Overview

Students are pre-assigned to groups of 4-6 persons. Individually, students find or take an image or a video that captures the interaction of two objects in 3 separate periods of interaction: before, during and after. Students then draw a free-body diagram (FBD) of the two objects in the 'during' period of interaction, along with a written explanation of the interaction. Students upload their diagrams and explanations into an online collaborative platform (OCP).

As a group, students assess and peer-review each submission. Students then re-assess their FBDs and make changes accordingly.

The instructor presents the class with conceptual questions relating to momentum. ...

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Students are pre-assigned to groups of 4-6 persons. Individually, students find or take an image or a video that captures the interaction of two objects in 3 separate periods of interaction: before, during and after. Students then draw a free-body diagram (FBD) of the two objects in the 'during' period of interaction, along with a written explanation of the interaction. Students upload their diagrams and explanations into an online collaborative platform (OCP).

As a group, students assess and peer-review each submission. Students then re-assess their FBDs and make changes accordingly.

The instructor presents the class with conceptual questions relating to momentum. Groups then discuss and answer the questions at a whiteboard or interactive board, providing a written rationale for their response. They then compare their answers to the conceptual questions to their previous analysis of interacting objects, identifying similarities between the two.

This activity then has two possible out of class follow up activities: Preparing a test question, or correcting their original FBDs with another step of peer review and instructor feedback.

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Objectives

Students will learn to determine whether or not a system is isolated, and the consequences for conservation of momentum. They will learn to explicitly attend to a system’s “before” and “after” states when analyzing it momentum, and to recognize elastic and inelastic interactions.

Context and requirements

Level Grade 12-U0
Discipline Physics
Course Mechanics
Activity Content Momentum transfer, free body diagrams
Technological Requirements An online collaborative platform such as Visual Classrooms is used, but is not necessary. Peer review steps can easily be adapted to be done in class and without an online platform.
Best Use Practice, Review

Author’s Notes

Benefits

This engages students using online collaborative technologies. These technologies can be used to monitor the progress of groups as they complete the activity.

Challenges

An online collaborative platform is required. Students are expected to posses a personal computer, laptop, or tablet (with which they can access the online platform in class), along with a smart phone or camera.

Tips

To ensure the selected scenarios represent a wide range of possible collisions, you may require that each group have scenarios representative of (i) collisions between disproportionate masses, (ii) an approximately elastic collision, (iii) a totally inelastic collision and (iv) a case with an object that has no initial velocity.

Activity Pedagogical Components

Data Collection

INDIVIDUALLY, students find or take photos or video stills of the interaction between two objects. Individual images must represent the interaction before, during and after the objects have interacted. This step is completed OUT OF CLASS.

Problem Solving

INDIVIDUALLY, students draw free-body diagrams (FBDs) representing the interaction of the two objects from their respective image, using the “during” phase of interaction. Students then prepare a written explanation of their FBD that highlights the key features of the interaction (e.g., duration) and the relative magnitude of the forces. Students upload their images, FBDs and written submissions into an online collaborative platform (OCP). This step is completed OUT OF CLASS.

Peer Review

Working in pre-assigned GROUPS, students assess and peer-review each other’s work thereby providing feedback on each group member’s submission. This work is completed IN CLASS.

Peer Instruction

Working in GROUPS, students discuss and answer clicker-style questions presented by the instructor, providing a written rationale for their response. This work is completed IN CLASS.

Revision

INDIVIDUALLY, students re-assess their FBDs and written analysis, making necessary changes based on the feedback provided by their group members. This work is completed IN CLASS.

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