthroughouranalysis.Wewillbeusingthestairsattheold
WilliamByrdentrancetoconductthisexperimentwithyourfriends,ameasuringtape,anda
stopwatch.

TheequationforpowerisP=W/t,whichmeansthatwhich3thingsdoweneedtofind?
(hint:lookatthedefinitionforW):

NewtonsSecondlawstates:F=m*aInthiscasem*g,whichisweight.
Thefirstthingweneedistheweightofourrunnerinlbs:__________________
Theconversionforlbstonewtons(Force)is1lbto4.5Newtons.
HowmanyNewtonsofForceisgravityputtingontheirbody?______________

Wealsowillneedthedistanceatwhichtherunnerwillcarrytheirbody.TheForceisonly
appliedupanddown,soyouneedtomeasuretheheightofthetopstepofthestairsto
bottomstep.Wewillneeditinmeters!

__________________

Calculatetheworkdoneinonetripupthestairs:_________________

Lastpartwearegoingtoneedisthetimeittakesthemtotravelthisdistance.Doafewtestruns
atdifferentspeedsandrecordthetimesbelow:

t
=_____________t
=_____________t
=_____________
1
2
3

WhatisthePowerforall3trialsandtheaverage?

P
=____________
P
=_____________ P
=___________
P
=_____________
1
2
3
avg

Duringanyofyourtrialsdidyoumanagetogenerateanyhorsepower?(1hp=746Watts)What
doyouthinkyoucoulddotoincreaseyourhp?

Whatdoyouthinkwouldhappenifyouwentbackdownthesteps,howwouldthatchangethe
WorkandPowerofthetrials?Why?

Momentum,Impulse,andConservation
Day3Day4
Purpose:ThepurposeofthislessonistolearnaboutMomentum,ImpulseandthetheLawof
ConservationofMomentum.

Safety:StudentsarerequiredtofollowallsafetyguidelinesstatedintheSafetycontract.This
includesbutisnotlimitedtothefollowingconcerns.NoHorsingaround,nochewing
gum,followwrittenandverbaldirections,neverworkingalone,wearinggoggleswhen
havingflyingobjectswhichcouldentertheeye,andInternetSafety.

RelevantSOLs:
PH6Thestudentwillinvestigateandunderstandthatquantitiesincludingmass, energy,
momentumandchargeareconserved.

INTASC#1and#3

MaterialsandResources:HomeworkRubric,Textbook,Bellringers,NewtonCradle,Vernier
Tracks,objectsforthetracks,photogates,triplebeambalance,superballs,Momentum
Investigationsheet,computers/phones,Internetaccess,ElaboratePresentationRubric,
andPrometheanActivExpressionstudentresponsesystem.

Procedure:
1) (5minutes)StarttheDaywithBellringer#3torecaptheuseofWork,Power,
andEnergyequationsbeforestartingthenewlesson.Sincethisisgradedfor
completion,thelevelofcompletioncanbejudgedbasedonstudentswith
differinglevelsofskill.
2) Engage(10minutes)UsingaNewton'scradletodemonstratehowmomentumis
conservedandtransferred.Thiswouldstartaclassdiscussionabouttheprinciples
workingbehindthemotion,focusingonakeypointabouttransferofmomentum
andconservation.
3) Explore(60)MomentuminvestigationStudentswilluseVerniertracks,cars,and
otherobjectsstudentwillmasstheobjectsandmeasurethespeedofthemoving
objects.Theywillusetriplebeambalances,metersticks,andphotogatesto
gatherdatatocalculatethese.UsingtheMomentumInvestigationSheet,theywill
formtheirownideaofhowtocalculatemomentumandimpulse.Sincethisisa
Formativeassessmenttherecouldbeasecondsheetfordifferinglevelsof
learners,ormorehelpcouldbegiventothosestudentswhiletheyare
investigating.
4) Explain:(20minutes)Atthispointstudentswouldbetaskedwithusingtheir
Momentuminvestigationsheet,books,andInternetaccesstofinishthe
calculationsonthesheet.Goingaroundtheclass,studentswillexplainwhatthey
did,wheretheyfoundtheinformationanddiscussdifferencesinwhattheydid.
Homeworkwouldbeassignedlikebefore,andthesameHomeworkRubricwould
beusedtogradethemontheirassignedproblemafterBellringer#4thenextday.

