SAN QUINTIN NATIONAL HIGH SCHOOL

San Quintin, Pangasinan

LESSON PLAN in SCIENCE 9

Code S9FE-IVb-36 Number of Hours: 1
Domain SCIENCE 9
Cluster Physics
Lesson: Impulse and Momentum
Standard: The learners demonstrate an understanding of impulse and momentum.
References: K-12 Grade 9 Science and Technology Learners Manual; Teachers Guide;
http://physics.info/momentum/summary.shtml

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
Reasoning) an object’s mass and velocity
Defining Success

(p=mv)
Assessment of Learning: Summative Assessment (Determining, Impulse- equal to the change
Relating and Explaining with Momentum-Impulse Change ) in momentum of a body which
a force causes multiplied by
Assessment as Learning: Self-Assessment (Increase safety the length of time the force is
awareness on the 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
B. car crashes of the 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
b. materials needed unless 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 break than the lighter one.
4. The stronger the force
before the egg broke? What was the longest distance
applied in throwing the egg
achieved in the class? has a greater chance to
c. What was the trick to making a successful catch? break the egg than the
d. Compare a sudden-stop catch with a gradual-stop catch. lighter one.
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 Students’ output
of 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
a. Definition of momentum, impulse and collision greater mass, it has also
b. Formula of momentum greater momentum and it
has also greater
2. Relate the topic on the reasons why does accident involves momentum and it is difficult
collisions. to change the motion of that
object and the direction of
3. Let the students state the following: the object is always the
a. road safety precautions. same as that of the object’s
b. practical daily life applications on momentum and collision. velocity.
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 Students’ Output
their 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:

CRISTINA N. AGUINALDO