SCIENCE OF GOLF: Newton’s Third Law of Motion and Momentum
STEM Lesson Plan / Adaptable for Grades 7–12
Lesson plans produced by the National Science Teachers Association.
Video produced by NBC Learn in collaboration with the USGA and Chevron.
Click the page numbers to jump to a section. Click any head to return.
Background and Planning Information ............................................................. 2
About the Video........................................................................................................................................................ 2
Video Timeline ......................................................................................................................................................... 2
Language Support .................................................................................................................................................... 2
Next Generation Science Standards ....................................................................................................................... 19
Common Core State Standards for English Language Arts/Literacy ....................................................................... 19
Promote STEM with Video ...............................................................................2
Connect to Science ................................................................................................................................................... 2
Connect to Technology ............................................................................................................................................. 3
Connect to Engineering ............................................................................................................................................ 4
Connect to Math ....................................................................................................................................................... 5
Facilitate ENGINEERING DESIGN Inquiry ..........................................................6
Explore Understanding ............................................................................................................................................. 6
Identify Problems ..................................................................................................................................................... 7
Investigate Design Problems .................................................................................................................................... 7
Materials and the Inquiry Process .............................................................................................................. 7
Open Choice Approach ............................................................................................................................... 8
Focused Approach .................................................................................................................................... 10
Media Research Option ............................................................................................................................ 11
Related Resources .................................................................................................................................... 12
Make a Claim Backed by Evidence.......................................................................................................................... 12
Present and Compare Findings ............................................................................................................................... 12
Reflect and Redesign .............................................................................................................................................. 13
Inquiry Assessment ................................................................................................................................................. 13
Incorporate Video into Your Lesson Plan ....................................................... 13
Integrate Video in Instruction ................................................................................................................................. 13
Bellringer .................................................................................................................................................. 13
Compare and Contrast ............................................................................................................................. 13
Using the 5E Approach ............................................................................................................................. 13
Connect to Biomechanics ....................................................................................................................................... 14
Connect to Other Sports ......................................................................................................................................... 14
Use Video as a Writing Prompt............................................................................................................................... 14
Copy Masters ................................................................................................ 15
Open Choice ENGINEERING DESIGN Inquiry Guide for Students ........................................................................... 15
Focused ENGINEERING DESIGN Inquiry Guide for Students................................................................................... 16
Assessment Rubric for Inquiry Investigations ......................................................................................................... 18
Science of Golf: Newton’s Third Law of Motion and Momentum
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Background and Planning
About the Video
Jack Nicklaus once said about golf that "hitting a perfectly straight shot with a big club is a
fluke." Science of Golf (SOG): Newton’s Third Law of Motion and Momentum explains what
happens when a golfer swings a golf club and applies a big force to the small golf ball. The video
features amateur golfer and Stanford University student Patrick Rodgers who gives his opinion
on the importance of knowing what causes power and speed in the golf swing. Jim Hubbell,
research engineer at the United States Golf Association (USGA) discusses what forces are and
how they work in pairs. Hubbell also defines momentum and how it is transferred to the ball.
Video Timeline
0:00 0:15 Series opening
0:16 0:55 Send it on its way—Introducing Patrick Rodgers
0:56 1:15 The ball applies that same force—Newton’s Third Law
1:16 1:22 The Third Law defined
1:23 1:56 Force defined using a drive as an example
1:57 2:37 Impulse and the golf swing
2:38 2:50 Momentum defined
2:51 3:19 The Law of Conservation of Momentum
3:20 3:39 Momentum and velocity
3:40 4:02 A complete understanding of the science that is involved in golf….
4:03 4:18 Closing credits
Language Support: To aid those with limited English proficiency or others who need help
focusing on the video, click the Transcript tab on the right side of the video window, then copy
and paste the text into a document for student reference.
Standards Connections for NGSS and Common Core ELA
Connected standards are listed in full on the last page of this document.
Promote STEM with Video
Connect to Science
Science concepts described in this video center around Newton's Third Law of Motion, a
classical mechanics concept discussed at all grade levels as well as on the golf course.
Kindergarteners examine how the direction or speed of an object can be changed with pushes
or pulls. Third graders look at the effects of balanced and unbalanced forces on the motion of
objects. Fifth graders study the force that keeps the golf ball on the tee, as depicted in the
video. Middle school students plan investigations to provide evidence that the change in an
object's motion depends on the sum of the forces on the object and the mass of the object.
High school students study many forms of motion. They examine the mathematical relationship
between force and acceleration and conservation of momentum and use engineering ideas to
evaluate collisions.
Science of Golf: Newton’s Third Law of Motion and Momentum
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Related Science Concepts
 acceleration
 action
 balanced
 equal and opposite
 equilibrium
 force
 friction







g
inertia
inverse
mass
mechanics
net force
opposite







pull
push
reaction
rest
speed
unbalanced
vector
Take Action with Students
 Explain how symmetry can be used to help understand Newton's Third Law of Motion.
