Force Motion Energy 9final PDF

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

CONTENTS
1. Projectile
2. Projectile – Angle of Release, Height and Range
3. Momentum
4. Impulse
5. Impulse-Momentum Theorem
6. Collision
7. Energy Transformation
8. Conservation of Mechanical Energy
9. Heat and Work
10. Heat Engines
11. Thermal Efficiency
12. Geothermal Power Plant
13. Electricity and Magnetism
14. Answer Key

Projectile Motion
LESSON PLAN
I. Objectives
General Objective:
 Describe the horizontal motion and vertical motions of a projectile. (S9FE-Iva-
34)
Specific Objectives:
At the end of the session, students are expected to:
 Describe projectile motion using common sport events.
 Determine parts of a projectile.
 Understand that horizontal motion of a projectile is independent from the
vertical motion of a projectile
 Appreciate the importance of projectile of motion as applied in some common
sport events like basketball.
II. Subject Matter

A. Topic: Motion in Two Dimension – Projectile Motion
B. Materials: Pictures, Table, and Coins
C. Approach: Group Discussion, POE
D. Focus Science Skills: Investigating, Classifying, Predicting and Observing
III. Learning Experiences

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Working in group, they will do activity 1 and 2 (Refer to Attachment No. 1
and 2)
2. Analysis
Students will answer the follow-up questions in Activity 1 and Activity 2
3. Abstraction
Teacher’s discussion on projectile motion. (Refer to Attachment No. 3)
4. Application
Projectile in Basketball. (Refer to Attachment No. 4)
IV. Assessment.
Multiple Choice (Refer to Attachment No. 5)
V. Assignment
Identify 5 situations in your surroundings where you can observe the concept
of projectiles. Draw every situation in a sheet of paper.

Attachment No. 1
Learners’ Material
Projectile Motion
Force, Motion and Energy
Grade 9 – Science
S9FE=IVa-34
Activity 1
Projectiles in Sports!
DIRECTION: Below are pictures of athletes in different sport events. Classify the
pictures into two (2) groups based on your own criteria.

GUIDE QUESTIONS:
1. How did you classify the images?
2. What image/s that show motion along the horizontal only?
3. What image/s that show motion along the vertical only?
4. What image/s that show motion along both the horizontal and vertical?
5. What do you think are image/s that reflects projectile motion?

Attachment No. 2
Projectile Motion
Grade 9 – Science
S9FE=IVa-34
Activity 2
Projected Coins!
OBJECTIVE: At the end of the activity, students should be able to understand that
horizontal motion of a projectile is independent to the vertical motion of a projectile.
MATERIALS: Table and 2 peso coins
PROCEDURE:
1. Place the two peso coins alongside each other. (see Picture 1)
Picture 1.
2. Hit one coin and allow it to hit the other coin.
3. Observe the sound of the coins as they hit the floor.
(Watch the video demonstration through this link:
https://www.youtube.com/watch?v=Vyk-swWmC2k)
GUIDE QUESTIONS:
1. Which coin hit the floor first?
2. Did you hear a single sound hit on the floor as the two coins hit the floor?
3. Which coin leaves the table with a greater horizontal speed?
4. Which coin travels a greater horizontal distance from the table?
5. Which coin travels a greater vertical distance from the table?
6. If both coin hit the ground first, does the horizontal motion a factor for the
determining the time that an object will hit the ground? If not, what would be
the factor?

Attachment No. 3
Teacher’s Reference for Abstraction
Projectile Motion
Grade 9 – Science
S9FE=IVa-34
A projectile is an object upon which the only force acting is gravity. There are a variety
of examples of projectiles. An object dropped from rest like a mango that fell from its
tree is a projectile (provided that the influence of air resistance is negligible). An object
that is thrown vertically upward like a bullet fired directly upward is also a projectile
(provided that the influence of air resistance is negligible). And an object which is
thrown upward at an angle to the horizontal like a basketball is also a projectile
(provided that the influence of air resistance is negligible). A projectile is any object
that once projected or dropped continues in motion by its own inertia and is influenced
only by the downward force of gravity.
The path travelled by a projectile is referred to as trajectory. The highest point that
the projectile has reached is called the peak. And the longest horizontal distance that
is covered is also known as the range of a projectile.
Parts of Projectile

The horizontal motion of the projectile does not influence the vertical motion, nor does
the vertical motion affect the horizontal motion. You can treat the motion in the two
directions independently. The curved path of a projectile is a combination of horizontal
and vertical motion. Their combined effects produce the trajectories of projectiles.
Horizontal velocity of a projectile is constant; this means that initial horizontal velocity
equals to the final horizontal velocity of a projectile. On the other hand, vertical velocity
changes due to gravity and it does not cover equal displacements in equal time
periods.
Additional online references:

http://www.physicsclassroom.com/Teacher-Toolkits/Projectile-Motion/Projectile-
Motion-Complete-Toolkit
http://www.physicsclassroom.com/class/vectors/Lesson-2/What-is-a-Projectile
http://www.physicsclassroom.com/class/vectors/Lesson-2/Characteristics-of-a-
Projectile-s-Trajectory
http://www.arborsci.com/cool/projectile-motion-for-everyone
Online video lessons (YouTube)

https://www.youtube.com/watch?v=6K9FDxHorm8
https://www.youtube.com/watch?v=rMVBc8cE5GU
https://www.youtube.com/watch?v=xzIfZwzMuyA
https://www.youtube.com/watch?v=EjpFbGRUqzQ
https://www.youtube.com/watch?v=-uUsUaPJUc0

Attachment No. 4
Projectile Motion
Grade 9 – Science
S9FE=IVa-34
Projectile in Basketball!
(http://mokiphysics12.weebly.com/)
Jumping for basketball, throwing and

leaping for a slam dunk, human body
follows the principle of projectile
motion.
A basketball player can jump as much

as 4 feet in the air (vertically). And the
higher he jumps the greater the hang
time (the total time he is airborne), and
the greater the time he will appear
suspended in mid-air during the high
point of the jump.
Typically, there is a horizontal and vertical component in the jump velocity at take-off.
The magnitude of the vertical component of the velocity at take-off will determine the
time the player spends airborne (since gravity acts in the vertical direction and will act
on the player to bring him back down). Thus, the vertical component of velocity, after
take-off, will change with time.
The horizontal component of velocity remains constant throughout the jump since it is
not affected by gravity.
The figure below shows how a basketball player might travel as he makes a jump.
You can see that almost half the hang time is spent near the top of the arc.

