Lesson Exemplar in Science 9

Topic/Title Projectile Motion

Grade Level and Section 9- Owl
Date and Time April 22, 2024
Time Allotment 1 hour
Prepared By Rheana B. Daroy, Pre-
service Teacher
References Grade 9- Learners
Module: Quarter 4
Science Module
Learning Competency with Code
1. Relate impulse and momentum to collision of objects (S9FE-Mb-36).
Learning Objective:
1. Define momentum and impulse conceptually and operationally.
Subject Matter: Momentum and Impulse
Materials:
Activity Sheets, Book, PowerPoint Presentation, Pictures (Visual
Representation), Printed Pictures, Blackboard, Envelope, Tapes, Laptop, Flip
Chart, Manila Paper, Car and Chalk
Teacher’s Activity Student’s Activity Teacher’s
Note
Engage
1. Greetings The teacher
will remind the
Good morning, everybody. Good morning ma’am learners on
the classroom
How are you everyone? We are doing great rules and to
ma’am maintain
Okay, that’s good to hear class! always the
cleanliness in
2. Prayer order to have
good class
____, please lead the prayer first Everybody, Let us bow discussion,
before we are going to proceed to down our heads and promote
our discussion for this session. feel the presence of collaboration
the Lord. and honesty
Thank you for leading the prayer, until at the
___! end of the
class
Alright, kindly pick up some pieces Students will pick up discussion.
of papers under your chairs. some pieces of papers

3. Checking of Attendance

Class secretary, is there any absent

for our session today? Yes ma’am

Okay, kindly check the attendance

and give it to me after this session. Class secretary will
 check the attendance
form.
4. Checking of Assignment

Okay class, last meeting I was able

to give you a homework.

Now class, today is the right time to

submit your homework, pass your
papers without standing and making
any noise.

Double time everybody, time is Students will actively

running. pass the assignment

5. Drill

Learner’s Activity

Activity Objective:

Define words related to Momentum

and Impulse

Activity Title: Momentum and

Impulse

Instruction:

1. Analyze the questions provided

to determine the correct answers.

I am a plural form of Momentum? Momenta

Who am I?

I am the one that describes the Force

interaction between objects?
Who am I?

I occurs when two or more

objects come into contact with Collision
each other? Who am I?

6. Review

In our previous lesson class, we

were able to tackle the trajectory of
Projectile fired horizontally and a
projectile fired at an angle, Am I
right everybody? Yes ma’am
So, what is the trajectory of a Simple parabola
projectile that is fired horizontally, ma’am
yes?

Very Good!

How about the trajectory of a Parabolic curve ma’am

projectile launched at an angle?

Excellent!

Everybody, eyes on me, ears on

me.

7. Motivation

Direction: Identify the illustration

presented, fill in the blank the
missing letters in order to complete
the word.

M___S

Yes, ___? Mass ma’am

Okay, very good that is correct.

Now take a look at this another

illustration. What do you think does
this photo implies?

D__E______? Direction ma’am

Yes, ___?

Very Good, ___!

Alright, everybody eyes here in
front.

Kindly read what is written on the The students will

flip chart. actively read what is
written on the flip chart
8. Presentation

OBJECTIVES: At the end of 45

minutes discussion, the students
should be able to;

1. Define momentum and impulse

conceptually and operationally.

Okay, today we are going to discuss

momentum and impulse
conceptually and operationally.

But, before we are going to formally

proceed you are going to work on a
task first.

Meaning, you will be having an

activity to uphold collaboration and
team work.
EXPLORE
The teacher
Hands on- Minds on Activities will encourage
the learners to
These kinds of activities are participate by
student-centered, promotes allowing them
Persistence, Memory to present
Enhancement, Problem solving their work,
skills, Attention to detail, Real life critic the work
context and fostering Creativity. of their
classmates
Direction: based on their
1. The students will provided
1. The students will divided into 4 focus on their different answers.
groups. task.
2. Things to remember will be given 2. The students will:
by the learners before the group 1. Choose a leader
activity. 2. Choose a secretary
3. The teacher will remind the 3. Choose a
learners on the classroom rules to representative
lessen unnecessary noise. 4. Observe silence at
all time
 5. Work
collaboratively
3. The students will
immediately work on
their respective task.
Everybody, am I clear?
Yes ma’am
EXPLAIN Group presentation The teacher
will
Congratulations class for a job will acknowledge
done and for completing your tasks. the
Give yourselves a fantastic clap. presentation
of the
Repeat after me! learners.