 Sancho Panza is a character in the novel Don Quixote written by Miguel de Cervantes
Saavedra in 1605. Isaac Newton was born in 1642 and began working on motion around
1665. Three hundred years later, in a Broadway musical based on Cervantes's novel, Sancho
Panza proclaims, "Whether the stone hits the pitcher or the pitcher hits the stone, it's going
to be bad for the pitcher." How can science explain Sancho's insight?
 Examples of Newton's Third Law of Motion abound in everyday life. Create several diagrams
that explain/identify equal but opposite action-reaction events in any sport.
Connect to Technology
Jack William Nicklaus (born January 21, 1940), nicknamed "The Golden Bear," is an American
professional golfer. He is widely regarded as the most accomplished professional golfer of all
time, winning a total of 18 career major championships, while producing 19 second place and 9
third place finishes, over a span of 25 years. "I have a money clip that's in my pocket right now
and it's been in my pocket for 50 years," Nicklaus explained. "It says, 'Driving Distance
Winner'—that's what it says across the PGA Championship [money clip]. That drive was 341
yards, 17 inches. I do remember that, too. That was an 11-degree wood driver, 42¾-inch shaft,
Dynamic S shaft, and nobody had a preference on what golf ball was hit." Today, it’s almost
unfathomable that no one cared what ball was hit. Now the ball is one of the most researched
and advertised pieces of technology in the game. The ball is one half of a force pair in golf. In
SOG: Newton’s Third Law of Motion and Momentum, the narrator says, “When they do interact,
it’s easy to see that the force of the golf club affects the ball. What’s not so obvious is that the
golf ball applies that same force toward the club.” Most technological innovations in golf have
to do with the club and the ball.
Take Action with Students
 Go to http://www.bridgestonegolf.com/product/balls/lady-precept. Read the marketing
message and explain how what was proclaimed is related to Newton's Third Law of Motion
and Momentum. In light of what you know about Newton's Third Law of Motion would you
buy these golf balls? Why or why not? Students might be surprised to learn that many male
golfers use this golf ball because it allows them to drive the golf ball further. Students might
suggest alternative marketing messages that might eliminate gender issues.
 A new club shaft has just been designed that claims to store useable or useful energy within
the shaft that is released late in the swing to accelerate the club head. What can you cite
Science of Golf: Newton’s Third Law of Motion and Momentum
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
from SOG: Newton's Third Law of Motion and Momentum, or what you've read about it,
that supports or disproves this statement?
Can students create a full explanation of Newton's Third Law of Motion? Thinking
something through clearly, and fully, and then putting it on paper is important to the
technical writing skills engineers need to develop. Consider the following excerpt from a
blog post. How does the post clarify Newton's Third Law of Motion? How does information
from the post apply to the game of golf?
… When the club comes into contact with the ball, there are forces on both club and ball
due to repulsion of the electron-clouds of the atoms of the outer contact surfaces. At the
place of impact, there is a resultant force on the ball's atoms which accelerates them
forwards. A longitudinal compression pulse (effectively a sound wave) then passes through
the ball. This is due to a combination of the inertia of the atoms in the parts of the ball that
haven't started moving, and resistance to compression of the ball due to repulsion of
neighboring atoms pushed closer together than their equilibrium separations.
As the compression pulse passes through the ball the atoms are progressively
accelerated forwards and eventually the whole ball is moving forwards. A 'model' for this
would be a series of masses (M) separated by compressible springs (S): MSMSMSMSMS
When you hit (apply a force to) the left mass, it starts to move right and compresses the 1st
spring. The other masses don't start to move immediately due to their inertia. But eventually
due to the momentum of the preceding mass and the compressions of the springs, all the
masses are moving right and the whole system is moving right. … (retrieved from:
https://answers.yahoo.com/question/index?qid=20120816105022AAOjm8j)
Connect to Engineering
The engineering design process uses human ingenuity to draw from science, math, and
technology to solve a problem. In this case, SOG: Newton's Third Law of Motion and
Momentum examines the science and math behind the law and its implications for golf.
Newton's Third Law Of Motion helps engineers and golfer to quantify the forces acting on the
golf ball and the golf club. Patrick Rodgers also explains that, "It really helps to understand how
the golf ball and the golf club actually interact and what creates power and speed. It is the
interface/interaction between the golfer's body and the golf club that delivers speed and power
to the golf ball.” Engineering and biomechanics are certainly involved in both aspects.
Take Action with Students
 Golf club and golf ball designs are constantly being updated, revised, or completely
rethought. Do some research to determine some common threads of these efforts.
Generate a list of the top five things that seem to be the focus of engineering efforts to
improve golf equipment. Glancing through the pronouncements in a single golf magazine
should provide enough data to complete this task. Then explain which of the areas you
identified above relate to Newton's Third Law of Motion and how they do so.
 Entrepreneurs are involved in many engineering innovations. Watch the video at
http://www.swing-speed.com/index.php. What claim is made about the Somax Power Hip
Trainer? The web site lists 16 different sports. How can understanding Newton's Third Law
of Motion help to explain how the Somax Power Hip Trainer supposedly meets the claims
made about it? On the basis of the video; draw a diagram to explain the force pairs when
Science of Golf: Newton’s Third Law of Motion and Momentum
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the hip trainer is positioned at each of its three settings. Compare the Somax Power Hip
Trainer with what you learn at http://golf.about.com/od/fitnesshealth/a/lunge_twist.htm.
