Senior High School

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General Physics 1
Quarter 1 - Module 7
Momentum and Collisions

Department of Education ● Republic of the Philippines

General Physics1 -Grade 12
Alternative Delivery Mode Self-Learning Module
Quarter 1 - Module 7: Momentum and Collisions
First Edition, 2020

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 Senior
Senior High
High School
School

General Physics 1
Quarter 1 - Module 7
Momentum and Collisions

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 Table of Contents

What This Module is About ................................................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Module ........................................................................................................... i
Icons of this Module .............................................................................................................................. ii

What I Know ............................................................................................................................................. iii

Lesson 1: Momentum and Impulse

What I Need to Know..................................................................................................1

What’s New: Let’s Play I-Mom! ............................................................................... 1

What Is It: Learning Concepts ..................................................................................3

What’s New: Collect Me! ...........................................................................................6

What’s More: This is the Moment!...........................................................................6

What’s New: Reflection ..............................................................................................7

What I Have Learned ................................................................................................7

What I Can Do: Performance Task and Enrichment Activity ...........................8

Lesson 2: Conservation of Momentum

What’s In ........................................................................................................................9

What I Need to Know..................................................................................................9

What’s New: Rocket Balloon ................................................................................... 10

What Is It: Learning Concepts ................................................................................. 11

What’s More: Hit it! ..................................................................................................... 14

What I Have Learned ............................................................................................... 15

What I Can Do: Performance Task ....................................................................... 16

Enrichment Activity..................................................................................................... 16

Lesson 3: Collisions
What’s In ...................................................................................................................... 17

What I Need to Know................................................................................................ 15

What’s New: Count Me In ...................................................................................... 15

What Is It: Elastic and Inelastic Collisions........................................................... 16

 What’s More: Now I Know ....................................................................................... 19

What I Have Learned: My Insights ......................................................................... 20

What I Can Do: Photos of the Day ......................................................................... 20

Summary ............................................................................................................................................... 23

Assessment: (Post-Test) ................................................................................................................... 24

Key to Answers .................................................................................................................................... 27

References ............................................................................................................................................ 29
What This Module is About
Momentum is a word that we use every day in a variety of situations. It is often used
by sports enthusiasts and announcers to mean changes in the flow of the game. In soccer,
players must consider an extreme amount of information the moment they set the ball or
themselves, into motion. Once a player knows where the ball should go, the player now has
to decide how to get it there. It is the same in basketball, a team that has the “momentum” is
the one about to pull away from its opponent or the team has to come back from a big score
deficit. So, what exactly is momentum?

In this module, you will learn many things on momentum, impulse, and collisions. You
shall also make use of Newton’s second and third laws to obtain the law of conservation of
linear momentum. The laws of conservation provide essential explanations underlying distinct
physical phenomena. It holds true even when colliding objects become distorted and generate
heat during collisions and when they are moving at angles to another. This module will help
you understand how these concepts relating to momentum and collisions can be applied in
real-life situations.

This module includes these lessons:

• Lesson 1 – Momentum and Impulse
• Lesson 2 – Conservation of Momentum
• Lesson 3 – Collisions

What I Need to Know

At the end of this module, you should be able to:

1. differentiate center of mass and geometric center (STEM_GP12WE-1h-i-56);

2. relate the motion of center of mass of a system to the momentum and net external force
acting on the system (STEM_GP12MM1C-lh-57);
3. relate the momentum, impulse, force, and time of contact in a system
(STEM_GP12MM1C-lh-58);
4. compare and contrast elastic and inelastic collisions (STEM_GP12MM1C-li-60);
5. apply the concept of restitution coefficient in collisions (STEM_GP12MM1C-li-61); and
6. solve problems involving center of mass, impulse and momentum in context such as but
not limited to, rocket motions, vehicle collisions and ping-pong (STEM_GP12MM1C-li-63)

How to Learn from This Module

Below, are guide steps for you to attain the learning competencies in going about the module.

1. Read the lessons and follow the instructions carefully.

2. Take the pretest to determine how much you know about the content. A multiple-choice test
was provided for you. Be honest.

3. Perform all the activities diligently to help you understand the topic.

4. Take the assessment test (post-test) at the end of the module.

i
Icons of this Module
Here are the Icons used as your guide in every part of the lesson:
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

Multiple Choice. Carefully read each item. Choose the letter that matches the best answer.
Write your best answer on a separate sheet of paper.

1. It is a point that represents the average location for the total mass of a system.

A. Vertex B. Center of mass C. Geometric center D. Origin

2. The center of geometry is at the geometric center while the center of mass is at a lower
position. Because ___________

A. the density of the object is not homogenous; the greater mass is located at
the lower portion of the object.
B. the density of the object is homogenous; the greater mass is located at the
lower portion of the object.
C. the density of the object is not homogenous; the lesser mass is located at
the lower portion of the object.
D. the density of the object is homogenous; the lesser mass is located at
the lower portion of the object.

3. During a collision the center of mass remains constant. The velocity of the center of mass
in an isolated system, the total linear momentum does not change. Therefore the velocity of
the center of mass ___________.

A. changes B. does not change

C. doubles D. cannot be determined

4. The momentum of a system depends upon the system’s ___________ and ___________.
A. size; shape B. mass; speed
C. mass; velocity D. mass; energy

5. The coefficient of restitution (COR) describes the ratio of the difference in velocities before
and after the collision. Which one is correct?
A. A perfectly elastic collision, ek = 0
B. A perfectly inelastic collision, ek = 1
C. A perfectly inelastic collision, ek = 0
D. A perfectly elastic collision, ek = 1

6. The impulse-momentum theorem states that ___________.

A. the impulse on an object is equal to the change in momentum it causes
B. the impulse on an object is less than the change in momentum it causes
C. the impulse on an object is greater than the change in momentum it causes
D. the force on a moving object is equal to the magnitude of the impulse

iii
7. Catching the ball without moving the hands and catching it with hands moving backward.
What relationship exists between impact force and duration of time?
A. The longer the time the longer the impact force
B. The lesser the time the longer the impact force
C. The lesser the time the lesser the impact force
D. The longer the time the lesser the impact force

8. The Law of Conservation of Momentum states:

A. The total momentum before a collision is less than the total momentum after a
collision.
B. The total momentum before a collision is greater than the total momentum after a
collision.
C. The total momentum before a collision is equal to the total momentum after a
collision.
D. The total momentum before a collision is not related to the total momentum after a
collision.

