Title of Unit
Curriculum Area
Developed By
Momentum
Conceptual Physics
Shelly Gould Burgess
Grade Level
Time Frame
11 & 12
2 - 3 weeks
Identify Desired Results (Stage 1)
Content Standards
By the end of the unit, students will be able to…
1. analyze and assess the nature of linear momentum.
2. perform calculations involving linear momentum.
3. examine the relationship between momentum and impulse.
4. examine the relationship between system momentum before and after collisions.
5. perform experiments and calculations with system and object momentum before and after collisions.
6. distinguish between elastic and inelastic collisions.
Understandings
Overarching Understanding
Students will understand the nature of linear momentum.
Essential Questions
Overarching
 What is a linear momentum?
 What is the impulse-momentum
theorem?
Related Misconceptions
 Momentum and inertia are the same concept.
 Applying a small force for a long time maximizes the gain
in an object’s momentum.
 How does momentum transfer
within a closed system?
 What are elastic and inelastic
collisions?
Topical
 How does momentum relate to inertia?
 What affects an object’s linear momentum?
 What is impulse?
 What is the impulse-momentum theorem?
 How does the impulse-momentum theorem
apply to collisions in which one wants to slow an
object down safely?
 How does the impulse-momentum theorem
apply to collisions in which one wants to maximize
the gain in momentum of an object?
 What is the law of conservation of momentum?
 How can one determine the velocity of an object
after a collision with another object?
 How are elastic collisions different from inelastic
collisions?
 How are elastic collisions similar to inelastic
collisions?
 What happens to the kinetic energy of a system
in elastic and inelastic collisions?
 What are examples of elastic and inelastic
collisions?
Knowledge
Skills
Students will know…
Students will be able to…






 calculate momentum.
 analyze experimental data regarding impulse, momentum and the
conservation of momentum
 perform calculations involving mass and velocity using the law of
conservation of momentum for both elastic collisions and inelastic
collisions.
what
what
what
what
what
what
momentum is.
impulse is.
the impulse-momentum theorem states.
the law of conservation of momentum states.
an elastic collision is.
an inelastic collision is.
Assessment Evidence (Stage 2)
Performance Task Description – Lesson 1
Goal
Role
Audience
Situation
Product/Performance
Standards
Students will learn about momentum.
Facilitator
24 high school juniors and seniors
Classroom physics laboratory with Activboard and class set of computers
Students will create evidence of their learning while doing activities on Activstudio; students will take notes; students will add
these to a unit portfolio.
1&2
Performance Task Description – Lesson 2
Goal
Role
Audience
Situation
Product/Performance
Standards
Students will learn about the impulse-momentum theorem.
Facilitator
24 high school juniors and seniors
Classroom physics laboratory with Activboard and class set of computers
Students will create evidence of their learning while doing activities on Activstudio; students will take notes; students will
create an experiment; students will do reading and practice problems for homework; students will add these to a unit portfolio.
3
Performance Task Description – Lesson 3
Goal
Role
Audience
Situation
Product/Performance
Standards
Students will learn about the law of conservation of momentum.
Facilitator
24 high school juniors and seniors
Classroom physics laboratory with Activboard and class set of computers
Students will create evidence of their learning while doing activities on Activstudio; students will take notes; students will do
reading and practice problems for homework; students will do a lab; students will add these to a unit portfolio.
4&5
Performance Task Description – Lesson 4
Goal
Role
Audience
Situation
Product/Performance
Standards
Students will learn about elastic and inelastic collisions.
Facilitator
24 high school juniors and seniors
Classroom physics laboratory with Activboard and class set of computers
Students will create evidence of their learning while doing activities on Activstudio; students will take notes; students will do
reading and practice problems for homework; students will add these to a unit portfolio.
6
Other Evidence
Portfolio
Learning Plan (Stage 3)
Where are your students headed? Where have
they been? How will you make sure the
students know where they are going?
Students will learn about linear momentum. Students have learned about energy, the physics of
forces and Newton’s laws of motion, projectile motion as an example of two-dimensional
motion, vector operations, one-dimensional motion and scientific measurement. Students will do
homework, labs, quizzes, a unit test, and a unit portfolio.
Momentum video clip
How will you hook students at the beginning of
the unit?
What events will help students experience and
Students will work through self-paced lessons using Activboard software on individual or group
explore the big idea and questions in the unit?
computers; students will create a reflective summary product for their portfolios; teacher will
How will you equip them with needed skills and
teach technology and content through demonstrations, notes, and laboratory facilitation.
knowledge?
How will you cause students to reflect and
For the portfolio, students will do one learning log and one reflective summary product;
rethink? How will you guide them in rehearsing, students will do homework, labs, and quizzes and receive teacher feedback.
revising, and refining their work?
How will you help students to exhibit and selfStudents will do homework, labs, and quizzes and evaluate their success.
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
By utilizing multiple strategies within each lesson, students of different learning styles will
the learning plan to optimize the engagement
receive optimal instruction. Strategies will include use of technology, laboratory work, lecture,
and effectiveness of ALL students, without
reading, practice problems, inquiry, quizzes, test, and reflection.
compromising the goals of the unit?
How will you organize and sequence the
Four lessons as described above.
learning activities to optimize the engagement
and achievement of ALL students?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8
(ppk)
Lesson 1
I. Objectives: Students will be able to…

analyze and assess the nature of linear momentum.

perform calculations involving linear momentum.
II. Materials: Classroom set of computers with Activstudio
III. Procedure:
A. Students work through notes and activities pages 1-3 on own and create evidence of their work.
B. Debrief pages 1-3.
IV. Evaluation: Evidence of flipchart work, homework, portfolio
Lesson 2
I. Objectives: Students will be able to…

examine the relationship between momentum and impulse.

perform calculations with momentum, impulse, and the impulse-momentum theorem
II. Materials: Classroom set of computers with Activstudio; per lab
III. Procedure:
A. Lecture pages 5 through 17
B. Students design a demonstration of how to apply the impulse-momentum theorem to a real-life situation relevant to their lives.
C. Students design a devise to protect an egg during a fall. Students must provide a rationale for their design using the impulse-momentum theorem.
IV. Evaluation: Homework 2, evidence of flipchart work, authentic demonstration, quiz, portfolio
Lesson 3
I. Objectives: Students will be able to…

examine the relationship between system momentum before and after collisions.

perform experiments and calculations with system and object momentum before and after collisions.
II. Materials:
 Classroom set of computers with Activstudio
 as per lab
III. Procedure:
A. Discovery lab: “It was a Momentous Moment…”
B. Students work through notes and activities on pages 18-20 on own and create evidence of their work.
C. Debrief pages 18-20.
IV. Evaluation: Homework 3, evidence of flipchart work, lab, quiz, portfolio
Lesson 4
I. Objectives: Students will be able to…

distinguish between elastic and inelastic collisions.

perform calculations with both elastic and inelastic collisions to analyze kinetic energy.
II. Materials:  Classroom set of computers with Activstudio
III. Procedure:
A. Students work through notes and activities on pages 21 – 23 on own and create evidence of their work.
B. Students create a poster linking concepts from this unit to real world situations.
IV. Evaluation: Homework 4, evidence of flipchart work, poster, quiz, portfolio