5)
6)
7)

8)

Studentswithvaryingabilitieswillbegivendifferentoptionsforhomework,like
asmallsetofproblemsforcompletion,oranalternateassignment.
(5minutes)StartthedaywithBellringer#4(Below)torecaptheinformation
aboutmomentum,impulse,andconservation.
Explaincontinued:(30minutes)AftertheBellringerthestudentswillpresent
theirhomeworkproblemtotheclasswithexplanations.Anyonewithalternative
optionsforthehomeworkwillturntheirsinaftertheBellringer.
Elaborate(60minutes)Studentswillhavethechoicetotakeoneofthe3main
topics(Momentum,ImpulseorConservationofMomentum)andcreateareallife
exampleoftheiridea.Theywillusetheinformationfromthelessontoform
eitherapresentation,video,labreport,asong,arap,apoem,anartposter,
billboardorotherapprovedassignmenttoshowtheirunderstandingoftheidea.
Theywillbeexpectedtousesomereallifeexampletoshowcasethemainideas.
TheywillbegiventheElaboratePresentationRubricaheadoftimewithan
explanationofthescoring.Theywilldothisfortherestoftheclassandsubmit
thematthestartofthenextclass.Theassignmentandgradingcanbealteredfor
studentswithvarydegreesofskilllevel.
Evaluate:
Formative:Bellringerswhichareforcompletionwhichcanaccomidate
studentsatvaryinglevels,CollisionInvestigationSheet.
Summative:HomeworkpresentationandElaborateprojectgradedby
rubricsforeach.

UnitBellringer#3
UsingtheequationsfromourWork,Power,andEnergy
equationsheetsolvethefollowingquestions.

1) Aballissittingatthetopofaramp.Theballweights8.0
kg,andtherampsits3.0metersofftheground.Beforethe
ballmoves,whattypeofenergyexistsandhowmuch?

2)Astheballfrom1)hitsthebottomoftheramp(heightof
0.0m),whathashappenedtotheenergyfrom1).Howfast
istheballmoving?(assumingnofrictionexists)

3)If3.0kWofpowerisusedbyadevicefor30seconds,how
muchworkdiditdo?

MomentumInvestigation

YouhaveatyourstationVerniertracks,triplebeambalance,photogatesandsomedifferent
objectstotest.Wewillbeusingthesetofindoutmoreaboutmomentum.

(20minutes)
WhatdoesthewordMomentummeantoyou?Ifsomethinghasalotofmomentum,do
youthinkitisharderoreasiertostopthanonewithlessmomentum?

Puttingapieceofpaperacrossthetrack,rolldifferentobjectsatthepaperandseewhich
objectsbreakthroughandwhichdont.Whatwasthethingsyoudiddifferenttogetthe
objecttogothroughthepaper?

Whydoyouthinkabulletissohardtostop?

Whydoesaglaciercausesomuchdamagetothelandbelowit?

Basedonyourlastanswers,thinkofsomemoreobjectsinlifethatmightbehardtostop
deadintheirtracks.Whattwothingsdoyouthinkdeterminemomentum?

Asaclasswewilldiscusstheseanswersbeforewemoretothenextstep.Asaclasswhatdidwe
determinewastheequationformomentum?______________

(20minutes)
Usethetriplebeambalance,thephotogates,thetracks,andtheobjectstocalculatetheir
momentumindifferenttrialsandmarkyourdataandcalculationsbelow.

Peoplemakegoodmoneydevelopingsystemstostopobjectswithhighmomentum.Listbelow
somethingsyoucanthinkofthathavebeendeveloped:

Whydoyouthinkthesesystemsaresoeffectiveatstoppingtheseobjects?Aretheyeffectiveif
theycausedamagetotheobjecttheyaretryingtostop?

Atthispointstopuntilwehaveachancetodiscussthisasaclass.

Whatdidwefigureoutaboutimpulseandtheimportantfactorsincalculatingthis?

MomentumEquationsanddefinitions

Momentum:
p=MassxVelocity=mv
Unitsaremeasuredaskg*m/s

Momentumisconserved.Veryimportantforproblems!!

Ifweignoreminorenergylosesduestoheat,soundsortheshapeoftheobjectchanging,
thesumofthemomentumofallobjectsinvolvedjustbeforeanimpactwillbeequalto
thesumofthemomentumofallobjectsafterthecrash.

Impulse:
Itisthechangeinmomentum.ItisafunctionofForceandTime.

Force=p/t=changeinmomentum/amountoftime

Changeinmomentum:p=mv
mv
=m(v
v
)orthechangeinmomentumreliesonthe
f
i.
f
i
changeofthespeedassumingmassstaysthesame.

