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    UNIT 1 SOW-Momentum

    Uploaded by

    Marwa Mansour

    Copyright:

    © All Rights Reserved
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    UNIT 1 SOW-Momentum

    Uploaded by

    Marwa Mansour
    5 views3 pages

    Copyright

    © © All Rights Reserved

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    DOCX, PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    5 views3 pages

    UNIT 1 SOW-Momentum

    Uploaded by

    Marwa Mansour

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Scheme of Work Template

    Topic Unit: UNIT 1 MOTION,FORCES AND ENERGY Lesson Number: 5

    Topic Title: Momentum Grade (Year Group): GRADE 9 IGCSE


    Lesson Objectives Learning outcomes (Low medium, high ability ranges) Cross-Curricular links (Links with other
    subjects or learning beyond the
    Define momentum as mass × velocity; recall and use the A*-A:
    equation Define momentum as mass × velocity; recall and use classroom)
    p = mv the equation
    p = mv Trigonometric graphs of Sine and
    Define impulse as force × time for which force acts; recall B-C: Cosine
    and use the equation
    impulse = FΔt = Δ(mv) Define impulse as force × time for which force acts;
    recall and use the equation Learning Skills / Competencies
    Apply the principle of the conservation of momentum to impulse = FΔt = Δ(mv)
    solve simple problems in one dimension D-Below:
    Derivation of Trigonometric ratios
    Apply the principle of the conservation of momentum to
    Define resultant force as the change in momentum solve simple problems in one dimension
    ∆p
    per unit time; recall and use the equation F=
    ∆t
    Define resultant force as the change in momentum
    ∆p
    per unit time; recall and use the equation F=
    ∆t
    Starter Activity Key Words
     Direct Current
     Alternating current
    Ask learners which has more momentum, a lorry or a football. The learners may not be able to define momentum,  Peak value
    but they may identify that a lorry is likely to have more of it. Ask learners what variables they think affect momentum.  Cathode ray oscilloscope
    They may identify mass and velocity (or speed).  Root-mean square (r.m.s)
     Rectification
    Define momentum and introduce the equation.
     Half-wave rectification
     Full-wave rectification
     Bridge rectifier
     Smoothing
    Homework

    Main lesson activities Assessment (Formative / Summative explanation) Resources (include list and links – name
    of PP etc.)

    Set learners simple questions for practice. Practice examples are given for students to practice
    and discuss later.  Powerpoint
    Define impulse and relate to momentum and force.
     Keywords Table printout
    To stimulate learners’ interest, look at real-life applications of
    impulse, force and momentum calculations, such as its
    consideration in car safety. Seat belts, air bags and crumple
    zones all function to increase the time over which the
    momentum changes, thus decreasing the force on the
    passengers in the vehicle if a sudden stop occurs.

    Animation of how airbags work:


    https://animagraffs.com/airbag/

    Animation of traffic collision reconstruction:


    https://animagraffs.com/traffic-collision-reconstruction/

    A large cloth sheet can be held stretched out with a dip at the
    bottom and an egg thrown hard at it. The egg will not break on
    impact with the sheet, no matter how hard the egg is thrown,
    but instead faces the most danger from falling onto the ground
    afterwards. The sheet allows the egg to reduce its large
    momentum to zero gradually, just like the car features
    mentioned. If the egg hits the ground, its momentum reduces
    too quickly for it to remain intact.

    Introduce the conservation of momentum using examples of


    collisions such as a train and a truck, billiard balls, cars, etc.

    Demonstrate how to mathematically solve various simple


    problems to reiterate the importance of starting from the same
    concepts each time and logically reaching a solution.

    Set learners questions that use the conservation of


    momentum to solve simple problems in one dimension.

    Demonstrate the transfer and conservation of momentum by


    dropping a football with a tennis ball below it such that the
    football’s momentum is transferred to the tennis ball, causing it
    to shoot upwards quickly.

    Plenary Activity Additional Information e.g Health and


    Safety
    Learners can investigate the conservation of momentum further using the Collision Lab simulation:
    https://phet.colorado.edu/en/simulation/legacy/collision-lab

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