Attachment No. 5
Learners’ Assessment Tool
Projectile Motion
Grade 9 – Science
S9FE=IVa-34
DIRECTION: Select the BEST answer. Write only the letter of your choice.
1. Which of the following is NOT a projectile?

a. A basketball being thrown towards the ring.
b. A soccer ball being kick upward
c. A tennis ball being hit by a rocket
d. A billiard ball moving towards the side pocket
2. The path taken by a projectile is also known as ____________.

a. Peak
b. Trajectory
c. Range
d. Height
3. How will you describe the horizontal motion of a projectile?

a. Increases
b. Decreases
c. Constant
d. Cannot be determined
4. How will you describe the vertical motion of a projectile as it goes upward?
a. Increases
b. Decreases
c. Constant
5. How will you describe the vertical motion of a projectile as it goes downward?
a. Increases
b. Decreases
c. Constant

Projectile Motion: Angle of Release, Height and Range
LESSON PLAN
I. Objectives
General Objective:
 Investigate the relationship between the angle of release and the height and
range of the projectile. (S9FE-IVa-35)
 Distinguish the effect of initial speed of a projectile to its maximum height and
range.
 Compare the maximum height and range of a projectile fired at the same
initial speed but varying angle of projections.
 Simulate projectile motion using PhET Simulation.
 Appreciate the importance in understanding projectile motion as applied to
common sport played during athletic meets.
II. Subject Matter

B. Materials: Graph, computer/laptop and projector (for simulation)
C. Approach: Group Discovery and Discussion, POE
D. Focus Science Skills: Investigating, measuring, reflecting, predicting,
simulating, comparing

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1: Projection and Activity 2: Projectile Motion – PhET Simulation
(Refer to attachments 1 and 2)
2. Analysis
Students will answer the follow-up questions in Activity 1 and 2.
3. Abstraction
Teacher’s discussion on relationship of initial speed and angle of
projection to the maximum height and range of projectile (Refer to
Attachment No. 3)
4. Application
Projectile in Sports (Refer to Attachment No. 4)
IV. Assessment.
V. Assignment
Play “Angry Birds” on mobile devices or computers applying the concepts of
projectile motion.
Attachment No. 1
Projectile Motion
Grade 9 – Science
S9FE=IVa-35
Activity 1
Projections
DIRECTION: Read the situation and answer the questions that follows. Write your
answer on a sheet of paper.
A ball has been kicked with the same initial velocity but oriented at six different angle
of projections. The trajectory of each angle is drawn in the graph. Use the graph to
answer the questions that follow.
1. At what angle will the ball reach its highest peak?
2. What will happen to the peak of a projectile as you increase the angle of
projection?
3. At what angle will the ball reach its longest range?
4. What will happen to the range of the projectile as you increase the angle of
projection?
5. If a ball is fired at 20o angle of projection, at what other angle will the ball be
fired to achieve the same range?
6. A ball is fired at three different angle of projections: 30 o, 80o, and 65o. At

which angle will the ball reach its highest peak? The lowest peak? The
longest range?

Attachment No. 2
Projectile Motion
Grade 9 – Science
S9FE=IVa-35
Activity 2
Projectile Motion – PhET Simulation
Note: For this activity, it is necessary that you have installed PhET Simulation or you
are online. You can have the offline installer here:
https://phet.colorado.edu/en/offline-access)
OBECTIVE: At the end of simulation, student must be able to understand the

relationship of angle of projection and speed, to the peak and range of a projectile.
PROCEDURE:
1. Open Phet Simulation or go to https://phet.colorado.edu/sims/projectile-
motion/projectile-motion_en.html
2. Investigate the effect of changing the initial speed of the projectile to the
height and range of a projectile.
a. Set the angle of the projectile to 60 o, mass to 2kg, and diameter to 0.1.
b. Set the initial speed to the following numbers: 10m/s. 20m/s and 30m/s.
c. Click fire. Record the peak and range covered by the projectile.
Initial Speed(m/s) Peak (m) Range (m)
10
20
30
3. Investigate the effect of changing the angle of projection to the height and
range of a projectile.
a. Set the initial speed to 20m/s, mass to 2kg, and diameter to 0.1.
b. Set the angle of projection to the following angles: 10o, 25o, 45o, 65o, and
80o.
c. Click fire. Record the peak and range covered by the projectile.
Angle of projections Peak (m) Range (m)
10o
25o
45o
65o
80o
4. Investigate the effect of air resistance to the height and range of a projectile.
a. Set the initial speed to 20m/s, mass to 2kg, and diameter to 0.1.
b. Set the angle of projection to the following angles: 10o, 25o, 45o, 65o, and
80o.
c. Toggle “Air Resistance” to enable air resistance in the simulation.
d. Click fire. Record the peak and range covered by the projectile.
Angle of projections Peak (m) Range (m)
10o
25o
45o
65o
80o
QUESTIONS:
1. How does initial speed of a projectile affects its range and peak?
2. How will you compare the peak of a projectile aimed at 10o angle of projection
to a projectile aimed at 80o angle of projection? How will you compare their
respective range?
3. At what other angle does a projectile aimed at 15o angle of projection will
have the same range? (Supposed that every other factors remains the same.)
4. Which test covers the greater range, the ideal test (Procedure 3) or the test
with the presence of air resistance (Procedure 4)?
5. How does air resistance affect the trajectory of a projectile?

Attachment No. 3
Projectile Motion
Grade 9 – Science
S9FE=IVa-35
PROJECTILE – Speed, Angle of Projection, Peak and Range
Figure 1 shows the paths of several projectiles, all with the same initial speed but
different launching angles. The figure neglects the effects of air resistance, so the
trajectories are all parabolas. Notice that these projectiles reach different altitudes, or
heights above the ground. They also have different horizontal ranges, or distances
traveled horizontally.
The remarkable thing to note from the figure is that the same range is obtained from
two different launching angles when the angles add up to 90o! An object thrown into
the air at an angle of 60o, for example, will have the same range as if it were thrown
at the same speed at an angle of 30o. For the smaller angle, of course, the object
remains in the air for a shorter time. The greatest range occurs when the launching
angle is 45o – and when air drag is negligible. But when air drag is present, it
significantly reduces the range covered by a projectile especially for lighter objects.

