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I. Desired Educational Output I.1.Content Standard

The document outlines an educational plan to teach students about uniformly accelerated motion, projectile motion, impulse, momentum, and conservation of linear momentum. It includes: 1) Desired learning outcomes around understanding and applying these physics concepts. 2) Assessment tools like performance tasks with rubrics to evaluate students' knowledge and skills. 3) A learning plan with objectives, activities, and exercises to help students learn, including hands-on experiments and practice problems.

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Tabada Nicky
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145 views

I. Desired Educational Output I.1.Content Standard

The document outlines an educational plan to teach students about uniformly accelerated motion, projectile motion, impulse, momentum, and conservation of linear momentum. It includes: 1) Desired learning outcomes around understanding and applying these physics concepts. 2) Assessment tools like performance tasks with rubrics to evaluate students' knowledge and skills. 3) A learning plan with objectives, activities, and exercises to help students learn, including hands-on experiments and practice problems.

Uploaded by

Tabada Nicky
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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I.

Desired Educational Output

I.1. Content Standard


The learners demonstrate understanding of uniformly accelerated motion, motion in
two-dimensions using projectile motion as example, impulse and momentum, and
conservation of linear momentum.
Performance Standard
The learners demonstrate propose ways to enhance sports related to projectile motion.
I.2. Application Transfer Goal
The learners are expected to describe and quantifying non-uniform motion
through basic mathematical approach, the students will now explore a comprehensive
uniform April motion. They will now29,
scrutinizethehorizontal2014andverticaldimensionsof Uniformly Accelerated Motion
(UAM) using basic algebra. They will also solve problems dealing with two-
dimensional motion as in Projectile Motion. They will also relate Impulse and
Momentum to real life situations.
I.3. Knowledge Acquisition
The learners shall understand and define work in scientific sense.
II. Assessment Tools of Knowledge and Skills Achievements

II.1. Performance Task with Rubrics


Instruction: The students will be working by pairs. Below is a procedure for them to
work on and guide questions to answer. They will be given 10 minutes
to finish the task.
1. How will you describe Uniformly Accelerated Motion (UAM) qualitatively
and quantitatively?
2. How will you describe the horizontal and vertical motions of a projectile?
3. What are the factors that determine the projectile’s flight?
4. What do you think are other factors that may affect the motion of objects?
5. What is the total momentum before and after collision?
6. What is speed? velocity?

 7. What is the difference between speed and velocity?


8. What is acceleration?

  Criteria
  4 3 2 1

All of the task is Most of the task Some of the task None of the task
Completion
completed. is completed. is completed. is completed.
Finished the task Finished the task Finished the task
Finished the task
Timeliness 3 min after the 5 min after the 8 min and
on time.
time. time. beyond the time.
All of the Most of the Some of the Few to none of
Accuracy answers are answers are answers are the answers are
correct. correct. correct. correct.
Rubric:

II.2. Learning Activities


Roll, roll, and away!
Procedure:
In this activity, the students are tasked to determine the acceleration of a rolling object by
recording the time to travel different distances on an inclined plane. The students should form
a group of five members. Everybody should have a part in the activity. Student 1 holds the
timing device and accurately starts and stops the timing device (stopwatch or cellphone with
Stopwatch application).
Student 2 records the time in the table provided for the activity. Student 3, 4, and 5
releases the tin can in each marked position.
Instruct the students to plot in the graph d vs.t and then d vs. t2.
Instruct each group to repeat the experiment on different angles of inclination.
During the post-activity discussion, students can be asked to recall what they learned in the
previous grade level about non-uniform motion. They may be asked to state and enumerate
the formula they learned from velocity and acceleration.

II.3. Supplementary Summative Assessment


Direction: Answer the following question.
Q1. The d vs. t graph is a curve line or the d vs .t graph is a curved line. The d vs. t2
graph is a straight line inclined to the right.

Q2. The relationship is quadratic.

Q3. The slope will be solved 29, using the formula (d 2 –2014d1)/(t22–
t12).The slope of d–t2 graph represents the acceleration. (This can be seen in
the unit which is m/s2)

Q4. The d – t and d –t 2 graphs tell that the tin can is accelerating uniformly. It tells
that velocity increases over time. It means that for a regular time interval, distance is
increasing quadratically.

III. Learning Plan

III.1. Learning Objectives


Discuss projectile motion.
Solve problems on projectile motion.
Cite examples of projectile motion is a combination of uniform motion and
uniformly accelerated motion.

III.2. Concept in a box


Direction: The students will solve the problem.
A train acceleratesDRAFTtoaspeedof20m/soveradistanceof150m. Determine the
acceleration (assume uniform) of the train.
Given:
vi = 0 m/s (assume the train starts from rest)
v = 20m/s
d = 150 m
Find:
a=?

