Lesson plan of Momentum and Impulse: Collision and Momentum Problems

Objectives (5 - 7 minutes)

1. Understand the concept of Impulse and Momentum: Students should acquire the ability to understand and articulate the meaning of these concepts, as well as their relationships with Physics. This includes the mathematical definition of impulse and momentum, as well as their importance in the study of collisions.

2. Solve collision and momentum problems: Students should be able to apply the concepts of impulse and momentum to solve practical problems related to collisions. This involves the ability to identify relevant variables, formulate appropriate equations, and arrive at correct solutions.

3. Relate theory to practice: Students should be able to connect the theory of impulse and momentum concepts with the practice of solving problems. This includes the ability to interpret the results obtained and to verify their validity through experiments or everyday situations.

Secondary objectives:

• Develop critical thinking skills: Through problem-solving, students should improve their logical and critical reasoning skills.

• Encourage teamwork: The flipped classroom methodology encourages collaboration between students, promoting the exchange of ideas and the joint resolution of problems.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should begin the lesson by reviewing the concepts of kinematics and dynamics, which are fundamental to understanding impulse and momentum. This includes the review of concepts such as velocity, acceleration, force, and their mathematical relationships. (3 - 5 minutes)

2. Problem situation 1: The instructor should propose the following situation: "Imagine that you are playing billiards. When you hit the cue ball into the colored ball, both move. How can we calculate the final speed of the balls after the collision?" This situation introduces the concept of collision, which is fundamental to the study of impulse and momentum. (3 - 4 minutes)

3. Contextualization: The teacher should emphasize the importance of studying impulse and momentum, explaining that these concepts are essential for understanding various physical phenomena, such as the movement of planets, the fall of bodies, and even the operation of safety equipment, such as a car's airbag. (2 - 3 minutes)

4. Curiosity 1: The teacher can tell the curiosity that the concept of impulse is used in practice by soccer players to increase the force of a kick. By "slapping" the ball, the player increases the contact time between the foot and the ball, which decreases the impact force and, consequently, the acceleration of the ball. However, as the contact time increased, the impulse of the foot on the ball (which is the integral of the force over time) remained the same, which results in an increase in the ball's velocity. (2 - 3 minutes)

5. Curiosity 2: The teacher can also mention that the concept of momentum is very important in space engineering. For example, to send a space probe to Jupiter, engineers need to calculate the probe's momentum and the momentum of the planets to plan the correct trajectory for the probe to follow. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Virtual Lab Activity "Collision of Marbles": (7 - 10 minutes)

   • Context: The teacher should present the situation of two marbles of different masses moving in opposite directions with different velocities. When they collide, the balls exchange their velocities so that the sum of the product of their masses by their velocities is conserved before and after the collision. This activity helps to illustrate the conservation of momentum.

   • Preparation: The teacher should prepare the virtual environment, where students will have access to a marble collision simulator. The teacher should ensure that all students have access to the internet and a device that can run the simulator.

   • Execution: Students, in groups of no more than 4, should experiment with different configurations (different masses and initial velocities) and observe how the collision affects the motion of the balls. They should record their observations and try to formulate hypotheses about what happens during the collision.

   • Analysis: After the activity, students should share their observations and hypotheses with the class. The teacher should then guide a discussion on the conservation of momentum and how it relates to the concept of collision.

2. Problem-Solving Activity "Collision Challenge": (8 - 10 minutes)

   • Context: The teacher should present a series of collision problems for students to solve in groups. The problems should vary in difficulty and complexity, allowing students to apply the concepts of impulse and momentum in a gradual and progressive manner.

   • Preparation: The teacher should prepare the problems in advance, ensuring that they are relevant to the content of the lesson and that they provide opportunities for the application of the concepts of impulse and momentum.

   • Execution: Students, in their groups, should work together to solve the problems. They should discuss strategies, calculate solutions, and check if the results make sense. The teacher should circulate around the room, offering guidance and clarifying doubts.

   • Analysis: After the activity, the teacher should select a few problems to discuss with the class. Students should explain their solution strategies and how they applied the concepts of impulse and momentum. The teacher should then provide feedback and correct any errors in understanding.

3. Practical Activity "Building Roller Skates": (5 - 7 minutes)

   • Context: The teacher should propose the situation that the students, in groups, will build roller skates. They should consider the concept of impulse and momentum to design the skates in such a way that they can reach the highest possible speed on a ramp of a certain incline.

   • Preparation: The teacher should provide the necessary materials for the construction of the skates (cardboard boxes, bearings, nails, etc.). He should also prepare a ramp with a certain incline.

   • Execution: Students, in their groups, should design and build their skates, considering the mass of the skates and the force applied to them. They should test their skates on the ramp and record the speeds reached.

   • Analysis: After the activity, students should discuss the results and how they relate to the concepts of impulse and momentum. The teacher should then make the connection between the practical activity and the theory discussed in class.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should promote a group discussion on the solutions found for the proposed problems, allowing each group to share their conclusions. During this discussion, the teacher should encourage students to explain their problem-solving strategies and to relate them to the concepts of impulse and momentum. The teacher should ask questions to stimulate critical thinking and deepen students' understanding of the subject.

2. Connection with Theory (2 - 3 minutes): The teacher, based on the group discussions, should emphasize the connection between theory and practice. This can be done by highlighting how the concepts of impulse and momentum were applied in solving the problems and in the practical activity. The teacher should emphasize the importance of understanding the theory to be able to solve practical problems and apply the acquired knowledge in everyday situations.

3. Individual Reflection (2 - 3 minutes): The teacher should then propose that the students reflect individually on what they learned during the lesson. For this, the teacher can ask the following questions:

   • What was the most important concept you learned today?
   • What questions have not yet been answered?
   • How can you apply what you learned today in other situations?

   After a minute of reflection, the students should share their answers with the class. The teacher should actively listen to students' responses and provide constructive feedback. This reflection activity helps to consolidate learning and identify any gaps in students' understanding, which can be addressed in future lessons.

4. Feedback and Conclusion (1 minute): To conclude the lesson, the teacher should provide general feedback on the participation and performance of the students. The teacher should also reinforce the main learning points and announce the topic of the next lesson. The teacher should encourage students to continue studying and deepening their knowledge of the subject.

Conclusion (5 - 7 minutes)

1. Review of Key Concepts (2 - 3 minutes): The instructor should recap the main concepts discussed during the class, reinforcing the definition of impulse and momentum, and how these concepts apply to collision problems. In addition, the teacher should emphasize the importance of understanding the conservation of momentum, a fundamental concept in physics.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should emphasize how the lesson connected theory, practice, and applications. This can include examples of how the concepts of impulse and momentum are applied in real-world situations, such as in soccer, space engineering, and even in the construction of roller skates. The teacher should also point out how the practice of solving problems and performing virtual experiments helped solidify students' understanding of the theoretical concepts.

3. Extra Materials (1 minute): The teacher should suggest additional study materials for students who wish to deepen their knowledge of the subject. This may include textbooks, physics websites, explanatory videos, and collision simulators. The teacher should also encourage students to review their notes and reflect on what they learned during the class.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should summarize the relevance of the subject covered in class. This could include a discussion of how understanding impulse and momentum can help students better understand the world around them, from the movement of celestial bodies to the way sports are played. The instructor should also highlight how the problem-solving and critical thinking skills developed during class are valuable in many other areas of study and careers.