Title of Unit
Curriculum Area
Developed By
Momentum
Physics
Shelly Gould Burgess
Grade Level
Time Frame
11 & 12
3 weeks
Identify Desired Results (Stage 1)
Content Standards
By the end of the unit, students will be able to…
1. analyze and assess the nature of linear momentum.
2. perform calculations involving linear momentum.
3. examine qualitatively and quantitatively the relationship between system momentum before and after collisions.
4. distinguish between elastic, totally inelastic and inelastic collisions.
5. perform calculations with both elastic, totally inelastic and inelastic collisions to analyze momentum and kinetic energy.
6. examine the relationship between momentum and impulse.
7. perform calculations with momentum, impulse, and the impulse-momentum theorem.
Ohio Standards:
Momentum, p, is a vector quantity that is directly proportional to the mass, m, and the velocity, v, of the object. Momentum is in the same direction the
object is moving and can be mathematically represented by the equation p = mv. The conservation of linear momentum states that the total (net)
momentum before an interaction in a closed system is equal to the total momentum after the interaction. In a closed system, linear momentum is always
conserved for elastic, inelastic and totally inelastic collisions. While total energy is conserved for any collision, in an elastic collision, the kinetic energy also
is conserved. Given the initial motions of two objects, qualitative predictions about the change in motion of the objects due to a collision can be made.
Problems can be solved for the initial or final velocities of objects involved in inelastic and totally inelastic collisions. For assessment purposes, momentum
may be dealt with in two dimensions conceptually, but calculations will only be done in one dimension. Coefficients of restitution are beyond the scope of
this course.
Impulse, Δp, is the total momentum transfer into or out of a system. Any momentum transfer is the result of interactions with objects outside the
system and is directly proportional to both the average net external force acting on the system, Favg, and the time interval of the interaction, Δt. It can
mathematically be represented by Δp = pf – pi = Favg Δt. This equation can be used to justify why momentum changes due to the external force of friction
can be ignored when the time of interaction is extremely short. Average force, initial or final velocity, mass or time interval can be calculated in multi-step
word problems. For objects that experience a given impulse (e.g., a truck coming to a stop), a variety of force/time combinations are possible. The time
could be small, which would require a large force (e.g., the truck crashing into a brick wall to a sudden stop). Conversely, the time could be extended
which would result in a much smaller force (e.g., the truck applying the breaks for a long period of time).
Understandings
Overarching Understanding
Students will understand the nature of linear momentum.
Essential Questions
Overarching
 What is a linear momentum?
 What is the impulse-momentum
theorem?
Related Misconceptions
 Momentum and inertia are the same concept.
 Applying a small force for a long time maximizes the gain
in an object’s momentum.
 How does momentum transfer
within a closed system?
 What are elastic, totally inelastic,
and inelastic collisions?
Topical
 How does momentum relate to inertia?
 What affects an object’s linear momentum?
 What is impulse?
 What is the impulse-momentum theorem?
 How does the impulse-momentum theorem
apply to collisions in which one wants to slow an
object down safely?
 How does the impulse-momentum theorem
apply to collisions in which one wants to maximize
the gain in momentum of an object?
 What is the law of conservation of momentum?
 How can one determine the velocity of an object
after a collision with another object?
 How are elastic collisions, totally inelastic
collisions, and elastic collisions different from each
other? How are they similar?
 What are examples of elastic, totally inelastic,
and inelastic collisions?
Knowledge
Skills
Students will know…
Students will be able to…







 calculate momentum.
 perform calculations involving mass, velocity, and kinetic energy using
the law of conservation of momentum for elastic, totally inelastic, and
inelastic collisions.
 calculate impulse.
 perform calculations involving force, time, mass, and change in velocity
using the impulse-momentum theorem.
what
what
what
what
what
what
what
momentum is.
impulse is.
the impulse-momentum theorem states.
the law of conservation of momentum states.
an elastic collision is.
a totally inelastic collision is.
an inelastic collision is.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development ISBN # 0-87120-313-8
(ppk)
Lesson 1
I. Objectives: Students will be able to…
 analyze and assess the nature of linear momentum.
 perform calculations involving linear momentum.
II. Materials: Classroom set of computers with ActivInspire, ActivExpressions
III. Procedure:
A. Students view and take notes on podcasts as homework.
B. Class debrief of podcasts
C. Assignment 1
IV. Evaluation: Assignment 1, quiz, various formative assessments
Lesson 2
I. Objectives: Students will be able to…
 examine qualitatively and quantitatively the relationship between system momentum before and after collisions.
II. Materials: Classroom set of computers with ActivInspire, ActivExpressions
III. Procedure:
A. Discovery lab: “It was a Momentous Moment…”
B. Class discussion: Data analysis of lab results
C. Students view and take note on podcasts as homework.
D. Class debrief of podcasts using pair-check for track demos in the methods of page 6 of notes
E. ActivExpressions for practice
F. Assignment 2
IV. Evaluation: Assignment 2, quiz, performance on lab, various formative assessments
Lesson 3
I. Objectives: Students will be able to…
 distinguish between elastic, totally inelastic and inelastic collisions.
 perform calculations with both elastic, totally inelastic and inelastic collisions to analyze momentum and kinetic energy.
II. Materials:
 Classroom set of computers with ActivInspire, ActivExpressions
 as per lab
III. Procedure:
A. Students use data from the conservation of momentum lab to calculate system kinetic energy before/after the
collisions. Students should analyze these values to find the pattern.
B. Students view and take note on podcasts as homework.
C. Class debrief of podcasts:
1. Go to physicsclassroom.com animations and use Pair-Check to have students figure out if KE is conserved.
2. Before inelastic, do ABC groups to break information into small digestible bites.
3. After inelastic, students should use the graphic organizer on page 20 of flipchart to practice and deepen their
knowledge.
D. Mini online lab on page 21 of flipchart (time permitting)
E. ActivExpressions for practice (time permitting)
F. Assignment 3
IV. Evaluation: Assignment 3, quiz, various formative assessments
Lesson 4
I. Objectives: Students will be able to…
 examine the relationship between momentum and impulse.
 perform calculations with momentum, impulse, and the impulse-momentum theorem.
II. Materials:  Classroom set of computers with ActivInspire, ActivExpressions
III. Procedure:
A. Students view and take note on podcasts as homework.
B. Class debrief of podcasts using ABC groups to break critical input into small digestible bites
C. ActivExpressions for practice
D. Assignment 4
C. Students design a demonstration of how to apply the impulse-momentum theorem to a real-life situation relevant to
their lives
D. Lab: Impulse-Momentum Theorem (time permitting)
E. Synthesis activity on last two pages of flipchart
IV. Evaluation: Assignment 4, performance on activities, various formative assessments