DLM 09 Overview UNIT 6: Space, Time, and the Agent of Interactions Model/Approach: Galilean Space-Time Model MODULE 6.1 Using Vectors to represent Force, Velocity, and Other Vector Quantities Act-6.1.3 NO Activity Sheet (~30 min) In Your Small Group Compare your responses to FNTs (6.1.2-1)-(6.1.2-7) with other members of your small group. Come to a consensus on an appropriate response to each FNT and be able to make convincing reasons why you know for sure your response is appropriate. Each person in your group should be prepared to do this for any of the FNTs. Nothing on board Whole Class Sharing MODULE 6.2 The Force Model: Net Force and Force Diagrams Act-6.2.1 Net Force and Force Diagrams (~40 min) Learning Goals: • Get practice identifying the net force in various situations • Get more practice working with vectors; adding/subtracting using the tail-to-head method • Get more practice working with components and using components to determine net force • Get practice using sine and cosine to determine components • Get practice drawing a force diagram for an object UNIT 7: Momentum Conservation Model/Approach: Momentum Conservation Model MODULE 7.1 Momentum and Impulse Act-7.1.1 Momentum and Change in Momentum in One Dimension, Part I (~70 min) Learning Goals: • Get practice identifying momentum and change in momentum in simple 1-D collisions • Get practice identifying impulse • Get practice representing impulse, momentum, and change in momentum as vectors using the scaled-arrow representation • Get practice defining and analyzing collisions/interactions, representing conservation of momentum using both the scaled-arrow and vector-equation representations Announcements • Reading Assignment – Read pages 46-51 of Chap. 6 and you should have already read 53-63 of Chap. 7. Exit Handout DLM 09 FNTs 6.2.1-1) Rework the parts of Activities 6.2.1 you are not sure of. Bring your questions to the next DL meeting. 7.1.1-1) For each part of this problem suppose that an initial state consists of two of the carts (each with the same mass, m) that you used in this DL. In the initial state, these two carts are moving toward each other with the same initial speed, vi, along the track. These carts collide and the result is some final state. The three parts of this question are concerned with three different final states. (a) Assume that the carts hit each other and stop so that the final state of the system has both carts just sitting still (not moving). Draw a momentum chart for this situation; make a separate row for each cart. Refer to Momentum Conservation Model summary (b) Assume that the carts bounce off each other so that the final state of the system has each cart moving oppositely to its initial motion but with the same speed. Draw a momentum chart for this situation. (c) As in (b) assume that the carts bounce off each other but now assume that the final speeds are smaller than the initial speeds, equal and in opposite directions. Draw a momentum chart. (d) For each case does the total momentum of the two cars change. How do the momentum charts tell you this? (e) Is the total kinetic energy constant for all three cases? How do you know? 7.1.1-2) A rocket expels gas at a high speed out of the back of the rocket for a short period of time. We are going to treat the rocket as being far away from any gravitational objects. (a) Draw a momentum chart for the rocket expelling gas in space. Take the initial time before expelling gas and the final time after the rocket has finished expelling gas. The rocket has an initial constant speed in the horizontal direction. Put the rocket and the expelled gas on separate rows. (b) Use your chart to explain why the rocket speed increases. (c) Does the rocket have to keep expelling gas to stay at a constant speed? Explain. 7.1.1-3) Victoria is standing on a boat, during a perfectly calm day. Initially, both are not moving. Then Victoria walks from one end of the boat to the other. Take the initial time to be before she walks and the final while still walking. a) Draw a momentum chart for this situation. Does the boat move, and if so which way? b) Compare the speed of the boat with Victoria’s speed. Are they the same or different? Why? 7.1.1-4) Note: This is an extension of FNT 6.1.2-6. Two force vectors (F1 and F2 , as shown at right) act on a 2 kg object that has an initial velocity vi of 3 m/s in the +x direction. (c) Use the xy components of the force you found in (a) to determine the xy components of impulse that would act on the 2 kg object if the forces were applied for a time interval of 0.50 s. Always include units with your answers. Start with the relationship of impulse and force. Find each component of impulse separately. (d) Find separately, for each component, the change in velocity of the 2 kg object, due to the impulse from (c). (e) Find the magnitude of the velocity of the object after the impulse has acted and the direction the velocity makes with the positive x-axis. x y 30° F1 F2 5 N 15 N

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