Republic of the Philippines

PANGASINAN STATE UNIVERSITY

Bayambang Campus,
Bayambang Pangasinan

A DETAILED LESSON PLAN

IN SCIENCE 9:
IMPULSE AND MOMENTUM

Prepared By: Cooperating Teacher:

Mauren T. Castel Mrs. Jocelyn C. Montada
Teaching Intern Master Teacher I

Date of April 11, 2023 Grade/Section Grade 9 – Tin

Implementation Francium
 Antimony
Boron

Subject Teacher Ms. Mauren T. Learning Area Science

Castel
Time Allotment 50 minutes Quarter FOURTH (Physics)

DETAILED LESSON PLAN IN SCIENCE 9

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the relationship between the projectile
motion, impulse and momentum, and conservation of linear momentum.
B. Performance Standards The learners should be able to discuss propose ways to enhance sports related to
projectile motion.
C. Learning Competencies The learners should be able to relate impulse and momentum to collision of objects
(e.g., vehicular collision) S9FE-IVb-36
D. Objective At the end of a 50-minute discussion, the learners should be able to:
 examine effects and predict causes of collision related damages or injuries.
 and relate impulse of momentum to collision of objects.

Numeracy And Literacy:

II. CONTENT Impulse and Momentum

III. LEARNING
RESOURCES
A. References
1.Teachers Guide pages Science 9 TG pp. 184-186
2.Learner’s Material pages Science 9 LM pp. 256-264
B. OTHER
RESOURCES

IV. PROCEDURE
S
Teaching Hint Teacher’s Student’s IM’s
Activity Activity
PRELIMINARY
ACTIVITIES 1. Greetings Good morning Class! Good morning
Ma’am!
 The teacher will ask one student to lead the
2. Prayer prayer. Student will lead
the prayer.

Please all stand for our opening prayer.

3. Setting of Before you take a sit, kindly pick up the

Classroom pieces of trash under your chairs.
Rules Students will follow.

4. Checking Class, who is absent/excuse for today?

of Attendance None. Ma’am.

A. Reviewing
previous lesson ELICIT Present video clips on:
(5 minutes) A. A guy playing billiards.

Students will watch

the video.

B. Car crashes

Guide Questions:
1. What did you observe on the two video
clips?
2. Describe each video clip.
3. Which car do you think has a greater
damage?
A long stick called a
cue hit small heavy
balls against each
other or into
pockets around the
sides of the table.
Cars hit each other
and the lighter car
has a larger
 damage when the
heavier one strikes.

B. Presenting
examples/insta ENGAGE The teacher will give an activity. Materials:
nces of the new (15 minutes) Board or
lesson Let’s have a simple activity to refresh your Students will plank (at
mind. Identify the factors that affect participate. least 1.0 m
momentum. long)
Books
Block of
wood
It is good that you can still recall the Law of Masking
Acceleration! Remember that the larger the tape
force applied on an object, the larger its Protractor
acceleration. Usually, the acceleration of a Ruler/meter
body may change and vary from time to stick
time due to several factors. It that is the Toy cars
case, when can we say that there is
constant acceleration?

In this module we will focus on describing

uniformly accelerated motion qualitatively.

C. Discussing new
concepts and EXPLORE Okay Class! Before we proceed to our
practicing new (5 minutes) discussion let’s have a pretest first.
skills
Choose the letter of the best answer. Write Students will follow
the chosen letter on a separate sheet of
paper.

1. It is important for motorists to know

the speed of their vehicle when
driving. Which device is used to
determine the speed of a moving
vehicle?

a. Barometer
b. Odometer
c. Speedometer
d. Thermometer

2. In a body exhibiting a uniformly

 accelerated motion, which of the
following quantities is constant?

a. Acceleration
b. Speed
c. Velocity
d. Time

3. Which of the following statements

is NOT TRUE about an object in
uniformly accelerated motion?

I. Velocity is constant
II. Acceleration is not zero
III. Acceleration does not change
IV. Velocity changes at a constant
rate.

a. I and II
b. III and IV
c. IV only
d. I only

4. Uniformly accelerated motion is

evident in our everyday living.
Which scenario or object exhibits
uniformly accelerated motion?

a. A falling leaf
b. A sleeping cat
c. A ringing cellphone
d. A hanging wall clock

5. Speed limits vary with the type of

road and area. Which of the
following statements is NOT TRUE
about speed limit?

a. It permits vehicles to move in

uniformly accelerated motion.
b. It regulates the flow of traffic in
different areas.
c. It minimizes vehicular accidents on
the road.
d. It restricts the speed of vehicles.

For further knowledge and for you to better

 understand the topic let’s jump into the
discussion.

D. Finding
practical EXPLAIN For today, we will describe uniformly
application of (20 minutes) accelerated motion qualitatively.
concepts and
skills in daily
living Are you familiar with these blue uniformed
men who are usually positioned in the busy Yes Ma’am!
streets of Pasig City?

You might have seen them as you cross the

streets to reach your school, or on your way
to the market or a friend’s house.
Ma’am, They are
the Pasig City
Traffic and Parking
Management
Officers.

.
Who are they and what do they do?

They are also usually called “Blue Boys”.

They play a crucial role in maintaining the
flow of traffic and in implementing laws and
rules and regulations on the road that every
motorist should follow. They may also be
considered as ‘front-liners” amidst the
COVID- 19 pandemic as they assist
soldiers and police officers in checkpoints
around Pasig City.

