Impulse and Momentum

What makes things move? Why do some objects move continuously while

some moving objects stop suddenly? These might be some of the questions you had

in mind but were not really answered in last year’s science class.

In grade 8, you learned that unbalanced forces cause stationary objects to

move. In fact, according to Newton’s Second Law of Motion, the greater the force

applied, the larger the acceleration of an object. It also stated that with the same

force, heavier objects have smaller acceleration, thus, Force = mass x acceleration

or F=ma.

What affects motion?

Consider a cargo truck with a mass of 10,000 kilograms traveling at a velocity

of 40 kilometers per hour and a small car with a mass of 2000 kilograms traveling at

the same velocity as shown below. If the two vehicles suddenly lose their breaks and

crash against the brick wall, which do you think would be more damaging? On what

factor would the impact of collision depend if their velocities are the same?

(To Artist : Please draw the graphics instead.)

Figure 12. A truck and a car hitting a wall

If you suggested that it would be the mass of the truck, then you are correct.

Although the two vehicles have the same velocities but different masses, the impact

of the truck’s collision with the brick wall is far damaging compared with the impact of

the car’s collision with the brick wall.

Let us investigate this further.

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28

Activity 6

Investigating Momentum

Objective:

 Identify the factors that affect momentum.

Materials Needed:

Board or plank (at least 1.0 m long)

Books

Block of wood

Masking tape

Protractor

Ruler / meterstick

toy cars/trucks, one at least twice as heavy as the other

Procedure:

1. Place several books on top of a table and position the plane board at an

angle of about 30o

from the horizontal.

from the lower portion of the inclined plane up to the other edge of the

inclined plane.

3. Place the block of wood about 10 cm from the foot of the inclined plane.

Label this as the block’s initial position.

4. Position the small toy car at the 20-cm mark and record the time it takes

for the toy car to move down the inclined plane and hit the block of wood.

Pls. redraw.

Note: The measurement should be written on the inclined plane and not placed in the text box.

Figure 13. A toy car on an inclined plane

5. Measure how far the block moved. Record this as the stopping distance.

20 cm

m
8

10 cm 30

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29

Table 8. Stopping Distance and Time of the Toy Cars

Initial Distance

(cm)

Stopping Distance (cm)

of Small toy car

of Big toy car

20

40

60

80

100

6. Repeat steps 4 and 5 while varying only the initial position / distance for

40 cm, 60 cm, 80 cm, 100 cm.

7. Do steps 4 to 6, this time using the bigger toy vehicle. Record your data in

the table.

Q1. How will you compare their stopping distances?

Q2. Did the two toy vehicles immediately stop as they hit the block of wood?

Describe the stopping distances of the two toy cars.

Q3. Which has a greater stopping distance, the small toy car or the big toy truck?

How do the stopping distances of each one change according to the point of

release?

Q4. If momentum is a measure of how difficult it is to stop a moving object, which

of the two vehicles had a greater momentum?

What affects momentum?

Which of the two toy vehicles was more difficult to stop – the lighter one or
the heavier one? The heavier one is more difficult to stop. This is because it

possesses a greater inertia in motion which depends on an object’s mass and

velocity. Do you still remember Newton’s First Law of Motion? It is also known as the

Law of Inertia. An object’s momentum is also known as inertia in motion. For objects

moving at the same velocity, a more massive object has a greater inertia in motion

therefore a greater momentum. Momentum depends on two factors, mass and

velocity. Two cars of the same mass but different velocities will also have different

momenta.

Consider the two identical cars on

the left. Car A is traveling at 80 km/h while

Car B is traveling at 30 km/h. Which of the

Car B Car A

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30

two cars would be more difficult to stop? Which of the two cars has more

momentum? Car A, being faster, is more difficult to stop. It has more momentum.

Pls. redraw the figure

On what two factors does momentum depend on? It depends on mass and

velocity. Operationally, momentum is defined as the product of mass and the velocity

of an object. In equation,

p = mv

where p = is the momentum

m = is the mass

v = is the velocity

Moving objects have velocities which can be measured directly or indirectly.

