MYP Physics · Unit 04
Momentum
Momentum, impulse, conservation, collisions, and evidence-led applications in transport, engineering, and sport.
- 21
- questions
- 19
- total marks
- 5
- mapped topics
Momentum belongs to a chosen system
A 2.0 kg trolley moves east at 3.0 m s⁻¹ and a 1.0 kg trolley moves west at 4.0 m s⁻¹. Take east as positive. What is the total momentum of the two-trolley system?
- A
+10 kg m s⁻¹
- B
+2.0 kg m s⁻¹
- C
−2.0 kg m s⁻¹
- D
+5.0 kg m s⁻¹
- a
Select and show Select the correct total momentum and show how direction is included.
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Mark-by-mark answer
Correct choiceB
Selects option B: the system's total momentum is +2.0 kg m s⁻¹.
Calculates eastward momentum as 2.0 × 3.0 = +6.0 kg m s⁻¹ and westward momentum as 1.0 × (−4.0) = −4.0 kg m s⁻¹.
Adds signed momenta to obtain +2.0 kg m s⁻¹, meaning eastward.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Require a positive-direction statement before calculation so students do not add momentum magnitudes blindly.
Impulse from a force sensor
A 0.20 kg ball approaches a bat at 10 m s⁻¹. Take the ball's initial direction as negative. A force sensor records the force on the ball; straight lines may be drawn between the data points.
| Time / s | Force / N |
|---|---|
| 0.00 | 0 |
| 0.02 | 50 |
| 0.04 | 100 |
| 0.06 | 50 |
| 0.08 | 0 |
- a
Determine Determine the impulse delivered to the ball from the area under the force–time graph.
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Mark-by-mark answer
Recognises impulse as the area under the force–time graph.
Finds the total area, for example as four trapezia or one overall triangle: ½ × 0.08 × 100.
Obtains impulse = +4.0 N s.
- b
Calculate Calculate the ball's velocity immediately after contact.
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Calculates initial momentum = 0.20 × (−10) = −2.0 kg m s⁻¹.
Uses final momentum = initial momentum + impulse = −2.0 + 4.0 = +2.0 kg m s⁻¹.
Calculates final velocity = +2.0 ÷ 0.20 = +10 m s⁻¹.
- c
Explain Explain why using only the maximum force of 100 N would not determine the impulse.
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Impulse depends on both force and the duration over which it acts.
The force varies throughout contact, so the complete area rather than the peak value is required.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Let students estimate the area by counting rectangles before formalising the trapezium or triangle calculation.
Safer barriers for a skate park
A 55 kg rider reaches a barrier at 6.0 m s⁻¹ and comes to rest. Barrier X gives an average stopping time of 0.12 s and can be reused after impact. Barrier Y gives 0.30 s but its foam cartridge must be replaced. Both stop the rider over the available distance.
- a
Calculate Calculate the magnitude of the average force on the rider for each barrier.
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Calculates momentum change magnitude = 55 × 6.0 = 330 kg m s⁻¹.
Calculates Barrier X average force = 330 ÷ 0.12 = 2750 N.
Calculates Barrier Y average force = 330 ÷ 0.30 = 1100 N.
- b
Explain Explain physically why Barrier Y produces a smaller average force.
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Both barriers produce the same momentum change for the same rider and approach speed.
Barrier Y spreads that impulse over a longer time, so the average force is smaller.
- c
Evaluate Recommend a barrier and identify one further piece of evidence the park should obtain.
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Makes a justified recommendation that weighs the much lower force from Y against replacement cost or waste, or prioritises another clearly stated constraint.
Uses the numerical evidence accurately rather than making a general safety claim.
Requests relevant evidence such as peak force, performance after rain, replacement time, life-cycle cost, or tests across rider masses and speeds.
Build deeper understandingReveal the teacher insight
Deeper learning cue
Stress that lower average force does not automatically prove lower peak force; this is a useful reason to request more data.
More focused practice
Seven quick mastery questions
Open one task at a time, reveal the worked reasoning, then mark it mastered or save it to revisit.
Criterion A
Rolling pumpkin momentum
3 marks · routineOpen question →Criterion A
Goalkeeper's impulse
4 marks · routineOpen question →Criterion C
Magnetic bumper collision
6 marks · demandingOpen question →Criterion A
Astronaut tool recoil
5 marks · demandingOpen question →Criterion C
Force from a bounce
6 marks · discriminatingOpen question →Criterion D
Why helmets stretch the stop
6 marks · demandingOpen question →Criterion B
Basketball impulse investigation
8 marks · discriminatingOpen question →Criterion D
Reusable parcel insert
8 marks · discriminatingOpen question →Criterion D
Warehouse robot bumper
8 marks · discriminatingOpen question →Criterion D
A soft landing for harvested fruit
8 marks · discriminatingOpen question →Criterion D
Replacing an old training mat
8 marks · discriminatingOpen question →Criterion D
Crating a museum model
8 marks · discriminatingOpen question →Criterion D
Small craft at a shared dock
8 marks · discriminatingOpen question →Criterion D
A padded camera case
8 marks · discriminatingOpen question →Criterion D
A low-speed mobility-device stop
8 marks · discriminatingOpen question →Criterion D
Protecting shelves from a book cart
8 marks · discriminatingOpen question →Criterion D
Transporting a geological sample
8 marks · discriminatingOpen question →Criterion D
Choose a safer helmet liner using impulse evidence
16 marks · discriminatingOpen question →Reference subsectionMapped lessons for this unit
Linear momentum as a system quantity
Define the system explicitly and use signed momentum consistently in one dimension.
Open lesson →Impulse and force–time evidence
Criterion C focus: interpret graph area and relate collision time to average force.
Open lesson →Conservation of momentum
Distinguish an isolated-system claim from a claim that kinetic energy is conserved.
Open lesson →Collisions and safety design
Criterion D prompt: use momentum evidence to justify a transport or sports-safety feature.
Open lesson →Momentum problem studio
Evaluate whether external impulse can be neglected and communicate a fully checked solution.
Open lesson →