Connect to Math
Math abounds in SOG: Newton’s Third Law of Motion and Momentum. Math can determine the
measure of any force in newtons. Given a force in newtons and how long the force is applied,
impulse can be learned. Jim Hubbell told us about the math problem, “Momentum is really
defined as the mass of an object times its velocity. ∆p = m ∆v.
Patrick Rodgers, at the end of the video, says, “There’s so much science that is entailed
in the game and I think to have a complete understanding of the science that is involved in golf
not only can help you understand science, but it can better yourself as a golfer.” Changing
"science" to "math" in the quotation would not make it any less true.
Take Action with Students
 Find the force in newtons. F = ma
1. A 15 kg medicine ball is accelerated at 3 m/s2.
2. Jayden is thrilled with his brand new, shiny, SLDR driver. He couldn’t believe it when he
dropped it onto the concrete as he removed it from the trunk of the car. With what
force did his 330-gram driver hit the concrete?
 Momentum = mass x velocity. Momentum units are kg m/s. The formula is p = mv.
1. A putted golf ball is rolling North at 5 m/s. A golf ball has a mass of .046 kg. What is the
momentum of the rolling ball?
2. Which has more momentum: a parked Smart™ car or a rolling golf ball?
3. The brakes of a golf cart loaded with the bags of two golfers walking to the nearby
putting green fail. It rolls down the 5° slope toward where you are fixing a leaky
sprinkler head. The golf cart is picking up speed. Should you step out in front of it and
attempt to stop it? If your answer is yes, predict how quickly you could stop it. If your
answer is no, explain what you do differently and why you would do it.
4. Calculate the momentum of a 300 kg golf cart rolling down a hill at 6 m/s.
 Impulse = change in momentum. Impulse = F x ∆t; impulse = pf - pi
1. A 100 N force is applied to a golf ball for .0005 s. What is the impulse acting on the ball?
2. A golf ball with a mass of 0.046 kg is moving at 30 m/s. The golf ball collides with a tree
for 0.01 s and rebounds at 30 m/s in the opposite direction. What force did the tree
exert on the golf ball?
3. You and your buddy do battle with guns powered by compressed air that fire ping-pong
balls. Both guns are the same except one has a barrel that is twice as long as the other.
Which weapon would you select? Why?
Science of Golf: Newton’s Third Law of Motion and Momentum
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Facilitate ENGINEERING DESIGN Inquiry
Encourage inquiry using a strategy modeled on the research-based science writing heuristic. Student
work will vary in complexity and depth depending on grade level, prior knowledge, and creativity. Use
the prompts liberally to encourage thought and discussion. Student Copy Masters begin on page 16.
Explore Understanding
Guide a discussion to find out what students know about Newton’s Third Law of Motion and
Momentum. Use resources such as the following:
 http://www.education.com/science-fair/article/create-balloon-rocket/
 http://theory.uwinnipeg.ca/mod_tech/node24.html
 http://www.sophia.org/tutorials/newtons-3rd-law-of-motion-actionreaction-law
 https://www.youtube.com/watch?v=tj7al6MXu7U
 http://www.shinyshack.com/product.php?prid=211409
 http://www.stat.physik.uni-potsdam.de/~pikovsky/teaching/stud_seminar/domino.pdf
After breaking the ice on the topic you might move groups of students to the four corners of
the room. In each corner, groups will discuss Newton’s Third Law of Motion, Momentum, or
Impulse (or an aspect of engineering that you’ve assigned to each corner) to activate their
background knowledge. Four corners can be highly engaging for students and only requires 5 to
10 minutes. Use the following or similar prompts to start students talking.
 One experience I have had with impulse is….
 Golfers are able to change impulse by....
 I experience impulse every day when….
 Given the formulas I’ve examined in SOG: Newton’s Third Law of Motion and Momentum, a
variable I can change and control is….
 Things that affect impulse and what is does include….
 Sometimes, impulse makes something more difficult, such as when….
 Sometimes, momentum is necessary, such as when....
 The problem with impulse in golf is....
 The engineer/scientist can help golfers by....
 I’ve seen _____ related to momentum and impulse....
 Some factors controlling....
Show SOG: Newton’s Third Law of Motion and Momentum and encourage students to take
notes about force, momentum, impulse, and all expert recommendations. Continue the
discussion of how a design team might improve the way in which impulse between the golf club
and ball can be improved using the following or similar prompts:
 When I watched the video, I thought about….
 The video describes....
 We learned from the video that….
 Something about what was done in the video that I connected to an event in my life was….
 One problem that a design team might try to solve is….
 The experts in the video explained that….
 Variables influencing the potential solutions include….
Science of Golf: Newton’s Third Law of Motion and Momentum
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


Constraints inherent in the game of golf include….
Our efforts might be limited by.…
Engineering has improved… by….