Fantastic (clap) Fantastic (clap)The teacher

Fantastic (clap) Fantastic (clap)will check the
Fantastic (clap) Fantastic (clap)students
output,
Fantastic (thumbs up) Fantastic (thumbs up) according to
their group
Okay everybody, when you hear the A fundamental concept number.
term momentum, what comes into that describes the
your mind? Yes, ___? quantity of motion an
object possesses.
Very good!

It is often represented by the

symbol "p" and is the product of an
object's mass and its velocity.

Mathematically, momentum (p) is

calculated as:

p=m×v

Where:

p is momentum
m is the mass of the object
v is the velocity of the object

Since momentum contains both Momentum is a

Magnitude and direction, is it a vector quantity
scalar or a vector quantity? Yes, because it has both
__? magnitude and
direction.

Alright, so this simply means that an

object can have different momenta
in different directions.

(The teacher will show a visual

presentation of a truck or small car).

Okay everybody, when you

encounter the term impulse, what
comes into your mind? Do you have
any idea of what is impulse all
about?

Anybody from the group, yes __? It is a measure of the

change in
momentum of an
object.
Alright, that’s a very good idea.

It is defined as the product of the

force applied to an object and the
time interval over which the force
acts.

Mathematically, impulse (J) is

represented as:

J=F×Δt

Where:

J is the impulse
F is the force applied to the object
Δt is the time interval over which
the force acts

Impulse is a also a vector

quantity, meaning it has both
magnitude and direction.

It describes how much a force

changes the motion of an object,
and it's closely related to the
concept of momentum.

According to Newton's second law

of motion, the impulse experienced
by an object is equal to the change
in momentum of that object.

Impulse is particularly important in

situations involving collisions or
interactions between objects, as it
helps to determine the resulting
change in velocity or momentum.

Additionally, in cases where the

force applied is not constant over
time, impulse can be calculated by
integrating the force over the time
interval.
ELABORATE

To further develop your

understanding on the concept of
momentum and impulse, let’s
relate it’s importance to real-life
situations.

1. Jumping on a trampoline
2. Kicking a soccer ball
3. Catching a baseball

Based on our discussion, who

among the group can define
momentum? How about impulse?

The teacher will utilize Semantic-

Web in getting or gathering students
answer based on the given
questions.

In summary, momentum is a
measure of an object's motion,
while impulse is the change in
momentum resulting from the
application of force over time. They
are related concepts in physics, with
impulse causing changes in
momentum and momentum being
conserved in certain situations.

At this point, let us practice

computing for momentum as well as
impulse.

Everybody, kindly get a sheet of Students actively get a

paper. Let’s calculate this sample paper
problem together.

Do you have your calculator with Yes ma’am

you?

Are you ready? We are more than

ready ma’am
Remember this:

Equation Unknown Known

P=mv Momentu Mass and
m speed
M=p Mass Momentu
v m and
velocity
V=p Velocity Momentu
m m and
mass

Problem 1: A car with a mass of

1000 kg is moving with a velocity of
20 m/s. It collides with another car
at rest with a mass of 1200 kg. If the
collision lasts for 4 seconds,
calculate the impulse experienced
by each car.

Solution:

Given:

Mass of the first car (m1) = 1000 kg

Velocity of the first car (v1) = 20 m/s
Mass of the second car (m2) = 1200
kg
Velocity of the second car (v2) = 0
m/s (at rest)
Time of collision (Δt) = 4 s
First, let's find the initial momentum
(p_initial) of both cars:

Pinitial, car 1=m1×v1=1000 kg×20

m/s=20,000 kg m/s

Pinitial, car 2=m2×v2=1200 kg×0 m/

s=0 kg m/s

Since the second car is initially at

rest, its momentum is 0.

Given that the collision lasts for 4

seconds, we can find the force
exerted on each car using the
formula.

F= Pfinal- Pinitial/ time

F= 0- 20, 000 kg*m/s / 4s
F= -5,000 N

Now, we can calculate the impulse

experienced by each car.

J= f x t (Δt)

First car (moving)

J(1)= -5,000 N x 4 s = -20,000

kg*m/s

For the second car, since it is

initially at rest the force on it is
equal and opposite to the force on
the moving car.

J(2)= 5000 N x 4 s
J= 20,000 kg*m/s

Therefore, car 1 experiences an

impulse of -20,000 kg m/s and car
2 experiences an impulse of
20,000 kg m/s.
EVALUATE

Multiple Choice Answer Key

Direction: Get 1/2 sheet of paper. Read

and analyze the given questions
carefully, before choosing the best
answer.

