Nature of Linear Momentum and Impulse

Grade 11 · Physics

Semester 1 | Period 3 | Week 13

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Subject: Physics

Semester: 1

Period: 3

Week: 13

School Name:

Teacher’s Name:

Subject: Physics

Grade Level: Grade 11

Week & Period: Week 13, Period III

Date:

Sub-topic: Nature of Linear Momentum and Impulse

Learning Objectives:
By the end of the lesson, learners will be able to:

  1. Define linear momentum and impulse.
  2. State and apply the relationship between force, time, and change in momentum.
  3. Solve basic problems involving momentum and impulse.

Instructional Materials:

  • Spring-loaded carts
  • Stopwatches
  • Newton meters
  • Force sensors
  • Smooth track or table
  • Weights

Anticipation (Warm-Up):
Ask: "Why does it hurt more to be hit by a fast-moving object than a slow one of the same mass?"
Demonstrate pushing a cart slowly and then quickly to show force impact.

Building Knowledge (Main Lesson):

  1. Linear Momentum:
    • Defined as: p=mvp = mvp=mv where:
      • ppp = momentum (kg·m/s)
      • mmm = mass (kg)
      • vvv = velocity (m/s)
    • Vector quantity

 

Experiment:

To demonstrate impulse-momentum relationship using spring carts

Procedure:

  • Load cart with known mass
  • Compress spring and release cart
  • Use sensor or stopwatch to measure final velocity and time
  • Record and calculate force, impulse, and momentum change

Learners’ Activities:

  • Solve 3 impulse-momentum questions
  • Draw velocity-time graph and determine impulse from area under graph

Assessment:

  1. Define momentum and impulse
  2. Calculate impulse when force of 10 N acts for 2.5 seconds
  3. Solve: A 0.2 kg ball hits a wall at 5 m/s and rebounds at 3 m/s. Find impulse delivered.

Homework:

  • Write out 5 examples of momentum from everyday life
  • Calculate the force that acts on a 1.5 kg mass that changes velocity from 3 m/s to 9 m/s in 2 seconds

Expanded Notes:

  • Real-life applications: airbags, boxing gloves, padded gym floors
  • Momentum conserved unless external force acts

Differentiation:

  • Step-by-step worked examples for all learners
  • Pair learners for impulse experiment

Teacher’s Reflection:

  • Did learners understand the vector nature of momentum?
  • Were calculations accurate and clearly explained?