For stationary objects where the velocity is zero, the momentum is also zero.

Let us practice computing for momentum.

Exercises:

Given the following data, solve for momentum using the formula p = mv.

Object Mass (kg) Velocity (m/s) Momentum (kg-

m/s)

Bird 0.03 18

Basketball player 100 5

Bullet .004 600

Baseball .14 30

Frog .9 12

Remember this:
Equation to use if you are looking for... If you know...

p = mv momentum mass and speed

m=

Mass momentum and velocity

v=

velocity momentum and mass

From the concepts that you have learned, answer the check up questions:

1. Which has more momentum, a huge truck that is not moving or a small toy

cart that is moving?

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31

2. A moving car has momentum. If it moves twice as fast, its momentum would

be __________ as much.
3. Two cars, one twice as heavy as the other, moves down a hill at the same

time. The heavier car would have a _________ momentum.

Applying the equation learned, answer the following problems:

1. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is its

momentum?

2. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0 kg-

m/s. What is its mass?

3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of 10 kg-

m/s. What is its velocity?

What causes changes in momentum?

Changes in momentum happen every time. A fast-moving car when suddenly

stopped might have damaging effects not only to the vehicle itself but also to the

person riding it. Various devices have been installed in vehicles in order to ensure

the safety of the passengers. The use of seatbelts is even prescribed by law in order

to lessen injuries from car crashes. Inflatable airbags are also installed in most cars

aimed to increase the time of impact between the driver or passenger and the

crashing vehicle in the event of an accident. Can you think of some other safety

devices installed on vehicles?

(Redraw pictures with seatbelts and airbags.)

Figure15. Seatbelts and airbags

the next activity.

Activity 7

Playing Egg Volleyball

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32

Objective:

 Identify the factors that affect the time of impact of moving objects.

Materials Needed:

1 raw egg

Clear plastic bag where an egg can be inserted

Piece of cloth / large handkerchief

Figure 16. Students playing egg volleyball

Procedure:

1. Look for an open space in your school where you can perform this activity.

2. Place the raw egg inside the clear plastic bag and tie the plastic bag

securely. This is needed to prevent the egg contents from splattering in case
the egg breaks.

3. Depending on the number of students, form two teams comprising of pairs of

students. Each pair should have one large handkerchief or“bandana”.

4. The two opposing teams must be at least 3 meters away from each other.

The objective of the game is to have the eggs travel back and forth from each

team to the other without breaking the egg. The players are only allowed to

throw the egg in a curved path.

5. The players are not allowed to use their hands in throwing and catching the

egg. Instead, they will use a cloth or handkerchief.

6. The players toss coin to determine who goes first.

To Editor: Please look for a similar photo of Filipino students depicting two teams

throwing and catching eggs using a piece of cloth.

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33

7. The pair who fails to catch the egg, and/or breaks it, is considered out of the

game.

8. The teacher may want to increase the distance by 1 meter between the two

teams in order to make the game more interesting and challenging.

9. The pair who is able to catch and throw the most number of eggs without

breaking would be declared as the winner.

Q2. Did the egg break immediately when it hit the ground?

Q3. How was the impact force lessened by the use of the handkerchief?

How was the handkerchief able to protect the egg from breaking? If a

different material was used to catch the egg, say, a piece of wood, will the egg break

or will it not?

The egg is a naturally-fragile material. However the choice of material may

prevent the egg from breaking by increasing the time of impact, therefore lessening

the impact force. If one throws an egg directly to a wall it will definitely break. This is

because when the egg’s motion is abruptly stopped, its momentum suddenly

changes. However, if it is thrown on a piece of cloth, the time of impact will be

increased due to the cushioning effect of the piece of cloth, therefore, it will lessen

the impact force.