Attachment No. 4
Projectile Motion
Grade 9 – Science
S9FE=IVa-35
PROJECTILE IN SPORTS
Without the effects of air, the maximum range for a baseball would occur when it is
batted 45o above the horizontal. Because of air drag and lift due to spinning of the ball,
the best range occurs at batting angles noticeably less than 45o. Air drag and spin are
more significant for golf balls, where angles less than 38 o or so result in maximum
range. For heavy projectiles like javelins and the shot, air has less effect on range. A
javelin, being heavy and presenting a very small cross section to the air, follows an
almost perfect parabola when thrown. So does a shot. For such projectiles, maximum
range for equal launch speeds would occur for a launch angle of about 45 0 (slightly
less because the launching height is above ground level). Aha, but launching speeds
are not equal for such a projectile thrown at different angles. In throwing a javelin or
putting a shot, a significant part of the launching force goes into combating gravity –
the steeper the angle, the less speed it has when leaving the thrower’s hand. So
gravity plays a role before launching. You can test this yourself: Throw a heavy boulder
horizontally, then vertically – you’ll find the horizontal throw to be considerably faster
than the vertical throw. So maximum range for heavy projectiles thrown by humans is
attained for angles of less than 45o – and not because of air drag.

Attachment No. 5
Projectile Motion
Grade 9 – Science
S9FE=IVa-35
DIRECTION: Select the BEST answer. Write the letter of your choice on your paper.
1. A basketball is thrown four times with the same initial speed but varying angle
of projections. Which angle of projection will the basketball have the highest
peak?
a. 10o
b. 35o
c. 45o
d. 75o
2. A basketball is thrown four times with the same initial speed but varying angle
of projection. Which angle of projection will the basketball have the longest
range?
a. 10o
b. 35o
c. 45o
d. 75o
3. A projectile is oriented at 30o, at which initial speed can a projectile attain the
highest peak?
a. 10 m/s
b. 20 m/s
c. 30 m/s
d. 40 m/s
4. If a ball is fired at 45o angle of projection in the presence of air resistance, how
will you describe the trajectory of the ball?
a. The trajectory will have a range much shorter compared to the ideal path.
b. The trajectory will have a range much longer than the ideal path.
c. The trajectory will have a range that is the same to the ideal path.
d. The pat of the ball cannot be determined.
5. If a ball is fired at 67o angle of projection, at which other angle will the ball be
fired with the same initial speed to attain the same range?
a. 33o
b. 37o
c. 23o
d. 27o

Momentum
LESSON PLAN
I. Objectives
General Objective:
 Relate impulse and momentum to collision of objects (e.g., vehicular collision)
 Define momentum.
 Calculate the momentum of an object.
 Determine the factors affecting the amount of momentum possessed by an
object.
 Appreciate the importance of understanding momentum as applied to driving
a vehicle.
II. Subject Matter

A. Topic: Momentum
B. Materials: Pictures
C. Approach: Group Discussion
D. Focus Science Skills: Calculating, Reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activities 1, 2, and 3 (Refer to Attachment No. 1, 2 and 3)
2. Analysis
Students will answer the follow-up questions in Activities 1, 2, and 3
3. Abstraction
Teacher’s discussion on momentum. (Refer to Attachment No. 4)
4. Application (Refer to Attachment No. 5)
“Para” – a term for asking the driver to stop the vehicle.
IV. Assessment.
V. Assignment
Problem Solving (Refer to Attachment No. 7)

Attachment No. 1
Momentum
Grade 9 – Science
S9FE-IVa-36
Activity 1
STOP ME!
DIRECTION: Write your idea about the following situation.
Which is more difficult to stop: A bus travelling down a highway at 35 meters per
second, or a pick-up truck travelling at the same speed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Attachment No. 2
Momentum
Grade 9 – Science
S9FE-IVa-36
Activity 2
MASS, SPEED AND MOMENTUM
DIRECTION: Arrange the following animals based on their respective mass, speed
and momentum in ascending order. You can get the momentum of the animal by
multiplying its mass to its velocity.
a. A 500 kg carabao standing still.

b. A 30 kg dog sprinting at 10.0 m/s.
c. A 0.0008 kg ant travelling at 0.005m/s
MASS
VELOCITY
MOMENTUM
1. Which animal has the greatest mass?
2. Which animal has the greatest speed?
3. Which animal has the greatest momentum?
4. What factor/s does momentum depend on?
5. If you will to stop those animals, which animal could hardly be stopped?
6. How will you determine the momentum of an object?
7. How will you describe object that has a great momentum?

Attachment No. 3
Momentum
Grade 9 – Science
S9FE-IVa-36
Activity 3
Calculating Momentum
DIRECTION: Given the following data, solve for momentum. P = mv.
Object Mass (kg) Velocity (m/s) Momentum (kg•m/s)

1. Maya 0.02 2.0 0.04
2. Dog 10.0 3.5
3. Bus 15000 10.0
4. Meteorite 100 1000
5. Bullet 0.004 600
6. Habal-habal 300 8.0
7. Bicycle 65 4.0
8. Fish 1.5 2.0
9. Running Man 50 3.0
10. Sleeping Man 50 0

Attachment No. 4
Momentum
Grade 9 – Science
S9FE-IVa-36
Momentum is referred as inertia in motion. Thus, object having greater momentum

can hardly be stopped or change it state of motion than object with lesser momentum.
Momentum is the product of an object’s mass and its velocity, and is symbolized by
“p”. Since it is the product of a vector and scalar, momentum is a vector quantity. The
direction of momentum is the same as the direction of the velocity.
Momentum = mass x velocity
Or, in shorthand notation
p = mv
When the direction is not an important factor, we can say:
Momentum = mass x speed,
The SI unit for momentum is kilogram-meter per second (kg•m/s)
From the definition, a moving object can have a large momentum if either its mass or
its velocity is large or if both its mass and its velocity are large. The truck has more
momentum than the car moving at the same speed because it has a greater mass. A
huge ship moving at a small speed can have large momentum, as can a small bullet
moving at a high speed. And, of course, a huge object moving at a high speed, such
as a massive truck rolling down a steep hill with no brakes, has a huge momentum,
whereas the same truck at rest has no momentum at all because the v term in mv is
zero.

