Momentum

Today we're doing some more work on momentum, which we started yesterday in class. Complete the following in your books:

Units are kg/m/s for momentum, Kg for mass and m/s for velocity.

1. First of all, read the comments in your book.  Complete the sentence 'Over the next two weeks I will keep ........... and start.............. to keep improving in Science'.
2. If you didn't do it yesterday (don't worry as you weren't asked to), write down the formula triangle to calculate momentum:
3. Complete this activity.  Why does a cannon usually recoil less than a cannonball moves forward when it is fired?
4. Look at the picture below. Where does most of the bullet's momentum come from? (Use the triangle above to help you).                                                                             
5. Name 2 things that will influence how far the pieces of apple travel:
6. If the bullet weighs 100 grams and is travelling at 500 m/s, calculate it's momentum and show your working out.
7. Use this simulator at different velocities and masses for both carts. What do you notice about the initial and final energy in joules, even when the other factors are changed?



Units are kg/m/s for momentum, Kg for mass and m/s for velocity.

8. This video describes momentum for younger kids, but is useful for us too.  Explain why the table tennis ball doesn't knock the pins over, but the bowling ball does. With the table tennis ball, what is the resultant force on the pin?

9. Complete this quiz, writing down your working out for relevant questions.

10. Try this activity. What can you change to effect the momentum of the ball?        

               

                 

Forces

Today we're going to be summarising what we've done so far on forces.  Open a word document and complete the following.
1. If you have a zero resultant force, what information do you still NOT know?
2. Complete the activity here, then give your answer to the question with working out shown.
3. Copy the diagram here into your document. What two things do the arrows represent?
4. For the link above, continue through the last two pages of information and then try the test bite. What are two things that can influence stopping distance?
5. Find a photo online of anything (appropriate) that involves different forces - maybe different sports, objects, athletes, chemistry. Label this photo with force arrows, thinking about size and direction of forces involved. List the forces you have arrowed below the photo.
6. Copy the picture below into your document. What is the resultant force here? Why? What things could happen to make the resultant force not zero?                                                      
7. HOMEWORK - You need to find a definition of terminal velocity to bring to class next week. If you can, include information about how it occurs and what forces are involved.