Identify Problems
Stimulate small-group discussion with the prompt: This video makes me think about these
problems…. Then have small groups list questions they have about improving controllable
variables so the golf ball can be hit a greater distance. The rules of golf may or may not be
followed strictly to meet the needs of this activity. Groups should be encouraged to develop
questions that will push their understanding of Newton’s third law and momentum and may
require print or online resources to supplement/deepen what they already know. Ask groups to
choose one question and phrase it in such a way as to reflect an engineering problem that is
researchable and/or testable. Bring groups together to discuss/share problems. Remind
students that engineering problems usually have multiple solutions. Some questions that reflect
engineering design problems are:
 What factors can be changed that might improve the time period over which the force of the
golf club is applied?
 How do the rules of golf limit changes that can be made to the clubface of a golf club or the
golf ball?
 Would increasing/reducing the duration of the time the golf club is in contact with the golf
ball improve performance?
 Is there an optimal way to improve impulse in the game of golf?
 What exercises would strengthen the golfer’s performance in this area without requiring
redesign of equipment?
 How could we use innovative designs/materials to improve performance?
 What is the ideal speed for a golf ball to travel through the air?
 Could the ball just be hit harder to get it to go further?
 Which has a greater effect, improving the impulse between the golf club and the golf ball or
improving the athlete’s performance?
 How can we predict how our design change/improvements will work on the golf course?
 How might the current golf ball design be used to optimize ball speed and distance traveled?
 What is the most effective way to make a minimal design change that will make a golf ball
fly the greatest distance?
 What material(s) should we use to optimally implement our design?
Investigate Design Problems
Choose one of the following options based on your students’ knowledge, creativity, and ability level and
your available materials. Actual materials needed would vary greatly based on these factors as well.
Materials and the Inquiry Process: Allow time for students to examine and manipulate the
materials that are available. Doing so often aids students in refining their questions or prompts
new ones that should be recorded for future investigation.
 To explore Newton’s Third Law of Motion, Momentum and how to hit a golf ball further:
Students might use actual golf clubs and golf balls. The mass of a golf club could be changed
using lead tape or by gluing metal washers or other weights to the back of a golf club.
Science of Golf: Newton’s Third Law of Motion and Momentum
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Students might use glue, wood strips, plastic, rubber, different types of metal or other
materials in order to lengthen or shorten the time that the force of the golf club is applied
to the golf ball. Students might also use materials similar to those already mentioned to
make a model to test these concepts. If students examine how strengthening a golfer’s core
through exercises is a good plan for hitting the golf ball further they would need access to
or information about appropriate exercise equipment.
 Measuring tools such as meter sticks, stopwatches, magnifying lenses, electronic balances,
spring scales, smart phones, video cameras, graduated cylinders, protractors, rulers or
measuring tape and calculators might also be useful in the design process. If students
decide to examine if they can hit the ball harder to drive it consistently further they will
need to determine their swing speed. For each mile per hour of club speed, a golf ball
travels about 2.3 yards, according to John Darling, Professional Golfers' Association (PGA)
member instructor at Maderas Golf Club in California. Dividing the average distance the ball
is hit by 2.3 results in an approximate club head speed in miles per hour.
(http://golftips.golfsmith.com/golf-club-swing-speed-20431.html)
Safety Considerations: You and students should wear cover goggles as needed. Review safe use
of tools and measurement devices as needed. Augment your own safety procedures with
NSTA’s Safety Portal at http://www.nsta.org/portals/safety.aspx.
Open Choice Approach (Copy Master page 15)
1. Have students watch SOG: Newton’s Third Law of Motion and Momentum from 1:57–2:37
to help them begin to think of the variables they might manipulate in their investigations.
Give students time to discuss their various questions. Groups might agree on one problem
for which they will design a solution, or each group might evaluate different problems and
solutions. The rules of golf allow for a range of swing weights for golf clubs. There are six
ranges: A–F. There are 10 values in each of the ranges. If a D2 6-iron is compared with a D3
6-iron the D3 club would be about one penny (.07 oz.) heavier. One activity idea might be to
manipulate the mass of a golf club to see if the golf ball goes further if struck with a
lighter/heavier golf club.
Popular golfer Rickie Fowler proclaims, “I’ve spent more time fixing my swing at the gym
than on the range, I’m confident the results will be lasting.” (see:
http://www.golfdigest.com/golf-instruction/2013-05/photos-rickie-fowler-fix-swing#intro)
Another activity might be to explore how physical exercises would help a golfer to hit the
ball further by delivering a more forceful blow to the back of the golf ball.
To help students envision their investigations, use prompts such as the following:
 The design problem we are solving is….
 In order for an exercise program to have an impact of the distance a golf ball is hit we
will follow it for the time period of….
 Materials we could use to implement our design are….
 The science concepts involved in our design include….
 The math concepts involved in our design include….
 We are designing a solution that will….
 Barriers to success that we anticipate are….
 Acceptable evidence for a successful solution would include….
Science of Golf: Newton’s Third Law of Motion and Momentum
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2. Lead discussions to establish the criteria and constraints within which solutions might be
designed. The rules of golf in relationship to Newton’s Third Law of Motion should be
considered here. Remind students that criteria are factors by which they can judge the
success of their effort and that constraints are limitations to the effort and are often related
to materials, time, or money.
 We think we can solve the problem by....