9. F1 is the force that m2 exerts on m1 during collision, and F2 is the force that m1 exerts on m2
during collision. Additionally, the two forces from m1 and m2 act over the same time interval,
t

A. the impulse on m1 is equal to and opposite the impulse on m2.

B. the impulse on m1 is greater than equal to and the same direction the impulse on m2.
C. the impulse on m2 is not equal to and opposite the impulse on m1.
D. the impulse on m2 is greater than equal to and the same direction the impulse on m1.

10. The table shows the velocity and momentum of each ball both before and after the
collision. What does this table mean in terms of momentum in a collision?

A. The momentum of each ball does not change once they collide, and the
total momentum of the two balls together is decreased.
B. The momentum of each ball changes due to the collision, but the total
momentum of the two balls together remains constant.
C. The momentum of the balls differs as to their total momentum.
D. The total momentum of both balls is greater compare to the momentum of
each ball.

11. Which type of collision is described when two objects stick together and move with
common velocity after colliding?
A. elastic B. inelastic
C. nearly elastic D. perfectly inelastic

iv
12. In an inelastic collision between two objects with unequal masses, which of the following
is true?
A. The kinetic energy of one object will increase by the amount that the kinetic energy
of the other object decreases.
B. The momentum of one object will increase by the amount that the momentum of the
other object decreases.
C. The total momentum of the system will increase.
D. The total momentum of the system will decrease.

13. A billiard ball collides with a stationary identical billiard ball in an elastic head-on collision.
After the collision, which of the following is true of the first ball?
A. It comes to rest. B. It has one-half its initial velocity.
C. It maintains its initial velocity. D. It moves in the opposite direction.

14. Two objects with different masses collide and bounce back after an elastic collision. Before
the collision, the two objects were moving at velocities equal in magnitude but opposite in
direction. Which will likely happen after the collision?
A. Both objects had the same momentum.
B. Both objects lost momentum
C. The less massive object had gained momentum.
D. The more massive object had gained momentum.

15. A big fish of mass 1.2 kg moving at speed 0.30 m/s to the right swallowed a small fish of
mass 0.15 kg moving at speed 0.90 m/s moving to the left. What will be the new speed of
the big fish (in m/s) after swallowing the small one?
A. 0.15 B. 0.17
C. 0.25 D. 0.60

v
 Lesson
Impulse and Momentum
1
What I Need to Know

Which is more difficult to stop – a baseball hit firmly by a base bat or one that
is thrown gently? How about – the truck or a butterfly with the same velocity?

If your answers are the baseball hit by the bat and the truck, then you do
recognize that two quantities affect an object’s tendency to continue in motion at a
constant velocity. It’s the object’s mass (m) and velocity (𝑣⃑)

In this lesson, you are to define and calculate impulse and linear momentum,
describe changes in momentum in terms of force and time, compare the center of
mass from the geometric center, and find the center of mass in an irregular object.

Figure 7.1 (a) A baseball has a large momentum due to its high velocity (v). (b) A truck has a
large momentum due to its large mass (m)

1
 What’s New
Activity 1.1 Let’s Play I-Mom!
Objectives:
1. Find the relationship between impulse and change in momentum.
2. Determine how impact force works with the time of impact if the change
in momentum is constant.
Materials:
2 balls of different masses, 1 raw egg, 1 piece of used fishing net (or saggy
sheet), inclined plane, protractor
Procedure:
A. Rolling ball
1. Let your friend roll the ball on an inclined plane placed about 30 o from the horizontal.
Using the palm of your hand, stop the ball at the lower end of the inclined plane.
2. Repeat procedure 1 using the other ball released from the same position. Be sure
that its velocity is the same as that of the first ball just before it is stopped.
B. Catch the ball
1. Request someone to throw the ball twice going to you.
2. In your first catch, make sure you don’t move your hands backward. For the second
throw move your hands backwards. (Note: Be sure that you use the same ball and
that the force exerted by your classmate in throwing the ball is the same.)
C. Ball hits the wall
1. Throw a ball horizontally against the concrete wall.
2. Mark the point where the ball first strikes the ground after hitting the wall.
3. From the same position, repeat procedure 1 with greater force.
4. Repeat procedure 2.
D. Egg Drop
1. Using a fishing net, try to catch a raw egg positioned from a height of about 3 meters.
2. Observe what happens.

2
Guide Questions. Write your answer on a separate sheet of paper.

A. 1. Which ball is harder to stop? Why?

2. What can you do to make the less massive ball harder to stop than the other ball?
3. What factors affect the ease or difficulty in stopping objects in motion?
4. Answer Q.1 in terms of momentum.

B. 1. Which one has the greater force in stopping the ball, first or second throw?
2. Compare the amount of the first with the second impact force.
3. Which catch has the greater period of time in stopping the ball, first or second?
4. What relationship exists between impact force and duration of time?

C. 1. Which throw did the ball land farther from the wall, first or second?
2. What does longer distance travelled from the wall indicate about the velocity of
the ball after impact with the wall?
3. Compare the momentum of the 1st and 2nd throw of the ball after it leaves the
wall?
4. In which instance is the impact force greater?

D. What factors affect the ease or difficulty in catching the egg?

What Is It

Momentum describes an object’s motion

In physics, linear momentum of an object of mass (m) moving with a velocity is
defined as the product of the mass and velocity. Momentum is denoted by the symbol
⃑⃑. Momentum 𝒑
𝒑 ⃑⃑ is the tendency of a moving particle/system to continue moving and
the difficulty it encounters in slowing down to rest. A common unit of this vector quantity
is kilogram meter per second (kg•m/s).
𝑝⃑ = 𝑚𝑣⃑
momentum = mass x velocity

Linear momentum is a vector quantity whose direction is the same as that of

velocity (v). It is sometimes referred to as inertia of a body in motion.