Attachment No. 5
Momentum
Grade 9 – Science
S9FE-IVa-36
“PARA”
Application
Local bus company – Bachelor Express transports hundreds to thousand passengers

to a certain destination across Surigao del Sur and other parts of Mindanao and
Visayas. This bus weighing almost 16,000 kg can travel to up to 120 kilometer per
hour. And when it hits the highways, its momentum is so great. A passenger that wants
to get off the bus needs to call the attention of the driver around 100m away from his
unloading point, “Para” in local term. This enable the bus driver to prepare the bus to
a stop. With the bus’s large momentum, it cannot easily be stopped, that is why a bus
driver needs to hit the brake several meters away for the bus to stop at the right
destination of his passenger.

Attachment No. 6
Projectile Motion
Grade 9 – Science
S9FE-IVa-36
DIRECTION: Select the BEST answer. Write the letter of your choice on your paper.
1. It is considered as the inertia in motion and it is possessed by any moving object.
a. Speed
b. Mass
c. Momentum
d. Acceleration
2. On which factor/s does the amount or value of momentum depend on?

a. Mass
b. Velocity
c. Both mass and velocity
d. Neither mass nor velocity
3. If all of the following objects travels at the same speed, which among them has
the highest momentum?
a. A bus
b. A habal-habal
c. A bicycle
d. A pick-up truck
4. A motorcycle travels at four different speed, at what speed does the momentum
of the motorcycle the lowest?
a. 20 kph
b. 35 kph
c. 80 kph
d. 100 kph
5. What is the momentum of a 50kg student standing still during flag ceremony?
a. 50 kg•m/s
b. 60 kg•m/s
c. 25 kg•m/s
d. Zero

Attachment No. 7
Learners’ Assignment
Projectile Motion
Grade 9 – Science
S9FE-IVa-36
DIRECTION: Solve the following problem.
1. A 4,000-kg truck travels in a straight line at 10.0 m/sec. What is its

momentum?
2. A 600-kg carabao plow the rice field at a speed of 0.5 m/s. What is the
momentum of the carabao?
3. A 4kg-tuna swims at 3.0 m/s speed. What is the momentum of the fish?
4. A 50-kg man sprints at a speed of 8.0 m/s. What is the momentum of the
man?
5. A 0.5 kg basketball is thrown in a straight line at a velocity of 30 m/s. What is

the momentum of the basketball?

Impulse
LESSON PLAN
I. Objectives
General Objective:
(S9FE-IVa-36)
 Define impulse.
 Identify factor affecting impulse.
 Calculate the impulse in terms of change of momentum, and force and time.
 Appreciate the importance in understanding impulse as applied into some
real-life scenario.
II. Subject Matter

A. Topic: Impulse
B. Materials: Graphs
C. Approach: Group Discovery and Discussion
D. Focus Science Skills: Investigating, Calculating, and reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1 and 2 (Refer to Attachment No. 1 and 2)
2. Analysis
Students will answer the follow-up questions in Activity 1 and 2.
3. Abstraction
Teacher’s discussion on impulse. (Define and differentiate). (Refer to
Attachment No. 3)
Air bags and follow through in sports
IV. Assessment.
V. Assignment
(Refer to Attachment No. 6)

Attachment No. 1
Impulse
Grade 9 – Science
S9FE-IVa-36
ACTIVITY 1
IMPULSE AND CHANGE IN MOMENTUM
DIRECTION: Impulse can be defined as the change in momentum. Determine the

initial and final momentum of an object in a statement and calculate the Impulse of
an object. Write your answer in the table and answer the questions that follows.
1. A 4,000-kg truck travels in a straight line at 10.0 m/sec after a while its speed
changes to 15m/sec. What is its impulse?
2. A 600-kg carabao plow the rice field at a speed of 0.5 m/s, the farmer decide to
slow down plowing to 0.3 m/s. What is the impulse of the carabao?
3. A 4kg-tuna swims at 3.0 m/s speed it increases its speed to 5.0 m/s as it chases
a prey. What is the impulse of the fish?
4. A 50-kg man sprints at a speed of 8.0 m/s. As he approaches the finish line, he
slow down to 2.0 m/s. What is the impulse of the man?
5. A 0.5 kg basketball is thrown in a straight line at a velocity of 30.0 m/s and it is
then kicked and accelerated to a speed of 40.0 m/s. What is the impulse of the
basketball?
Initial Momentum (mv1) Final Momentum (mv2) Impulse
Mass(kg) Initial Momentum Mass(kg) Final Momentum (mv2)- (mv1)
Velocity(v1) (kg•m/s) Velocity(v2) (kg•m/s) (kg•m/s)
(m/s) (m/s)
4,000 10 40,000 4,000 15 60,000 20,000
QUESTIONS:
1. Did you get a negative impulse?
2. If the impulse is positive, how will you describe the change in the velocity of
the object?
3. If the impulse is negative, how will you describe the change in the velocity of
the object?
4. If the object travels at constant velocity, does the object has impulse?

Attachment No. 2
Impulse
Grade 9 – Science
S9FE-IVa-36
ACTIVITY 2
STARTING-UP
SITUATION:
Jose parked his motorcycle along the road. After a few minutes a heavy rain fell soak
his motorcycle wet. When the rain stops, he tried to start-up his motorcycle but has
unable to do so. After a while, his friend Jimmy notice his troubles and offer him a
hand. Jimmy suggested that they might make the motorcycle start-up if they will push
it and gear it up while running. The motor will start if it will have greater acceleration
or change its momentum greatly.
TASK:
If you were the one to help Jose, how will you make his motorcycle accelerate greatly
or run at greater speed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
QUESTIONS:
1. What was the speed of Jose’s motorcycle before it was pushed in?
2. If the speed of the motorcycle increases as it was pushed, it means that the
motorcycle was accelerated. What caused the acceleration of the motorcycle?
3. How will you compare the change of speed of the motorcycle if you push it with
a 100N force for a shorter period of time, than pushing it with the same amount
of force for a longer period of time?
4. How will you compare the change of speed of the motorcycle if you push it with
a 100N force than pushing it with 200N amount of force for the same amount
of time?

