4) You drop a golf ball from a height of 1 m above the ground. It hits the ground and returns to a height of 0.5 m. Your friend makes the following argument: "The impulse Earth imparts to the golf ball as it falls must be larger than the impulse the ground imparts when the ball bounces because the time interval over which Earth exerts a force on the ball is much larger than the time interval over which the ground exerts a force on the ball." Draw one or more momentum bar charts and use them to explain either friend is right or wrong. Ability A4: Is able to use representations other than math/words to solve problems Needs Work Adequate All relevant representations were used correctly to solve the problem and the ways they were used are clearly explained. Inadequate Not all relevant representations were used or representations were used incorrectly to solve the problem. Ability A13: Is able to construct a momentum bar chart Needs Work Inadequate Bar chart has the momentum bars drawn correctly, but some labels are missing or the system is not correctly identified. The bar chart matches the process described with some other representation. Bar chart is either missing energy values, bars drawn do not show the conservation of momentum or are drawn in the wrong places. Bars could also be labeled incorrectly. The system is not identified. Ability 13: Is able to evaluate another person's problem solution or conceptual claim by direct comparison with their own solution or conceptual understanding Needs Work Inadequate Either no justification is given for the comparison or the comparison made is not consistent with the student's work. Adequate Bar chart is properly labeled and has momentum bars of appropriate magnitudes and direction. The system is clearly identified. Adequate Student clearly states their own solution/conceptual understanding, and methodically and accurately compares it with the other person's work. All relevant representations were used to solve the problems, but minor errors were made or details of how they were used are omitted. The student states their own solution/claim and compares it with the other person's solution/claim, but does not make any concluding judgment based on this comparison. OR the student does everything correctly, but their presentation is incomplete (i.e., skipping logical steps) your Missing Representations beyond math/words may be present but were not used to the solve of the problem. Missing No representation is constructed. Missing Students does not compare their solution or reasoning to the provided solution.