Figure 17a. Egg hitting a brick wall Figure 17b. Egg hitting a curtain

In physics, an external force acting on an object over a specific time leads to

a change in momentum of the object. A special name is given to the product of the

force applied and the time interval during which it acts: impulse.

Impulse = force x time

(Draw an egg hitting a brick wall and

splattered on all directions.)

(Draw an egg hitting a curtain / cloth

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Do you still remember Newton’s Second Law of Motion? It states that the net

force is directly proportional to the mass of a body and its acceleration. In equation

form,

F = ma

Since a =

vf−vi

, then

F = m(vf– vi) / t .

Rearranging the equation will give you

Ft = mvf – mvi

Since p = mv, then

Ft = pf – pi
or

Ft = Δp

It turns out that the same impulse invariably leads to the same change in

momentum. The above equation implies that for a fixed value of the change in

momentum, the impact force is smaller when the impact time is bigger while the

impact force is bigger when the impact time is smaller. A quick jab by a boxer makes

a hard hit. A net, a cushion and corrugated containers all decrease the impact force.

From the equation, we can see that the product of force and time, which is

impulse, equals the change in momentum. Can you think of some other applications

of impulse in our everyday lives?

Sports like karate, taekwondo, baseball, golf and tennis utilize the concept of

follow-through as an important strategy to obtain a greater momentum. When a

tennis player hits the ball, a follow-through keeps the tennis racket in contact with the

ball for a longer time, and so the ball experiences a greater change in momentum for

the same force applied.

Let’s try this:

Tiger Woods hits a 0.02 kg golf ball, giving it a speed of 25 m/s. What impulse does

he impart to the ball?

Given: m = 0.02 kg

Δv = 25 m/s – 0 = 25 m/s

Find: I
Solution:

Since the golf ball is initially at rest, the initial velocity is equal to zero.

Thus, I = Δp = mΔv

= (0.02 kg)(25 m/s)

= 0.50 kg-m/s or 0.50 Ns

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35

Conservation of Momentum

In Grade 8, you have learned that

an external force is required to make an

object accelerate. Similarly, if we want to

change the momentum of an object, an

external force is required. There will be no

change in momentum if there is no

external force.

Let’s take this situation as an

example. Two children on skateboards are

initially at rest. They push each other so that

eventually the boy moves to the right while

the girl moves in the opposite direction away

that the force that the girl exerts on the boy

and the force that makes the girl move in the

other direction are of equal magnitude but

opposite direction. The boy and the girl

make up a system – a collection of objects

that affect one another (Figure 18). No

net/unbalanced external force acts on the

boy-girl system, thus, the total momentum of

the system does not change (Figure 19).

Remember that momentum, like velocity and

force, is a vector quantity. The momentum

gained by the girl is of equal magnitude but

opposite direction to the momentum gained

by the boy. In this system, no momentum is

gained or lost. We say that momentum is

conserved.

Explain how momentum is

conserved in the following activity.

Activity 8

Figure 18. A system is a group of objects that interact and

affect each other. Examples are (a) Bowling ball and pin

and (b) two football players.

boy-girl system before pushing is zero. After pushing, the

total momentum of the boy-girl system is still zero

because the momentum of the girl is of equal

magnitudebut opposite direction to the momentum of the

boy.Note that the momentum of the boy alone is not the

same before and after pushing; and the momentum of the

girl alone is not the same before and after pushing.

(redraw figure as pushoff/provide own photograph)

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Balloon Rocket

Objectives:

 Describe how a balloon rocket works and how conservation of momentum

explains rocket motion.

Materials Needed:

balloon (long shape)

string (nylon, if available)

tape
Procedure:

1. Stretch the string over two posts. You can use chairs or iron stands as posts.

Make sure that the string is taut.

2. Inflate the balloon. Twist the open end and temporarily secure it with a paper

clip.

3. Tape the straw to the balloon such that it is aligned with the balloon’s opening

(see Figure 20).

4. Draw a diagram showing the momentum vectors of your balloon rocket and

the air.

Q1. How do these momenta compare?