Attachment No. 3
Impulse
Grade 9 – Science
S9FE-IVa-36
IMPULSE
A change in momentum for an object is equal to impulse. Momentum changes when

velocity changes.
Impulse = change in momentum
J = ∆p
J = p2 – p1 = mv2 – mv1
J = m(v2 – v1) (for object with constant mass)
The SI unit for Impulse is kg•m/s.
EXAMPLE 1:
A 16,000-kg bus travels in a straight line at 10.0 m/sec after a while its speed
changes to 15m/sec. What is its impulse?
Given: Solution:
m = 16,000 kg J = ∆p
v1 = 10.0 m/s J = p2 – p1 = mv2 – mv1
v2 = 15.0 m/s J = m(v2 – v1)
Solve for: J = 16,000 kg (15.0m/s – 10.0m/s)
Impulse (J) J = 80,000.0 kg•m/s
Force is what changes velocity. Therefore, when momentum changes a force must
be involved for a period of time. Impulse is can also be presented mathematically in
terms of force and time.
Impulse = force x time the force is applied

J=Fxt
Although the derived unit for impulse from this equation is N•s, by dimensional
analysis N•s is just equal to kg•m/s which is the SI unit for impulse.
EXAMPLE 2:
Jimmy pushed Jose’ motorcycle with a force of 500.0 N over a period of 10s. What is
the impulse experienced by the motorcycle?
Given:
F = 500.0N
t = 10.0 s Solution:
J = Ft
Solve for: J = 500.0N (10.0s)
Impulse (J) J = 5000 N•s or 5000 kg•m/s
Impulse is the product of the force acting on object and the time during which it acts.

Attachment No. 4
Impulse
Grade 9 – Science
S9FE-IVa-36
Application
PHYSICS IN ACTION: IMPULSE
A very important application of impulse is improving safety and reducing injuries. In

many cases, an object needs to be brought to rest from a certain initial velocity. This
means there is a certain specified change in momentum. If the time during which the
momentum changes can be increased, then the force that must be applied will be less
and so it will cause less damage. This is the principle behind airbags, and follow
through in sports.
Air bags in motor vehicle

Air bags are used in motor vehicles because they are
able to reduce the effect of the force experienced by a
person during an accident. Air bags extend the time
required to stop the momentum of the driver and
passenger. During a collision, the motion of the driver
and passenger carries them towards the windshield. If
they are stopped by a collision with the windshield, it
would result in a large force exerted over a short time in
order to bring them to a stop. If instead of hitting the
windshield, the driver and passenger hit an air bag, then
the time of the impact is increased. Increasing the time
of the impact results in a decrease in the force.
Therefore, if t is increased, for a constant change in momentum, the force on the body
is reduced.
Follow through in sports

In sports where rackets and bats are used, like
tennis, badminton and baseball, the hitter is
often encouraged to follow-through when
striking the ball. High speed films of the
collisions between bats/rackets and balls have
shown that following through increases the
time over which the collision between the
racket/bat and ball occurs. This increase in the
time of the collision causes an increase in the
velocity change of the ball. This means that a
hitter can cause the ball to leave the racket/bat
faster by following through. In these sports,
returning the ball with a higher velocity often
increases the chances of success.
Attachment No. 5
Impulse
Grade 9 – Science
S9FE-IVa-36
1. It is the product of force and time the force acts on the body.
a. Momentum
b. Impulse
c. Acceleration
d. Velocity
2. Impulse is also equal to ________________ of an object.

a. Momentum
b. Initial momentum
c. Final momentum
d. Change in momentum
3. What happen to the impulse experienced by an object if the force applied to it

is doubled at the same amount of time?
a. Impulse will be doubled
b. Impulse will be reduced to half
c. Impulse will stay the same
d. The amount of impulse cannot be determined
4. If there is no change in velocity, what will happen to the impulse of the object?
a. Increases
b. Decrease
c. Stays the same
d. No impulse
5. What is the impulse experienced by a motorcycle if it was pushed with a force

of 600N over 20s time period?
a. 30 N•s
b. 12,000 N•s
c. 580 N•s
d. 600 N•s

Attachment No. 6
Impulse
Grade 9 – Science
S9FE-IVa-36
DIRECTION: Write you answer in sheet of paper.
In certain martial arts, people practice a piece of wood with the of their bare hand.
Use your understanding of impulse to explain how this can be done without injury to
the hand.

Impulse-Momentum Theorem
LESSON PLAN
I. Objectives
General Objective:
(S9FE-IVa-36)
 Define impulse-momentum theorem.
 Identify relationship between impulse and momentum.
 Relate impulse-momentum to collision of objects (e.g., vehicular collision,
catching an egg, boxing)
II. Subject Matter

A. Topic: Impulse-momentum theorem
B. Materials: Eggs (raw)
C. Approach: Group discussion and demonstration
D. Focus Science Skills: Investigating, interpreting, reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1 (Refer to Attachment No. 1)
2. Analysis
Students will answer the follow-up questions in Activity 1
3. Abstraction
Teacher’s discussion on impulse momentum theorem (Define and
differentiate). (Refer to Attachment No. 2)
IV. Assessment.
V. Assignment
Why we need to bend our knees when we jump from greater heights? Explain
in terms of impulse-momentum theorem.

Attachment No. 1
Grade 9 – Science
S9FE-IVa-36
Activity 1
EGG THROW
OBJECTIVE: Apply concept of impulse and momentum in catching an egg.
MATERIAL: Raw Eggs
PROCEDURE: (The procedure can be modified depending on the availability of

materials. You can use fabric instead of catching it directly)
1. Two students will pair up to be a catcher and a thrower. The thrower will hold
the egg and position himself at the starting point.
2. The catcher will position himself at the first station (2 meters away from the
thrower).
3. The thrower will then throw the egg and the catcher should be able to catch
the egg without breaking it.
4. Once successful, the catcher will move and continue catching the egg from
other stations – 4meters, 6 meters, 8 meter, and 10 meters.
5. In the event that the egg will break, the pair will just record the last station
where they successfully catch the egg.
QUESTIONS:
1. What strategy did you use in order to catch the egg without breaking it?
2. How did you apply the concept of impulse and momentum in your activity?

Attachment No. 2
Grade 9 – Science
S9FE-IVa-36
IMPULSE-MOMENTUM THEOREM
The greater the impulse exerted on something, the greater will be the change in the
momentum. The exact relationship is
Impulse = change in momentum
J = ∆p
Ft = mv2 – mv1
The impulse-momentum relationship helps us to analyze many examples in which
forces act and motion changes. Sometimes the impulse can be considered to be the
cause of change of momentum. Sometimes a change of momentum can be
considered to be the cause of an impulse. It doesn’t matter which way you think about
it. The important thing is that impulse and change of momentum are always linked.
Impulse is related to the following:
1. Increasing momentum – to increase the momentum of an object, it makes
sense to apply the greatest force possible for as long as possible.
2. Decreasing momentum over a long time – a longer time interval reduces the
force and decreases the resulting deceleration. This is the reason behind
catching the egg without breaking it. You need to move your hand backward to
prolong the contact time while decreasing the momentum. This will reduce the
contact force between the hand and the egg, thus, the egg will not break.
3. Decreasing momentum over a short time – a shorter time interval causing a

greater impact force in decreasing the objects speed.

