Online Lesson Plan
9th Grade Physical Science
Unit 4: Momentum
Lesson: The Law of Conservation of Momentum
Background
This is the fourth lesson in a series of six lessons on momentum for a ninth grade Physical Science
course. I originally developed this lesson in my unit blueprint as a blended lesson; however I am creating
this lesson as an example of a 100% online course. The reasons for this are two-fold, this will give me
practice creating an online lesson and will give the teachers I am training this summer one example
lesson plan to refer to as they develop their own lessons.
I decided to develop this particular lesson into an online lesson, because it targets one of the priority
content expectations, P3.5a (see below), for Physics. Developing proficiency in this standard is essential
to developing an understanding of the “Big Idea” and “Core Concept” of the unit. I feel that this content
expectation can positively impact student learning if delivered in an online format and I have already
identified online resources and activities for this lesson when I created my unit blueprint. Three of the
activities in my original blueprint were classroom activities, but I believe the classroom activities can be
replicated online.
Summary Sentence
In this lesson students will participate in online activities and class discussions to develop an
understanding that in interactions between objects, the total momentum of the objects does not
change.
Objectives/Curriculum Standards
Unit Big Idea:
A moving object has a quantity of motion (momentum) that depends on its velocity and
mass. In interactions between objects, the total momentum of the objects does not
change.
Unit Core Concept:
A small force over a long time can produce the same change in momentum as a large force
over a short time. (This can be derived from Newton’s Second Law.)
Content Expectation:
P3.5a Apply conservation of momentum to solve simple collision problems.
Objectives:
1. Define the Law of Conservation of Momentum.
2. Apply conservation of momentum to real-world situations.
3. Solve collision problems to determine that the total momentum of a system
is conserved.
4. Apply conservation of momentum to solve simple collision problems.
Online Lesson Plan
Materials Needed
The teacher created materials, discussion rubrics, quiz and online resources should be created and the
student resources should be included in the learning management system (Moodle). Assign partners,
have students create bubbl.us accounts, and have students join the facilitator’s ExploreLearning
(Gizmos) and Moodle courses prior to the lesson. Students should be provided with tutorials of all the
Web 2.0 tools and the learning management system and given time to practice using them before
requiring the students to use them in the lesson. Students should also practice creating concept maps if
they have not made them in the past.
Per Student
Computer with high-speed Internet
Description of the Lesson
Introduction (PDF or Instructor Video?): “Earlier in this unit you reviewed Newton’s Laws of Motion,
defined momentum, solved simple momentum problems and calculated changes in velocity of a thrown
or hit object during and after the time it was acted on by the force. In the last lesson you built upon that
knowledge and explored how the time of impact can affect the net force and examined real-world
applications including crash safety devices like air bags and examples in sports.
In this lesson you will explore and define the Law of Conservation of Momentum. You will take part in an
online interactive lab (Gizmo), and create a concept map for momentum. With a partner and then as a
class you will discuss whether or not Superman could really stop a speeding train. You will also find a
video that illustrates the law of conservation of momentum, and you will use the law of conservation of
momentum to solve simple collision problems. Your understanding of the Law of Conservation of
Momentum will then be assessed using a multiple-choice quiz. In the first activity you will read about
momentum and learn how to solve simple momentum problems. Please instant message me during my
office hours or send me an email if you have any questions.”
Activities (Note: These statements are directed towards students).
I.
Read about momentum at HowStuffWorks.com
http://science.howstuffworks.com/momentum-info.htm and at the Physics Classroom
http://www.physicsclassroom.com/class/momentum/u4l1a.cfm . Then try the practice
problems at the Physics Classroom.
Online Lesson Plan
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Guided Inquiry Activity: An airtrack is a perforated track with holes like an air hockey table.
One or more gliders can float on a cushion of air as they move on the air track. Air tracks are
used for Physics demonstrations where friction needs to be minimized. Login to my course
at ExploreLearning
https://www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin and go to the Air
Track Gizmo. Work through the activities and answer the questions in the Student
Exploration using the Gizmo. Then send me your completed Student Exploration in an email.
