Embedded Files
Momentum and its Conservation:
Momentum and its Conservation:
In this unit, we will discuss changes in motion of an object by considering an object's momentum before and after impulses act on it. Then we consider what is required to conserve the momentum of a system: When no net external forces act on an object or collection of objects, their momentum does not change - it is conserved.
Power Standards:
Power Standards:
Students will be able to read and solve physics problems by writing down what is given in the problem, choosing the correct equation, and calculating the correct answer with the appropriate unit.
Students will be able to read laboratory investigations, follow the directions, use laboratory equipment properly, follow safety instructions, and analyze the data to help apply physics concepts learned.
Students will be able to connect momentum to everyday life and understand the situations where momentum is conserved.
Learning Targets:
Learning Targets:
Learning targets are what the students will be assessed on.
Physics Knowledge:
PK 9.1 - I understand momentum and impulse and can apply these concepts to everyday life. Chapter 9, Lesson 1
PK 9.2 - I know how you can decrease the force on an object using the impulse momentum theorem. Chapter 9, Lesson 1
PK 9.3 - I can explain impulse and the law of conservation of momentum. Chapter 9, Lesson 2
Math:
M 9.4 - I can use the five steps to solve problems with momentum and impulse. Chapter 9, Lesson 2
M 9.5 - I know the abbreviations/units for all the previously learned terms, momentum, and impulse. Chapter 9, Lesson 2
Standards Based Grading Scale:
Standards Based Grading Scale:
All of the above learning targets will be assessed with the following scale:
4 - Advanced. The learner has demonstrated a high level of conceptual and procedural understanding of the specific knowledge and skills.
3 - Proficient. The learner has demonstrated understanding of the specific knowledge and skills.
2 - Beginning. The learner is emerging but does not yet demonstrate understanding of specific knowledge and skills.
1 - The learner has provided some evidence, but not enough to assess proficiency.
0 - The learner has provided no evidence of the skill.
Learning targets will be added to MiStar at the beginning of the chapter and grades (0-4) will be entered as the students meet with the teacher and demonstrate their understanding of the learning targets. Learning target grades may not be added at the same time. If there is a blank, then the student may not have had the opportunity to demonstrate thier knowledge yet. A grade entered as zero means that they had the opportunity to demonstrate their knowledge and they chose not to.
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