Attachment No. 3
Grade 9 – Science
S9FE-IVa-36
THE PHYSICS OF BOXING

www.bcps.org/offices/lis/models/slamdunks/momentum/physics_behind_boxing.doc
Punching and Getting Punched

Even in the sport of boxing, physics can be seen in all aspects of the game. However,
we will be looking at how physics can help a boxer in both throwing a punch, and taking
a hit to the face!
Contact with the Face and Aftermath
The fist has its maximum velocity when it hits
something. This collision causes the fist to
slow down, and eventually when the fighter
begins applying a force to retract his arm, the
fist stops and returns to the fighter.
This speed is calculated using;
Velocity = Distance / Time
As you can see, there are two ways to make a fist go faster. By lengthening the
distance or shortening the time. The distance can be lengthened to a maximum of the
fighter’s arm length, but the time will depend on training, and the acceleration (a=v/t)
of the arm.
But what is the advantage to a “faster” punch? We can investigate this by taking a look
at the concepts of momentum and impulse. Momentum can be seen as an object’s
tendency to resist change in acceleration and its formula is:
Momentum (P) = Mass * Velocity
An impulse is the change in momentum of a certain object, and uses the formula:
Impulse = Force * Time
Now what does this have to do with boxing? Well, this becomes more evident when
looking at the punch in steps:
1. Before the fist makes contact with the face, it has a certain momentum, and a
stationary head would have zero momentum.
2. During the contact, there is a transfer of momentum from the fist and arm to th
e head of the opponent.
3. Although momentum is conserved when looking at both boxers, just looking at
the person taking hit, his/her momentum has changed from zero, to what ever
momentum was transferred from the fist.
To return to the question of why a faster punch can be more effective is because with
the mass of the fist being constant, by increasing velocity, the momentum that the
punch carries is larger, hence, but change in momentum (impulse) that the opponent’s
head experiences increases.
During contact, the Force Time Impulse

boxer taking the hit
would experience the 200 1 200
same impulse whether
his/her head is moving 100 2 200
towards the punch, or
moving away from it. It 50 4 200
is important to understand that this doesn’t mean that the
boxer would feel the same impulse if he/she was moving 20 10 200
towards the punch before the fist made contact with his/her
8 25 200
face, it must be after contact is made. Even though the
impulse, or change in momentum, experienced would be 4 50 200
the same for both cases, by moving the head away from
the punch increases the time interval in which the “damage” 2 100 200
takes place, meaning the force experienced from taking the
punch will be reduced. Since it only takes a boxer a fraction 0.2 1000 200
of a second to throw a punch, a small reduction in the time
interval can produce large results.
As you can see, the simple basic punching in boxing involves many physics
concepts. By knowing these concepts, the boxers can know what aspects of their
offense and defensive abilities need training, and we can have a more scientific
approach to the sport.

Attachment No. 4
Grade 9 – Science
S9FE-IVa-36
DIRECTION: Select the BEST answer. Write your answer on your paper.
1. In impulse-momentum theorem, impulse is equal to _____________.

a. Momentum
b. Change in momentum
c. Initial momentum
d. Final momentum
2. If you increase both force and the time the force is in contact with the object,
the change in momentum of that object would be __________.
a. Less
b. Great
c. The same
3. In catching an egg without breaking it, why do you move your hand
backward?
a. Moving the hand backward will reduce the speed of the egg
b. Moving the hand backward will increase the contact time between the
hand and the egg.
c. Moving the hand backward will increase the contact force between the
hand and egg.
d. Moving the hand backward will reduce the the egg’s acceleration.
4. You try to throw an egg to four different materials from the same height. In
which material does the egg will highly break?
a. A stretch fabric
b. An inflatable bed
c. A stack of cotton
d. A hollow block
5. In boxing, how will you describe the force when a boxer goes against the
direction of a punch of his opponent?
a. The force is greater.
b. The force is lesser.
c. The force is just the same whether you go against or away from the punch.
d. The force cannot be determined.

Collision
LESSON PLAN
I. Objectives
General Objective:
 Infer that the total momentum before and after collision is equal. (S9FE-IVb-
37)
 Define conservation of momentum.
 Relate the concept of conservation of momentum to collision.
 Differentiate the types of collision using simulation.
 Explain the concept of car’s crumple zones using collision concepts.
II. Subject Matter

A. Topic: Collision
B. Materials: Marbles, Improvised marble track, and computer with projector for
simulation
C. Approach: Group Discovery and Discussion, POE
D. Focus Science Skills: Investigating, simulating, observing and reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1 and 2(Refer to Attachment No. 1 and 2)
2. Analysis
Students will answer the follow-up questions in Activity 1 and 2
3. Abstraction
Teacher’s discussion on conservation of momentum and collision. (Define
and differentiate). (Refer to Attachment No. 3)
IV. Assessment.
V. Assignment
Research on other real-life applications that involve the concept of collision.

Attachment No. 1
Collision
Grade 9 – Science
S9FE-IVa-37
Activity 1
MARBLES COLLISION
OBJECTIVE: Student will demonstrate different type of collision using marbles.
MATERIALS: 2 marbles of the same size, improvised marble track
PROCEDURE:
A. Single moving marble.
1. Place on one marble steady on the middle of a track.
2. At the starting side of the track, place the second marble.
3. Exert a force to the second marble allowing it to move towards the
direction of the first marble.
4. Observe what happen. Illustrate the movement of marbles after collision.
B. Head-on collision.
1. Place both marbles at each end of the track.
2. Push the marbles with almost the same amount of force simultaneously.
C. Moving marbles in the same direction.

1. Allow one marble to move slowly on the track.
2. While it is on the way to the middle of the track, push the other marble with
greater amount of force allowing it to move towards the same direction as
the moving marble.
GUIDE QUESTIONS:
1. How will you describe the movement of the two marbles after collision in
situation A? situation B? situation C?
2. Do the marbles stops once they collide with each other in situation A?
situation B? situation C?

