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Learning Area : SCIENCE 9

Grade & Section : 9-ARTIMES/ 9- POSIEDON


Teaching Dates & time : March 05, 2019 (7:45-8:45)
Room : Science room
Quarter : 4th quarter

By:
Eric D. Mabesa SST-I
Science Teacher
I. OBJECTIVES

A. Content Standard
The learners demonstrate an understanding of impulse
and momentum.
B. Performance Standards
The learners shall be able to suggest/ propose ways to lessen
the impact and injuries when met a vehicular accident.
C. Learning Competencies

 Define what is momentum


 Relate momentum to collision of objects (e.g. vehicular collision incidents
in Samar Island or Sta. Rita Samar)
 solve the momentum of the given objects mostly seen at home or in the
community
 Examine effects and predict causes of collision-related damages/ injuries.
 Suggest some ways to lessen the damages or injuries in case of collision-
related accidents &
 Appreciate the importance of momentum and impulse concept in
everyday living.
Activity 1: Crash On Me!
Set Up A.

Set Up B.
What causes motion?
 What have you observed on set up A?
 What happened to the small bottle?
 What happened to the bigger bottle?
 Compare in terms of the acceleration of the two bottles?

 Based on the simple activity, What does the second


law of motions tells us?
(Activity 2) Watch Out! What happened?
A B

80km/h 80km/h
Analysis:
If the two vehicles suddenly lose their breaks and
crash against the brick wall, which do you think
would be more damaging?
On what factor would the impact of collision depend if their
velocities are the same?
Which of the two toy cars was more difficult to stop- the
lighter one or the heavier one?
For objects moving at the same velocity, a more massive
object has a greater inertia in motion therefore a greater
momentum.
Your goal in this lesson is to investigate and identify the factors
that affect momentum and you will be able to solve for momentum
of the common object seen in the community using the formula
p=mv.
2. Examine what affects momentum?
Momentum depends on two factors-mass and velocity.
Two cars of the same mass but different in velocities will also have
different momenta.
Activity 3: Investigating Momentum
Procedure:
A. Place several books on top of the table and position the plane board at an angle of
about 150 from the horizontal.
B. Using masking tape and marker, label distances of every 20 cm starting from the
lower portion of the inclined plane up to the other edge of the inclined plane.
C. Place the block of wood about 10 cm from the foot of the inclined plane. Label this
as the block’s initial position.
D. Measure how far the block moved. Record this as the stopping distance.

E. Repeat steps C & D While varying only the initial position/ distance for 40 cm, 60
cm, and 80 cm.
F. Do steps C to E, this time using the heavy toy car. Record your data in the table on work
sheet number 1.
Work sheet number 1. Stopping Distance of the toy Cars

Initial Distance Stopping Distance of LIGHT Toy Stopping Distance of HEAVY Toy
(cm) car car
(cm) (cm)

20

40

65
Analysis:
1. How will you compare their stopping distances?
2. did the two toy cars immediately stop as they hit the block of wood?
3. Describe the stopping distances of the two toy cars as their point of release
increases.
4. what do you think happens to the velocity of the two toy cars as the point of
release increases?
5. if momentum is a measure of how difficult it is to stop a moving object, which
of the two cars had a greater momentum for the same point of release?
6. how will it be possible for the two bodies of different masses to have equal
momentum?
GROUP 1

GROUP 2
Board work

Activity No. 4 What affects momentum?


Consider the two identical School bus of LGU Sta. Rita
Samar with the same mass.
Bus A. is traveling at 80 km/h. Bus B. is traveling at 30 km/h

School BUS A

 Which of the two Buses would be more difficult to stop?

 Which of the Two Buses has more momentum?

 On what two factors does momentum depend on?


 Operationally, momentum is defined as the product of mass and the
velocity of an object. In equation, p=mv.
Where: p= is the momentum
m= is the mass
v= is the velocity.
Equation to use If you are looking for If you know..

P=mv Momentum Mass and speed

m=p/v Mass Momentum and velocity

v=p/m velocity Momentum and mass


Using the equations learned solve the
momentum of the two buses.

