TOPIC 1.
3: MOMENTUM
S4P-1-10 Derive the impulse-momentum equation from Newton’s second law.
S4P-1-11 Determine impulse from the area under a force-time graph.
Include: constant positive and negative force, uniformly changing force
S4P-1-12 Experiment to illustrate the Law of Conservation of Momentum in one and two
dimensions.
S4P-1-13 Solve problems using the impulse-momentum equation and Law of Conservation
of Momentum.
S4P-1-14 Relate the impulse-momentum equation to real-life situations.
Examples: hitting a ball, catching a ball
Topic 1: Mechanics • SENIOR 4 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME
CONNECTION
S4P-1-10: Derive the impulse-
Students will… momentum equation from Newton’s
Recognize that scientific knowledge is second law.
based on evidence, models, and
explanations, and evolves as new
evidence appears and new
conceptualizations develop (GLO A2)
SUGGESTIONS FOR INSTRUCTION
Entry Level Knowledge Teacher Demonstrations
Students have studied momentum qualitatively in Blow a dry ink marker through a short tube and
Senior 2 Science and are familiar with Newton’s then do it again through a longer tube. The force
second law. with which the marker is blown should be the
same for both the small tube and the longer tube.
Prior Knowledge Activity Students should note that as ∆t is increased, then
Now is a good time to use the SYSTH Activity: m∆v will increase.
KWL Plus, p. 9.24, to access students’ prior
knowledge. Accelerate a cart with one elastic, then replace
with two elastics. Elastics must be stretched the
Notes to the Teacher same amount. Students should note the differences
Relate impulse-momentum to Newton’s second in the change in momentum of the two cases (time
law with the following derivation. interval is the same for both cases).
→ A student standing on a skateboard throws a
→ ∆v
F = ma = m massive object (medicine ball) at another student,
∆t standing on the floor, who catches the object.
→ →
F ∆t = m∆ v Students can visualize the recoil velocity of the
student on the skateboard.
Newton stated his three laws of motion in his book
Principia Mathematica. Although Newton’s second
law is given as Fnet = ma in textbooks, Newton
actually stated that “the change of motion is
proportional to the motive force impressed.” By
the word “motion,” Newton meant the quantity
that today we call “momentum.” Thus, in his
original statement, “the motive force” acts to
change the momentum of a body.
26 – Topic 1.3 Momentum
F=ma
SENIOR 4 PHYSICS • Topic 1: Mechanics
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
CONNECTION
S4P-0-2c: Formulate operational
definitions of major variables or Students will…
concepts. Describe and appreciate how the natural
and constructed worlds are made up of
S4P-0-2g: Develop mathematical systems and how interactions take place
models involving linear, power, within and among these systems
and/or inverse relationships (GLO E2)
among variables.
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Pencil-and-Paper Task
Teaching
Notes Students derive the impulse-momentum equation.
Topic 1.3 Momentum – 27 F=ma
Topic 1: Mechanics • SENIOR 4 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME
CONNECTION
S4P-1-11: Determine impulse from
Students will… the area under a force-time graph.
Demonstrate appropriate scientific Include: constant positive and negative
inquiry skills when seeking answers to
force, uniformly changing force
questions (GLO C2)
SUGGESTIONS FOR INSTRUCTION
Entry Level Knowledge • Area A represents positive area (constant force)
The techniques for determining the impulse from • Area B represents negative area (constant force)
the area under a force-time graph are similar to the • Area C represents positive area (triangle)
techniques used for determining the displacement (constantly changing force)
from the area under a velocity-time graph. Students
have experienced calculating areas under a curve • Area D represents positive area (trapezoid)
with various shapes; i.e., rectangular shape, (constantly changing force)
triangular shape, trapezoidal shape. Student Activity
Class Discussion Compare/contrast (SYSTH) impulse and change in
Students analyze force-time graphs to determine momentum.
the impulse. See diagram below:
Force (N)
A D
C
B Time (s)
Force-Time Graph
28 – Topic 1.3 Momentum
F=ma
SENIOR 4 PHYSICS • Topic 1: Mechanics
SKILLS AND ATTITUDES OUTCOME GENERAL LEARNING OUTCOME
CONNECTION
S4P-0-2a: Select and use appropriate
visual, numeric, graphical, and Students will…
symbolic modes of representation Understand how stability, motion,
to identify and represent forces, and energy transfers and
relationships. transformations play a role in a wide
range of natural and constructed contexts
(GLO D4)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Pencil-and-Paper Task
Teaching
Notes Students calculate impulse or change in
momentum from different graphs to determine the
impulse.
