Division of Agusan Del Sur

BAYUGAN II NATIONAL HIGH SCHOOL

Bayugan 2, San francisco, Agusan Del Sur
School ID:317402

Detailed Lesson Plan in Science 9

I. Objectives
During the given period, the learners will be able to:
Cognitive : a. Identify the factors that affect momentum and impulse to
collisions of object;
Affective : b. analyze how momentum affects the severity of
collisions; and
Psychomotor : c. solve problems by using momentum- impulse formulas for
different objects.

II. Subject Matter: Momentum

A. Topic: Impulse and Momentum
B. References: Science 9 Learner’s Module 2: Physics Textbooks
C. Materials: Laptop, television, powerpoint presentation, chalkboard, markers
D. Strategies: Cooperative Learning
E. Values: Highlight the importance of momentum in real life situations.

III. Learning Task/Procedure

A. Preliminary Activities

Teacher’s Activity Learner’s Activity

1. Prayer

May I request everyone to please stand for a

prayer.
Anyone from the class who can volunteer to
lead the prayer? Me, ma’am!
Let’s have Joy to lead us a prayer. Let’s bow our head, and let us pray.
(Student’s are praying)
2. Greetings

Good morning, class! Good morning, ma’am!

How are you today?
That’s good to hear class. We are doing good, ma’am.
Please be seated.
3. Checking of Attendance

Before anything else, may I know who are

absent today? No absent for today, ma’am.
Very good class, I think you are eager for
another lesson for today.
Are you all excited class?
Yes, ma’am!
That’s good to hear!
4. Setting of Standards

Now, to start our lesson, I have here the word

“ANNGELA” as our classroom rules for you to
remember everyday, especially during class
discussion. Please be mindful class.
Everybody read!

A.N.N.G.E.L.A. Class Rules

A - Actively Participate
N - No Interruptions, wait for your turn.
N - No side conversation
G -Give respect to everyone’s opinion & (students are reading)
contribution.
E - Encourage and support others.
L - Listen Attentively
A - Ask Questions.

Can I expect these from all of you class? Yes, ma’am!

Very good!
5. Checking of Assignments

By the way class, did everyone complete their

assignments from the last lesson? Yes, ma’am.

Great! Please pass them forward. (students passed their assignments in front)
Thank you class.

B. Learning Activities

1. Review

Before we proceed, we will have some

recapitulation from our previous discussion.

What was our topic last meeting class? Our topic last meeting was all about the two
dimensions of projectile motion ma’am.
Very good! So, what is projectile motion in your
own words? When an object is launched in the air and forms a
trajectory or parabolic path ma’am.
That’s right! Today, we will explore another
topic about forces and motion.
Are you excited for another lesson class?
Yes ma’am!
Alright!
2. Motivation

Now, to start our lesson, let’s have a fun game

first!

Are you excited for a game class? Yes, ma’am!

This game is called “Guess What?”
The class will be divided into two groups
competing to guess a word by adding or
subtracting letters from the given clues. The first
group gets the answer will shout their group
name, and if they’re wrong, the other group
gets a chance. The team with the most correct
answers wins.

Am I clear class? Yes ma’am.

Alright! Let’s start!

Words to guess:
Mass
Momentum
Velocity
Impulse (Students are participating)
Motion

We have a winner! Let’s give them a fireworks

clap. 123..123..woshhh, woshhh, woshhh!

Alright class! Based on the activity that you’ve

played, what do you think is our topic for today? About momentum ma’am.
About impulse ma’am.

Okay! All your answers are correct! So, our topic

is all about Impulse and momentum, and those
words hat you had guess earlier has something
to do with our lesson for today.

Are you ready to know why? Yes ma’am!

Alright!
3. Lesson Proper

Before we formally start our lesson, I want

you to read our objectives so that we will be
guided along the way.

A. Presentation of Objectives

Everybody read our objectives.

During the given period, the learners will be able

to:
a. Identify the factors that affect momentum
and impulse to collisions of object;
b. appreciate the importance of momentum in
real life situations; and (students are reading)
c. solve problems by using momentum- impulse
formulas for different objects.

Well done, class.

B. Activity
To introduce our topic for today, let’s have
another activity. This activity is entitled "What’s
in me!"
In this activity, you will compare and contrast
two vehicles—a truck and a car—that have both
crashed into a wall. Analyze their differences
and similarities based on factors such as size,
impact, and possible damage. Discuss how each
vehicle might have been affected by the
collision. After your discussion, your group will
present your comparison in front of the class.

