1. Momentum 2/23/15 2/23Quiz-Gravity on the moon and friction 2/24Momentum in a collision TB p 304 #1-7 WB p.127-128 2/25Momentum TB p. 306 and take CN TB p. 308 Essential Questions HW: Text Book p. 307 # 1-3 2/26 Momentum video and Worksheet HW: TB: p. 315 #1-3 2/27Conservation of Momentum TB p. 312-315 read and take CN WB p.136-137

2. Date: 2/24/15Goal: I demonstrate my understanding of gravity and friction. I can also use my analysis skills to identify, predictions, hypotheses, and conclusions Bell Ringer: If a 35kg monkey goes to planet Y that is 5 times the mass of Earth, what is the monkey’s weight on planet Y?

3. Date: 2/23/15Goal: I demonstrate my understanding of gravity and friction. I can also use my analysis skills to identify, predictions, hypotheses, and conclusions Complete WB p. 141-143 10 min

4. Date: 2/24/15Goal: I investigate the momentum of two objects in a collision Bell Ringer: If a 35kg monkey goes to planet Y that is 5 times the mass of Earth, what is the monkey’s weight on planet Y?

5. Date: 2/24/15Goal: I investigate the momentum of two objects in a collision TB p 304

6. Date: 2/24/15Goal: I investigate the momentum of two objects in a collision TB p 304 #1-7 You will use 20g mass as a small car You can use the 50g or 100g mass for the larger car 10 cm height = low velocity 20 cm height= high velocity Member #1 reads directions 1-3 Member #2 reads directions 4-6 Member #3 slides masses for 1-3 Member #4 slides masses for 4-7 All members write down observations on WB p 127

7. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Bell Ringer: A group of students are dragging a block with a constant speed across the same surface used in Experiment 3. Its contact area is twice that of Side B and the load is 3.58 N. Use the results of Experiment 3 to predict the force that must be applied to the block. a. 2.03 N b. 2.62 Nc. 5.26 Nd. 9.16 N Experiment 3 Another student makes an effort to determine if the area of contact between the block and the table affects the amount of friction. The scientist finds a rectangular block with three unequal length sides. The three areas of the face of the block are: The student pulls the block (without the sandpaper) along each of the sides at a constant speed. The data are shown in Table 3.

8. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision New Notebooks!!!!!

9. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision TB p 304 #1-7 Describe observation from the activity What happen when a slow moving small mass collided with a stationary small mass? Before After

10. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision TB p 304 #1-7 Describe observation from the activity What happen when a fast moving small mass collided with a stationary small mass? Before After

11. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently read TB p. 306 and take cornell notes 7 min

12. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently answer TB p. 308 Essential Questions

13. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Discuss your answers to TB p. 308 Essential Questions with your partner

14. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently read TB p. 312-315 and take cornell notes

15. Date: 2/26Goal: I can understand how the change in momentum can affect an object Which statement is consistent with the data collected in Experiment 1 and Experiment 2? a. A greater contact area between block and surface results in greater friction force. b. Changing the contact area has little to no effect upon the amount of friction force. c. Varying the mass of the block does not have any effect upon the amount of friction. d. For the same load, a sandpaper surface causes more friction than a plain wood surface. Experiment 1 Diagram 1 depicts a procedure that is used to measure the friction force. A horizontal force is applied to a block on a table to accelerate it from rest. One observes that the force needed to initiate the motion (accelerate it from rest) is greater than the force needed to sustain the motion at a constant speed. Masses can be added to the block, thus increasing the load (L). The force required to initiate the motion is equal to the static friction force (Fstatic). The force required to sustain the motion at a constant speed is equal to the kinetic friction force (Fkinetic). Table 1 represents typical data from such an experiment. Experiment 2 - A student decides to investigate the effect of the surface on the amount of friction. She layers the bottom of the block with coarse sandpaper and then repeats the procedure described in Experiment 1. Her data is shown in Table 2

16. Date: 2/26Goal: I can understand how the change in momentum can affect an object Video

17. Date: 2/27Goal: I can expalin how the change in momentum can affect an object W=F (d) F w =mg v 2 =2gh GPE =mgh P= W/t KE=1/2 mv 2 Bell Ringer In the roller coaster project your team calculated the velocity of your roller coaster at the bottom of the first hill. Calculate the velocity of a 2500 kg roller coaster at the bottom of a 27m tall hill.

18. Date: 2/26Goal: I can expalin how the change in momentum can affect an object With your shoulder partner complete the movie sheet from yesterday #1-8 15 min

19. Date: 2/26Goal: I can expalin how the change in momentum can affect an object With your shoulder partner complete WB p. 136 TEJ 10 min

20. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Independently complete WB p. 137 5 min

21. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Home work over the weekend TB p. 309 1-3,6 and p. 319 1,2,6,7 in your note book

22. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Due today Notebook – TB p. 306 and take CN – TB p. 308 Essential Questions – HW: TB p. 307 # 1-3 – HW: TB: p. 315 #1-3 WB p.127-128 Momentum video and Worksheet WB p.136-137

23. Date: 2/26Goal: I can expalin how the change in momentum can affect an object p. 309 1-3,6 p. 315 1,2,6,7

24. M As I'm sure you suspect, momentum in physics is different from "momentum" in sports on tv, as in "Yes, Chris, the Bengals really have momentum on this drive!". However, physics momentum is related to football momentum in that both concepts refer to how difficult it will be to stop something.What makes an object difficult to stop? Its mass, for one thing. After all, mass measures the inertia of an object - how much the object resists accelerating. Certainly, more mass means more momentum - the momentum of an object is directly proportional to its mass. Twice the mass means twice the momentum. Momentum is not the same as mass, though. For one thing, an object that is not moving has no momentum, no matter how much mass it has.Fast objects are also difficult to stop. Bullets have a very small mass, but you wouldn't want to try and stop one! More speed means more momentum - momentum is directly proportional to velocity. Twice the speed means twice the momentum.Since the momentum of an object is directly proportional to both its mass and its velocity,Momentum = (mass)(velocity) = mvMomentum is a vector quantity. Its direction is the same as the direction of the object's velocity.