3
 A change in momentum takes force and time
Now, consider a system acted upon by a force F. Momentum is closely related
to force, in fact, when Newton expressed mathematically his second law of motion, the
force F will produce an acceleration (a), he wrote it not as F = ma, but in this form:

∆𝑝⃑ 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑚𝑜𝑚𝑒𝑛𝑡𝑢𝑚

𝐹⃑ = ∆𝑡 = 𝑡𝑖𝑚𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

Rearranging the equation, we could find the change in momentum concerning

the net external force and the time interval required to produce this change.

IMPULSE-MOMENTUM THEOREM

𝐹⃑ ∆𝑡 = ∆𝑝⃑ where ∆𝑝⃑ = 𝑚𝑣𝑓 − 𝑚𝑣𝑖

𝐹⃑ ∆𝑡 = 𝑚𝑣𝑓 − 𝑚𝑣𝑖
force x time interval = change in momentum

This equation states that the net external force, F, applied to an object for a
certain time interval, t, will cause a change in the object’s momentum equal to the
product of the force and the time interval. To simplify, small force acting for a long time
can produce the same change in momentum as large force acting for a short time.
The expression F t = p is called the impulse-moment theorem. The term on
the left side of the equation, F t, is called impulse of the force F for the time interval
t. We can see that impulse equals the change in momentum. Impulse is an impelling
force that acts suddenly and produces motion. A common unit is Newton second (Ns).

Increasing Momentum
The equation F t = p explains why follow-through is an important in so many
sports like karate, playing golf, baseball, billiards, and boxing. Increasing the
momentum of a system, follow through could help the situation. In increasing the
momentum of an object, increasing the force is a requirement. The change in
momentum is greater so with the impulse when the contact time is increased. Follow
through is also important in everyday activities such as pushing the grocery cart or
even moving furniture.

Decreasing Momentum over a Long Time and Decreasing Momentum over a

Short Time

If you were asked to catch a raw egg with your bare hands, playing egg catch
and throw, how would you catch the egg without breaking it? When particle starts to
contact with our hands, generally we draw our hands backward. Others may move
their hands forward ended up of breaking or crushing the egg. For these instances,
momentum is decreased by the same impulse. The only difference is how long the
egg touches the hand. The longer the time of contact, the lesser the force applied; and
the shorter the time of contact, the greater force is applied.
4
 This is why air bags and seatbelts are used in a vehicle as safety devices.
These safety devices make the time of contact (you and the dashboard) longer which
lessens the impact force.

Center of Mass
Center of mass exhibits standard location of the total mass of the object. For
example, a plumb line (a cord with a weight attached, used to produce a
vertical/reference line) is said to stable equilibrium because if you push the bob to the
side, it will move to return to its original position once it is released. It is because when
plumb line is pushed to one side, its center of mass rises. Then it seeks most stable
position, so gravity tries to pull it back to its most stable position which is its original
position. Another representation is when you carefully balanced a ruler vertically on
your finger. That instance has unstable equilibrium condition, so a little force on it made
its center of mass fall. Therefore, the ruler fell. The center of gravity or mass remains
the same when the object is in neutral equilibrium.
Most of the objects we use and encounter everyday are on stable conditions.
Is there a difference between the center of geometry and center of mass? Yes, there
is. Center of geometry is different from a center of mass. They may be the same if the
object has a homogenous density; otherwise they are different. Figure 7.2.1 illustrates
the center of geometry does not coincide with the center of mass.

(0,1) (1,1)

center of mass (0.5, 0.4) center of geometry (0.5, 0.5)

(0,0) (1,0)

Figure 7.2.1 Center of mass versus center of geometry

The center of geometry is at the geometric center while the center of mass is
at a lower position. The reason is that the density of the object is not homogenous; the
greater mass is positioned at the lower part of the object.

Figure 7.2.2 Plumb line method used to find the center of mass of an irregular object.

5
 In finding the center of mass of an irregular object, plumb line method (Figure
7.2.2) is very useful for systems which can be suspended freely about a point of

rotation. The cardboard shown in figure 7.2.2 pivots freely around the pin under gravity
and reaches a stable point. The plumb line (hung from the pin) was used to mark a
line on the system. After marking a line, the pin is moved to another location in the
cardboard and the procedure repeated. At this time, the center of mass is just beneath
the intersection point of the two lines.
On the other hand, during collision the center of mass will remain constant. The
velocity of the center of mass in an isolated system, the total linear momentum does
not change. As a result, the velocity of the location of the total mass of the object does
not change.

What’s New

Collect Me! Place the 10 pictures on a clear paper and present the output to your
teacher. (1 point each correct picture)
Task: Take/capture five (5) different pictures of stable and unstable objects
found at home.

What’s More

Activity 1.2 This is the moment!

Word Problems
Write your answers on a separate sheet of paper.
1. A truck has a mass of 2050 kg travelling west with a velocity of 20.5 m/s. What is
the momentum of the truck?

2. A 1250 kg car moving eastward with a velocity of 12 m/s collides with a pole and is
brought to rest in 0.20 s. Find the force of the car during the collision.

3. A player passes a ball of mass 0.38 kg with a velocity of 22.0 m/s due north. If the
player is in contact with the ball for 0.045 s, what is the magnitude of the average force
he exerts?

6
Rubrics
Criteria/Description Points
Given is complete meaning it has variable/s and magnitude 2
with units
Unknown/required variable/s is/are identified 1
Equation/s or derivation is correct 1
Correct substitution of values 2
Correct final answer 1
Total 7

What’s New

Reflection: Make a reflection of the question below. The reflection must consist of at
least 300 words and would not exceed to 500 words. Write it on a clear sheet of paper.

