A Detailed Lesson Plan

Grade 9 Science
February 20, 2018

I. OBJECTIVES:
At the end of the session, the students should be able to:
a. Investigate the factors affecting momentum
b. Understand the impulse-momentum theorem
c. Solve problems involving impulse and momentum
II. SUBJECT MATTER:
A. Lesson: Impulse and Momentum
B. References:
Department of Education. (2014). Science grade 10 learner’s module.
Pasig City. Vibal publishing House, Inc. pp. 307-311
Department of Education.(2014). Science grade 10 teachers guide. Pasig
City. Vibal publishing House, Inc. pp. 239-241
C. Science Process Skills: observing, describing, analyzing, communicating,
experimenting
D. Strategies: games, guided inquiry, experiential learning, STS approach
E. Materials:
Board or plank (at least 1.0 m long)
Books
Block of wood
Masking tape
Protractor
Ruler / meterstick
toy cars/trucks
board marker
ppt presentation..
F. Procedures:
Teacher Activity Students Activity
A. Routinely Activity
A. Customary Greeting
Good morning everyone!
All: Good morning ma’am

B. Prayer
Let us all stand and
acknowledge the presence of
our lord Jesus.
Vivien, kindly lead us in prayer.
Dear God, Thank you for all the
blessing we receive for every single
day. Thank you for your unending
guidance and unconditional love.
Please forgive us for all the sins we
have done and help us clean our hearts
and fill it with mercy and love. This we
ask in Jesus Mighty name, Amen.

Once again, good morning everyone!

Let’s acknowledge the hard work shown by
our cleaners in maintaining the orderliness
of our classroom. Please give them round
of applause!

You may now take your sits.

C. Checking of attendance
Are all of you present today?
Yes ma’am.
Great! You have to always remember that
you will learn something only if you pay
attention. I encourage you to be active
always.

D. Review
Yesterday, I gave you a quiz about
projectile motion. Can somebody tell me at
least one important concept you learned
about projectile?
Yes _______. Projectile is a two-dimensional motion
which comprises of both horizontal
and vertical motion.

Precisely. How about you ________, can

you share what you have learned.
The path of a projectile motion is
called a parabola. They can be applied
in some sports like basketball, soccer,
volleyball and many other games.

E. Motivation
You will play a game entitled “Move and
Groove.” Here is the mechanics of the
game.
Form a circle of ten members, two coming
from each group. When the teacher starts
to play the music, you will move clockwise
like a train while you are dancing. If the
music stops, you must also stop. If I say,
faster, you must move and dance faster.
Anyone who moves when the music stop
will be eliminated. Note: Members who do
not dance will also be eliminated.
(The students will play)

F. Presentation of the new lesson

For those who lose the game, what do you
think is the reason why you move when
the music stopped abruptly?

Yes _______.
When we moved and danced so fast, it
is hard to control ourselves to freeze
 or stop so easily.
Nice idea. But have you ever heard of the
phrase “they lose in the game because
they lost their momentum”
Yes ma’am.
If you do, you have to focus on our topic
today which is all about impulse and
momentum.

G. Lesson Proper

Consider a cargo truck with a mass of

10,000 kilograms traveling at a velocity of
40 kilometers per hour and a small car with
a mass of 2000 kilograms traveling at the
same velocity as shown below. If the two
vehicles suddenly lose their breaks and
crash against the brick wall, which do you
think would be more damaging?
Yes ________.
I think, the impact of collision of the
truck is far more damaging than the
impact of the car ma’am.

Great. But, why do you think so?

Yes _______. Given that the velocities are constant,
they have different masses and the
object in motion with greater mass has
more force that to an object in motion
with smaller mass.
Before we investigate further, let me give
you a brief introduction about impulse and
momentum.
Linear momentum/momentum is the
product of the mass of the object and its
velocity. The linear momentum of a
particle of mass m moving with velocity v is
a vector quantity defined as the product of
particle's mass and velocity: p=mv

Impulse, like momentum is a vector

quantity. It is directly proportional to the
change in momentum. It is calculated by
multiplying the product of force and the
time it acts on an object or; I=Ft
The change in momentum is equal to the
impulse of the force it experiences.

Now, let us do some investigation about

momentum.

Pre laboratory:
Bring out your materials for your activity
“Investigating Momentum.” Did all groups
bring their materials?

Very Good.
I believe that you can understand the
procedures stated on your book. Now if
you have any question, ask it now before I
allow you to work with your group.

I will only give 5 minutes for each group to

finish your output. If you hear the alarm,
you have to stop working. You have to
start answering the questions for another
five minutes and after that we will check
your outputs. Don’t forget to take pictures
while you conduct the activity.

Laboratory:
The students will work collaboratively in
the activity and they will answer the guide
questions written on their activity sheets.

Post Laboratory:
Exchange your activity sheets to other
groups.
Group 1, please read the guide question
and answer it.
Q1. How will you compare their
stopping distances?
Our answer is the stopping distance for
the heavy toy truck is longer than the
stopping distance for the small toy car.
Very well said group 1.
Group two, please read and answer guide
question no. 2.
Q2. Did the two toy vehicles
immediately stop as they hit the block
of wood? Describe the stopping
distances of the two toy cars.
As we have observed, it’s a no. The
heavier toy car dragged the block of
wood along a longer stopping
distance than the lighter car did.

Very good group 2.

Group three it’s your turn, please read and
answer guide question no. 3.
Q3. Which has a greater stopping
distance, the small toy car or the big
toy truck? How do the stopping
distances of each one change
according to the point of release?
The big toy truck had a greater
 stopping distance. The stopping
distance increases as the point of
release increases.
Excellent answer group three. Last but not
the least, group four, please read and
answer guide question no. 4.
Q4. If momentum is a measure of how
difficult it is to stop a moving object,
which of the two vehicles had a
greater momentum.
Based on the result of the activity, the
big toy truck had a greater
momentum.
Good job group 4.

H. Application

Let us do some problem solving regarding

impulse and momentum:

a. Which has a greater momentum,

an airplane parked in a hangar or a
car going down a hill?
b. A 20-kg boy is riding a 6 kg bicycle
with a velocity of 4m/s to the
North. What is the total
momentum of the boy and bike
together?
c. A force of 56.0 N acts on a 25.0 kg
body for 12.0 s. Find the a.) impulse
produced by the force.

Did you know that impulse and

momentum is very important in the safety
of passengers. Modern cars have safety
features that lengthen the amount of time
momentum changes during a collision.
These safety features are air bags, padded
dashboard, and crumple zones. Crumple
zones] are the one that deforms in the
event of crash. It can absorb energy of the
impact, preventing it from being
transmitted to the occupants.

I. Assessment
Bring out ¼ sheet of paper and answer the
question:

Which has greater momentum: a pig

running with a mass of 40 kg and a running
speed of 3m/s, or a dog with a mass of 15
kg running at a speed of 10m/s
 J. Assignment:

Open your books on page 310 and answer

the exercise “solving momentum.”

Goodbye class.
Goodbye and thank you ma’am.