SUGGESTED LEARNING RESOURCES
BLM 29-1: F-t Graphs and Impulse, Physics:
Concepts and Connections, Irwin Publishing Ltd.,
2003
Topic 1.3 Momentum – 29 F=ma
Topic 1: Mechanics • SENIOR 4 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME SKILLS AND ATTITUDES OUTCOMES
CONNECTION
S4P-1-12: Experiment to illustrate S4P-0-2b: Propose problems,
Students will… the Law of Conservation of state hypotheses, and plan,
Demonstrate curiosity, skepticism, Momentum in one and two implement, adapt, or extend
creativity, open-mindedness, accuracy, dimensions. procedures to carry out an
precision, honesty, and persistence, and investigation where required.
appreciate their importance as scientific
S4P-0-2d: Estimate and measure
and technological habits of mind
accurately using SI units.
(GLO C5)
SUGGESTIONS FOR INSTRUCTION
To introduce the concept of the Law of Students videotape a collision and analyze the tape
Conservation of Momentum, students demonstrate (use an air track, a dynamic cart on a level table, a
the following: billiard table, curling rink, or ball bearings on a
A student standing on a skateboard throws a smooth track). Assume that friction is negligible
massive object (medicine ball) at another student, and the time interval is of short duration.
standing on another skateboard, who catches the Use Interactive Physics simulation software to
object. simulate collisions between objects in one
Students visualize the effects of throwing the dimension and two dimensions. (See Appendix 1.6
massive object on both boarders. The idea of an for sample activity.)
isolated system is demonstrated by this action. A STSE: Police Analysis of Car Accidents (Physics:
system is made up of two or more objects. An Concepts and Connections, p. 302, Irwin
isolated system is one that is not acted upon by a Publishing Ltd., 2003)
net external force.
30 – Topic 1.3 Momentum
F=ma
SENIOR 4 PHYSICS • Topic 1: Mechanics
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
S4P-0-2e: Evaluate the relevance, S4P-0-2h: Analyze problems using CONNECTION
reliability, and adequacy of data and vectors. Students will…
data-collection methods. Include: Adding and subtracting Describe and appreciate how the natural
Include: discrepancies in data and vectors in straight lines, at right and constructed worlds are made up of
sources of error angles, and at non-orthogonal angles systems and how interactions take place
S4P-0-2f: Record, organize, and display S4P-0-4a: Demonstrate work habits that within and among these systems
data using an appropriate format. ensure personal safety, the safety of (GLO E2)
Include: labelled diagrams, tables, others, and consideration of the
graphs environment.
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Laboratory Report
Teaching
Notes
Provide a written lab report with complete
analysis.
SUGGESTED LEARNING RESOURCES
Lab 8.1: Conservation of Linear Momentum, p.
314, Physics: Concepts and Connections, Irwin
Publishing Ltd., 2003
Physics Lab: The Explosion, p. 213, Physics:
Principles and Problems, Glencoe, 2002
Lab 8.2: Linear Momentum in One Dimension:
Dynamic Laboratory Carts, pp. 315–316, Physics:
Concepts and Connections, Irwin Publishing Ltd.,
2003
Lab 8.3: Linear Momentum in Two Dimensions:
Ramp and Ball, p. 317, Physics: Concepts and
Connections, Irwin Publishing Ltd., 2003
Investigation 10-B: Collisions in Two Dimensions,
p. 516, Physics 12, McGraw-Hill Ryerson, 2003
Topic 1.3 Momentum – 31 F=ma
Topic 1: Mechanics • SENIOR 4 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME
CONNECTION
S4P-1-13: Solve problems using the
Students will… impulse-momentum equation and
Recognize both the power and limitations the Law of Conservation of
of science as a way of answering Momentum.
questions about the world and explaining
natural phenomena (GLO A1)
SUGGESTIONS FOR INSTRUCTION
Provide students with a variety of situations to
p total initial = p total final
problem solve. For example, students analyze a
p1initial + p 2initial = p1final + p 2final
force-time graph to calculate the impulse, the
change in momentum, the change in velocity, the m1v1initial + m 2 v 2initial = m1v1final + m 2 v 2final
final velocity, and the average force.
Other examples are: bullet being fired from a rifle, Draw a vector diagram for the total momentum
bullet getting embedded in a block of wood, and calculate the missing momentum or velocity.
ballistic pendulum, hitting a golf ball or tennis ball,
or the recoil of an astronaut. Illustrative examples are included in Appendix 1.5
and Appendix 1.6.
For the Law of Conservation of Momentum in one
dimension and two dimensions, the approach to
solving the problems follows this sequence.
• Establish a coordinate system.
• Show the initial and final states.
• Draw and label the two objects and their
velocities.
• Substitute into the equation below and calculate
the momentum of each individual object.
32 – Topic 1.3 Momentum
F=ma
SENIOR 4 PHYSICS • Topic 1: Mechanics
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
S4P-0-2g: Develop mathematical CONNECTION
S4P-0-2h: Analyze problems using
models involving linear, power, vectors. Students will…
and/or inverse relationships Recognize that characteristics of
Include: Adding and subtracting
among variables. vectors in straight lines, at right materials and systems can remain
angles, and at non-orthogonal angles constant or change over time, and
describe the conditions and processes
involved (GLO E3)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Science Journal Entries
Teaching
Notes Students write process notes to describe their step-
by-step, problem-solving approach to the Law of
Conservation of Momentum problems.