Should car safety devices be required? Why?

What I Have Learned

From the concepts that you have learned, answer the following questions below.
Please use a clear paper as your answer sheet.

1. Which has more momentum, a huge and heavy truck that is at rest or a small toy
car that is in motion?

2. A moving racing car has momentum. If the racing car moves twice as fast, its
momentum would be __________ as much.

3. Two vehicles, one twice as heavy as the other, moves down a hill at the same time.
The heavier car would have a __________ momentum.

7
 What I Can Do

Performance Task:
Goal
Your objective is to construct a container or contraption that can keep an egg unbroken
when dropped from a three-storey building or taller to a concrete pavement.
Role
Now you have understood concepts on momentum and impulse. This time, you will try
to construct a container or contraption that can keep an egg unbroken when dropped from a
three-storey building or taller to a concrete pavement.
Audience
Your target individuals are the local folks, students and stakeholders (if available)
Situation
Upon gathering information and based on what you have understood in the lesson, our
country experience a number of man-made and natural phenomena. The challenge now, you
will construct a container or contraption that can keep an egg unbroken when dropped from a
three-storey building or taller to a concrete pavement. This is somehow significant in times of
delivering reliefs to the affected area where roads are not available only air ways.
Product
Construct a container or contraption that can keep an egg unbroken when dropped
from a three-storey building or taller to a concrete pavement. You may any inanimate and
harmless materials.
Standards
You will be given three (3) days to conceptualize and execute your ideas.

Your output will be assessed in accordance with the following criteria.

Performance Task:
Container or Contraption Construction
CRITERIA PERCENTAGE
Presentation, Creativity and 40 %
Originality
Durability/Permanence: resist stress or 60 %
force
TOTAL 100 %

Enrichment Activity:
Try dropping a tennis ball and then a basketball from the same height onto a hard
surface. Assess the similarities and differences on how high each ball bounces. Explain your
observations.
If tennis ball and basketball are not available, you may use other balls with different
masses.

8
 Lesson

2 Conservation of Momentum

What’s In

. You have learned in lesson 1 the relation of motion of a system to the momentum
and net external force acting on the system. You did activities and gain insights on momentum
that describes an object’s motion and impulse, a change in momentum where it takes force
and time of contact in a system. You have also appreciated how important to study momentum
and impulse; and understood the concepts which can be applied in real-life situations.
So far in this module, we have considered the momentum of only one system at a time.
Now we will consider the momentum of two or more particles interacting with each other.

What I Need to Know

Figure 7.3 shows a stationary ball set into motion by a collision with a moving ball. Let
us assume that both balls are on a smooth floor and that neither ball rotates before or after
the collision. Before the collision, the momentum of the ball B is equal to zero because the ball
is at rest. During collision, ball B gains momentum while ball A loses momentum. As it turns
out, the momentum that the ball A loses is exactly equal to the momentum that ball B gains.

(a) (b)

A B A B

Figure 7.3 (a) Before the collision, ball A has momentum pA and ball B has no momentum. (b)
After the collision, ball B gains momentum p B.

In this lesson, you will learn how two systems act upon one another in relation to
change in momentum of each object, compare the total momentum of two particles before and
after they interact, state and explain the law of conservation of momentum, predict the final
velocities of the systems after collisions, given the initial velocities , and describe how impact
of collision between objects undergoes a period of deformation (change in shape) and a period
of restitution (return to its original shape).

9
 What’s New

Activity 2.1 Rocket Balloon

Objective:
Explain how a rocket balloon works and how conservation of momentum explains
rocket motion.

Materials:
balloon (long shape); string (nylon, if available); tape; paper clip

Procedure:
1. Stretch the string over two posts. You can use chairs or iron stands as posts. Make sure
that the string is tight.
2. Inflate the balloon. Twine the open end of the balloon and secure it temporarily with a paper
clip.
3. Tape the straw to the balloon such that it is aligned with the balloon’s opening (see Figure
7.4).

Figure 7.4 Rocket Balloon set up

4. Inside the box, illustrate through diagram that shows momentum vectors of the rocket
balloon and the air.

Guide Questions
Answer the following questions and illustrate your diagram on a separate sheet of paper.

Q1. How do these momentums compare?

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

10
 What Is It

To understand better, let us have this data inside the table. Data were based on the
illustration in figure 7.3. Table 7.1 shows the velocity and momentum of each ball both before
and after the collision. Because of the collision, ball’s momentum changes but the total
momentum of the both balls remains constant.

Table 7.1 Momentum in a collision

Ball A Ball B
Mass Velocity Momentum Mass Velocity Momentum
(kg) (m/s) (Kg.m/s) (kg) (m/s) (Kg.m/s)
before 0.35 0.72 0.25 0.35 0 0
collision
after 0.35 0.03 0.01 0.35 0.69 0.24
collision

In other words, the momentum of the ball A (pA,i) plus the momentum of the ball B (pB,i)
before collision is equal to the momentum of ball A (pA,f) plus the momentum of ball B (pB,f)
after collision.

pA,i + pB,i = pA,f + pB,f

This relationship is true for all interactions between isolated systems and is known as
the law of conservation of momentum.

CONSERVATION OF MOMENTUM

psys = p'sys
m1v1,i + m2v2,i = m1v1,f + m2v2,f
total initial momentum = total final momentum

where, psys - total momentum of the system before collision

p'sys - total momentum of the system after collision

In its general form, the law of conservation of momentum can be stated as follows:

“The total momentum of all systems interacting with one another remains constant
regardless of the nature of the forces between the systems.”

Momentum is conserved in collisions

In the example showed in figure 7.3, we found out that momentum of ball A does not
remain constant and momentum of ball B does not remain constant. So in general, the total
momentum remains constant for a system of objects once they interact with one another.
Considering the floor surface assumed to be frictionless, two balls are the only objects

interacting. Now, if a third ball exerted a force on either ball A or ball B during collision, the
total momentum of ball A, ball B, and the third ball would remain constant.

