Republic of the Philippines

Department of Education
Region III- Central Luzon
Schools Division of Bulacan
STA. MARIA NATIONAL HIGH SCHOOL

Detailed Lesson Plan in Science 10

Fourth Quarter
Momentum
April 25, 2024

OBJECTIVES:
At the end of the lesson, the students should be able to:
1. relate impulse and momentum to collision of objects;
2. define momentum and identify its equation relating momentum to mass and velocity;
3. define impulse and describe its effect upon an object’s momentum; and
4. explain a variety of applications of the impulse-momentum that pertain to safety.
ASSESSMENT: KEY POINTS:
Assessment for Learning: Formative Assessment (Claim-Evidence Momentum- the product of an
Reasoning) object’s mass and velocity
(p=mv)
Assessment of Learning: Summative Assessment (Determining, Relating Impulse- equal to the change in
and Explaining with Momentum-Impulse Change ) momentum of a body which a
force causes multiplied by the
Assessment as Learning: Self-Assessment (Increase safety awareness on the length of time the force is
daily life applications of impulse-momentum) applied.
Collision - an event in which
two or more bodies exert forces
on each other for a relatively
short time.

GAD Integration:
• Increase safety awareness on
the daily life applications of
impulse-momentum.
.

ELICIT: Materials and Teacher’s Tips

Present video clips on: - DLP, video clips, Toys
A. a guy playing billiards. (cars/trucks), eggs, marker, scotch
tape.

Possible Answers/ Outcomes:

A. Playing Billiards:
A long stick called a cue hit
small heavy balls against
each other or into pockets
around the sides of the
B. car crashes table.

B. Car Crashes
Cars hit each other and the
lighter car has a larger
damage when the heavier
one strikes.
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?

ENGAGE:
Egg Toss Activity: Power point Presentation
Ask two volunteer students to perform the activity.
1. Present to the class the following: Possible Answers:
1. Breakable, has mass and it
a. purpose of the activity
doesn’t have a velocity unless
b. materials needed it’s moving.
c. procedures 2. Based on students’
d. safety precautions in playing the activity. performance.
2. Ask the guide questions: 3. The heavier the mass of an
a. What are the characteristics of an egg? object has more chance to
b. How far did your thrower and catcher get from each other before break than the lighter one.
4. The stronger the force
the egg broke? What was the longest distance achieved in the
applied in throwing the egg
class? has a greater chance to break
c. What was the trick to making a successful catch? the egg than the lighter one.
d. Compare a sudden-stop catch with a gradual-stop catch.
1. In which case is the mass of the egg greater? Or is it the
same either way?
2. In which case is the change in velocity of the egg greater? Or
is it the same either way?
EXPLORE:
1. Back to the video presentation, elicit to the students’ idea in terms of Students’ output
the sizes of the billiards ball and the vehicles crashed.

2. Relate the main idea of the video clips on the main topic which is
momentum and collision.

3. Let the students perform the “Momentum Activity”.

a. Group the class into six groups.
b. Set the standards/criteria of the
activity: Discipline - 3 pts
Time management - 2 pts.
Group output - 10 pts
Total - 15 pts.
c. Discuss the procedures of the activity.
• Group 1&2 - Marbles Roll
• Group 3 – Ball in Motion
• Group 4 – Heavy Truck in Motion
• Group 5&6 - Small Car vs Big Car in Motion
Big Car vs Small Car in Motion Two
Same Sized Cars in Motion
d. Show the short video clip on each colliding carts of each
group and distribute their toys (cars) to perform the activity.

EXPLAIN:
1. The output of each group will be presented in the class for Output of each group
discussion.
Guide Questions will be written in each worksheet of the group.
A. Describe each group’s activity.
B. What happens to the cars when they hit each other?
(Groups 1,2,3,4,5, & 6)
C. What car has a greater momentum (A,B)?
D. Explain why?

2. Facilitate the answers of the students to give additional

information based on their output.

ELABORATE:
1. Elicit from the students’ idea on what did they learn from the Concepts:
activity? 1. When the object has greater
a. Definition of momentum, impulse and collision mass, it has also greater
b. Formula of momentum momentum and it has also
greater momentum
2. Relate the topic on the reasons why does accident involves and it is difficult to change the
collisions. motion of that object and the
direction of the object is
3. Let the students state the following: always the same as that of the
a. road safety precautions. object’s velocity.
b. practical daily life applications on momentum and collision. 2. A shorter time means that
force will be much bigger and
the object it hit will moves
faster and distant, while the
greater time the force will be
much smaller and the object it
hit will moves slower and not
as distant.
3. The damage of the cars
depends on the mass and
the velocity and time of the
travel.

EVALUATE:
Distribute the following scenarios in each group. Let them discuss in their Students’ Output
groups and present their output.

A. Scenario #1 ( Groups 1 & 2)

Using the concepts of momentum and impulse in physics and using
what we have discussed in the egg example describe some attributes
of a car that will help decrease incidence of injury in collisions. Also
explain how they work using the terms momentum, impulse, velocity,
mass, time and force.

B. Scenario #2 (Groups 3 & 4)

If your group was in charge of designing the surface of a new child’s
playground what kind of material would you use and why? Explain
your answer by using physics terms we talked about such as
momentum, impulse, velocity, mass, time and force.

C. Scenario #3 (Groups 5 & 6)

If your group was in a water balloon throwing competition where you
had to throw full water balloons between your group members at
increasing distances while trying not to break them how would you use
physics to help you win? Explain your answer by using terms we talked
about in class such as momentum, impulse, velocity, mass, time and
force.

EXTEND:
 Give at least 3 examples of scenario that determine collision and
determine which has a greater momentum and explain why.

Prepared by:

ALCEL JAN B. CRUZ, LPT

Teacher I Applicant