Q2. How does the velocity of the air that is pushed out of the rocket compare to the

velocity of the balloon rocket?

Figure 20. Balloon rocket set up.

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37

At the start, our system, which consists of the balloon and the air inside it are

stationary so the total momentum of the system is zero. When we let the air inside

the balloon out, we notice that the balloon moves. The force that causes the balloon
to move comes from the air that is pushed out of it. There is no external force

involved. Thus, the total momentum of the system is conserved and must remain

zero. If the balloon has momentum in one direction, the air must have an equal and

opposite momentum for the total momentum to remain zero.

Change in momentum = 0

Total Initial Momentum = Total Final Momentum

0 = pballoon+ pair

-pballoon= pair

-(mv)balloon = -(mv)air

Since the mass of the balloon is greater than the mass of air, the velocity of

the air must be greater in magnitude than the velocity of the balloon, and must be

opposite in direction..

Concept Check:

Suppose the entire world population gathers in one spot and at the sounding of a

prearranged signal, everyone jumps up. While all the people are in the air, does

Earth gain momentum in the opposite direction?

Example 1a

Two iceskaters stand together. They “push off” and travel directly away from

each other, the boy with a velocity of 1.50 m/s. If the boy weighs 735 N and

the girl, 490 N, what is the girl’s velocity after they push off? (Consider the ice

to be frictionless.)
Solution:

Remember that W = mg, thus, m = W/g.

mass velocity

Boy 75 kg 1.50 m/s

Girl 50 kg ?

Figure 21. Pushoff

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The ice where they stand on is considered to be frictionless, thus, no external

force is present. The momentum of the boy-girl system is conserved. There is no

change in the momentum of the system before and after the push off.

The girl moves with a velocity of 0.75 m/s opposite to the direction of the boy.

Remember!

Momentum is a vector quantity. It must have both magnitude (numerical

value) and direction. The direction of the momentum vector is always in the same

direction as the velocity vector. Like all vector quantities, momentum vectors can be

added. For situations in which the two vectors are in opposite directions, one vector

is considered negative and the other positive.

Two iceskaters stand together. They “push off” and travel directly away

from each other, the boy with a speed of 0.50 m/s and the girl with a speed of

0.65 m/s. If the mass of the boy is 60 kg, what is the girl’s mass? (Consider

the ice to be frictionless.)

Solution

The momentum of the boy-girl system is conserved. There is no change in

the momentum of the system before and after the push off.

Elastic and Inelastic Collisions

A collision is an encounter between two objects resulting in exchange of impulse

and momentum. Because the time of impact is usually small, the impulse provided

by external forces like friction during this time is negligible. If we take the colliding

bodies as one system, the momentum of the system is therefore approximately

conserved.

Total Initial Momentum = Total Final Momentum

0 = pboy+ pgirl

-pboy= pgirl

-(mv)boy = (mv)girl

-37.5 kg m/s = 50 kg (vgirl)

-0.75 m/s = vgirl

Total Initial Momentum = Total Final Momentum

-pboy= pgirl

-(mv)boy = (mv)girl

30.0 kg m/s = (mgirl) 0.65 m/s

46kg = mgirl

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The total momentum of the system before the collision is equal to the

total momentum of the system after the collision.

total momentum before collision = total momentum after collision

Collisions are categorized according to whether the total kinetic energy

of the system changes. Kinetic energy may be lost during collisions when (1)

it is converted to heat or other forms like binding energy, sound, light (if there

is spark), etc. and (2) it is spent in producing deformation or damage, such as

when two cars collide. The two types of collision are:

1. Elastic collision – one in which the total kinetic energy of the

system does not change and colliding objects bounce off after

collision.

2. Inelastic collision – one in which the total kinetic energy of the

Objects that stick together after collision is said to be perfectly

inelastic.

Can you identify which type of collision is shown in each situation?