 Our criteria for success are… and we will determine them by....
 Constraints that might limit potential solutions are....
3. Have students determine the dependent variable they will use to evaluate their design.
Check the students' understanding of each variable. Have students determine other
variables associated with the problem they are trying to solve and consider how they will
measure or control all of the variables. Then have them determine what data/evidence they
need to collect to evaluate the success of their design. Students need to confirm that their
designs address the science concepts behind the investigation.
4. Students should brainstorm a plan for their evidence collection. Work with students to
develop safe procedures that control variables and enable them to make accurate
measurements. Students must have your approval on their procedures before they start any
investigation. Encourage students with prompts such as the following:
 Information we need to understand before we can start our investigation is....
 We will increase the strength of our golfer to....
 We will conduct a baseline test to….
 We will make design decisions, or changes to the independent variable, such as
instituting a rigorous core exercise program to observe what happens to the length the
golf ball is hit.
 The data we will collect are….
 We will record and organize our data using….
 We will measure our success by….
5. Allow students to spend some time working with the materials they have decided to use to
implement their design. As students work with the materials, suggest that they reexamine
their problem(s) and write down the procedures they intend to follow and how they will
test their design and collect the data necessary to revise their design. Collecting evidence to
promote future iterations and innovations is a critical step in the engineering design cycle.
Guide students with prompts such as the following.
 Information we need to understand before designing an exercise program includes….
 We will implement our exercise routine by….
 While undertaking an exercise program we will….
 We will determine the number of golfers that need to participate in the exercise program
by….
 As we repeat our trials of exercise we will increase/decrease the time spent exercising
to….
 To conduct our investigation safely, we will….
 Thinking about future innovation we….
 We will represent our data by….
 Mathematical models we can use in our investigation include….
Science of Golf: Newton’s Third Law of Motion and Momentum
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6. Be sure to work with students to develop safe procedures that keep the variables not being
tested as constant as possible, allowing them to make accurate measurements.
7. After communicating information to the class about their solution and reflecting on their
own solution, as well as those of other groups, allow the class or small groups to go through
a redesign process to optimize their solutions considering what they have learned.
Encourage students to identify limitations of the design and testing process. Were there
variables that they did not identify earlier that had an impact on their designs?
Focused Approach (Copy Master pages 16-17)
The following exemplifies one way students might design solutions to SOG: Newton’s Third Law
of Motion and Momentum problems. Give students leeway in determining exactly how they will
build and test their designs, but insist that they get your approval on their procedures before
they start any investigation. You might include constraints for issues of safety, time, or
materials.
1. Give students time to discuss their selected problem(s) and their plans to solve the
problem. Allow time for groups to examine available materials. Guide whole-class or smallgroup discussions to identify the problem being solved and then to identify criteria and
constraints against which solutions will be developed. For example, students might make
changes to the face of a golf club to extend the time it exerts a force to the golf ball. Remind
students that criteria are factors by which they can judge the success of their effort and that
constraints are limitations to the effort and are often related to materials, time, or money.
Use prompts such as the following:
 The design problem we are solving is….
 We are designing a solution that will….
 Materials we could use to implement our design are….
 The science concepts that we will need to use in creating our design include….
 Mathematics we must understand to improve our design include….
 We think we can solve the problem by....
 Our criteria for success are....
 Constraints that might limit potential solutions are....
 Making a model will help to....
 Acceptable evidence that would support claims of the success of our design includes….
2. Encourage students to think about how they can design and construct the face of a golf club
with a longer impulse while considering variables such as mass of the head of the golf club,
flexibility of the face of the golf club, and moment of inertia of the golf club itself. Guide the
class to establish criteria and constraints for the solution to the problem. Use prompts such
as the following:
 The problem we are solving is....
 Factors influencing the … of … a include….
 We can build a model of a … using….
 Constraints we must deal with include….
 The golfer that swings our golf club will have to....
 One thing we will need to do with the ... is....
 We’re not going to use _____ because we think it/they will….
Science of Golf: Newton’s Third Law of Motion and Momentum
10
 Another thing we will need to do with the ... is....
 We think our changes will increase the … of the ... because....
 The face of the golf club we have designed is similar to an actual … because….
 Constraints that might limit the range of potential solutions are….
3. Students should brainstorm a plan for their evidence collection strategy prior to designing
the face of their golf club. Provide students with the following prompts to guide how they
will collect evidence for evaluating their design:
 We will test our design by….
 We will change the design of our club face in the following ways to see the relationship
to the dependent variable….
 The data (dependent variable) we will collect are….
 We will record and organize our data using….
 We will use evidence such as _____ to determine the need for additional changes such
as….
 Our design can be justified by….
4. Students plan and build their design from the materials at hand. Students might design and
build the face of a golf club with long impulse from a 6-iron, glue, layers of high-impact
synthetic rubber and plastic, or a combination of other materials. Encourage multiple trials.
The swing of the club by the golfer and the golf ball itself should remain constant.
5. After communicating information to the class about their solution and reflecting on their
own solution as well as those of other groups, allow the class or small groups to go through
a redesign process to improve their solutions. Encourage students to identify limitations of
the design and testing process. Were there variables that they did not identify earlier that
had an impact on their designs?
