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# Discovery of conservation of momentum

You can explore this history-oriented lesson by Prof. Michael Fowler.

## Momentum, Work and Energy Michael Fowler, U. Va. Physics

### Defined “quantity of motion”, as “arising from the velocity and quantity of matter conjointly” -> mass x velocity – which identifies it as momentum.

Adapted from “Momentum.” Wikipedia, The Free Encyclopedia. 2 Oct. 2015.

## Learning Standards

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

HS-PS2-2. Use mathematical representations to show that the total momentum of a system of interacting objects is conserved when there is no net force on the system. Emphasis is on the qualitative meaning of the conservation of momentum and the quantitative understanding of the conservation of linear momentum in
interactions involving elastic and inelastic collisions between two objects in one
dimension.
HS-PS2-3. Apply scientific principles of motion and momentum to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. Clarification Statement: Both qualitative evaluations and algebraic manipulations may be used.

### Common Core Math

• CCSS.MATH.CONTENT.7.EE.B.4  Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
• CCSS.MATH.CONTENT.8.EE.C.7  Solve linear equations in one variable
• CCSS.MATH.CONTENT.HSA.SSE.B.3  Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (including isolating a variable)
• CCSS.MATH.CONTENT.HSA.CED.A.4  Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
• http://www.corestandards.org/Math/