(a) (b)

In Figure 22a, a moving steel ball pendulum collides head-on with

another steel ball.The collision is elastic, that is, the total kinetic energy of the

system (2 steel balls) is the same before and after the collision. The total

momentum of the system before the collision is equal to the product of the

first ball’s mass and velocity. The total momentum of the system after the

collision must be equal to the total momentum before the collision. The first

ball comes to rest while the second ball moves away with a velocity equal to

Figure 22. Examples of collisions. (a) colliding pendulum (b)colliding cars

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the velocity of the first ball. This is the case when the two balls have equal

masses. The momentum of the first ball is transferred to the second ball. The

first ball loses its momentum while the second ball gains momentum equal to
that of the first ball’s momentum (Figure 23a).

What do you think would happen if you pull two balls away and release

them at the same time? Why is it so?

Example 3

A 300 g cart moves on an air track at 1.2 m/s. It collides with and sticks

to another cart of mass 500 kg,which was stationary before collision. What is

the velocity of the combined cartafter collision?

Solution

mass Velocity

(before collision)

Cart 1 0.30 kg 1.2 m/s

Cart 2 0.50 kg 0

The total momentum of the system is conserved before and after the

collision.

Since the two carts stuck together after collision, they have the same velocity

after collision. The combined carts move at 0.45 m/s after the collision.

Total Momentum (before collision)= Total Momentum(after collision)

(cart1+ cart2)before = (cart1+ cart2)after

(mv)1, before+ 0= (m1 + m2) vafter

0.36 kg m/s= 0.80 vafter

0.45m/s = vafter
Figure 23. Elastic Collisions. (a) moving object collides with a stationary

object (b) two moving objects collide head-on (c) two objects moving in the

same direction collide

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In everyday life, however, perfectly elastic collisions are rare, and most

collisions are inelastic to some extent. In the next activity, we shall use

different types of balls to demonstrate different degrees of inelasticity.

Activity 9

Bouncy Balls

Objective:

 Classify a collision as perfectly elastic, slightly inelastic, moderately

inelastic, highly inelastic, or perfectly inelastic

Materials Needed:

4-5 types of balls(e.g. clay ball, marble, etc), 3 different surfaces (e.g.,

tiled, wood, concrete, grass)

Procedure:

1. Drop each ball from a distance of 1 meter onto the surface and record

how high it bounces in meters (example: 0.46 meters).

2. Note whether the ball and surface showed perfectly elastic, or

 If the ball bounces up by 1 meter, then the collision is perfectly elastic

 If the ball does not bounce up, the collision is perfectly inelastic.

4. Repeat steps 1, 2 and 3 for the twoother surfaces.

Figure 24. Inelastic Collision. Two objects collide, stick together and move

as one.

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42

Data:

Table 9. Data on the Height of the Bounced Ball

Surface Mass Bounce

(m)

Degree of

Elasticity

A Ball 1

B ______________

A Ball 2

B ______________
C

A Ball 3

B ______________

A Ball 4

B ______________

A Ball 5

B ______________

Q. Which ball is generally more elastic? Which surface is generally more elastic?

Was there an elastic collision? Was there a perfectly inelastic collision?

Development and Demonstration of a

Volleyball Team Drill

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43

A Performance Task

Objective:
 Develop and demonstrate a fun 5-minute team drill that will apply projectile

motion concepts and principles to the learning and development of three

motor skills in volleyball.

Materials Needed:

Volleyball (required)

stop watch (required)

meter stick / tape meter

other materials selected by proposing team

written proposal

Procedure:

1. Conduct the group meeting and plan out the role of each member in

thedevelopment of the volleyball drill proposal.

2. Select from the following volleyball skills (bump, set, underarm serve, blockingand

spike) three motor skills which will be enhanced in the proposed team drill.

3. Develop together the mechanics of a five-minute drill in terms of:

a) target motor skill,

b) materials to be used,

c) team or pair details,

d) sequence and duration of drill movements,

e) evaluation of skills test,

f) safety precautions; and

g) analysis and application of projectile motion concepts and principles,

(Show playing area diagrams and computations for ranges, heights and time)

4. Get a space and try out your team’s proposed drill sequence and
movements.Make adjustments according to equipment/materials and ability.