Media Research Option
Common Core State Standards Connections: ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
Groups might have questions that are best explored using print media and online resources.
Students might begin by researching why they are doing this media investigation. They might
compare why some of the designs they learn about are perceived as better than others.
Students should brainstorm to form a list of key words and phrases they could use in Internet
search engines that might result in resources that will help them answer the question. Review
how to safely browse the Web, how to evaluate information on the Internet for accuracy, and
how to correctly cite the information found. Suggest students make note of any interesting
tangents they find in their research effort for future inquiry. Encourage students with prompts
such as the following:
 Words and phrases associated with our question are….
 The reliability of our sources was established by….
 The science and math concepts that underpin a possible solution are….
Science of Golf: Newton’s Third Law of Motion and Momentum
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

Our research might feed into an engineering design solution such as….
To conduct the investigation safely using the Internet, we will….
Related Internet Resources
 Newton's Third Law of Motion: http://www.grc.nasa.gov/WWW/k12/airplane/newton3.html; http://www.physics4kids.com/files/motion_laws.html;
http://www.imcpl.org/kids/blog/?p=8876;
https://www.youtube.com/watch?v=MUgFT1hRTE4
 Momentum: https://www.youtube.com/watch?v=QtJjFii5uF8;
http://scienceforkids.kidipede.com/physics/space/momentum.htm;
www.batesville.k12.in.us/.../Momentum/momentum
 Conservation of Momentum: http://www.challenger.org/blog/2012/06/29/conservation-ofmomentum/; http://www.physicsclassroom.com/class/momentum/u4l2b.cfm;
http://www.s-cool.co.uk/a-level/physics/momentum-and-impulse/revise-it/principle-ofthe-conservation-of-momentum
 Golf and Newton's Third Law of Motion: https://www.youtube.com/watch?v=iIrX6hL-x4c;
http://www.golfswing.com.au/92
Make a Claim Backed by Evidence
As students carry out their design investigations, ensure they record their observations and
measurements in accepted units. Students should analyze their observations in order to state
one or more claims. Encourage students with this prompt: As evidenced by… I claim…
because…. or I claim our design (was/was not) successful because….
Example claims might be:
As evidenced by the statistically significant increase in driver distance of three of the four golfers
that participated in our core strengthening regime, we claim strengthening golfers can allow
them to hit the golf ball farther.
I claim our club design was not successful because our attempt to extend the impulse period of
our golf club did not result in any increase in distance.
Present and Compare Findings
Encourage students to prepare presentations that outline their inquiry investigations so they
can compare results with others. Students might do a Gallery Walk through the presentations
and write peer reviews, as would be done on published science and engineering findings.
Students might also make comparisons with material they find on the Internet, information
presented in the video, or an expert they chose to interview. Remind students to credit their
original sources in their comparisons. Elicit comparisons from students with prompts such as:
 My findings are similar to (or different from) those of the experts in the video in that….
 My findings are similar to (or different from) those of my classmates in that….
 My findings are similar to (or different from) those that I found on the Internet in that….
Science of Golf: Newton’s Third Law of Motion and Momentum
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Students might make comparisons like the following:
My results were similar to those discussed in the video in that we were able to design and build
a club face that extended the period of impulse by .0001 second. This resulted in a 17 m/s
increase in the speed of the golf ball, which caused the ball to fly an average of 22 m farther.
Reflect and Redesign
Students should reflect on their understanding, thinking about how their ideas have changed or
what they know now that they didn’t before. They should also evaluate their own designs in
light of others’ presentations and propose changes that will optimize their designs while
recognizing that there are multiple ways to solve any problem. Encourage reflection, using
prompts such as the following:
 My ideas have changed from the beginning of this lesson because evidence showed that….
 My design would be more effective if I _____ because I learned that….
 My ideas changed in the following ways….
 It is important to….
 When thinking about the claims made by the experts, I am confused about....
 One concept I now understand (or understand better) or could teach someone….
Inquiry Assessment
See the rubric included in the student Copy Masters on page 19.
Incorporate Video into Your Lesson Plan
Integrate Video in Instruction
Bellringer: Show SOG: Newton’s Third Law Of Motion and Momentum, focusing on the segment
from 0:56–1:22. Then choose one or more of these prompts.
 For every force, there is an equal and opposite force. When speeding down the highway on
your motorcycle a large bug crashes into your right cheek. Explain what Newton’s Third Law
would make of the collision between your face mask and the bug.
 The Tour de France is an amazing sporting event. How would Newton have designed racing
bikes to help the peddler apply the optimal amount of force to the pedals?
 On the basis of what you know about Newton's Third Law of Motion, how is it possible for a
rocket to move in space when there is nothing but void to push back on it?
 Why is a mountain climber using a rope to aid in the ascent a good example of Newton's
Third Law of Motion?
Compare and Contrast: Have students watch SOG: Newton’s Third Law of Motion and
Momentum 1:16–1:22 and SOG: Newton’s First and Second Laws of Motion 1:04–3:07, then
compare and contrast Newton’s Three Laws of Motion.
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Using the 5E Approach?