Examples:
Anobjectwithamassof15kgisflyingat15m/s.Whatisitsmomentum?
15kg*15m/s=225kg*m/s

Aballwithamassof1kgisflyingthroughtheairat15m/s.Ithitsthewaterwhereit
slowsdownto3m/sin5seconds.Whatwastheballsimpulse.
m=1kgv
=15m/sv
=3m/st=5sec
1
2
Startingmomentum:1kg*15m/s=15kg*m/s
Endingmomentum:1kg*3m/s=3kg*m/s
Changeinmomentum:12kg*m/s
Impulse=(12kg*m/s)/5sec=2.4kg*m/s

UnitBellringer#4
UsingtheequationsfromourMomentum,Impulseand
Conservationequationsheetsolvethefollowingquestions.

1) Ifanobjecthasamassof2kgandismovingat15m/s.
Whatistheobjectsmomentum?

2)Whatisthereasonwhyairbagsareincars?Thinkaboutit
intermsofImpulse.

3)Ifaprojectileweighing1kgleavesalaunchingplatformat
10m/s.Thelaunchingplatformweighs1000kg.Howfast
doestheplatformmove?

ElaboratePresentationRubric
Criteria
2

Score

Clearlystatesthe
Showsitboth
Showsitonly
mainideathatthey verballyandvisually. verballyoronly
areusingverbally
visually.
andvisually

Doesnotconvey
themainidea
theyareusing

Definesthemain
idea.

Definesthemainidea Definestheidea
andcorrectly.
wrong,butitis
there.

Doesnotdefine
theirmainidea.

RealLife
Information

Reallifeexample
withrealistic
numbers.

Reallifeexample,
butnotrealistic
numbers.

Doesnothavea
RealLife
component.

Approvedmethod
topresentthe
information

Approvedmethod

Notapproved
method.

Presentation
Quality

Qualityisclearand
materialsarewell
designed,andno
spelling/grammar
issues.

Someissuesbut
somestrengths

Misspellings,
grammarissues,
and/orpoor
quality

Creativity

Creativepresentation,
reallifeexample,

Genericideaor
presentation
method

Total

/4

/4
/4

/2

/4

/4
/22

Collisions!
Day5Day6

Purpose:Today'slessonwillbeusedtoinvestigatethedifferencesbetweenElasticandInelastic
collisionsandgainadeepunderstandingofhowtheywork.

Safety:StudentsarerequiredtofollowallsafetyguidelinesstatedintheSafetycontract.This
includesbutisnotlimitedtothefollowingconcerns.NoHorsingaround,nochewing
gum,followwrittenandverbaldirections,neverworkingalone,wearinggoggleswhen
havingflyingobjectswhichcouldentertheeye,andInternetSafety.

RelevantSOLs:
PH6Thestudentwillinvestigateandunderstandthatquantitiesincludingmass,energy,
momentumandchargeareconserved.Keyconceptsinclude
b)elasticandinelasticcollisions

MaterialsandResources:HomeworkRubric,ElaborateProblemCreationRubric,computer,
Textbook,LabSheet,Collisionsequationsheet,Verniertracks,photogates,Bellringers,
andmultipleballs,otherobjectstoshowcollisions,andPrometheanActivExpression
studentresponsesystem.

Procedure:
1) (5minutes)StartoffthedaywithBelringer#5,whichwouldrecaponour
momentumandimpulselesson.
2) Engage(10minutes)Demonstratingdifferenttypesofcollisionsinfrontofthe
classandallowingthemtogetupandhandsoncreatesomecollisions,whilewe
discusswhattheyhaveincommonandwhatisdifferentaboutthem.
3) Explore(45minutes)Theclasswillbreakintogroupsof34,andtheywillbe
givenVerniertracksandvariousobjects.Theywillbetaskedwithnoting
observationsaboutdifferenttypesofcollisionsandhowtheobjectsactbeforeand
afterthecollisions.Theywillalsowritedowndifferenttypesofcollisionsthey
canthinkoffromlife.Thiswillbeusedasanexitslip.
4) Explain:(35minutes)Ashortlistofequationsforcollisionswillbegivenoutat
thispointandpostedonline.Usingtheseequations,theclasswillwalkthrough
thecalculations.Smallgroupswillthenbetaskedwithasetofproblemsthatthey
willworkontopresenttotheclass.Thiswillbedoneasgroupworkbut
evaluatedthesamewaythehomeworkwouldwitheachstudentpresentingatleast
oneproblem.Iwouldcircletheclassroom,givinggroupfeedbackandhelp.The
workwillgountiltheendoftheclasswiththepresentationsbeingaftertheBell
ringeronDay5.
5) (5minutes)TheclasswouldstartoffwithBellringer#6,whichwillrecapour
workonthedifferenttypesofcollisions.
6) Explain:(30minutes)Studentswillthenpresenttheirworkfromthepreviousday
totheclasstobegradedbytheHomeworkRubric.
7) Extend/Elaborate:(60)Groupsoftwostudentswillbetaskedtocomeupwith

