Day 4 Momentum Concentrating on Collisions Mr Lambert
+ Day 4 – Momentum: Concentrating on Collisions Mr. Lambert Integrated Science 1 A Trimester 1, 2014
DESK WINDOW LAB TABLE PROJECTOR DOOR + Period BOARD TABLE
BOARD TABLE Andrea nna Jon Eric Zamiya Irenes Haley Jazmyn LAB TABLE Keniyah Alex Markell Davionna DESK Charles Keilyn Alexis Sincere Breanna Jeremy Kristina Michael a Jonathan David Davvario Tarin Tomisha WINDOW Karen PROJECTOR DOOR + Period 1
LAB TABLE BOARD TABLE Matthew Diosman y Terresia Brittany Jacob Kyle PROJECTOR DOOR William Desmond Ruby Tim Darius Maria Larissa Ladasia Wayne Cashawn Sabriya Roderick Ethan David Gavin DESK Katelyn n WINDOW + Period 2
BOARD Elijah Brendon Kenneth Sebastia n Tyler Rhianno n PROJECTOR TABLE James Jonluk Kylie Isabelle DESK Matthew Alexis Terry Sam Charles David Ryan Robbie Andrew Jordan Reyna Manny Edward Celeste Gilsand er Zach Olivia Trinity Brandon Azari Kelly WINDOW LAB TABLE DOOR + Period 4
BOARD Ty. Reale Kent Jenni Hope Kaylah Kyle Vorreon Leo DESK PROJECTOR TABLE Alyssa Camren Rahzay Luis Darryl Skylar Jamar Chris Lexi Zaman Jose Jeremy Yordanis Kiana Laniya Kenesha Anthony Jason WINDOW LAB TABLE DOOR + Period 5
+ Bell Ringer A small sports automobile hits a heavy truck in a collision. What factors determine the outcome for the passengers of the two vehicles? Which driver will sustain worse injuries? Why?
+ Agenda 1. Bell Ringer 2. Review classroom rules & expectations 3. Concentrating on Collisions lab 4. Re-Run Post-lab activity 5. Exit Slip
+ Learning Targets On your Bell Ringer Sheet, write the following: We will apply the concept of momentum to collisions.
+ Entering the classroom (Period 1) Bookkeeper of each group please grab the notebooks as you walk in. As the announcements are on, you should be working on the Bell. Ringer. When the announcements are finished, the Bell-Ringer Stamper will come around and stamp your paper. New Job! Stamper – After finishing your Bell-Ringer, you will walk around to each classmate and stamp their paper if they have done their Bell-Ringer & Learning Target.
+ Entering the classroom n. Bookkeeper of each group please grab the notebooks as you walk in. n 3 minutes after the bell rings, the Stamper will walk around and stamp your paper if you have completed your Bell. Ringer and Learning Target New Job! Stamper – After finishing your Bell-Ringer, you will walk around to each classmate and stamp their paper if they have done their Bell-Ringer & Learning Target.
+ Getting your attention I am bringing back the clap! After finishing a group activity, in order to get your attention to continue with the lesson, I will do a clapping pattern. When you hear the clap, repeat after me and you should look at me silently.
+ Participation during class When I ask a question, you will raise your hand to answer.
+ Participation during class In order to better evaluate all of you, I will be calling on students randomly. No Opt Out Policy – When you are called upon, you must attempt to answer the question. If you do not know the answer, try to answer it, or I will call on a classmate to help you. After your classmate answers, I will call on you again to repeat the answer.
+ Standard 4 – Forces (Period 1) Congratulations to the following people for meeting the standard! Jon Davis - Blue Kristina Gauer - Green Irenes Gonzalez del Toro - Blue Haley Lankford - Blue Davvario Martin - Blue Tarin Woodard - Blue
+ Standard 4 – Forces (Period 2) Congratulations to the following people for meeting the standard! Diosmany Acosta Avalo - Blue Ruby Delgado – Blue Maria Infante Ramirez – Blue Matthew Kalbfleisch – Blue William Phillips – Blue Katelynn Seebold – Blue Cashawn Seewright – Green
+ Standard 4 – Forces (Period 4) Congratulations to the following people for meeting the standard! Brendon Allen – Blue Brandon Beach – Blue Kenneth Bland – Blue Jonluk Cancel – Green Sebastian Croft – Blue Zachary Dudley – Green Ryan Finley – Blue Samuel Fowler – Blue Alexis Garcia – Blue David Guerrero – Blue Terry Hardesty – Green James Hill – Blue Manny Hinojosa – Blue Edward Johnson – Blue Matthew Jones – Green Jordan Reynolds – Blue Kylie Seymour – Green Isabelle Sutherland – Blue Reyna Tlamasico - Blue
+ Standard 4 – Forces (Period 5) Congratulations to the following people for meeting the standard! Darryl Foster – Green Jason Manco – Blue Hope Marrillia – Blue Jose Martinez – Blue Leo Martinez – Blue Jeremy Richey – Green Anthony Rocha – Blue Lexi Shannon – Blue Alyssa Sisco – Blue
+ Lab Activity – Momentum: Concentrating on Collisions Turn to pg. 304 in your textbooks Read #1 Cart 2 In your groups do #2, #3, #5, #6 Do NOT do #7 Grab a materials basket that has your group number on it! When you see a little pencil next to the letter, write your answer in your notebook!
+ Wrap-up questions Mass = 0. 5 kg Cart 1 Mass = 0. 5 kg Cart 2 1. When Cart 1 crashes into Cart 2, what happens to Cart 1? 2. When Cart 1 crashes into Cart 2, what happens to Cart 2? Mass = 1 kg Mass = 0. 5 kg Cart 1 Cart 2 3. If Cart 1 has a greater mass than Cart 2, how would the velocity of Cart 2 change? Mass = 0. 5 kg Cart 1 Mass = 1 kg Cart 2 4. If Cart 2 has a greater mass than Cart 1, how would the velocity of Cart 2 change after the crash?
+ Wrap-up Notes n Momentum: “mass in motion; ” the mass of an object multiplied by its velocity n During a collision, a heavier object will move _______ than a lighter object. n During a collision, a lighter object will move _______ than a heavier object. p = mv p = momentum m = mass v = velocity
+ RERUN n. Rerun is a method the ENTIRE science department has agreed to use n. Today we will practice this technique together Labs RERUN SCIENCE
+ RERUN: Recall / Restate n“Identify the problem/purpose of the experiment. What is the focus of the experiment? ” n. What were we looking at? Explain
+ RERUN: Explain n“Explain the purpose of the experiment. Why did you do this lab? What were you trying to figure out? Briefly explain the procedure that you followed. ” n. What were we looking for? Explain
+ RERUN: Results n“State the results of the experiment. State whether or not your hypothesis was supported by the data. ” n. What did we figure out? Explain
+ RERUN: Uncertainty n“Describe any uncertainties that exist, if any. What errors happened that you could not control? What were some uncontrolled variables that may have affected the results? Explain any errors that you came across during the experiment that could be fixed for the next time it is conducted. ” n. What didn’t go according to plan? Explain
+ RERUN: New n“Write at least two new things you learned or discovered or had questions about from the experiment. Include the appropriate scientific vocabulary in your explanation. Describe how you could take this experiment further. ” n. What did you learn? Explain
+ Exit Slip Which has more momentum, a moving SUV or a moving pedestrian? How do you know? Is it possible for a Smart Car to have more momentum than a SUV? Why or why not?
- Slides: 28