* Which is easier to start pushing or bring to a stop? * A shopping cart filled with paper towels, napkins, and toilet paper * A shopping cart filled.

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Presentation transcript:

* Which is easier to start pushing or bring to a stop? * A shopping cart filled with paper towels, napkins, and toilet paper * A shopping cart filled with canned food * Why?

* A popper is placed on a flat, hard surface and released so that it hops into the air. * The same popper is placed on a thumb and released so that it hops into the air.

* You need to close a cabinet door from across the room, but you are too lazy to stand up and do it. You have a tennis ball (that bounces, but not back to you) and a pile of modeling clay (that will stick temporarily before falling off) within reach. Assume you will throw each with the same velocity, and they each have the same mass, and you only use one of them. Which should you choose? Why?

* In order to get a change in momentum, the most likely scenario is having an object change its velocity. * What is happening when an object experiences a change in velocity? How does that happen? * When a change in velocity occurs, the object is accelerating * To accelerate, a net force must be applied…

* Let’s revisit yesterday’s warm-up: * You need to close a cabinet door from across the room, but you are too lazy to stand up and do it. You have a tennis ball (that bounces, but not back to you) and a pile of modeling clay (that will stick temporarily before falling off) within reach. Assume you will throw each with the same velocity, and they each have the same mass, and you only use one of them. Which should you choose? Why?

* Look back at your frog mini-lab. Describe how the data you collected (not what you calculated) could be used to determine the frog’s change in momentum. What was your frog’s change in momentum? If your frog had a stronger spring, how might that have affected the impulse it experienced? How might that have affected the change in its momentum?

* The following problems will be completed on the whiteboard. * Grab a whiteboard (either size) and marker set (1 per group) * You have 30 seconds. Go!

* Think: Imagine that you are in an egg-throwing competition. How do you catch the egg thrown by your partner so that it doesn’t break? Why? * Draw: Draw 2 diagrams depicting scenarios involving the same Impulse, but outcomes for the egg. Include arrows indicating the relative sizes for the impact force and the impact time.