Speed limits are observed on roads, they

vary and depend on several conditions.
Speed limits for highways are different from
speed limits on small avenues and streets.
This prevents vehicles to speed up or
accelerate unnecessarily in our busy
streets, as they are being monitored by our
Pasig TPMO.

Acceleration is defined as the rate of

change in velocity with time. It is a vector
quantity having both magnitude and
direction. Acceleration of vehicles usually
changes from time to time. A vehicle may
speed up as it travels to highways or slow
down as it approaches an intersection. It
should also halt when the stoplight is red
and eventually accelerate when the light
turns green. We can say that most type of
acceleration that we observe is not constant
or non-uniform due to these factors.

When you are riding vehicle, you can say

that its speeds up or slows down based on
its speedometer. A speedometer indicates
the speed of a vehicle, it is usually
combined with a device known as an
odometer that records the distance
traveled.

Assume that you are riding a vehicle and

observed these speedometer readings:

Elapsed Time Reading on the

Speedometer
After 1 minute 30 km/h
After 2 minutes 31 km/h
After 3 minutes 32 km/h

What can you say about the readings on

the speedometer during each minute?
What can you infer from the data in the
table above?

This means that the vehicle speeds up.

Every minute there is a 1 km/h increase on
the speed of the vehicle. The increase for
every minute is constant, therefore we can
say that the vehicle has uniform
acceleration.

The vehicle in the example above exhibits a

uniform or constant acceleration. It is a type
of motion in which the velocity of an object
changes by an equal amount in every equal
time period.
In Uniformly Accelerated Motion (UAM), the
value of the acceleration is constant. It does
not change. The velocity changes but at a
constant rate. An object with zero
acceleration is said to be uniform motion.
An object in uniformly accelerated motion
has non-zero but constant acceleration.
Acceleration represents how velocity
changes with time, velocity represents how
position changes with time.

Toss a coin upward. Does it stay up? What

makes it go down?

Gravity pulls the coin down. Things that are

thrown upward, will go down because of
this force. Gravity also pulls us towards the
earth. That is why we are not being thrown
outside space.

What floor was your classroom when you

were in Grade 7 and 8? Was it on the 4th, 5th
or 6th floor of the school building? Which is
easier, climbing to your classroom or going
down to the school canteen?

When you climb a high place, you go

against gravity. When you are on a high
place, and you go down, you are moving
toward gravity so you use less force. Same
is true with freely-falling objects. Objects at
free fall also exhibit uniformly accelerated
motion. The acceleration due to gravity (9.8
m/s2) neglecting air resistance, is a
constant acceleration for all falling bodies,
regardless of their mass and weight.

All objects on the earth’s surface are being

accelerated toward the center of the earth
at a rate of 9.8 m/s2. This means that if you
raise an object above the surface of the
earth and drop it, the object will start from
rest and its velocity will increase by 9.8
meters per second for each second it is
falling toward the earth’s surface until it
strikes the ground.
 In general, a uniformly accelerated motion
is the one in which the acceleration of a
body throughout the motion is uniform. It
can be observed in either vertical or
horizontal dimension, and also in two Yes Ma’am!
dimensions.
None Ma’am!
We will prove these examples of uniformly
accelerated motion on the next module
mathematically or quantitatively.

Understand Class?

Any question? Clarification?

E. Making
generalization ELABORATE Let’s have a wrap up.
and (2 minutes)
abstractions FACT or BLUFF.
about the The following statements are about bodies
lesson and objects exhibiting Uniformly
Accelerated Motion (UAM). Write FACT if
the statement is TRUE and write BLUFF if
the statement is FALSE. Students will raise
hand.
Who wants to read and answer no.1 ?

_________1. Acceleration is constant in

bodies in uniformly accelerated motion.
_________2. UAM can only be observed
along the horizontal line of action.
_________3. Objects at free-fall exhibit
uniformly accelerated motion.
__________4. In UAM velocity changes but
at a constant rate.
__________5. An object in UAM has zero
acceleration.

F. Evaluating
learning EVALUATE And now class, bring out ¼ sheet of paper
(3 minutes) and answer this activity. The students will
follow.
ACTIVITY 1: “Am I in UAM
(Uniformly Accelerated Motion)?”

Analyze each scenario. Write UAM if it

 exhibits Uniformly Accelerated Motion, write
Non-UAM if it DOES NOT.

___________1. A bike that is at rest.

___________2. A boy holding a book.
___________3. A girl walking leisurely.
___________4. A hanging picture frame.
___________5. A rock falling from cliff.
___________6. A fruit dropping from a tree.
___________7. A rolling ball on an inclined
plane.
___________8. A man standing still in an
escalator.
___________9. A car increasing its velocity
at a constant rate.
___________10. A truck running with a Yes Ma’am!
constant acceleration.

Are you done answering?

Ok class pass your paper in a count of 5!

1….2…3…4…5…

G. Additional
activities for EXTEND Assignment:
application or (3 minutes)
remediation Activity 3: “Observing Speed Limits”

Write an open letter addressed to drivers

and motorists. Make an appeal to them to
follow speed limits and explain to them the
consequences of not following such.
Integrate what you have learned about
uniformly accelerated motion. You can cite
examples to deliver your message clearly.

That’s all for today class! Goodbye and

thank you!
Thank you and
goodbye, teacher.

3. Remarks

4. Reflection
(Reflection on
your teaching
and assesses
yourself as a
teacher)