Make themodifications and practice the final drill for presentation of proposal and

demonstration of team drill the next session.

5. Write your group proposal.

Performance Task: Development and Demonstration of a Volleyball Team Drill

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44

Goal:

Develop and demonstrate a 5-minute team drill that will apply projectile

motion concepts and principles to the learning and development of three motor skills

in volleyball.

Role:

You are a team of physical education teacher-coaches who conduct

volleyball clinics under a youth sports program of the school. The program targets to

entice students who are interested or are still learning volleyball to join the sports

clinics while the trained volleyball student players may assist or officiate drill and lead

up games geared towards the development of basic volleyball skills.

Situation:

The school’s sports program suffered a mass promotion of ball game athletes

who recently graduated. To speed up the promotion of renewed interest in ball game
trainings and beef up the remaining number of ball players, the MAPEH teachers

came up with the idea to conduct fun sports clinics using modified volleyball games,

drills and lead up game plans. Starting next Friday, the drills will be used in the

weekly sports clinics. This try outs will give coaches, varsity players and interested

students an avenue to scout, mingle and develop volleyball skills with the others.

Product, Performance and Purpose:

You will develop, present and demonstrate a five-minute volleyball drill

proposal that will apply projectile motion concepts and principles to the learning and

development of three motor skill in volleyball.

Standards

The group proposes ways to enhance sports related to projectile motion.

Criteria for Success

The sports clinic participants will rate the proposed volleyball drill game based

on the following criteria:

 Communication of Proposal

 Physics of Sports Justification

 Movement Composition

 Performance

Task Rubric for Development and Demonstration of a Volleyball Team Drill

Criterion 7-8 5-6 3-4 1-2

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March 31, 2014

*Communication

of Proposal

The group

communicated the

ideas and

explained concept

applications clearly

and effectively, and

raised interesting

questions on the

developed drills.

The group

communicated the

clearly the ideas

and explained

effectively selected

concept

applications only.

The group

communicated the
ideas and concept

applications clearly.

The group was

able to present

theirideas but not

the concept

applications.

* Use of Physics

Knowledge

Uses techniques

for 3 skills based

on physics

concepts and

principles.

Uses terms

appropriately

throughout the

presentation.

Uses techniques

for 2 skills based

on physics
concepts and

principles.

Uses terms

appropriately in

some parts of the

presentation.

Uses techniques

for 1 skill based on

physics concepts

and principles.

Uses a term or two

inconsistently

during the

presentation.

Unclear use of

technique for

skills based on

physics concepts

and principles.

Uses terms

inappropriately

most of the

presentation
time.

Movement

Composition

Creates a wide

range of athletic

moves that are

appropriate to the

demonstration of

all three skills.

The drill sequence

shows a

sophisticated use

of space, time,

level, force and

flow.

Creates athletic

moves that are

appropriate to the

demonstration of

all two skills.

The drill sequence

shows a
competent use of

space, time, level,

force and flow.

Selects some

athletic moves

appropriate to the

demonstration of 1

or two skills.

The drill sequence

shows a simple

use of space, time,

level, force and

flow.

Has some

difficulty in

creating moves

appropriate to the

demonstration of

skills.

The drill

sequence is a

simple use of

space, time,
level, force and

flow.

Performance

The group

performs with a

high degree of

precision, style,

and energy.

The group applies

movement

concepts and

tactics, in a critical

and effective

manner.

The group

performs with

appropriate degree

of precision, style,

and energy.

The group applies

movement

concepts and
tactics

appropriately.

The group

performs with

some energy and

precision.

The group applies

some movement

concepts and

tactics

appropriately.

The group

performs with

little energy and

precision.

The group shows

awareness of

movement

concepts and

tactics, but has

difficulty applying.

* These criteria must be assessed against a written proposal