Grade 12 · Week 14 · U4
Essential question: Why does interaction time matter during a collision?
Five in-depth lessons, two digital force-and-momentum investigations, two seven-round games, teacher guidance, calculated synthetic datasets, and open-book quizzes. The original daily student evidence records remain below.
A padded stop and a rigid stop can produce different peak forces for the same momentum change.
Build an initial model and explanation for: Why does interaction time matter during a collision?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: momentum; impulse; collision; force-time graph.
Study and explain the week's core ideas: momentum; impulse; collision; force-time graph
Open momentum text.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
p=mv; impulse=Δp; graph area.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: Why does interaction time matter during a collision?
Impulse simulation or soft-object demonstration.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Answer the essential question: Why does interaction time matter during a collision?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.