Embedded Assessment /Concept Mapping: What is your understanding of momentum?
Create a concept map using bubbl.us and email it to me. (Note: Students should have
practiced using bubbl.us and making concept maps prior to this lesson. The online facilitator
should check that the concept map includes the conservation of momentum.)
Remediation: Momentum is a product of an object’s mass and velocity. We can think of
momentum as how difficult it is to stop a moving object. Do you feel like you need some
additional help understanding momentum? Go to this website
http://www.pbs.org/teachers/connect/resources/7897/preview/ that explains linear
momentum. Then watch the animation
http://www.physicsclassroom.com/mmedia/momentum/cbb.cfm.
Spiral: Solve simple collision problems, Momentum = mass x velocity (p = mv), using this
online calculator http://calculator.tutorvista.com/physics/549/momentum-with-velocity-calculator.html
Embedded Assessment/Discussion: Could Superman really stop a speeding train? Discuss
this question with your partner via email, phone, or Skype. Next, with your partner write a
short response (4 sentences). Make sure that you use the conservation of momentum and
Newton’s Laws to support your response. Then comment on at least two of your classmates’
posts.
Embedded Assessment/Discussion: Find a video that illustrates the Law of Conservation of
Momentum. Post the video or the link to the class discussion and give a short explanation (3
sentences) of how the video illustrates the conservation of momentum. Then watch at least
two other videos and leave meaningful comments to help others understand momentum.
Assessment: When you feel you have an understanding of momentum and the law of
conservation of momentum, take the short multiple-choice 10 pt quiz. You will have two
chances to take the quiz and your BEST score will be used.
Conclusion (Video or PDF?): “A moving object has a quantity of motion (momentum) that
depends on its velocity and mass. In interactions between objects, the total momentum of
the objects does not change. This is according to the Law of Conservation of Momentum.
A small force over a long time can produce the same change in momentum as a large force
over a short time. These phenomena could also allow Superman to stop a speeding train or
a bullet if his velocity was large enough to decrease the velocity of the train or bullet to
zero.”
Online Lesson Plan
Assessments
Embedded Assessment/Concept Mapping: Students create a concept map for momentum that includes
the conservation of moment using an online Web 2.0 tool.
Example of a concept map for momentum showing that momentum is conserved.
Embedded Assessment/Discussion: Students participate in a class discussion in an online learning
management system. “Could Superman really stop a speeding train?” Pairs of students use the Law of
Conservation of Momentum and Newton’s Laws to support their responses.
Online Discussion Rubric
Criteria
Discussion
Content (Quality)
Excellent
Good
Fair
4
Content relates to the
discussion question
and includes the Law
of Conservation of
Momentum and
Newton’s Laws to
support their response
3
Content addresses
the discussion
question and uses
the Law of
Conservation of
Momentum OR
Newton’s Laws to
support their
response
Post is 2-3
sentences
Responds to 1
student posts
Communications
are friendly,
courteous and
helpful
2
Content
addresses the
discussion
question, but
doesn’t use the
Law of
Conservation of
Momentum or
Newton’s Laws
Post is 1-2
sentences
Responds to
their own post
Communications
are friendly and
courteous
Quantity
Post is a 4 sentences
Participation
Responds to 2 or more
student posts
Communications are
friendly, courteous,
helpful and contribute
meaningful information
Professionalism
Score
___ out of 16
Needs Improvement
1
Content doesn’t address the
discussion question
Post is 1 sentence
Does not respond to any posts
Tone of communications are
inappropriate
Online Lesson Plan
Embedded Assessment/Discussion: Students find a video that illustrates the Law of Conservation of
Momentum. They post the video or a link to the video in the class discussion and give a short
explanation (3 sentences) of how the video illustrates the conservation of momentum. Then they watch
at least two other videos and leave meaningful comments that help others understand momentum.