11
Momentum is conserved when systems are applying force such it moves away
from each other

Here is another example that would show conservation of momentum. When two or
more interacting objects that initially have no momentum start moving away from each other.
Imagine two ice skaters on a perfectly frictionless ice floor, pushing away from each other.
The skaters have are initially at rest with a momentum of p1,i = p2,i = 0. When they push away
from each other, they would move in opposite directions with equal but opposite momentum,
so the total final momentum is also zero (p1,f + p2,f = 0).

Sample Problem: Conservation of momentum

A 70 kg traveller, initially at rest in a stationary 40 kg boat, steps out of the boat and landed
onto the dock. If the traveller moves out from the boat with a velocity of 2.0 m/s going right,
what is the final velocity of the boat?

SOLUTION
1. Define
Given: m1 = 70 kg; m2 = 40 kg; v1,i = 0; v2,i = 0; v1,f = 2.0 m/s to the right
Unknown: v2,f
Diagram:
M1 = 70 kg
v1,f = 2.0 m/s

m2 = 40 kg

2. Plan
Pick and decide equation or situation: In as much as the total momentum of
an isolated system remains constant, the total initial momentum of the traveller and
the boat are equal to the total final momentum of the traveller and the boat.
m1v1,i + m2v2,i = m1v1,f + m2v2,f
Because the traveller and the boat are initially at rest, their total initial
momentum of the system is equal to zero.
m1v1,i + m2v2,i = 0
As a result, the system’s final momentum is equal to zero.
m1v1,f + m2v2,f = 0

3. Calculate
Substitute the values into the equation/s and solve:
m1v1,f + m2v2,f = (70 kg x 2.0 m/s) + (40 kg x v2,f)
140 kg•m/s + 40 kg(v2,f) = 0
40 kg(v2,f) = -140 kg•m/s
-140 kg•m/s
v2,f =
40 kg
v2,f = -3.5 m/s

4. Evaluate
The sign (-) for v2,f indicates that the boat (system) is going to the left.
v2,f = 3.5 m/s to the left

12
Newton’s third law leads to conservation of momentum
Another situation, two isolated bumper cars, m 1 and m2, before and after collision.
Before collision, the their velocities are v1,i and v2,i. After collision, bumper cars’ velocities are
v1,f and v2,f, respectively. In relation to the impulse-momentum theorem, F t = p, describes
the change in momentum of one of the bumper cars. Applied to m1 gives
F1 t = m1v1,f – m1v1,i
The same for m2 which gives
F2 t = m2v2,f – m2v2,i

F1 is the force that m2 exerts on m1 during collision, and F2 is the force that m1 exerts
on m2 during collision (see figure 7.5). In the collision, both bumper cars exert force on each
other. Newton’s third law tells us that the force on m1 is equal to and opposite the force on m2
(F1 = -F2).

Before collision After collision

v1,i v2,i v1,f v2,f

m1 m2 m1 m2
F1 F2

Figure 7.5 Due to collision, the force exerted on each bumper car causes a change in
momentum for each car. The total momentum is the same before and after the collision.

Moreover, the two forces act over the same time interval, t. Thus, the force m2 exerts
on m1 multiplied by the time interval is equal to the force m1 exerts on m2 multiplied by the time
interval, F1 t = -F2 t. And that the impulse on m1 is equal to and opposite the impulse on m2.
This relationship is true in every collision or interaction between two isolated objects.
Additionally, in every interaction between two isolated systems, the impulse of the first
system is equal to and opposite of the impulse of the second system. It can be expressed by
this equation.
m1v1,f – m1v1,i = -( m2v2,f – m2v2,i)
The equation means if the momentum of one system increases after collision, then the
momentum of the other system in this case must decrease by an equal amount. By
rearranging this equation it would give us the equation for the conservation of momentum.
m1v1,i + m2v2,i = m1v1,f + m2v2,f

Forces in real collisions are not constant

As you learned in lesson 1, the forces involved in a collision are treated they are
constant. In real collision, though the forces may vary in time in a complex way. Figure 7.6
shows the forces acting on two bumper cars during collision. In all instances during collision,
the forces are equal and opposite in direction. The magnitudes of forces change throughout
the collision; it could be increasing, reaching the maximum, and then decreasing.

Figure 7.6 The graph shows the force on each bumper car during collision. Though both
forces vary with time, F1 and F2 are always equal in magnitude and opposite in direction.

13
 When solving impulse problems, you should use the average force during collision as
the value for force. In your previous lessons on Motion in One Dimension, you have learned
that the average velocity of an object having a constant acceleration is equal to the constant
velocity required for the object to travel the same displacement in the same time interval. In
the same manner, the average force during collision is equal to the constant force required to
cause the same change in momentum as the real, changing force.

Impact and Coefficients of restitution

In many sports activities like a baseball bat and a pitched ball; and a bowling ball and
pins, one object collides with another. The impact of collision occurs over a very short period
of time. This involves contact forces that would result in rapid changes in momentum of one
or both colliding objects and would undergo a period of deformation (change in shape) and a
period of restitution (return to its original shape).
For perfectly elastic impact, the relative velocities of the two systems after impact
(separation velocities) are the same as their relative velocities before impact (approach
velocities) where the total energy of motion is not changed. On the other hand, perfectly
inelastic impact, the relative velocities of the colliding systems after impact are less than those
before impact, where some of the total energy of motion is lost (transformed into heat and
restitution process).
Coefficient of restitution (denoted by e) describes the relationship between the relative
velocities of two bodies before and after an impact. An e equal to 1 reflects a perfectly elastic
collision, whereas e equal to 0 reflects a perfectly inelastic collision.

When an object drops on the ground, the coefficient restitution is

Since the velocity of the floor before and after impact is zero (v 2 = u2 = 0). Other
expression of coefficient of restitution (using projectile motion equations)

where hd is the height of drop

hb is the height of bounced.

What’s More

Activity 2.2 Hit it!

