Republic of the Philippines

Department of Education
Region V (Bicol)
SCHOOLS DIVISION OFFICE OF LIGAO CITY
Binatagan, Ligao City

SCIENCE 9
Quarter 4 Week 3

SDO LIGAO CITY LAS_2021

 LIGAO CITY LEARNING ACTIVITY BUNDLE DEVELOPMENT TEAM

Schools Division Superintendent: Nelson S. Morales, Jr.

Assistant Schools Division Superintendent: Maylani L. Galicia
Chief Education Supervisor, CID: Tita V. Agir
Education Program Supervisor, LRMS: Nestor B. Bobier
Education Program Supervisor, Science: Jocelyn P. Navera

Contextualized by: Jeanine B. Cristobal, Degracias PPMHS

Chris John R. Rosamiran, Bicol RSHS
Maria Cristina Q. Escape, Ligao NHS

Edited/ Quality Assured by: Aster Malto, Ligao NHS

Marissa O. Co, Ligao NHS
Elwood L. Prias, Principal
Jhaebie N. Obleada, Education Program Specialist II

Lay-out Artist: Kenneth M. De La Fuente, Deogracias PPMHS

Para sa mga katanungan o puna, sumulat o tumawag sa:

Schools Division Office of Ligao City- CID, Learning Resources Management

Section
Binatagan, Ligao City

Telefax: (052) 485-24-96

Email Address: Ligao.city@deped.gov.ph

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 LEARNING ACTIVITY SHEET
SCIENCE 9
Quarter 4 Week 3
L I. LEARNING SKILLS

a. Most Essential Learning Competency

Relate impulse and momentum to collision of objects (e.g., vehicular collision of
objects (S9FE-IVb-36).
Infer that the total momentum before and after collision is equal (S9FE-IVb-36).

b. Objectives
✓ Define momentum and impulse operationally;
✓ Identify the factors that affect momentum;
✓ Relate impulse and momentum to collision of objects; and
✓ Infer that the total momentum before and after collision is equal.

II. INTRODUCTORY CONCEPT

Vehicular accidents seem to be regular headlines on television news and the

number of accident victims is increasing every year. When two vehicles collide, the force
of impact is so great that it causes damage to the vehicles and risks the lives of their
passengers. Small impact forces may only cause dents and slight injuries, but big forces
could totally wreck the vehicles and possibly cause death.
In this learning activity sheet, you will study momentum and impulse and learn how
large impact forces are brought about in collisions. So read on and accomplish the
activities prepared for you.

III. ACTIVITIES

PRACTICE TASK

Practice Task 1
ACTIVITY 1
Directions:
1. Look at the given pictures of objects in motion.
2. Select from each pair the object which you think is difficult to stop and tell what
makes it difficult to stop.

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 Hint: Objects which are difficult to stop require a longer stopping distance.
Cars moving at the same speed.

B
1. Car _____ is difficult to stop because of its ____________.

A
https://media.wired.com/photos/59664c7d85146276e961c8c2/master/w_2560%2Cc_limit/CarMomentum-

Identical cars moving at different speeds.

A 20 m/s B 8 m/s 2. Car _____ is difficult to stop

because of its ______________.

https://images.slideplayer.com/24/7455308/slides/slide_6.jpg

An empty truck and a loaded truck moving at the same speed.

A B
3. Truck _____ is difficult stop
because of its ______________.

https://previews.123rf.com/images/aurora72/aurora721703/aurora72170300020/74208748-set-of-tow-trucks-isolated-on-white-
background-empty-and-loaded-tow-truck-concept-design-of-roadside.jpg

A bullet fired from a gun and a stone from slingshot.

https://image.shutterstock.com/image-illustration

4. The ___________ is difficult to stop because of its ________________.

Guide Questions:
Q1. What factors (or quantities) did you consider in determining which object is difficult to
stop?
Q2. When is a moving object more difficult to stop?
Q3. If momentum is a measure of how difficult it is to stop a moving object, then upon what
factors does the momentum of a body depend?
Q4. When is the momentum of a body higher? When is it lower?
Q5. How do you relate momentum to stopping distance?

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Activity 2
PLAYING EGG VOLLEYBALL
(adapted from Science 9 Learner’s Material)
Materials:
raw egg
clear plastic bag where an egg can be inserted.
2 pieces of cloth/large handkerchief
Procedure:
1. Place the raw egg inside a clear plastic bag and tie the plastic bag securely.
2. Invite your brothers or sisters to join you and look for an open space in your house
where you can perform the activity. Form 2 teams of players - each team comprising
of two members who will play in pair.
3. Position your teams at least 3 meters away from each
other. Throw the egg from one team to another without
breaking. You are only allowed to throw the egg in a
curved path towards the other using a cloth or
handkerchief (see the figure at the right).
4. You may increase the distance by 1 meter between your
teams for every successful throw to make the game
more exciting.
5. The team who can catch and throw the greatest number of eggs without breaking them
would be the winner.

