name: ______________________________
This activity requires caution.
Part 1 Materials
1 weighted bicycle wheel
Ordinary momentum is a measure of an object's tendency to move at constant speed along a straight path. Momentum depends on speed and mass. For things moving in straight lines momentum is simply mass × speed. In astronomy most things move in curved paths so we have angular momentum. Angular momentum measures an object's tendency to continue to spin in the same direction it first started to spin. This is also called rotational inertia.
Be careful to use slow, careful movements. Follow these steps:
 Student “A” stands in place.
 Student B hands Student A the bicycle wheel (NOT SPINNING)
 Student B spins the bicycle wheel
 Student A tries to tilt the wheel in different directions.
 Student B carefully takes the bicycle wheel from Student A.
 To stop the wheel, hold it against a box on the floor.
What happened as you tried to tilt the wheel? Describe in 2-3 sentences. Try to explain how you knew that the object had angular momentum/rotational inertia.
Part 2: Gyroscope Toy The wheel of the gyroscope must spin rapidly. To get your gyroscope spinning, hold the frame firmly in your hand. Thread the cord through the small hole near the top of the spindle. Turning the wheel, carefully let the cord wind around the spindle – from hole to hub and back again. Be sure to keep the winding as smooth and tight as possible, and be sure to keep the winding between the hole and the hub. To create the rapid spin required to master the forces, pull the cord away from the gyroscope with a quick, strong motion.
Now the forces are yours.
Note: Do not spin your gyroscope with anything other than the special string
supplied.
Master the Forces
Place the spinning gyroscope on its plastic pedestal, on the tip of your finger, on the end of a pen, or on any small upright. The gyro will seem to defy gravity and maintain its relative position in space – no matter how the base is moved around.
Place the spinning gyroscope on a tight wire or string, on the edge of an unbreakable drinking glass, on the edge of a yardstick or ruler, or on the edge of any sturdy surface.
Place the spinning gyroscope so that it balances on the horizontal frame member. Place a second spinning gyro on the end of the first and they will maintain balance and position together.
Describe what the top did in each trick that you tried. Try to explain how you knew that the object had angular momentum/rotational inertia.

Materials: 1 Newton’s Cradle per student
Try many different combinations of release on one side or the other. See the result on the other side as the momentum/kinetic energy is transferred through the cradle to the balls on the other side.
Questions to discuss, but not write:
1. Where is there friction in this scenario?
2. Describe what you observed about velocity.
3. Describe what you observed about mass.
4. Describe what you observed about momentum.
Questions to answer:
1. Write 1-2 sentences about the relationship between the number/combination of release balls used and the observed result. Use a specific example in your explanation. Drawing a picture will help.
Picture area
2. Name the force (not gravity!) that eventually causes the balls to stop swinging:
_______________________________________
Materials billiards balls cue sticks mini science classroom pool table (sweet!)
Directions: Play some pool.
[Easy cue: make a fist with one hand to use as a cue rest. Rest the cue between 2 knuckles.]
Questions to discuss, but not write:
1. Where is there friction in this scenario?
2. Describe what you observed about velocity.
3. Describe what you observed about mass.
4. Describe what you observed about momentum.
Written answer: Use a drawing and 2-3 sentences to explain how you had to hit the target ball in order to make it go in the desired direction. This includes both how hard and exactly
where on the ball you had to hit it to get it to go where you wanted it.
Picture area
2. Name the force (not gravity!) that eventually causes the balls to stop rolling:
_______________________________________

Materials: Clackers, rocket balloons with pump.
Directions: Play with the clackers and rocket balloons. Observe their behavior.
1. Where do you see action and reaction happening?
2. What evidence do you have that momentum & energy are being transferred?
3. How do you think these toys would behave in zero gravity? How would it behave in less gravity, like on the moon?
4. Think of an experiment you could do with each of these toys and list the IV & DV:
Clackers IV:_______________________________DV:________________________________
Balloons IV:_______________________________DV:_______________________________
Materials: Mini air hockey table
Directions: Play some air hockey.
Questions to discuss, but not write:
1. Where is there friction in this scenario?
2. Describe what you observed about velocity.
3. Describe what you observed about the angle of the collisions.
4. Describe what you observed about momentum.
Written answer: Use a drawing and 2-3 sentences to tell how the puck behaved when it collided with the walls. This includes the angle of approach and the angle of reflection off the wall.
Picture area
2. Name the force (not gravity!) that eventually causes the pucks to stop sliding:
_______________________________________
3. Why does an air hockey table allow the pucks to move so easily?

Materials: Billiards balls, felt table cover
Directions: Line the balls up in combinations of 1, 2,
3, or more balls in a line. Use one ball to hit (by rolling—do not THROW!) the first ball in the line and study how the balls behave. Try different combinations/designs of the balls. What if you change the force you use to hit the other balls?
Observe how the balls behave in their collisions.
Questions to discuss, but not write:
1. Where is there friction in this scenario?
2. Describe what you observed about velocity.
3. Describe what you observed about mass.
4. Describe what you observed about momentum.
Questions to answer:
1. Write 2-3 sentences about what you observed about how the balls behaved in these collisions.
Picture area
2. Name the force (not gravity!) that eventually causes the balls to stop rolling:
_______________________________________