Criteria
Law of Momentum Video Post Scoring Rubric
Great
Fair
3
2
Video Content &
Explanation
Video depicts the
law of conservation
of momentum and
includes an
accurate
description
Explanation
Quantity
Participation
Post is 3 sentences
or more
Responds to 2 other Responds to 1 other
student’s posts
student’s posts
SCORE
____ out of 9
Video depicts
momentum, but
not the law of
conservation of
momentum or does
not include an
accurate
description
Post is 2 sentences
Needs
Improvement
1
Video depicts
momentum, but the
explanation is
inaccurate or
incomplete
Post is 1 sentence or
less
Only makes their
own post
Online Lesson Plan
Lesson Assessment: This will be a multiple-choice quiz with feedback in a learning management system
(Moodle). Students will have two chances to take the quiz. The BEST score will be used.
1. The law of conservation of momentum states that
a. in a closed system energy is conserved.
b. in a closed system momentum is conserved.
c. in a closed system matter is conserved.
2. If you have a toy fire truck and a life size fire truck with the same velocity, which one will have
the greater momentum?
a. The toy fire truck
b. The life size fire truck
c. They both will have the same momentum.
3. Which has more momentum a 40-kg dolphin swimming 20 m/s or a 6000-kg elephant walking
0.10 m/s?
a. The elephant
b. The dolphin
c. They both have the same momentum
4. Which of the following illustrates conservation of momentum?
a. A cue ball striking a group of balls
b. Knocking down bowling pins with a bowling ball
c. All of the above
5. When a rolling apple(1) hits a resting apple(2) which of the following happens?
a. Apple 1 gains momentum.
b. Apple 2 loses momentum.
c. Apple 1 loses momentum.
6. If a semi-truck crashes into cars on the highway what happens to the total momentum of the
vehicles?
a. It is conserved in a closed system.
b. It is destroyed.
c. None of the above
7. If a billiard table full of balls has a total momentum of 10 kg m/s what will be the total
momentum after the collisions?
a. 10 kg m/s
b. 5 kg m/s
c. 20 kg m/s
8. A glider has a mass of 3.0 kg and a velocity of 2.0 m/s what is the momentum?
a. 12 kg m/s
b. 3.0 kg m/s
c. 6.0 kg m/s
Online Lesson Plan
9. Before a collision Glider 1 has a mass of 4.0 kg and a velocity of 2.0 m/s and Glider 2 has a mass
of 2.0 kg and a velocity of -4.0 m/s. What will be the total momentum after the collision?
a. 0 kg m/s
b. 4.0 kg m/s
c. 2.0 kg m/s
10. If the momentum of a glider is 10 kg m/s and its mass is 5 kg, what is its velocity?
a. 5 m/s
b. 2 m/s
c. 10 m/s
Exhibits
"Momentum" 25 August 2009. HowStuffWorks.com. <http://science.howstuffworks.com/momentuminfo.htm> 03 May 2012.
"Momentum and Its Conservation - Lesson 1." The Physics Classroom. The Physics Classroom, 2012.
Web. 5 May 2012. <http://www.physicsclassroom.com/class/momentum/u4l1a.cfm>.
"Circus Physics." Linear Momentum . Public Broadcasting Service, 2010. Web. 5 May 2012.
<http://www.pbs.org/teachers/connect/resources/7897/preview/>.
Concept Map Web 2.0 tool bubble.us
ExploreLearning https://www.explorelearning.com/index.cfm?method=cUser.dspLoginJoin Air Track Gizmo
http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=12&ClassID=2179502
"Momentum with Velocity Calculator." TutorVista.com. TutorVista.com, 2010. Web. 5 May 2012.
<http://calculator.tutorvista.com/physics/549/momentum-with-velocity-calculator.html>.
"The Physics Classroom." The Cart and The Brick. The Physics Classroom, 2012. Web. 5 May 2012.
<http://www.physicsclassroom.com/mmedia/momentum/cbb.cfm>.
Student Reading Introduction and Conclusion (PDF or Video?)
Reference:
McLaughlin, Charles W. Physical Science. Glencoe/McGraw-Hill School Pub Co, 1999. 110-121.Print.