Objective:
Make qualitative observations of collisions between two systems

Materials:
Two identical coins
One object which is much heavier than the coins

14
Procedure:

1. Find an area that is best for the activity.

2. Observe what happens to the objects based on the given case.

3. Write your observations and draw diagrams to illustrate. Use a separate sheet to do it.

Case 1: Collision of the balls with same mass (m1 = m2), where one ball
is stationary (v1 = 0)

Case 2: Collision of the balls with same mass (m1 = m2), where both
have initial velocities of same magnitude but opposite direction
(v1 = -v2)

Case 3: Collision of ball with the heavier object m3, where m3 is

stationary (v3 = 0)

What I Have Learned

From the concepts that you have learned, answer the following items below. Please use a
clear paper as your answer sheet.

1. An insect collided to a windshield of a fast-moving car. Write TRUE if the statement is correct
and FALSE if otherwise.
______ a. The impact force on the insect and on the car is the same.
______ b. The impulses on the insect and on the car are the same.
______ c. The changes in speed of the insect and of the car are the same.
______ d. The changes in momentum of the insect and of the car are the same.

2. When you ride a bicycle at full speed, which has the greater momentum – you or the bike?
Explain your side.

3. You cannot throw an egg to a wall without breaking it, but you can throw the egg with the
same speed into a saggy sheet without breaking it. Why?

15
 What I Can Do

Performance Task:

Goal
Choose as many sports activities/events that apply and demonstrate conservation of
momentum. In every sport activity/event, explain how momentum is transferred from one
system to another yet the total momentum is conserved. Write your explanations on a long
size bond. Draw your diagrams on the white illustration board.

Standards
You will be given three (3) days to conceptualize and execute your ideas.

Your output will be assessed in accordance with the following criteria.

Performance Task:
Physics Sports – Conservation of momentum

CRITERIA PERCENTAGE
Presentation and Creativity 20 %
Originality 30 %
Coherency of concepts/insights 50 %
TOTAL 100 %

Enrichment Activity:
About 500 years before Isaac Newton, the Chinese had already known about
“recoil.” They were making rockets! In fact, fireworks were the early precursors of
rockets.
Research about how the Chinese developed fireworks and for what purpose
these were used. Research also about present-day fireworks technology.

16
 Lesson
Collisions
3
What’s In
From the previous lesson, we have learned in the Law of Conservation of Momentum,
that in the absence of an external force, the total momentum of the system before and after a
collision remains unchanged. What are the types of collisions and how can we distinguish one
from the others?

What I Need to Know

In this lesson, you will be able to

1. compare and contrast elastic and inelastic collisions

2. solve problems involving momentum in context such as vehicle collisions and ping-pong

What’s New

Activity 7.3.1 Count Me In

Mark  the box of the word/phrases as an application of elastic collisions. Mark  the
inelastic collisions. 1 point each

1. When a dart pierces the dartboard and remains stuck in there

2. A cue ball bouncing off another ball

3. A fish eating a smaller one in feeding frenzy computer game.

4. A player hitting a baseball with a bat

5. A soccer player kicking a soccer ball

17
 What Is It
What is collision? In your daily life your witness many collisions without actually
thinking about them. Collision happens when there is a strong interaction between two objects
in a relatively short time. When two objects collide from each other and no net force exists,
the total momentum of both carts is conserved. In some collisions, two objects collide and
stick together so that they travel together after the impact. In other cases, two objects collide
and bounce so that they move with two different velocities.

Elastic Collisions

In an elastic collision, the total kinetic energy of the system (all the objects that collide)
is conserved. An example of such collision might involve a super-bouncy ball; if you were to
drop it, it would bounce back up to the original height from which it was dropped. Another
elastic collision example may be observed in a game of pool. Watch a moving cue ball hit a
resting pool ball. At impact, the cue ball stops, but transfers all of its momenta to the other ball,
resulting in the hit ball rolling with the initial speed of the cue ball.

Since momentum is conserved in collisions,

  
psys = p'sys where, p sys - total momentum of the system before collision


p'sys - total momentum of the system after collision

   
p A + pB = p A '+ pB '

   
psys = p' sys − psys = (m1v1 '+m2 v2 ' ) − (m1v1 + m2 v2 ) = 0
 
p sys = m1v1 '+m2 v2 ' = 0

Kinetic Energy is also conserved in elastic collisions

K sys = K ' sys

K A + K B = K A '+ K B '

   
For one-dimensional collision, mAv A + mB vB + ... = mAv A '+ mB vB '+...
   
For two-dimensional collision, m A v Ax + mB vBx + ... = m A v Ax '+mB vBx '+... x-component

    y-component
m A v Ay + mB v By + ... = m A v Ay '+mB v By '+...

Head-on Elastic Collision – one-dimensional collision where the initial and final relative
velocities have the same magnitude.

The vector sum of the momenta just before the event equals the vector sum of the
momenta just after the event. Thus, the system’s total momentum is conserved.
v A − v B = − (v A ' − v B ')

18
 Consider two objects where masses are equal and one is initially at rest. The figures
below illustrate the elastic collisions.

Figure 7.7a Elastic Head-on Collision

Figure 7.7b Elastic Non-Head-on Collision

Inelastic Collisions
In an inelastic collision, the total momentum of the system is conserved, but the total
kinetic energy of the system is not conserved. Instead, the kinetic energy is transferred to
another kind of energy such as heat or internal energy. A dropped ball of clay demonstrates
an extremely inelastic collision. It does not bounce at all and loses its kinetic energy. Instead,
all the energy goes into deforming the ball into a flat blob. A special case of inelastic collision,
called perfectly inelastic collision, happens when the colliding particles stick together and
move as one system after the collision.
 
p sys = p' sys and K sys  K ' sys

  
For a Perfectly Inelastic Collision, mAv A + mB vB + ... = (mA + mB + ...)v '

The figures below illustrate perfectly inelastic collisions:

Figure 7.7c Inelastic Non-Head-on Collision

Figure 7.7d Inelastic Non-Head-on Collision

19
 In the real world, there are no purely elastic or inelastic collisions. Rubber balls, pool
balls (hitting each other), and ping-pong balls may be assumed extremely elastic, but there is
still some bit of inelasticity in their collisions. If there were not, rubber balls would bounce
forever. The degree to which something is elastic or inelastic is dependent on the material of
the object.

