to collision interactions upwards force from the interacting objects in an descriptions of both spring) and elicit the idea equilibrium situation. action-reaction pairs that the mass is not and balanced forces, moving because these and ask students to Students should find that the forces are balanced. Then explain the difference. forces on all forcemeters are ask students to think the same. The pull of the 1.0 kg about why the spring is mass on the forcemeter is 10 N Digital: TBC pulling up – it is pulling and the pull of the forcemeter is up because the mass is also 10 N. pulling it down. Introduce the term masses and mass Equipment: hanger totalling 1.0 kg; pulley 'action-reaction' pairs. fastened to the edge of the bench; lengths of string; 3 forcemeters N) adjusted to read zero when (0−10 held horizontally; box of crumpled newspaper P2f Momentum P1.19 [Apply Newton's third law] to Set up an air track Students use a runway and Remind students that collision interactions and with two gliders. Show trolley to make the forces on the relate it to the them what happens measurements of a variety colliding objects are conservation of momentum when they collide. Add of different trolley equal in size and in in collisions. some mass to one of movements from which they opposite directions the gliders. calculate the momentum. If (Newton's Third Demonstrate, Add carried out carefully, this Law). As the forces Recall and use the P1.20 more mass and experiment conserves only occur while the equation: momentum (kilogram metre per demonstrate again. momentum very accurately. two objects are in Students should be The similarity in the figures contact, the forces second, kg m/s) = mass able to see that the for momentum before and are also applied for (kilogram, kg) x velocity greater the mass of after collision can be the same time to (metre per second, m/s) the second glider, the highlighted to show that each object. Then p = m x v more slowly it moves momentum is being rearrange the after the collision. acceleration formula Use Newton's second law
to collision interactions upwards force from the spring) and elicit the idea that the mass is not moving because these forces are balanced. Then ask students to think about why the spring is pulling up – it is pulling up because the mass is pulling it down. Introduce the term 'action-reaction' pairs. interacting objects in an equilibrium situation. Students should find that the forces on all forcemeters are the same. The pull of the 1.0 kg mass on the forcemeter is 10 N and the pull of the forcemeter is also 10 N. Equipment: masses and mass hanger totalling 1.0 kg; pulley fastened to the edge of the bench; lengths of string; 3 forcemeters (0−10 N) adjusted to read zero when held horizontally; box of crumpled newspaper descriptions of both action-reaction pairs and balanced forces, and ask students to explain the difference. Digital: TBC P2f Momentum P1.19 P1.20 [Apply Newton's third law] to collision interactions and relate it to the conservation of momentum in collisions. Recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) x velocity (metre per second, m/s) p = m x v Use Newton's second law Set up an air track with two gliders. Show them what happens when they collide. Add some mass to one of the gliders. Demonstrate, Add more mass and demonstrate again. Students should be able to see that the greater the mass of the second glider, the more slowly it moves after the collision. Students use a runway and trolley to make measurements of a variety of different trolley movements from which they calculate the momentum. If carried out carefully, this experiment conserves momentum very accurately. The similarity in the figures for momentum before and after collision can be highlighted to show that momentum is being Remind students that the forces on the colliding objects are equal in size and in opposite directions (Newton's Third Law). As the forces only occur while the two objects are in contact, the forces are also applied for the same time to each object. Then rearrange the acceleration formula
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