I ask students to write the notes in their notebooks and create two additional equations for Net Force and Time using the triangle equation model with their table mates. Then I ask a volunteer to show how to generate the three equations. This activity asks them to use routines from earlier in the semester to understand physics content later in the lesson.
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After five minutes elapse, I ask for three new volunteers to write the three forms of this equation and to identify the situations where each form of the equation is most useful on the interactive whiteboard at the front of the room. The goal of this section of the lesson is to use both guided notes and group discussion as ways to make connections between the triangular model and the mathematical model for impulse.
At the end of this section I ask for volunteers from each station to provide a verbal summary of where they are 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. Students discuss how easy or difficult it is to solve for impulse, force or time and note the conditions when each formula is most useful.
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This helps me see where they are in terms of their ability to apply mathematical logic to physics concepts. During the next section, students are given a chance to apply these skills to using the G. After students discuss the triangular representation of impulse, I project an Impulse Example Problem on the interactive whiteboard and show students a step-by-step solution of a word problem on comparing the impulse of two objects. I also post these word problems on our class Edmodo page and distribute Chromebooks for students to use in pairs.
After students solve the practice problems I have three volunteers share their solutions on the white boards at the front and side of the room.
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After we discuss the practice problems, I ask students to work together on this handout. I post the link to this handout on our class Edmodo page.
This handout includes information on both impulse and momentum and requires students to use information from class notes and this website to complete. I use this type of activity so that students can process the information at their own pace. I choose to conduct this portion of the lesson as a pair-driven activity to keep students accountable for completing the lesson at the end of the minute time frame. This activity works to make student thinking visible regarding the mathematical reasoning behind a solution to physics problems.
Students write responses to this activity on the sheets I provide.
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I check student responses to this closure to determine whether students are proficient in the understanding the mathematical behavior of key impulse terms. The class average on this quick check is a 4. Most students choose the second problem as their assessment. Empty Layer.
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Impulse Lesson Plans for Teachers
Using a Triangular Representation of the Impulse Equation. Students will use the G.
Protocol to solve problems related to the impulse of an object. Big Idea Impulse is linearly related to both force and time in a system. In this lesson, students learn about force and impulse by examining how these concepts are involved in the process of hitting a baseball. Begin the lesson by explaining the concept of impulse.
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Explain that impulse is the force exerted on an object over time. Use the analogy of a batter in baseball. The batter swings the bat at the ball. The force of the swinging bat is exerted on the ball. This is impulse. Tony Naclerio is a curriculum writer and experienced Science educator. Tony specializes in merging video games, music, movies, and other forms of entertainment with life science principles.
Tony believes that the key to teaching science is showing how science can apply to everyday life. Science is, in its purest sense, a way to understand the world around you, and in turn, yourself.
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