Forces Acting on… · SHS3 General Science

Lesson notes

Learning Objectives

Indicator: 3.3.2.LI.2 - Examine the differences between elastic and inelastic collisions of moving objects.

By the end of the lesson, learners can:

Define elastic collision and inelastic collision in their own words, using the concept of kinetic energy conservation.
Distinguish between elastic and inelastic collisions by comparing what happens to kinetic energy and momentum in each case.
Predict whether a given everyday collision (e.g., two footballs hitting, a car crashing into a wall, a clay ball sticking to a surface) is elastic or inelastic, with reasons.
Calculate the momentum before and after a simple one-dimensional collision to identify whether the collision is elastic or inelastic.
Discuss practical measures for avoiding dangerous collisions with moving objects in traffic and at home, drawing on the concept of inelastic collisions in crumple zones and airbags.

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Curriculum details

Strand: Vigour Behind Life (Strand 3)
Sub-strand: Forces Acting on Substances and Mechanisms (3.2)
Content standard: 3.3.2.CS.1 - Recognise the various forms of forces and their effects on motion. 3.3.2.LO.1 Explain the concept of momentum and its application.
Indicator: 3.3.2.LI.2 - Examine the differences between elastic and inelastic collisions of moving objects.
Suggested placement: Semester 2, Week 4 (Week 24 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 105

Exemplars (from the NaCCA curriculum)

Inquiry-based Teaching:
- Let learners explore the differences between elastic and inelastic collisions and collision of moving objects.
- Learners discuss measures of avoiding collision with moving objects in their mixed-ability groups.
Teaching and Learning Resources:
- Charts, pictures, videos, simulations and realia of simple machines.
- Simulations/videos, and pictures.
Assessment (3.3.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.