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Obtaining, evaluating, and communicating information Overview The goal of this lesson is to help students use note-taking to construct explanations for concepts that relate to momentum. This lesson addresses the RST.
Students use a note-taking graphic organizer to predict the definition of eight momentum key terms and create sentences that use each word in context.
Students then use their understanding of momentum to complete the digital lesson found here. Within this lesson, I ask students to focus on deepening their current understanding of momentum. I summarize the key ideas through the bell-ringer activity and take attendance while students transfer the projected information into their notebooks.
Later on within this lesson I ask students to use a graphic organizer to construct an explanation of key momentum terms. In this lesson, I want students to work in pairs and use information gathered from our digital textbook to construct explanations for key momentum terms.
Then I project a question on the interactive whiteboard that asks students to identify quantities that affect momentum from a list of multiple-choice answers.
Then I ask students predict whether momentum is a vector or scalar. This prediction allows students to apply their previous understanding of the terms vector and scalar to understand the new physics concept of momentum.
Daily Routine White-boarding Session: Momentum is Mass in Motion " as a focus statement. I ask students to discuss the question with their tablemates and then I ask a volunteer to answer the question.
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After we identify that momentum depends on mass and velocity, I ask students to create a mind map in their notebooks of additional key ideas, diagrams, descriptions and equations that come to mind when they hear the phrase "Momentum".
This activity asks them to identify information from earlier in the school year that we will use to understand physics content later in the lesson. I ask students to create a mind map on "Momentum".
Students spend five minutes constructing their mind maps in their notebooks. After five minutes elapse I ask for volunteers and compose a mind map on the interactive whiteboard at the front of the room. I want students to use both mind mapping and group discussion as ways to make connections between the phrase mass in motion and the mathematical model for momentum.
I use input from my literacy coach to create vocabulary building tools for my students. Students use the next fifteen minutes completing the graphic organizer. First students predict the definition of a physics terms that relates to momentum by circling a multiple choice option from the second column of the organizer.
Then students use information from our openStax digital textbook to construct an explanation of the momentum vocabulary words in the organizer, including illustrations, and whether the term is a vector or a scalar. After fifteen minutes elapse, I ask for volunteers from each table to provide a verbal summary of the momentum vocabulary graphic organizer.
I ask for a verbal feedback as an informal assessment because I want students to give me a feedback and to provide candid reflections on the ease of the task and the connections between the information they collected and concepts they already know.
This helps me see where students are in terms of their ability to make connections between working definitions and more academic definitions. During the next section of the lesson, students are given a chance to apply these skills to using an interactive website to obtain more information about the concept of momentum.
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The Linear Momentum Equation. The Angular Momentum Equation. Propellers. While you may be able to define 'motion' as it relates to science, do you know how simple harmonic, circular, linear and projectile motion differ from one another?
Inertia is the resistance, of any physical object, to any change in its ashio-midori.com includes changes to the object's speed, or direction of motion.. An aspect of this property is the tendency of objects to keep moving in a straight line at a constant speed, when no forces are upon them — and this aspect in particular is also called inertia.
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