Attachment No. 2
Collision
Grade 9 – Science
S9FE-IVa-37
Activity 2
SIMULATING COLLISION
OBJECTIVE: Student will design a computer simulation set-up to simulate the

different types of collision.
MATERIALS: Computer with installed PhET Simulation (Offline) or have online
connection, projector
TASK: Using PhET Simulation – Collision Lab, or going online to

https://phet.colorado.edu/sims/collision-lab/collision-lab_en.html , students will
design a single dimension computer experimental set-up to demonstrate the
following scenario.
a. Single moving marble (refer to activity 1)
b. Head on collision (refer to activity 1)
c. Moving marbles in the same direction (refer to activity 1)
d. Single moving marble with different masses of marbles
e. Had on collision with different masses of marbles
f. Moving marbles in the same direction with different mass
After conceptualizing the design, they will test their set-up on collision lab.

Attachment No. 3
Collision
Grade 9 – Science
S9FE-IVa-37
COLLISIONS
Momentum is conserved in collisions – that is, the net momentum of a system of

colliding objects is unchanged before, during, and after the collision. This is because
the forces that act during the collision are internal forces – forces acting and reacting
within the system itself. There is only a redistribution or sharing of whatever
momentum exists before the collision.
In any collision, we can say

Net momentum before collision = net momentum after collision.
Elastic and Inelastic Collision

If the forces between the bodies are also conservative, so that no mechanical energy
is lost or gained in the collision, the total kinetic energy of the system is the same after
the collision as before. Such a collision is called an elastic collision. A collision
between two marbles or two billiard balls is almost completely elastic.
A collision in which the total kinetic energy after the collision is less than before the
collision is called an inelastic collision. A bullet embedding itself in a block of wood
are examples of inelastic collisions. An inelastic collision in which the colliding bodies
stick together and move as one body after the collision is often called a completely
inelastic collision.
In any collision in which external forces can be neglected, momentum is conserved
and the total momentum before equals the total momentum after; in elastic collision
only, the total kinetic energy before equals the total kinetic energy after.

Attachment No. 4
Collision
Grade 9 – Science
S9FE-IVa-37
CRUMPLE ZONES IN CAR

http://auto.howstuffworks.com/car-driving-safety/safety-regulatory-devices/crumple-
zone.htm
What's In a Crumple Zone?

The specifics of crumple zone designs are usually proprietary information that auto
makers are reluctant to divulge. They can vary widely, depending on the size and
weight of the vehicle. Designers have to strike a balance between too much impact
resistance and too little impact resistance. Simple designs can include frame
segments built to bend in certain areas or collapse onto themselves. More advanced
designs can utilize a variety of metals and other materials carefully engineered to
absorb as much kinetic energy as possible. High-performance cars often use a
honeycomb design, which offers stiffness under normal conditions, but can collapse
and crumple in a crash.
Whenever a car is involved in a crash, intense kinetic forces are at work. A given
amount of force is present during any crash. The actual numbers vary based on the
speed and mass of the car and the speed and mass of whatever it hits. Physicists
measure this force as acceleration -- even when moving from a high speed to a lower
speed, any change in speed over time is scientifically referred to as acceleration. To
avoid confusion, we will refer to crash acceleration as deceleration.
Crumple zones accomplish two safety goals. They reduce the initial force of the crash,
and they redistribute the force before it reaches the vehicle's occupants.
The Inventor of the Crumple Zone
Béla Barényi was an engineer and inventor who spent most of his career working for
Daimler-Benz. His name appears on more than 2,500 patents. One of those patents,
issued in 1952, explains how a car could be designed with areas at the front and rear
built to deform and absorb kinetic energy in an impact. He put the concept to use in
1959 on the Mercedes-Benz W111 Fintail, the first car to use crumple zones
[source: German Patent and Trade Mark Office].

Attachment No. 5
Collision
Grade 9 – Science
S9FE-IVa-37
DIRECTION: Select the BEST answer. Write you answer on your paper.
1. In every collision, what quantity is conserved?

a. Kinetic energy
b. Momentum
c. Acceleration
d. Both kinetic energy and momentum
2. When we say that momentum is conserved, how will you describe the net
momentum before and after the event?
a. Equal for both events
b. Momentum before the event is greater than the momentum after the event.
c. Momentum before the event is less than the momentum after the event.
d. Momentum cannot be determined.
3. What collision is being illustrated in the collision of marbles or billiard balls?

a. Elastic collision
b. Inelastic collision
c. Both elastic and inelastic collision
d. Perfectly inelastic collision
4. In an inelastic collision, what happens to the total kinetic energy of the objects
after collision?
a. Increases
b. Decreases
c. Stays the same
5. When will a perfectly inelastic collision occur?

a. When both bodies move at the same direction after collision
b. When both bodies move at different direction after collision
c. When both bodies move as one body after collision.
d. When both bodies stop during collision.

ENERGY TRANSFORMATION
LESSON PLAN
I. Objectives
General Objective:
 Explain energy transformation in various activities/events (e.g., waterfalls,
archery, amusement rides). (S9FE-IVc-39)
 Define different types of energy.
 Define conservation of energy.
 Explain energy transformation in various activities/events (e.g., waterfalls,
archery, amusement rides)
II. Subject Matter

A. Topic: Energy Transformation
B. Materials: Printed Pictures
D. Focus Science Skills: Inferring, analyzing and synthesizing

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1 and 2 (Refer to Attachment No. 1)
2. Analysis
Students will answer the follow-up questions in Activity 1 and 2
3. Abstraction
Teacher’s discussion on energy transformation (Refer to Attachment No.
2)
4. Application
Explain to the student the type of energy transformation that occur in the
waters of Tinuy-an Falls. (Gravitational Potential Energy to Kinetic Energy)
IV. Assessment.
V. Assignment
Research 1 type of amusement ride, describe how it works or operates and
explain how energy is transformed in that ride.

Attachment No. 1
Grade 9 – Science
S9FE-IVc-39
ACTIVITY 1
http://www.wiley.com/legacy/Australia/PageProofs/SQ8_AC_VIC/c10_TransferringA
ndTransformingEnergy_WEB.pdf
DIRECTION: Complete the table below. One example has been completed for you.
ACTIVITY 2
WIND-UP TOY
DIRECTION: Answer the following question about the wind-up toy.
1. Where is the energy stored when it is wound

up?
2. What do you have to do to allow the stored

energy to be transformed into different forms?
3. Name two forms of energy into which the

potential energy is transformed.
4. From where does the energy come that allows

the user to wind up the toy?