Guide Questions:
Q6. Did the handkerchief protect the egg from breaking? If yes, how?
Q7. How was the impact force lessened by the cloth or handkerchief?
Q8. Why would an egg break when it hits the ground?
Q9. How is the hardness or softness of the landing surface related to the time required to
stop the egg?
Q10. What relationship between impact force and time of impact can you infer from the
activity?
Q11 . The brakes of your bicycle have failed, and you must choose between slamming into
either a haystack or a concrete wall. Which of these should you do for you not to get
much injury and minimize damage on your bicycle?

Activity 3-A
ROLL AND COLLIDE
Materials:
2 rulers (12-inch) with groove in the middle
6 identical marbles

Procedure:
1. Place 6 marbles touching each other on
the groove of a ruler lying on a flat surface.
2. Position the other ruler at an angle
touching the end of the ruler with the row of
marbles.
3. Take one marble from the row and release
it from the elevated end of the ruler. Observe what happens to the row of marbles.
4. Repeat step 3 but this time, use two marbles to hit the row of marbles. Do this again
with 3 marbles. Record your observation.

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Guide Questions:
Q12. What happens when the marble released from the elevated end of the ruler hits the
row of marbles?
Q13. How do you compare the number of marbles ejected from the row of marbles to the
number of marbles hitting them?
Q14. If we are to consider the set of marbles as one system, how do you compare the total
momentum of the marbles before and after collision?

Activity 3-B
1. Find the velocity of the more massive car after collision. Compute for the total
momentum before and after collsion. (use GRESA Method) Refer to the figure below:

https://images.squarespace-cdn.com/content/v1/5592ef11e4b051859f0b52b8/1441403475033-
GEYGQ9BS7GKH86TGEUDP/ke17ZwdGBToddI8pDm48kKnf8GBX5Ko1J04L5h2XgW1Zw-
zPPgdn4jUwVcJE1ZvWEtT5uBSRWt4vQZAgTJucoTqqXjS3CfNDSuuf31e0tVEAl53CF9s6m0Sn2BTACrC1nvkiNUa45h2PK8O5Cw
jnAKQvevUbj177dmcMs1F0H-0/image-asset.gif

2. Based on your answer what can you infer about the total momentum before and after
collsion? What type of collision exist between the truck and the car?

MOMENTUM AND IMPULSE

We all know that a heavy truck is harder to stop than a small car moving at the same
speed, and a bullet with a very small mass is also difficult to stop. We state this by saying that
the truck has more momentum than the car, and a bullet with very small mass has a lot of
momentum. By momentum we mean inertia in motion. More specifically momentum is defined
as the product of the mass of an object and its velocity, that is
Momentum = mass x velocity
Or, in shorthand notation, p = mv where:
p = momentum
v = velocity

Momentum is a vector quantity; its direction is the same as the direction of the object’s
velocity. Mass is measured in kilograms (kg) while velocity (or speed) is measured in meters
per second (m/s). This gives as the SI unit of momentum which is kilogram meter per second
(kgm/s).
We can see from the definition of momentum that momentum is directly
proportional to both the mass and velocity of an object. A moving object can have a larger
momentum if either its mass or its velocity is large, or if both its mass and its velocity are large.
Change in momentum occur when there is either a change in the mass of an object, a
change in velocity, or both. If momentum changes, while the mass remains unchanged, as is
most often the case, then the velocity changes. Acceleration occurs. And what produces

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acceleration? The answer is net force. The greater the force that acts on an object, the greater
will be the change in velocity and hence, the change in momentum.
But something else is important in changing momentum: time – how long the force
acts. Apply a force briefly to a stalled car, and you produce a small change in its momentum.
Apply a force over an extended period of time and a greater change in momentum results. A
long-sustained force produces more change in momentum than the same force applied briefly.
So, for changing the momentum of an object, both force and the time during which the force
acts are important. We name the product of force and this time interval, Impulse.
Impulse = Force x time interval or, in shorthand notation I = Ft
The relationship of Impulse to momentum comes from Newton’s Second Law of
Motion. The law states that the acceleration of a body is directly proportional to the net force
acting on it and inversely proportional to its mass.
F
a= Or F = ma
m

Since then F=m

Rearranging the equation will give you

Ft = mvf – mvi
Since p = mv then Ft = pf – pi

or Ft = Δp

Form the equation, we can see that the product of force and time, which is impulse,
equals the change in momentum. It turns out that the same impulse invariably leads to the
same change in momentum. The above equation implies that for a fixed value of the change
in momentum, the impact force is smaller when the impact time is bigger while the
impact force is bigger when the impact time is smaller. A quick job by a boxer makes a
hard hit. A net, a cushion and corrugated containers all decreases the impact force.

