Reflection: Modeling The Conservation of Momentum - Section 5: Conservation of Momentum Visual

 

I want students to keep stretching their understanding to ask "What if?" once they have determined that their predictions are supported so that they can find ways to extend their solutions to meet similar problems in the future. For example: "What if the leftmost car was twice the mass of the rightmost car?" or " What if the rightmost car was at rest when the collision began?" I want students to consider how the effects of the multiple parameters within the systems under study affect what students think they know about the system. 

I believe that students who are intellectually flexible will be able to tackle more complex material when they are exposed to it. The reason I focus on using this type of thinking routine is because I want students to recognize that there is more to learn within every topic. Physics is built on this idea of more. I emphasize being meta-cognitive because I want students to be able to process more information with more precision and more accuracy, hopefully leading them lead to a greater and deeper understanding of the phenomena of the world around them.

  Using routines to solve problems
  Using routines to solve problems
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Modeling The Conservation of Momentum

Unit 6: Momentum
Lesson 6 of 14

Objective: Students will be able to build a model to investigate the conservation of momentum

Big Idea: Total momentum before and after an interaction remains constant within an isolated system.

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