theirownreallifeexampleofacollisionandcreateaproblemfortheclass.They
willgivevaluestothevariables,andwillresearchontheInternettomakesure
thattheirvaluesareinlinewithreallife.Theywillmakethecalculationsand
writeupthesolution.Simplificationsmayneedtobemadetomaketheproblem.I
wouldoffergroupshelptothegroupsasIcircletheroom.
8) Evaluate:
Formative:BellringersandwritteninformationfromExploresectionas
exitslipcheckedforcompletion.
Summative:ClassworkpresentationsgradedwithHWrubricandthe
ElaboratequestionsgradedProblemCreationRubric.

UnitBellringer#5
UsingtheequationsfromourMomentum,Impulseand
Conservationequationsheetsolvethefollowingquestions.

1) Ifanobjecthasamassof4kgandismovingat15m/s.Ifit
weretochangespeeddownto5m/s,howmuch
momentumdiditlose?

2) Whatisthereasonwhyairbagsareincars?Thinkaboutit
intermsofImpulse.

3) Ifaprojectileweighing1kgleavesalaunchingplatformat
10m/s.Thelaunchingplatformweighs1000kg.Howfast
doestheplatformmove?

CollisionsEquationsandDefinitions

ElasticCollisions:
Objectsbounceoffoneanotherandproceedseparatelyafterthecollision.
Formulaforwhentwoobjectsinvolved.
m
v
+m
v
=m
v
+m
v
1
1
2
2
1
3
2
4

Example:Anemptyboxcarwithamassof20,000kgisrollingonastraighttrackat5
m/sforwardcollideswithastationaryloadedboxcarwithamassof65,000kg.
Assumingthecarsbounceoffofeachotherelastically,findthevelocityofthefirst
boxcarifthesecondboxcarismovingat2.4m/safterthecollision.

m
=20,000kgm
=65,000kgv
=5m/sv
=0.0m/sv
=2.4m/sv
=?
1
2
1
2
4
3
m
v
+m
v
=(20,000kg)(5.0m/s)+(65,000kg)(0m/s)=100,000kg*m/s
1
1
2
2
=m
v
+m
v
=(20,000kg)(v
)+(65,000kg)(2.4m/s)=20,000v
+156000kg*m/s
1
3
2
4
3
3
100,000kg*m/s=20,000kgv
+156000kg*m/s
3
20,000kgv
=56,000kg*m/s
3
v
=2.8m/s
3

InelasticCollisions
Objectssticktogetherafterthecollision.
Formulaforwhentwoobjectsareinvolved.
m
v
+m
v
=(m
+m
)v
wherev
=thespeedofthecarsstucktogether.
1
1
2
2
1
2
3,
3

Example:Twoclayballscollideheadoninaperfectlyinelasticcollision.Oneballhasa
massof0.500kgandittravelingat4.00m/s,andtheotherhasamassof0.250kgand
sittingstill.Whatisthespeedafterthecollision.
m
=0.500kg m
=0.250kgv
=4.00m/sv
=0.00m/s
m
+m
=0.750kg
1
2
1
2
1
2
m
v
+m
v
=(0.500kg)(4.00m/s)+(0.250kg)(0.00m/s)=2kg*m/s
1
1
2
2
v
(m
+m
)=2kg*m/s
3
1
2
v
=(2kg*m/s)/(m
+m
)
3
1
2
=(2kg*m/s)/(0.750kg)
=8/3or2.67m/s

UnitBellringer#6
Usingtheequationsfromthecollisionsequationsheet,
solvethefollowingproblems.

1) Inaperfectlyinelasticcollisionanobjectwithmassof
6.0kghitsanotherobjectwithamassof3.0kg.Thefirst
objectwasmovingat2.0m/s,whilethesecondwasatrest.
Whatwasthefinalvelocityofthejoinedobjectsafterthe
collision.

2) Intheothertwotypesofcollisions,wheretheobjectsstay
separated,dotheobjectsmoveatthesameordifferent
velocities?

ProblemCreationRubric
Criteria

Score

Clearlystateswhat Whatyouarelooking Whatyouare

youarelookingto forisstatedand
lookingforis
solvefor.
correct.
presentbut
incorrect.