Key Words:

Projectile motion – the motion of a body projected horizontally or at an angle


other than 90 angle with the horizontal.
Trajectory – path of a projectile.

III.3. Diagnostic Activity


Direction: Choose the letter of the correct answer.
The trajectory is a half open-down parabola. Other students may answer curve
down or concave down.
Q2. All the trajectories are full open-down parabolas. In addition, some
students may also state something about different maximum heights, etc.

Q3. The trajectory peaks for each projection angle do not have the same
location. The peaks are closest to the y-axis origin for shortest range or
greatest angle of projection. Each peak is reached just before half the range
was travelled. This indicates frictional forces between marble projectile and
inclined surface resulting to a not so perfect open-down parabola.

Q4. The trajectories have different horizontal distances (range) reached, but
some ranges are quite short, some extend beyond the board or cookie sheet.

Q5. The trajectory fired closest to or at 450 covered the greatest range.

Q6. The trajectory with the greatest launching angle recorded the highest peak

III.4. Hands on Activity


Doing Work and Non-work
Instruction: This activity will be done by pair as quick as possible. Below are list of
activities that they’re going to perform and questions for them to answer. This activity
is good for 10 mins.
1. Lift your bag.
2. Flick your ballpen.
3. Push the wall.
3. Answer the following questions
a. What did you apply in lifting your bag? In flicking your ballpen?In pushing
the wall?
b. In what direction did you apply force?
c. Did the objects move?
d. If yes, in what direction was the bag moved? In what direction was the
ballpen moved? In what direction was the wall moved?

III.5. Discussion
Discussion of Ideas based on the Hands on Activity.
When an object is launched horizontally, such as a ball thrown horizontally off
a building, the angle of projection is zero. The initial velocity of the object is
its initial horizontal velocity. Because the horizontal acceleration is zero, the
horizontal velocity remains constant. The velocity is also the object’s final
horizontal velocity, as well as its average horizontal velocity. Furthermore, the
initial vertical velocity of the object is zero.
A marble rolls off the edge of a table top with an initial speed of 15.0 m/s. in 0.50s,
how far does it travel (a) vertically and (b) horizontally?
Given v = 15.0 m/s

III.6. Guided practice and solution


Direction: Choose the best answer. Write the letter only.

Q1. The d vs. t graph is a curve line or the d vs .t graph is a curved line. The d vs. t2 graph is
a straight line inclined to the right.
Q2. The relationship is quadratic.
Q3. The slope will be solved 29, using the formula (d 2 –2014d1)/(t22–t12). The slope of d–
t2 graph represents the acceleration. (This can be seen in the unit which is m/s2)
Q4. The d – t and d –t 2 graphs tell that the tin can is accelerating uniformly. It tells that
velocity increases over time. It means that for a regular time interval, distance is increasing
quadratically.

III.7. Practice Exercises


Direction: The students will determine the initial velocity and the maximum height of
reach by the ball thrown upward.
If available, use sepak takraw ball instead of other balls since if it is
thrown upward, there will be lesser bouncing effect. This is to avoid
having the students chase the ball to prevent accidents.

As much as possible, instruct the students to throw the ball vertically


upward and the timer to record the time accurately.

III.8. Self-check
Direction: Instruct the students to answer the questions given.

Q1. The trajectory is a half open-down parabola. Other students may answer curve down or
concave down.
Q2. All the trajectories are full open-down parabolas. In addition, some students may also
state something about different maximum heights, etc.
Q3. The trajectory peaks for each projection angle do not have the same location. The peaks
are closest to the y-axis origin for shortest range or greatest angle of projection. Each peak is
reached just before half the range was travelled. This indicates frictional forces between
marble projectile and inclined surface resulting to a not so perfect open-down parabola.
Q4. The trajectories have different horizontal distances (range) reached, but some ranges are
quite short, some extend beyond the board or cookie sheet.
Q5. The trajectory fired closest to or at 450 covered the greatest range.
Q6. The trajectory with the greatest launching angle recorded the highest peak.

1.9. Content Enrichment


Direction: Answer the problem below.
Linear horizontal motion

v a

t
Graph 1. Velocity – time graph for constant and an acceleration that is zero.
objects rolling horizontally
v a
II. Linearhas
Complete the sentence. A ball rolling horizontally motion down that
a velocity an incline
is
Graph 2. Acceleration – time graph for
objects rolling down an incline

Complete the sentence. A ball rolling


straight down an incline has a
velocity that is increasing as the
object moves downward, and an
acceleration that is constant and
downward.
SCIENCE GRADE – 9

FORCE AND MOTION

MA. LOURDES A. SAN PEDRO


MAED – SCIENCE - LEVEL III

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