Solving for the momentum of School Bus A.

Given: mass (m) = 3000 kg.


Velocity (v) = 80 km/h
Momentum (p) = ?
Formula: p=mv

Solution:
p = (3000 kg)(80 km/h)
p = 240,000 kg-km/h
Solving for the momentum of School Bus B.

Given: mass (m) = 3000 kg.


Velocity (v) = 30 km/h
Momentum (p) = ?

Formula: p=mv

Solution: p = (3000 kg)(30 km/h)


p = 90,000 kg-km/h
Try this on the board:
1. During earthquake, a 53 kg rescuer from Sta. Rita MDDRM run with the
speed of 40 km/h just to save the people inside the school campus. What is the
momentum of the rescuer?
2. Sta. Rita fire truck is running with the velocity of 90 km/h to respond with
the ongoing fire in Brgy. 4 . The truck having the momentum of 10.2 kg-km/h.
What is the mass of the fire truck?

3. Mr. Delacruz head of rescue operation during flood from Brgy. Anibongon
throws a 0.57 kg rope and has a momentum of 10 kg- m/s. What is its
velocity?
Given the following data, solve for the momentum of the following
objects that is seen in our community by completing the work sheet
No. 2
Object Mass (kg) Velocity (km/h) Momentum (kg-km/h)

STA LGU FIRE TRUCK 5000 Kg. 70 km/h

STA. RITA AMBULANCE 3000 kg 100 km/h

STA. LGU SCHOOL BUS 4,900 kg 60 km/ h

STA. RITA POLICE 3000 kg 45 Km/h


PATROL CAR
MOTOR CYCLE 120 kg 62 km/h
(habal-habal)
Analysis:
1. what are the factors that affects momentum?
2. what are the equations needed to solve for the factors that
affects momentum?
Activity No. 5 Pass the Bottle.
Direction: This activity is only good for 5 minutes. , Students will be
singing a Deped Samar Hymn while passing the bottle. When the
teacher say “stop” the one who’s handling the bottle will pick a
number from 1-4 that is flashed on the wide screen. Each number
has a question related to the topic. He/ she will be given points for
the correct answer.
Question no.
Do you think the study of
Momentum has relevance to our
daily life? How?
Generalization:

1. momentum is defined as the product of mass and velocity.


2. momentum is affected by the two factors the mass and velocity.
3. The higher the mass and velocity, the higher the momentum.
4. to ensure safety and less damaging/injuries in vehicular accident
you need to: reduce your speed while driving specially with those
huge vehicles, follow traffic warning and signals. Wear protective
gears while driving.
SHORT QUIZ: (Individual Activity)

Direction: From the concept that you have learned, complete the following check up
questions. Write your answer and solution in a ½ crosswise paper.

1. Which has more momentum, a huge fire track that is not moving or a small toy cart that is
moving? Answer: _______________________.
2. A moving rescue boat has momentum. If it moves twice as fast, its momentum would be
__________ as much.
3. The two New School Buses of Sta. Rita LGU, One is twice as heavy as the other, moves
down a hill near in Brgy. Canonay at the same time. The heavier bus would have a
______momentum.

4. A habal-habal rider travels at the speed of 97km/h in a sharp curve road and its total mass while
moving is 135 kg. what is the total momentum of the habal-habal driver? What do you think will
happen to the rider when he encounters an accident?
Take home Task Activity 6: “What am I doing”?
(Individual Work )
Description: This activity will enable you to apply your knowledge in
investigating momentum

Materials: paper, pencil and ball pen.

Directions: Work on this activity individually. Think of your activities at home or


activities of any person in the community which is very observable that could
possibly result injuries when you are not careful of doing such thing. List down
all of those and give your suggestions to reduce the injuries or damage.
You may use this format for you
answer:
Activities Ways to reduce/ minimized
injuries or damage
Example: Riding a bicycle Ride with only minimal speed.
1.
2.
3.
4.
PREPARED BY:
ERIC D. MABESA SST-I
Science Teacher