Nothingislisted
tosolvefor.

Allrelevantequations Somerelevant
Noequationsare
arelistedtosolvethe equationsare
listed.
problem.
provided,butnotall.

/2

/1

/2

Units

Unitsarepresentand Unitsarepresentbut NoUnitslisted

arecorrect.
areincorrect

Work

Theworkisshownis Theimproperwork
correctandthework isshown,butwork
istherelevantwork ispresent.

Noworkis
shown.

Theansweriscircled Theansweris
andcorrect
circledbutitis
incorrect

Theanswerisnot
presentornot
circled

Studentusesa
completelynewsetup
andsituation,oradds
anotherstep

Studentstillusesthe
majorityofaclass
problemwith
minimalalteration.

Nocreativity:
Mimicsdirectlya
classwork
problem.

RealLifenumbers Bothbelievableand
areaccurate.
realisticnumbers.

Believableor
realisticnumbers,
butnotboth.

Numbersinthe
problemare
unrealisticand
unbelievable.

Total

/16

Creativity

Answer

Clearlywritesallof Studenthasallofthe Listssomeofthe

Doesnotlistany
theknownsfor
relevantknowns
knownsbutnotall knowns
theproblem.
listed.
theonesneeded.

Equation

/1

/2
/2

/4

/2

UnitSummativeAssessment:

Pickaprojectbelowordesignyourown(whichyoumustgetapprovedbyme).Inthese
projectswewanttotietogethertheideasofwork,power,energy,momentum,and
impulse.LeftovertimeonDay6andDay7willbeusedforstudentstoworkonthis
project.ItwillbegradedoffoftheUnitSummativeRubric.Sometypeofpresentation
shouldbesubmitted.Itcanbewritten,videotaped,infographicorotherwaytoconvey
theinformationtome.

1. Designanexperimenttotesttheconservationofmomentum.Youmayusedynamics
carts,toycars,coinsoranyothersuitableobjects.Exploredifferenttypesofcollisions,
includingperfectlyinelasticcollisionsandelasticcollisions.Ifyourteacherapproves
yourplan,performtheexperiment.Writeareportdescribingyourresults.
2. Designanexperimentthatusesadynamicscartwithothereasilyfoundequipmenttotest
whetheritissafertocrashintoasteelrailingorintoacontainerfilledwithsand.How
canyoumeasuretheforcesappliedtothecartasitcrashesintothebarrier?Ifyour
teacherapprovesyourplan,performtheexperiment.
3. Obtainavideotapeofoneofyourschoolssportsteamsinaction.Createaplaybyplay
descriptionofashortsegmentofthevideotape,explaininghowmomentumandkinetic
energychangeduringimpactsthattakeplaceinthesegment.
4. Useyourknowledgeofimpulseandmomentumtoconstructacontainerthatwillprotect
andeggdroppedfromatwostorybuilding.Thecontainershouldpreventtheeggfrom
breakingwhenithitstheground.Donotuseadevicethatreducesairresistance,suchasa
parachute.Alsoavoidusinganypackingmaterials.Testyourcontainer.Iftheeggbreaks,
modifyyourdesignandthentryagain.
5. AninventorhasaskedanOlympicbiathlonteamtotesthisnewriflesduringthe
targetshootingsegmentoftheevent.Thenew.75kggunsshoot25.0gbulletsat615m/s.
Theteamscoachhashiredyoutoadvisehimabouthowthesegunscouldaffectthe
biathletesaccuracy.Preparefigurestojustifyyouranswer.Bereadytodefendyour
position.


UnitSummativeProjectRubric
Criteria

Score

Showsitboth
Showsitonly
verballyandvisually. verballyoronly
visually.

Doesnotconvey
themainidea
theyareusing

DefinestheLaws

DefinestheLaws
andcorrectly.

DefinesLaws
wrong,buttheyare
there.

Doesnotdefine
theirLaws.

Conveyanceofthe Themethodusedis
information
effectivepresenting
theinformation

Methodonly
presentspartofthe
informationofthe
project.

Nomethodto
reportthe
project/findings.

Approvedmethod
topresentthe
information

Approvedmethod

Notapproved
method.

ProjectQuality

Qualityisclearand
materialsarewell
designed,andno
spelling/grammar
issues.

Someissuesbut
somestrengths

Misspellings,
grammarissues,
and/orpoor
quality

Total

Clearlystatesthe
Lawsthatare
involvedverbally
andvisually

Creativity

Creativepresentation,
reallifeexample,

Genericideaor
presentation
method

/6

/6
/4

/2

/4

/6
/28