http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_mechanics/cub_mechanics_lesson08.xmllessontext/xmlIntegrated Teaching and Learning Program, mechanicsangular momentumaxislaw of conservation of angular momentummassrevolutionrotationrotational inertiarotational speedspinningAxis of rotationRotationRevolutionAngular momentumVelocityMassRotational inertiaRotational speedLaw of conservation of angular momentum

Students learn the concept of angular momentum and its correlation to mass, velocity and radius. They experiment with rotation and an object's mass distribution. In an associated literacy activity, students use basic methods of comparative mythology to consider why spinning and weaving are common motifs in creation myths and folktales.

Engineers take advantage of their understanding of rotational inertia and angular momentum to maximize the spin experienced on amusement park rides (Ferris wheels, merry-go-rounds, etc.) for people's thrill and enjoyment. In our everyday lives, engineers also design objects intended to spin as part of their mechanical workings, such as car and bicycle axles, compact disk players, fishing pole casting gear, textile and other industry machinery, washing and drying machines, blenders, mixers and centrifuges, to name a few. Understand how engineers use the concept of angular momentum to design objects intended to spin as part of their mechanical workings, such as car and bicycle axles, compact disk players, fishing pole casting gear, textile and other industry machinery Understand how mass and radius relate to angular momentum. Understand the law of conservation of angular momentum Know where the axes are located on their bodies and what type of rotation is correlated to the different axes. 50TeachEngineering.orgBen HeavnerSabre DurenMalinda Schaefer ZarskeDenise CarlsonGittewitt, Paul. Conceptual Physics. Menlo Park, CA: Addison-Wesley, 1992.Hauser, Jill Frankel. Gizmos and Gadgets: Creating Science Contraptions that Work (and Knowing Why). Charlotte, VT: Williamson Publishing, 1999.Kagan, Spencer. Cooperative Learning. San Juan Capistrano, CA: Kagan Cooperative Learning, 1994. (Source for Inside-Outside Circle assessment.)Wolfson, Richard and Jay M. Pasachoff. Physics: For Scientists and Engineers. Reading, MA: Addison-Wesley Longman Inc., 1999.S11416DDInternational_Technology_Education_Association-ITEA_STL_StandardsTechnologyF. Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.68S11424D3ColoradoScienceb. Use mathematical expressions to describe the movement of an object 88S11425C2ColoradoSciencea. Develop, communicate and justify an evidence-based scientific explanation to account for Earth's different climates 88S1142658ColoradoMatha. Add, subtract, multiply and divide rational numbers including integers, positive and negative fractions and decimals 88S11426CFColoradoMathb. Use representations of linear functions to analyze situations and solve problems 88United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2010-08-238Teacher