• Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. (MS-PS2-1)
• Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. (MS-PS2-2)

• Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. (HS-PS2-2)
• Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. (HS-PS2-3)

• The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)
• Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. (9-12)
• If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (9-12)

• When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (6-8)

• When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (6-8)

• Systems can be designed to cause a desired effect. (9-12)

• Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (9-12)

• Systems can be designed for greater or lesser stability. (9-12)

• Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (9-12)

• Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise. (9-12)

• Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
  • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)

• Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)
  • Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (9-12)

• Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)
  • Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). (9-12)

• Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. (9-12)
  • Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (9-12)

• Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. (9-12)
  • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (9-12)

• Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)
  • Use mathematical representations of phenomena to support claims. (9-12)
  • Use mathematical and/or computational representations of phenomena or design solutions to support explanations. (9-12)

• Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)

• Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. (9-12)

• Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. (9-12)

• Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. (9-12)

• Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. (9-12)

• Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)

• 6-8: 1C/M9. Scientists are linked to other scientists worldwide both personally and through international scientific organizations.
• 9-12: 1C/H3a. Progress in science and invention depends heavily on what else is happening in society.
• 9-12: 1C/H6ab. Scientists can bring information, insights, and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects.

• 6-8: 3A/M3. Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.
• 9-12: 3A/H4. Engineers use knowledge of science and technology, together with strategies of design, to solve practical problems. Scientific knowledge provides a means of estimating what the behavior of things will be even before they are made. Moreover, science often suggests new kinds of behavior that had not even been imagined before, and so leads to new technologies.

• 6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
• 9-12: 4F/H1. The change in motion (direction or speed) of an object is proportional to the applied force and inversely proportional to the mass.
• 9-12: 4F/H4. Whenever one thing exerts a force on another, an equal amount of force is exerted back on it.
• 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

Fascinating 22-minute video supplemented with a comprehensive Teachers Guide lets students take a deep look at the fundamental physics of momentum and impulse. The Guide contains two labs that meet multiple NGSS Practices, plus a problem-based learning activity (PBL). Created for high school introductory physics, but can be easily adapted for Physics First or Grades 7-8.

• Physical Sciences K-8 Collisions Unit
• Physics First Collisions Unit

Nobody will snooze through this 22-minute video, narrated by high school physics teacher Griff Jones. It explores the fundamentals of momentum/impulse through vehicle crashes on test tracks at the Insurance Institute for Highway Safety. Don't miss the accompanying Teacher's Guide with lessons & assessments for doing a complete unit on collisions.

• Conceptual Physics Collisions Unit
• Algebra-Based Physics Collisions Unit
• AP/Calculus-Based Physics Collisions Unit