This week we developed conservation of momentum. Previously, I started with impulse and momentum of single objects, then built up to conservation in systems. I’ve never been thrilled with my storyline, so this year I am trying putting conservation of momentum first, then we will work toward impulse. Once we’d done a lab with some collisions and talked about momentum bar charts, we did Kelly O’Shea’s multiple representations of momentum card sort to incorporate mathematical representations. The card sort really helped my students feel confident with the bar charts and to make sense of the mathematical representations.
We ended the week with Newton’s 3rd Law. I feel like this law fits better with my momentum storyline than my forces one, so this was their first introduction to the 3rd Law. I had students predict how the forces would compare on two carts for a variety of collisions, then we actually tested the collisions out using some force sensors with hoop springs. This is a very rare time that I ask students to make a prediction that I think they are likely to have wrong, so was very intentional in talking to students about my goal of pulling out their existing ideas so we could contrast with the accepted physics. I also made sure we talked about what useful thinking lead them to the incorrect predictions and what physics their predictions showed they know. There was a fantastic moment partway through where a student articulated that both the forces we were measuring came from the same interaction, so it made sense for the size of the force to be the same. She also realized the cart she expected to experience a bigger force did have a bigger change in motion, which was a great opportunity to validate the thinking that lead to that prediction. It was a great note to end the week on.