Do you get me class? Yes, ma’am.

All right! You have 5 minutes to answer and
your timer starts now!

(students are participating)

Great job class!
The comparisons you just presented highlight
the differences in how a truck and a car
experience a collision. This helps us understand
the impact of size, weight, and structure in real-
life accidents. As we go further into our
discussion, we will explore how these factors
influence motion, force, and damage in
collisions.
 C. Discussion

So now, based on the activity, How does the size

and weight of a vehicle influence the impact of a
crash? The truck has more force when it crashes
because it is bigger. This means it can cause
more damage to whatever it hits. However,
because it's stronger, it might not get
damaged as easily as a smaller car.

Alright! So it means, that the mass of an object has

something to do, to it’s collision. Am I right? Yes ma’am.
Okay! What are the key differences between how
the truck and the car were affected by the collision? The truck, being larger and heavier, may
have less visible damage, while the car would
crumple more. The car stops more suddenly,
while the truck might push forward slightly
due to its velocity and mass.
If both vehicles were moving at the same speed
before hitting the wall, would the damage be the No, the damage would not be the same
same? Why or why not? because the truck has more mass, meaning it
carries more momentum and force upon
impact. The car, being lighter, would absorb
more of the force and likely experience
greater damage compared to the truck.
That’s right! Although the two vehicles have the
same velocities but different masses the impact of
the truck’s collision with the brick wall is far
damaging compared with the impact of he car’s
collision with the brick wall.
This activity demonstrates Newton’s Second Law of
Motion, which states that force equals mass times
acceleration (F = ma). It also illustrates momentum,
impulse, and the way energy is transferred during a
collision, affecting how much damage each vehicle
experiences.

Let us investigate the impulse and momentum

further.
Can you think of any sports that the word During a basketball tournament ma’am,
momentum is being called? when two teams are in a tight game and one
team starts making bad passes, missing
shots, or committing fouls—giving the other
team easy opportunities—the announcer
might say that they’ve lost their momentum.
That’s right! So what do we mean by MOMENTUM?
Things we need to consider in defining momentum:
A. The object has a mass
B. The object is moving.
- Any moving object with a quantity of matter has
momentum.
- Momentum simply means mass in motion.
- The momentum of a moving object is its mass
multiplied by its velocity.
- That means momentum increases with both mass
and velocity.
Now class, since momentum is the product of mass
and velocity, can you give an example of object that A rock, a wall, a house, or a tree.
is not moving?

Okay! Is there momentum of those object? No ma’am.

Why? Because it is rest there is no movement of an
object it means no velocity.
Alright, that is correct! If any object of any mass is
not moving, it has zero momentum since its velocity
is zero, and that is called a stationary object.

Mathematically, the momentum is expressed:

P = mv
P is the momentum in kilogram . meter per
second(kg٠m/s).
m is the mass of the moving object in kilogram (kg).
v refers to velocity of the moving object in meter per
second (m/s).

Equation to use if you are looking for:

Momentum or p = mv
Mass or m = p /v
Velocity or v = p / m

For example:
Try to answer this in your notebook.
Find the momentum of a bumper car if it has a total
mass of 280kg and velocity of 3.2 m/s.
What are the given?
Given:
m = 280kg
v = 3.2 m/s
p=?
Solution:
p= mv
p = (280kg)(3.2m/s)
p = 896 kg.m/s
That’s correct!
Let’s have another example.
Suppose you ride a bus from Bayugan 2 to Butuan.
What do you think will happen to the bus after it
passes along a curvy road? The bus will slow down ma’am.

That’s right! After passing the curvy road, how will

you describe the velocity of the bus? It increases ma’am.

That’s correct after passing a curvy road and travels

a straight road the velocity of the bus will increase.

Next! There were 25 passengers in the bus, along

the way 8 passengers drop at San Francisco bus
stop, what can you say about the mass of the bus? It decreases ma’am.
That’s correct! The mass of the bus decreases.
Based on our sample situation, when an object slows
down or moves faster, its velocity decreases or
increases. If there is a change in the velocity or the
mass of an object there is also a change in
momentum. And that change of momentum is called
IMPULSE.
For example:

It shows that, the force of impact is directly

proportional to the momentum of the body and
inversely proportional to the time of contact.
The impact force could be decreased by extending
the time contact.

That is why cars designed with air bags because it

can lessen or prevent injuries in the event of crash or
collision, the inflation of the airbag is initiated by
crash sensors these decreases the impact force by
increasing the time of contact.