If you use a 5E approach to lesson plans, consider incorporating video in these Es:
 Explore: Use the Design Investigations section of the Facilitate Inquiry to support your
lessons on forces and motion. Main concepts should include force pairs, momentum, and
impulse.
 Elaborate: Show students SOG: Newton’s Third Law of Motion and Momentum, focusing on
the section from 1:57–2:37 that discusses the change in momentum of a golf ball that has
been struck by a golf club. Have students examine the relationships among force, time, and
mass. Students should elaborate on what happens if each of the variables is changed.
Connect to … Biomechanics
Rewatch SOG: Newton's Third Law of Motion and Momentum from 0:56–1:15. Biomechanics is
the study of the mechanical laws relating to the movement or structure of living organisms.
Suppose you're a rehabilitation therapist. You put an ankle weight on a patient's right leg. The
weight creates an increase in the force of the mass and the downward pull of gravity—the
opposite but equal reaction. When the patient lifts her leg, the muscles that lift her leg have to
work harder. Her weakened/damaged quadriceps might be strengthened. Do some research
into the large opposing muscle groups. Think about actions that have to be performed when
playing golf (or another sport that you are more familiar with). It may be something as simple
as putting the ball on the tee or reaching down to lift the ball out of the cup. Pick some motions
to explore and create a diagram that identifies the opposing muscle groups.
Connect to … Other Sports
Watch SOG: Newton's Third Law of Motion and Momentum. Then use Science of NFL Football:
Newton's Third Law of Motion (http://www.nbclearn.com/portal/site/learn/science-of-nflfootball) from 0:00–2:29 to find an analysis of how Newton's Third Law of Motion applies to
football. Write in your science notebook what you observe about Newton's Cradle. (Students
might actually construct a model of Newton’s Cradle if one is not available for them to
examine.) Was this an example of action/reaction? Or was it action, pause, and then a reaction?
Make sure your notebook has a statement supported by evidence from your Newton's Cradle
observations. Then, on your own or with a partner, consider a force pair of your choice and
determine whether the two forces occur simultaneously or if one happens and then the other
happens. Create a diagram that details what happens when the two forces you chose
interacted.
Use Video as a Writing Prompt
Show SOG: Newton's Third Law of Motion and Momentum 0:56–1:15. For homework ask
students to jot down a note every time a pair of forces act on them for 30 minutes this evening.
Then have them write to explain if the forces helped or hindered them and what might have
been the result if the forces had not been there.
Science of Golf: Newton’s Third Law of Motion and Momentum
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COPY MASTER: OPEN CHOICE ENGINEERING DESIGN INQUIRY GUIDE FOR STUDENTS
Newton’s Third Law of Motion and Momentum
Use this as a guide to design and test your solution according to criteria and constraints
established by the class. Record all of your notes and observations in your science notebook.
Identify Problems
Our class discussion and the video make me think about problems such as….
Design Investigations
Choose your materials and brainstorm with your teammates to discuss how you will make and
test your design solution. Take notes on your discussions. Use these prompts to help you:
 The materials/exercise activities we will use include….
 Our criteria for success are….
 Acceptable evidence for a successful solution would include….
 The constraints within which we will work are….
 We will record and organize our data using….
 To conduct our investigation safely, we will….
Test Your Design
Record and organize your data and observations from your tests using tables and/or graphs.
Make a Claim Backed by Evidence
Analyze your results and make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Present and Compare Findings
Listen to presentations of other groups and create a peer review as scientists do for one
another. You might also compare your findings with those of experts in the video or that you
have access to, or material on the Internet. How do your findings compare? Be sure to give
credit to others when you use their findings in your comparisons.
 My findings are similar to (or different from) the experts in the video in that….
 My findings are similar to (or different from) my classmates in that….
 My findings are similar to (or different from) what I found on the Internet in that….
Reflect and Redesign
Think about what you learned. How does it change your thinking? Your design?
 I claim that my ideas have changed from the beginning of this lesson in that….
 My design would be more effective if I _____ because I learned that….
 When thinking about the claims made by the experts, I am confused about....
 One part of the investigation I am most proud of is….
 In redesigning, innovations we incorporated included….
 An idea that I understand better or could teach other students is....
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COPY MASTER: Focused ENGINEERING DESIGN Inquiry Guide for Students
Newton’s Third Law of Motion and Momentum
Use this as a guide to plan, build, and test your design according to criteria and constraints
established by the class. Record all of your notes and observations in your science notebook.
Ask Beginning Questions
Why are force pairs, momentum, and impulse important considerations in the design of golf
clubs?
Identify Problems
 How can we make changes to the face of a golf club so that it will hit the ball farther?
 How can we make a change to the face of a golf club so that it will hit the ball farther
without sacrificing accuracy?
 What factors should we consider changing?
 How can we be certain that our design will be an accurate test of the science concepts we
are examining?
Design Investigations
Discuss with your group how you might implement your design with the available materials.
Use these prompts to help you.
 The science concepts that we will need to use when planning our design include….
 We think we can solve our problem by....
 Our criteria for success are....
 Constraints that might limit the range of potential solutions are....