Word Problems
1. A 1400 kg car moving westward along CM Recto Avenue at 35.0 kph collides with a
2800 kg truck that is going northward across the avenue at 50.0 kph. If the two vehicles
become coupled on collision, what are the magnitude and direction of their velocity after
colliding? Neglect frictional force between the vehicles’ tires and the road.
Solutions:
For inelastic collision, linear momentum is conserved
along x-axis:
 
p x , sys = p ' x , sys

mC v xC + mT v xT = (mC + mT )v x '

1400 𝑘𝑔 (−35.0 𝑘𝑚/ℎ) + 2800𝑘𝑔 (0) = (1400 𝑘𝑔 + 2800 𝑘𝑔) 𝑣𝑥 ’

𝑣𝑥 ’ = − 11.67 𝑘𝑚/ℎ
along y-axis:
 
p y , sys = p ' y , sys

mC v yC + mT v yT = (mC + mT )v y '

1400𝑘𝑔 (0) + 2800𝑘𝑔 (50.0 𝑘𝑚/ℎ) = (1400 𝑘𝑔 + 2800 𝑘𝑔) 𝑣𝑦 ’

𝑣 ′ 𝑦 = 33.33 𝑘𝑚/ℎ

By Pythagorean Theorem:

magnitude: v ' = (v ' x ) 2 + (v ' y ) 2

𝑣’ = 35.3 𝑘𝑚/ℎ
33.33
direction: 𝜃 = tan−1 = −70.7𝑜
−11.67

𝑘𝑚
𝑣⃑’ = 35.3 , 70.7𝑜 𝑁 𝑜𝑓 𝑊
ℎ

2. Proton 1 collides elastically with proton 2 that is initially at rest. Proton 1 has an initial
speed of 3.50 x 105 m/s and makes a glancing collision with proton 2, as shown in figure 7.7c.
After the collision, proton 1 moves at an angle of 37.0˚to the horizontal axis, and proton 2
deflects at an angle ∅ to the same axis. Find the final speeds of the two protons and the angle
∅.

20
 Figure 7.7c A Sketch of Two Protons on Elastic Collisions

Solutions:
𝑝⃑𝑠𝑦𝑠 𝑥 = 𝑝⃑ ′ 𝑠𝑦𝑠 𝑥

𝑚1 𝑣1𝑥 + 𝑚2 𝑣2𝑥 = 𝑚1 𝑣1𝑥 ′ + 𝑚2 𝑣2𝑥 ′

𝑣1𝑥 = 𝑣1 ′ 𝑐𝑜𝑠37° + 𝑣2 ′ 𝑐𝑜𝑠∅

𝑝⃑𝑠𝑦𝑠 𝑦 = 𝑝⃑ ′ 𝑠𝑦𝑠 𝑦

𝑚1 𝑣1𝑦 + 𝑚2 𝑣2𝑦 = 𝑚1 𝑣1𝑦 ′ + 𝑚2 𝑣2𝑦 ′

0 = 𝑣1 ′ 𝑠𝑖𝑛37° − 𝑣2 ′ 𝑠𝑖𝑛∅

Since the kinetic energy is conserved,

1 1 1 1
𝑚1 𝑣1 2 + 𝑚2 𝑣2 2 = 𝑚1 𝑣1 ′2 + 𝑚2 𝑣2 ′2
2 2 2 2
𝑣1 2 = 𝑣1 ′2 + 𝑣2 ′2

Solving the three equations with three unknowns simultaneously gives

𝑣1 ′ = 2.80 𝑥 105 𝑚⁄𝑠

𝑣2 ′ = 2.11 𝑥 105 𝑚⁄𝑠

∅ = 53.0°

What’s More
Activity 7.3.2 Now I Know

A. Show how elastic and inelastic collisions are similar and different using a Venn
diagram. 1 point for each correct answer.

B. A 1500-kg blue car is travelling south, and a 2000-kg red sports car is travelling west.
If the momentum of the system consisting of the two cars is 8000kg∙m/s directed at
60o west of south, what is the speed of each car?

21
 What I Have Learned
Activity 7.1.3 My Insights (Criteria: Critical Thinking-5, Communication-5)

Write an essay about your own experience, reaction and application regarding elastic
and inelastic collisions in three paragraphs.

What I Can Do
Activity 7.3.4 Photos of the Day (Criteria: Critical Thinking-5, Communication 5, ICT-5)

1. Take pictures around you featuring collisions. Choose the best three photos.

2. Find a friend on Facebook Messenger or somebody at home. Share with him for 2
minutes what you have learned about elastic and inelastic collisions.

3. Encourage the person to ask 2-3 questions about what you have shared. If he has no
questions, you may ask him these:
a. Where can you use the concept and skills I have shared with you today in your
daily life?
b. Why is it important to know Elastic and Inelastic Collisions??
c. How can you develop desirable values and traits in life (i.e. respect, ability to know
right from wrong, scientific reasoning, critical thinking, etc.) with the topic that I have
shared?
Record questions and answers.

4. Show him the pictures that you have taken one at a time and ask him if which pictures
describe elastic and inelastic collisions.

5. Send screenshots or submit a related output to your teacher.

22
Summary

• Momentum is a vector quantity, which is defined as the product of an object’s mass and
velocity, p = mv

● A net external force applied constantly to a system for a certain time interval will cause a
change in the system’s momentum equal to the product of the force and the time interval,
F t= p

● Impulse is the product of the force and the time during which the force acts.

● In all interactions between isolated objects, momentum is conserved.

● In every interaction between two isolated objects, the change in momentum of the first object
is equal to and opposite the change in momentum of the second object.