In collisions the impulse is great if massive bodies

moving at very high speeds suddenly stop. The impact force F is
tremendous if the change in momentum happens within a very
short time interval.

Safety features such as padded dashboards are installed in vehicles

to minimize the impact force on passengers in case of collision.
Padded dashboards provide some give in such a collision and extend
the time duration of the impact, thus minimizing the effect of the force.

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Sample Problems:
1. A Bicol-bound train 4000 kg in mass travels at 15 m/s south. Determine its
momentum.
Given:
m = 4000 kg p = mv
v = 15 m/s south = (4000 kg)(15 m/s)
p =? = 60,000 kg.m/s, south

2. A 1000 kg car travelling at a speed of 20 m/s collides with a tree and comes to a
sudden stop in 0.1 s. How much is the impact force on the car? How much is the
impulse imparted on the car?
Given:
m = 1000 kg F = m (Vf – Vi ) I = Ft
Vi = 20 m/s t = (- 2 x105 N) (0.1s)
Vf =1.0 m/s = 1000 kg (0 - 20m/s) = - 2 x104 N.s
t =2.0.1 s 0.1 s or - 2 x104 kg.m/s
F =3.? = - 2 x 105 N
The negative sign (-) indicates that the impact force on the car
is opposite its direction of motion.

CONSERVATION OF MOMENTUM
The concept of momentum also gives us a new conservation principle, the
conservation of momentum. The Law of Conservation of Momentum states that for an isolated
system of particles (no external forces) the momentum of the system is conserved. This
principle is particularly useful in collisions, where two or more particles interact by means of
forces. Since the forces only act between the particles and are therefore internal to the system
of particles, the momentum of the system is conserved. As applied to collisions, the Law of
Conservation of Momentum may be stated as “If no external forces (such as friction)
acts on a system the total momentum before and after collision is the same. In equation
form:
Total momentum before collision = Total momentum after collision
where:
m1 = mass of the fist object
m2 = mass of the second object
v1 = velocity of the fist object before collision
v2 = velocity of the second object before collision
v1I = velocity of the fist object after collision
v2l = velocity of the second object after collision

Collisions are either elastic or inelastic. In a perfectly elastic collision, the colliding
objects bounce perfectly. In inelastic collision, the colliding objects “stick together” and move
as one body after collision.

6
 Before
Colission

After Colission

Elastic Inelastic
KineticColission
energy (KE) is conserved. Colission
Kinetic energy (KE) is NOT conserved.
https://www.xaktly.com/Images/Physics/Momentum/InelasticC
ollisionFigure.png
Whatever is the nature of a collision, total momentum before, during and after the
collision remains unchanged. This is a very useful concept. It helps you predict what happens
during and after collisions. Can you think of more applications of the Law of Conservation of
Momentum?
Sample Problems:
1. Study the figure below showing the collision of two cars. Compute for the velocity
of the 4000 kg car after the collision.

http://vignette3.wikia.nocookie.net/schools/images/0/06/Impulse2.gif/revision/latest?cb=20060612022900

Given:
m1 = 2000 kg
v1 = 8 m/s 2000kg(8 m/s) + 4000kg(- 1m/s) = 2000kg(-4m/s) + 4000kg (v2′)
m2 = 4000 kg 16000kgm/s + (- 4000kgm/s) = (- 8000kgm/s) + 4000kg (v2′)
v1′ = - 1 m/s 12000kgm/s = (- 8000kgm/s) + 4000kg (v2′)
v2′ = ? 12000kgm/s + 8000kgm/s = 4000kg (v2′)
4000kg 4000kg
5 m/s = v2′
Since v2′ is positive its direction is to the right.

2. A 70 kg ice skater travelling at 6 m/s runs head-on into an 80 kg skater travelling

straight forward at 5 m/s. At what speed and in what direction do the ice skaters
travel if they move together after the collision?

7
 Given:
m1 = 70 kg
(m1 + m2) (v′)
v1 = 6 m/s
m2 = 80 kg 70kg (6 m/s) + 80kg (-5 m/s) = 70kg + 80kg (v′)
v2 = - 5 m/s 420kg.m/s - 400kg.m/s = 150kg v′
vl = ? 20kg.m/s = 150 kg v′
150kg 150kg
v2 is negative 0.133 m/s = v′
since its direction
is opposite that
Since v′ is positive, they will move in the direction of the 80 kg
of v1.
skater just before the collision.