Visual Displays
Students create a concept map showing all
variables involved and how they are linked to
solve conservation of momentum questions.
Pencil-and-Paper Tasks
Students solve a variety of problems for
momentum:
1. one dimensional
2. two dimensional
For complex problems, students break the problem
down to solve for the following components:
1. momentum
2. change in momentum for one object
3. total initial momentum for a system of two
objects
4. total final momentum for a system of two
SUGGESTED LEARNING RESOURCES
objects
5. impulse applied
BLM 25-1: Elastic and Inelastic Collisions in Two
Dimensions, Physics: Concepts and Connections, 6. average force
Irwin Publishing Ltd., 2003 7. final velocities for a system of two objects
and as an extension
BLM 31-1: Momentum and Simple Collisions, 8. describe the motion of the centre of mass
Physics: Concepts and Connections, Irwin
Publishing Ltd., 2003
Topic 1.3 Momentum – 33 F=ma
Topic 1: Mechanics • SENIOR 4 PHYSICS
GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME
CONNECTION
S4P-1-14: Relate the impulse-
Students will… momentum equation to real-life
Recognize that science and technology situations.
interact with and advance one another
Examples: hitting a ball, catching a ball
(GLO A5)
Evaluate, from a scientific perspective,
information and ideas encountered during
investigations and in daily life (GLO C8)
SUGGESTIONS FOR INSTRUCTION
Entry Level Knowledge Students’ prior knowledge from Senior 2 Science
Students are familiar with the application of includes analysis of how an air bag is able to stop
momentum in car crashes from Senior 2 Science. a person during a very short time interval. This
They are aware of the first collision (car to car) would require tremendous forces to achieve a
and the second collision (driver to steering change in momentum. The air bag lengthens the
wheel/air bag). stopping distance and the time interval to lessen
the force. Catching a ball requires the same
Notes to the Teacher cushioning effect as an air bag. While catching a
In real-life examples, forces often vary during a ball, the person moves his or her hands in the same
collision between objects. Attempting to measure direction as the ball is moving. This lengthens the
such a change in force is very difficult. stopping time interval and lessens the force
Consequently, the average force of an interaction directed on the hands.
for some interval is generally determined by Students can research car accidents with regards to
analyzing the motion. the first collision (two vehicles hitting) and also
Hitting a ball involves exerting a force with one the second collision (driver/passenger within
object, a bat or racquet, on another object, the ball. vehicle).
To increase the final velocity of the struck object, In Senior 4 Physics, the mathematical model is a
the impulse applied must be increased. Since point of emphasis so any analysis should contain
impulse is the product of force and time, we can the calculations involved for the driver/passenger’s
increase the force by hitting harder (build up your stopping during the second collision.
muscles!) or by lengthening the time interval
during which the object is struck. Athletes train to
increase their power and they are coached to
practise a correct technique of hitting objects by
increasing the time interval of contact (in the
coach’s terms, “follow through”). Once maximum
force is achieved, the technique focusses on
lengthening the time interval for contact between
objects.
34 – Topic 1.3 Momentum
F=ma
SENIOR 4 PHYSICS • Topic 1: Mechanics
SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME
S4P-0-3b: Describe examples of how CONNECTION
S4P-0-4b: Work co-operatively with a
technology has evolved in group to identify prior Students will…
response to scientific advances, knowledge, initiate and exchange Demonstrate a knowledge of, and
and how scientific knowledge has ideas, propose problems and their personal consideration for, a range of
evolved as the result of new solution, and carry out possible science- and technology-related
innovations in technology. investigations. interests, hobbies, and careers
(GLO B4)
SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT
Science Journal Entries
Teaching
Notes
Students prepare two lists of events in their
journals. One list includes events in which the
momentum of objects changes over a short ∆t. The
other list includes events that have a significant
longer ∆t. Students describe the consequences of
the magnitude of each event’s ∆t.
Research Report/Presentation
Students prepare a report on how the impulse-
momentum theorem can be illustrated with
examples from sports. Students describe the
circumstances requiring long impulse times and
those requiring short impulse times. How does
impulse time affect what the athlete does or what
equipment the athlete uses in the sport?
Students investigate the safety aspects of bike
helmets. Are helmets still safe after the helmet has
sustained an impact?
SUGGESTED LEARNING RESOURCES
STSE Interrelationships, pp. 302–303, Physics:
Concepts and Connections, Irwin Publishing Ltd.,
2003
Topic 1.3 Momentum – 35 F=ma
Topic 1: Mechanics • SENIOR 4 PHYSICS
NOTES
36 – Topic 1.3 Momentum
F=ma