Test I:
1. D
1. Which of the following is true about momentum?
a) Momentum is a scalar quantity.
b) Momentum is conserved only in isolated
systems.
c) Momentum is calculated as the product of force
and time.
d) Momentum remains constant if external forces
act on an object.

2. Which of the following statements best 2. C

describes impulse and change in momentum?
a) Impulse is always greater than the change in
momentum.
b) Impulse is always less than the change in
momentum.
c) Impulse is equal to the change in momentum.
d) Impulse is unrelated to the change in
momentum.

3. What is the SI unit of impulse?

a) Joule (J) 3. C
b) Newton (N)
c) Newton-second (Ns)
d) Meter per second (m/s)

4. Which of the following equations represents the

relationship between momentum (p), mass (m), 4. D
and velocity (v)?
a) p=m+v
b) 2p=mv2
c) p=vm​
d) p=mv

5. Which of the following is true about an Impulse?

5. D
a) A scalar quantity.
b) Describes how much a force changes the
motion of an object.
c) Has both magnitude and direction.
d) Represents how much the object's momentum
changes due to the force acting on it for a certain
duration.

Test II:

Direction: Read and Analyze the sample problem

provided.

Given by the following data, solve for momentum

using the formula p=mv.

Object Mass (kg) Velocity Momentu

(m/s) m (kg-
m/s)
Bullet 0.004 600

Tiger woods hits a 0.02 kg golf ball, giving it a

speed of 25 m/s. What impulse does he impart to
the ball?

Given:

Find:
ASSIGNMENT: Direction: COPY AND
ANSWER , Analyze the
given questions and
answer it briefly.

1. What role does

impulse play in
determining the outcome
of a collision between
two objects?

2. What does the

impulse-momentum
theorem state about the
relationship between
impulse and change in
momentum?

* Scan your module in

page 268-269.
Familiarize yourself with
the Elastic and Inelastic
Collisions.
Remarks:
 Group 1

Teacher’s Note: Playing with eggs inside a classroom can be fun, but it's
important to take safety precautions to prevent messes and accidents. Here
are some safety precautions to consider:

1. Handle the eggs with care to avoid dropping or squeezing them too hard.
2. Wash hands afterwards.
3. Have paper towels, wet wipes, and a trash bin nearby for easy cleanup in
case of spills or accidents.

Activity Title: Egg Drop Challenge

Materials Needed:

1. Raw eggs
2. Material for building protective structure (cartoon)
3. A sturdy platform or surface for dropping the eggs (chair)

Instructions:

1. Design or create a protective structure for a raw egg to prevent it from

breaking.
2. Once your protective structures are built, collaborate with your group
members and take turns dropping your raw eggs.
3. Inspect the raw eggs to see if if the egg breaks.

Guide Questions:

1. How does the design of your protective structure affect the outcome of the
egg drop?
2. When the egg hits the surface, what forces are acting on it?
 Group 2

Activity Title: SHOOT- the paper challenge

Materials Needed:

1. Paper (standard size)

2. Tape (optional)
3. Trash can or Bin

Instructions:

1. Crumple each sheet of paper into a ball shape.

2. Tape the ball if you want it more secured.
3. Set up a bin at a distance from the throwing line.
4. Group members will take turns standing behind the throwing line and
tossing their paper balls into the bin.
5. After each participant has taken their turn, count how many paper balls
successfully land on the bin or can.

Guide Questions:

1. How does the throwing technique affects the accuracy and distance of the
paper ball toss?
2. How does this related to the concept of momentum?
 Group 3

Activity Title: Paper Bridge Challenge

Materials Needed:

1. Sheet of paper
2. Book or other heavy objects

Instructions:

1. Design and build la bridge using only the paper that can support the weight
of books or other heavy objects placed on top.
2. After the bridges are built, allow each member of the group to place the
books or other heavy objects on top of their bridge.

Guide Questions:

1. How does the design of your paper bridge affect its strength ability to
support weight?
2. How does this related to the concept of structural integrity and load
distribution?
 Group 4
Activity: Folder Tower Challenge

Materials Needed:

Folder
Scissors
Tape
Books or other heavy objects (optional, for stability testing)

Instructions:

1. Create a tower using the provided folder make sure that it will stand on its
own without any external support.
2. Test the stability of your tower by placing books or other heavy objects on
top to see if they remain standing.

Guide Question:

1. How did the design choices you made affect the stability and height of your
folder tower?