In an inelastic colission the colliding bodies move as one after the collision therefore v1′ and v2′ are equal. Since
they are equal both can be represented as v′. (v1′=v2′ = v′)

ASSESSMENT

A. MULTIPLE CHOICE

1. In which of the following does the momentum of a body depend?

A. shape and size C. shape and volume
B. mass and velocity D. distance and time of travel
2. A lab cart is loaded with different masses and moved at various velocities. Which
diagram shows the cart-mass system with the greatest momentum?

A B C D
3. The impulse experienced by a body is equivalent to the body’s change in ______.
A. velocity B. mass C. kinetic energy D. momentum
4. Which of the following statements is/are TRUE about impulse and momentum?
I. Impulse is inversely proportional to momentum.
II. Impulse is equal to the change in momentum.
III. Impulse produces a change in momentum.
IV. The relationship of impulse to momentum comes from Newton’s Second Law
of Motion.
A. I only B. II only C. II and III D. II, III, IV
5. A 5-N force is applied to a 3-kg ball to change its speed from 9 m/s to 3 m/s. How
much impulse is imparted on the ball?
A. 15 N.s B. – 15 N.s C. 18 N.s D. – 18 N.s
6. Which of the following can effectively reduce the force of impact in collisions?
A. Increase the time over which a change in momentum occurs.
B. Decrease the time over which a change in momentum occurs.
C. Increase the momentum of the objects just before the collision.
D. Either A or B depending on the masses of the colliding objects.

8
 7. In all the situations below force of impact is reduced because momentum is
decreased over a long time EXCEPT _______.
A. A boy bends his knees as he jumps from an elevated position.
B. A boxer rides or rolls with the punch.
C. A karate expert severs a stack of bricks with the blow of his bare hand.
D. A kid practices back tumbling in a pile of haystack.

8. Two objects stick together and moved as one body after colliding. What type of
collision occurred?
A. elastic collision C. perfectly elastic collision
B. nearly elastic collision D. inelastic collision

9. What never changes when two objects collide (in the absence of external forces)?
A. The momentum of each object. C. The total momentum of the two objects.
B. The KE of each object. D. The total KE of the two objects.

10. What is the velocity of the colliding objects after the collision?
A. 2.5 m/s to the right
B. 2.5 m/s to the left
C. 1.67 m/s to the right
D. 1.67 m/s to the left

https://docbrown.info/ephysics/ephyspics/motion16b.gif

V. REFERENCES

K-12 Grade 9 Science Learner’s Module

Physics Science and Technology Textbook Revised Edition, 2004
Gilbert L. Fabila et al (2003) Science and Technology IV (Physics BEC-based)
Hewitt, Paul G. (2006). Conceptual Physics 10 th ed. Pearson Addison Wesley, New York.

Conservation of Momentum https://www.youtube.com/watch?v=6Sp4W2DS47E

What are Momentum and Impulse? https://www.khanacademy.org/science/physics/linear-

momentum/momentum-tutorial/a/what-are-momentum-and-impulse

Momentum and Its Conservation - Lesson 1 - The Impulse-Momentum Change Theorem

https://www.physicsclassroom.com/class/momentum/Lesson-1/Real-World-Applications

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 Learning Activity Sheet
Science 9
Quarter 4 Week 3
Worksheet Number 3

Name: ______________________________________ Date: ________________

Grade & Section: ______________________________ Score: _______________

Practice Task 1.
Activity 1
1.____________, ____________________ 3. __________, ___________________
2. ____________, ____________________ 4. __________, ___________________
Guide Questions:
1.________________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4.________________________________________________________________________
_________________________________________________________________________
5. _______________________________________________________________________

Activity 2.
6.________________________________________________________________________
7. _______________________________________________________________________
_________________________________________________________________________
8. _______________________________________________________________________
_________________________________________________________________________
9. _______________________________________________________________________
_________________________________________________________________________
10._______________________________________________________________________
_________________________________________________________________________
11. ______________________________________________________________________
_________________________________________________________________________

Activity 3A
12. ______________________________________________________________________
13. ______________________________________________________________________
_________________________________________________________________________
14. ______________________________________________________________________

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3B-Problem Solving (using GRESA Method)
1.

2. _________________________________________________________________
_________________________________________________________________

ASSESSMENT
1.

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Reflection
1. Today, I learned that
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. One thing I didn’t understand is
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3.One question I would like to ask my teacher is