● In perfectly inelastic collisions, two objects stick together and move as one after a collision.
Momentum is conserved but kinetic energy is not.

● In inelastic collisions, kinetic energy is converted to internal elastic potential energy when
the objects deformed. Some kinetic energy is also converted to sound energy and internal
energy

●In an elastic collision, two objects return to their original shapes and move away from the
collision separately. Both momentum and kinetic energy are conserved.

23
 Assessment: (Post-Test)

Directions: Carefully read each item. Choose the letter that matches to the best answer.
Write your best answer on a separate sheet of paper.

1. The impulse-momentum theorem states that ___________.

A. the impulse on an object is equal to the change in momentum it causes
B. the impulse on an object is less than the change in momentum it causes
C. the impulse on an object is greater than the change in momentum it causes
D. the force on a moving object is equal to the magnitude of the impulse

2. Catching the ball without moving the hands and catching it with hands moving backward.
What relationship exists between impact force and duration of time?
A. The longer the time the longer the impact force
B. The lesser the time the longer the impact force
C. The lesser the time the lesser the impact force
D. The longer the time the lesser the impact force

3. The Law of Conservation of Momentum states:

A. The total momentum before a collision is less than the total momentum after a
collision.
B. The total momentum before a collision is greater than the total momentum after a
collision.
C. The total momentum before a collision is equal to the total momentum after a
collision.
D. The total momentum before a collision is not related to the total momentum after a
collision.

4. F1 is the force that m2 exerts on m1 during collision, and F2 is the force that m1 exerts on
m2 during collision. Additionally, the two forces m1 and m2 act over the same time interval, t

A. The impulse on m1 is equal to and opposite the impulse on m2.

B. The impulse on m1 is greater than equal to and the same direction the impulse on m2.
C. The impulse on m2 is not equal to and opposite the impulse on m1.
D. The impulse on m2 is greater than equal to and the same direction the impulse on m1.

5. The table shows the velocity and momentum of each ball both before and after the collision.
What does this table mean in terms of momentum in a collision?

24
 A. The momentum of each ball does not change once they collide, and the total
momentum of the two balls together is decreased.
B. The momentum of each ball changes due to the collision, but the total momentum
of the two balls together remains constant.
C. The momentum of the balls differs as to their total momentum.
D. The total momentum of both balls is greater compare to the momentum of each
ball.

6. It is a point that represents the average location for the total mass of a system.

A. Vertex B. Center of mass

C. Geometric center D. Origin

7. The center of geometry is at the geometric center while the center of mass is at a lower
position. Because ___________

A. the density of the object is not homogenous; the greater mass is located at the
lower portion of the object.
B. the density of the object is homogenous; the greater mass is located at the lower
portion of the object.
C. the density of the object is not homogenous; the lesser mass is located at
the lower portion of the object.
D. the density of the object is homogenous; the lesser mass is located at
the lower portion of the object.

8. During a collision the center of mass remains constant. The velocity of the center of mass
in an isolated system, the total linear momentum does not change. Therefore the velocity of
the center of mass ___________.

A. changes B. does not change

C. doubles D. cannot be determined

9. The momentum of a system depends upon the system’s ___________ and ___________.
A. size; shape B. mass; speed
C. mass; velocity D. mass; energy

10. The coefficient of restitution (COR) describes the ratio of the difference in velocities before and
after the collision. Which one is correct?
A. A perfectly elastic collision, ek = 0
B. A perfectly inelastic collision, ek = 1
C. A perfectly inelastic collision, ek = 0
D. A perfectly elastic collision, ek = 1

11. Which type of collision is described when two objects move separately after colliding, and
both the total momentum and total kinetic energy remain constant?
A. elastic C. inelastic
B. nearly elastic D. perfectly inelastic

25
12. What will happen to the colliding bodies in a completely inelastic collision?

A. stick together and move as one body after collision and the initial kinetic energy is
greater than the final kinetic energy
B. bounce away from each other after collision and the initial kinetic energy is equal to
the final kinetic energy
C. both stopped at the collision point and both momentum and total kinetic energy are
conserved
C. maintains its initial velocity after colliding and neither momentum nor KE is
conserved

13. In the figure below, determine the character of the collision. The masses of the blocks
and the velocities before and after are being given. The collision is

A. elastic B. characterized by an increased in KE

C. inelastic D. not possible because P is not conserved

14. A 1500-kg car is traveling south, and a 2000-kg SUV is traveling west. The total
momentum of the system consisting of the two cars is 8000 kg m /s directed 60.00 west of
south. The speed of the car in m/s is

A. 2.19 B. 2.67
B. 3.46 D. 4.89

15. A 0.150-kg glider A is moving to the right on a horizontal, frictionless air track with a speed
of 0.80 m/s. It makes a head-on collision with a 0.300-kg glider B which is moving to the left
with a speed of 2.20 m/s. Assume the collision is elastic. What is the magnitude of the final
velocity (in m/s) of glider A?

A. 0.48 B. 1.48
B. 2.48 D. 3.48

26
References

Bernido, C. C. & Bernido, MV. C. 2008. Learning Physics as One Nation. Physics Essentials
Portfolio. Clavano Printers.

Caintic, Helen E. 2017. General Physics 1 For Senior High School. C & E Publishing, Inc.

Ferrer, R. A. & Ungson, S. L. 2010. Physics. Science, Environment, Technology and Society.

Serway, R. A & Faughn, J. S. 2002. PHYSICS.

Young, Hugh. D. (1996). University physics (9th Edition). NY : Addison-Wesley Pub. Co.

Department of Education. Grade 9 Science Learner’s Material.

Department of Education Central Office. Most Essential Learning Competencies (2020)

Department of Education. Project EASE Physics Module 10: Force and Motion (Learning
Resource Management Development Systems, 2003)

Suarez, V., et. al General Physics 1 Workbook, 8 th ed, (Mindanao University of Science and
Technology, Cagayan de Oro City, 2015)

For inquiries and feedback, please write or call:

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