D. Generalization

Before we end our discussion, let’s take a

moment to put everything together.
Now, what do you think is the impulse of an
object moving with constant momentum? There is no impulse ma’am the impulse is zero,
since the momentum is constant.
That’s right! It is because there is no change in
momentum.
What will happen to a moving object if it collides
with another object? It will move ma’am.
Let’s have this scenario.

Now, what did you observe on the mass of the

cue ball before and after collision? How about the
ball #1? There is no change in mass ma’am.

That’s correct! Another, since it is initially at rest,

what are the initial velocities of the ball? Zero ma’am, because it’s at rest.

That’s right! After collision, is there a change in

velocity of the cue ball? How about the #1? Yes ma’am, because it moved after being
collided.
Is there a change in momentum of the cue ball
and ball #1? Why? Yes ma’am, because there is a change in the
velocity of the cue ball and ball #1.
So it means?
It means that the cue ball and ball #1 has a
change in velocity after collision, then both balls
has a change in momentum.
Exactly! Both balls has a change in momentum,
therefore there is impulse, right class?
Yes ma’am.
This shows the relationship between impulse and
momentum.
A change in momentum is equal to?
Impulse!

E. Valuing

So class, we learned how collision has a science

behind it, which shows the relationship between
impulse and momentum.
Get 1/4 sheet of paper.

“How does understanding momentum and

impulse benefit us in real life situations?”

F. Application
Students will work in groups to analyze different real-life scenarios related
to impulse and momentum. Each group will be assigned one of the following
situations:
 GROUP 1
Car Safety Features:
How do airbags and seat belts help in reducing injuries during a car crash?
What role does impulse play in this scenario?

GROUP 2
Sports and Momentum:
How do athletes (boxers, soccer goalkeepers, or basketball players) control
impulse and momentum in their respective sports?
Why do some sports players wear padding or gloves?

GROUP 3
Landing Safely from a Jump:
Why do gymnasts bend their knees when landing from a jump?
How does extending the time of impact affect the force experienced?

You will be graded according to this rubric.

IV. Evaluation

Directions: choose the letter of the correct answer.

1. Which has more momentum, a heavy truck moving at 30 km/h or a light truck
moving at 30 km/h?
A. heavy truck
B. light truck
C. Both have the same momentum
D. Cannot be determined
2. A moderate force will break an egg. However, an egg dropped on the road usually
breaks, while one dropped on the grass usually doesn't break. This is because for
the egg dropped on the grass,
A. The change in momentum is greater.
B. The change in momentum is less.
C. The time interval for stopping is greater.
D. The time interval for stopping is less.
3. The impulse experienced by a body is equal to the change in its?
A. velocity
B. kinetic energy
C. momentum
D. potential energy
 4. In certain martial arts, people practice breaking a piece of wood with the side of
their bare hand. Use your understanding of impulse to explain how this can be done
without injury to the hand.
A. Given the same change in momentum, when the time interval is
smaller, the impact force is bigger.
B. Given the same change in momentum, when the time interval is bigger,
the impact force is bigger.
C. Given the same change in momentum, when the time interval is smaller,
the impact force is smaller.
D. Given the same change in momentum, when the time interval is bigger,
the impact force is smaller.
5. A lady tennis player hits an approaching ball with a force of 750 N If she hits the
ball in 0.002 s, how much impulse is imparted to the tennis ball?
A. O Ns
B. 1.5 N s
C. 3.0 N s
D. 6.0 Ns
Directions: show the complete solution to each of the problem below.
A. MOMENTUM
1. p = 200kg٠m/s
m = 50kg
v =?
v = p/m
= 200 kg.m/s
50kg
= 4m/s
2. m = 1500kg
v = 25m/s
p =?
p = mv
= (1500kg)(25m/s)
= 37, 500 kg٠m/s
B. IMPULSE
1. Tiger woods hits a 0.0 kg golf ball, giving it a speed of 25m/s. What impulse does
he impart to the ball?
Given:
m = 0.02kg
v = 25m/s
I=?
Solution:
I = change in momentum(p)
= (0.02 kg)(25m/s)
I = 0.50 kg٠m/s or 0.50 Ns

V. Agreement

Directions: Research and describe one real world application where the
understanding of momentum and impulse is crucial. Explain how these concepts are utilized
in that application.

Prepared by: Checked/ Inspected:

ANNGELA D. ARUYAL JONATHAN E. CANTERO

Intern Cooperating Teacher