 Acceptable evidence that would support our claims of success for our design include…
 Our design will look like....
 We think these changes will increase the distance a golf ball can be hit because....
 We will represent our data in the following way(s)….
 We will compare the data from each trial by….
 We will analyze the overall data by….
 To conduct our investigation safely, we will….
Test Your Model
Record and organize your observations and data in tables such as the one below. In the “Design
Changes/Trial #” column describe the changes you made to your golf club that were intended
to increase the distance it might hit a golf ball. Make sketches of the changes you make to your
design and explain why you incorporated each change.
Design
Iteration
Describe Changes/Trial #
Distance (m)
1
Trial 1
Trial 2
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Trial 10
Average
2
Trial 1
Trial 2
Trial 10
Ideas for Analyzing Data
 Describe how the changes you made to the face of your golf club impacted the distance you
hit the golf ball.
 Describe how your data helped you make decisions to change your design.
 What design changes caused the greatest impact in observed results?
Make a Claim Backed by Evidence
Analyze your data and then make one or more claims based on the evidence your data shows.
Make sure that the claim goes beyond summarizing the relationship between the variables.
My Evidence
My Claim
My Reason
Present and Compare Findings
Listen to presentations of other groups and create a peer review as scientists do for one
another. You might also compare your findings with those of experts in the video or that you
have access to, or material on the Internet. How do your findings compare? Be sure to give
credit to others when you use their findings in your comparisons.
 My findings are similar to (or different from) those of the experts in the video in that….
 My findings are similar to (or different from) those of my classmates in that….
 My findings are similar to (or different from) information I found on the Internet in that….
Reflect and Redesign
Think about what you learned. How does it change your thinking? Your design?
 I claim that my ideas have changed from the beginning of this lesson in that….
 My design would be more effective if I _____ because I learned that….
 When thinking about the claims made by the expert, I am confused about....
 One part of the investigation I am most proud of is….
 One thing I understand or could teach others….
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COPY MASTER: ASSESSMENT RUBRIC FOR INQUIRY INVESTIGATIONS
Criteria
Initial problem
Investigation
design
1 point
Problem had too simple
of a solution, was off
topic, or otherwise was
not researchable or
testable.
The design of the
investigation did not
support a response to
the initial question or
provide a solution to the
problem.
Variables (if
applicable)
Either the dependent or
independent variable
was not identified.
Safety
procedures
Basic laboratory safety
procedures were
followed, but practices
specific to the activity
were not identified.
Data and
Analysis (based
on iterations)
Observations were not
made or recorded, and
data are unreasonable in
nature, or do not reflect
what actually took place
during the investigation.
No claim was made or
the claim had no
relationship to the
evidence used to support
it.
Comparison of findings
was limited to a
description of the initial
problem.
Student reflection was
limited to a description
of the procedure used.
Claim
Findings
comparison
Reflection
2 points
Problem was researchable
or testable but too broad
or not answerable by the
chosen investigation.
3 points
Problem was clearly stated,
was researchable or
testable, and showed direct
relationship to
investigation.
While the design
Variables were clearly
supported the initial
identified and controlled as
problem, the procedure
needed with steps and
used to collect data (e.g.,
trials that resulted in data
number of trials, or control that could be used to
of variables) was
answer the question or
insufficient.
solve the problem.
While the dependent and
Variables identified and
independent variables
controlled in a way that
were identified, no
resulting data can be
controls were present.
analyzed and compared.
Some, but not all, of the
Appropriate safety
safety equipment was
equipment used and safe
used and only some safe
practices adhered to.
practices needed for this
investigation were
followed.
Observations were made,
Detailed observations were
but were not very
made and properly
detailed, or data appear
recorded and data are
invalid or were not
plausible and recorded
recorded appropriately.
appropriately.
Claim was marginally
related to evidence from
investigation.
Claim was backed by
investigative or research
evidence.
Comparison of findings
was not supported by the
data collected.
Comparison of findings
included both methodology
and data collected by at
least one other entity.
Student reflections
described at least one
impact on thinking.
Student reflections were
not related to the initial
problem.
Science of Golf: Newton’s Third Law of Motion and Momentum
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SCIENCE OF GOLF: Newton’s Third Law of Motion and Momentum
STANDARDS CONNECTIONS
Next Generation Science Standards
The following inquiry investigations might be part of a summative assessment for these performance expectations.
See NGSS documents for additional related Common Core State Standards for ELA/Literacy and Mathematics.
MS.Forces and Interacions
MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of
two colliding objects. MS-PS2-2. Plan an investigation to provide evidence that the change in an
object’s motion depends on the sum of the forces on the object and the mass of the object.
HS.Forces and Interactions
HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the
mathematical relationship among the net force on a macroscopic object, its mass, and its
acceleration. HS-PS2-2. Use mathematical representations to support the claim that the total
momentum of a system of objects is
conserved when there is no net force on the system.
Engineering
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how
well they meet the criteria and constraints of the problem.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several
design solutions to identify the best characteristics of each that can be combined into a new
solution to better meet the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
Common Core State Standards Connections: ELA/Literacy
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
WHST.6-8.1 Write arguments focused on discipline-specific content
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format
for citation.
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