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PGNHS – Dulangan

School Grade Level 9


DAILY Extension
LESSON Teacher Mrs. Jennifer B. Magango Learning Area Science
LOG Teaching Date February 6, 2019
Quarter 4th Quarter
and Time (10:40-11:40)
WEDNESDAY
I. OBJECTIVES
A. Content Standard The Learners demonstrate an understanding of projectile motion,
impulse and momentum, and conservation of linear momentum
B. Performance Standards The Learners shall be able to propose ways to enhance sports related to
projectile motion
C. Learning Competencies & Code 1. relate impulse and momentum to collision of objects (e.g.,
vehicular collision);
2. infer that the total momentum before and after collision is
equal;
II. CONTENT CONSERVATION OF MOMENTUM
III. LEARNING RESOURCES
A. References
1. Teaching Guide
2. Leaners’ Material/ Textbook pp. 256-260
3. Additional Materials from LR
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT:
presenting the new lesson 1. The momentum of an object depends upon the object's
___________&_____________.
a. size and shape
b. mass and speed
c. mass and velocity
d. mass and energy
2. When the velocity of an object is doubled, its momentum
a. remains unchanged in accord with the conservation of
momentum.
b. doubles
c. quadruples
d. decreases
3. Which object listed below has the greatest momentum?
a. A 0.05 kg object rolling at 0.2 m/s.
b. A 0.15 kg object rolling at 2 m/s.
c. A 0.15 kg object rolling at 1 m/s
d. A 0.4 kg object rolling at 2 m/s.
4. What causes change in momentum?
a. force
b. impulse
c. time
d. energy
5. An egg is thrown to a wall and a bed. What is the explanation
why the egg didn’t break when thrown at a bed?
a. the impact of the force lessens because of the increased in
time interval due to cushioning effect.
b. the impact of the force lessens because the bed has smaller
force
c. the impact of the force lessens because the egg has shells
d. the impact of the force lessens because the bed is thick
B. Establishing a purpose for the lesson ENGAGE:
Ask students to define “CONSERVATION”
C. Presenting examples/ instances of
the new lesson How does physics define “CONSERVATION”?
D. Discussing new concepts and EXPLORE:
practicing new skills #1 Activity: Balloon Rocket
E. Discussing new concepts and  Objectives
practicing new skills #2 1. Describe how a balloon rocket works and how conservation of
momentum explains rocket motion.
 Materials
1. balloon (long shape)
2. string (nylon, if available)
3. tape
 Procedure
1. Stretch the string over two posts. You can use chairs or iron
stands as posts. Make sure that the string is taut.
2. Inflate the balloon. Twist the open end and temporarily secure it
with a paper clip.
3. Tape the straw to the balloon such that it is aligned with the
balloon’s opening (see Figure 20).
4. When the balloon is stable, release the clip and let the air out of
the balloon.
 Questions:
1. How do these momenta compare?
2. How does the velocity of the air that is pushed out of the rocket
compare to the velocity of the balloon rocket?
3. What is the momentum of the rocket before and after?
F. Developing mastery (leads to EXPLAIN:
Formative Assessment) 1. Develop the discussion of conservation of momentum by
presenting situations and demonstrating how to solve for
unknown variables.
A canon of mass 750 kg shoots a cannon ball of
mass 30 kg with a velocity of 20 m/s. Find the recoil
velocity of the cannon.
G. Finding practical applications of ELABORATE:
concepts and skills in daily living Solve the given problems.
1. A 100 kg man and 50 kg woman on ice skates stand facing each
other. If the woman pushes the man backwards so that final
speed is 1 m/s, at what speed does she recoil?
2. Two ice-skaters stand together. They “push off” and travel
directly away from each other, the boy with a velocity of 2 m/s. If
the boy mass is 70 kg and the girl is 50 kg, what is the girl’s
velocity after they push off? (consider the ice to be frictionless.)
SUMMARY OF THE LESSON
Ask students the following question for them to be able to summarize the
lesson.
 For an isolated system, the law of conservation of momentum can
be stated as follows:
The total momentum of all objects interacting with one
H. Making generalizations and
another remains constant regardless of the nature of the
abstractions about the lesson forces between the objects.

EVALUATE:
I. Evaluating learning a.
J. Additional activities for application or EXTEND:
remediation 1. What are the 3 types of collision?
2. Give 1 example for each type of collision.
V. REMARKS
VI. REFLECTION

Prepared by:
Checked by:

HERBERT J. MAGANGO LOIDA P. VILLAS


Subject Teacher Principal IV