Linear Momentum Test

Objective

Students will demonstrate an understanding of linear momentum.

Big Idea

Students show how much they've learned about linear momentum when taking today's unit test.

Context

Throughout this unit students have developed an understanding of linear momentum (HS-PS2-2), so the goal today is to get students to showcase that knowledge. The design of my test is meant to prepare students for the AP Physics 1 exam and includes questions on impulse, collisions, and momentum conservation. Specifically, the test requires students to spend about half the hour answering conceptual questions and the other half answering qualitative questions. After students are settled, they get right into the exam, which requires them to create responses, justify answers with computations, and qualitatively explain concepts (SP5, SP6, & SP8).

Test Procedures

5 minutes

As students come into the room to take their test, I direct them to look at the screen at the front of the classroom. The screen is displaying their new seats for today I've created ahead of time using a random seating chart generator. I used this generator so that I'm not biased in where students are placed and to keep students from relying on their neighbor for answers (also known as cheating).

Once students are seated in their new seats, I review my rules for tests taken in the classroom, which they were given in print at the start of the year. I emphasize that students should not use any outside resources, are only allowed the approved materials, must turn off all electronic devices, and cannot leave the room for any reason at any time. I also inform students that per our school handbook, failure to meet these requirements will result in a zero on the exam and a disciplinary referral.

Before I pass out the exam, equation sheet, and a blank piece of scratch paper, I give the students one more minute to adjust and organize themselves.

Linear Momentum Test

45 minutes

The classroom is absolutely silent while students take their linear momentum test, as I really try to simulate the environment that students will experience when taking the AP Physics 1 exam. This means that students' only resources is the AP Equation Sheet and I don't answer many questions during the testing process. While students are testing, I alternate between sitting at the front of the room and walking around the room, checking to ensure students aren't cheating.

The exam is composed of an even number of conceptual and qualitative questions to model the composition of the AP Physics 1 exam. The questions come from previous AP Physics B exams and our textbook. I choose these specific questions because they show the range of students knowledge of linear momentum: from impulse to conservation of momentum. The final question even asks students to use kinematic equations, which is representative of questions on the AP Physics 1 exam (meaning they cover multiple topics and units in one free response question).