Attachment No. 2
Grade 9 – Science
S9FE-IVc-39
TYPES OF ENERGY

All substances and objects possesses potential energy. But you can’t tell unless
something happens to transform the potential energy into a different type of energy.
In the case of fireworks, it’s obvious when they explode. When driver dives from a
platform or diving board, the kinetic energy they gain on the way down is
transformed from the energy stored in them because of their height above the
ground. And the energy stored in the stretched string of a bow is transformed into the
kinetic energy of the arrow when it is released.
The law of conservation of energy states that when energy changes from one form
to another, no energy is lost.

Attachment No. 3
Grade 9 – Science
S9FE-IVc-39
DIRECTION: Select the BEST answer.
1. Which energy is referred as “stored energy”?

a. Potential energy
b. Kinetic energy
c. Nuclear energy
d. Thermal energy
2. Which energy is possessed by a moving object?

a. Electrical energy
b. Chemical energy
c. Kinetic energy
d. Potential energy
3. What type of potential energy is stored in springs and bows?

a. Chemical Potential energy
b. Gravitational Potential energy
c. Elastic Potential Energy
d. None of the above
4. When a water from Tinuy-an Falls drop from the top to the bottom, what
energy transformation occur?
a. Kinetic Energy to Gravitational Potential Energy
b. Gravitational Potential Energy to Kinetic Energy
c. Kinetic Energy to Elastic Potential Energy
d. Elastic Potential Energy to Kinetic Energy
5. What conservation law that states that energy changes from one form to
another, no energy is lost?
a. Conservation of Momentum
b. Conservation of Energy
c. Conservation of Mass
d. None of the above

CONSERVATION OF MECHANICAL ENERGY
LESSON PLAN
I. Objectives
General Objective:
 Infer that the total mechanical energy remains the same during any process.
(S9FE-IVe-41)
 Differentiate distance from displacement.
 Measure the distance and displacement covered when student walks.
 Calculate the distance and displacement covered in given situations.
 Appreciate the importance in understanding distance and displacement in
determining the shortest path of a given destination.
II. Subject Matter

B. Materials: String, Meter stick
D. Focus Science Skills: Investigating, measuring, reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1: I can go a Distance (Refer to Attachment No. 1)
2. Analysis
Students will answer the follow-up questions in Activity 1 – I Can Go a
Distance.
3. Abstraction
Teacher’s discussion on distance and displacement. (Define and
4. Application
Falling Mango: What causes the damage in mango as it falls?
IV. Assessment.
V. Assignment
Problem Solving (Refer to Attachment No. 4)

Attachment No. 1

Grade 9 – Science
S9FE-IVe-41
ACTIVITY 1
KINETIC ENERGY TO POTENTIAL ENERGY TRANSFORMATION
https://phet.colorado.edu/services/download-
servlet?filename=%2Factivities%2F3567%2Fphet-contribution-3567-6308.pdf
ACTIVITY 2
ENERGY SKATE PARK BASIC SIMULATION
Start the Energy Skate Park Basic simulation using the PhET offline installation or go
to http://phet.colorado.edu/en/simulation/energycskatecparkcbasics.

Attachment No. 2

Grade 9 – Science
S9FE-IVe-41
Hewitt, P. Conceptual Physics 10th Ed., page 117

Attachment No. 3

Grade 9 – Science
S9FE-IVe-41
DIRECTION: Select the BEST answer.

Attachment No. 4

Grade 9 – Science
S9FE-IVe-41

Heat and Work
LESSON PLAN
I. Objectives
General Objective:
 Construct a model to demonstrate that heat can do work. (S9FE-IVe-42)
 Relate heat to work.
 Construct a model that demonstrate that heat can do work.
 Appreciate the importance of heat as applied in doing work to some real like
examples like how thermometer works.
II. Subject Matter

5. Topic: Heat and Work
6. Materials: Balloon, empty bottle, candle and matchsticks
7. Approach: Group Discovery
8. Focus Science Skills: Investigating and constructing

9. Preliminaries
10. Motivation
11. Lesson Proper
12. Activity
13. Analysis
Discussion of students’ design.
14. Abstraction
Teacher’s discussion on heat and work relationship (Refer to Attachment
No. 2)
IV. Assessment.
Rate the output of the students.
V. Assignment
Research on other applications where heat do work.

Attachment No. 1
Heat and Work

Grade 9 – Science
S9FE-IVe-42
ACTIVITY
BLOWING UP THE BALLOON WITH HEAT
MATERIALS: Rubber balloon, empty bottle, candle and flame.
TASK: Working in group, use only the given materials to blow up a balloon. Draw the
model of your set-up and explain your design.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Attachment No. 2
Heat and Work

Grade 9 – Science
S9FE-IVe-42
Heat from the candle do work on the molecules inside the bottle causing them to gain
kinetic energy. Molecules moving towards the walls of the elastic balloon causing it to
expand.

Attachment No. 3
Heat and Work

Grade 9 – Science
S9FE-IVe-42
SOME APPLICATIONS OF HOW HEAT DO WORK

1. The movement of mercury inside the thermometer.
http://home.howstuffworks.com/therm.htm
2. How Gasoline engine works?

http://www.explainthatstuff.com/carengines.html
3. How geothermal energy works?

http://www.renewableenergyworld.com/geothermal-energy/tech.html

HEAT ENGINES
LESSON PLAN
I. Objectives
General Objective:
 Infer that heat transfer can be used to do work, and that work involves the
release of heat (S9FE – IVf-43)
 Define heat engines.
 Explain how a gasoline engine works.
 Define cold and hot reservoir.
 Infer that heat transfer can be used to do work, and that work involves the
release of heat like in heat engines.
II. Subject Matter

A. Topic: Heat engine
B. Materials: Printed pictures.
D. Focus Science Skills: Reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
2. Analysis
Students will present their answer in Activity 1.
3. Abstraction
Teacher’s discussion on distance and displacement. (Define and
4. Application
Motorcycle engine operation.
https://www.youtube.com/watch?v=dp1CElyo6_g
IV. Assessment.
Identify which part of a motorcycle is the: hot reservoir, cold reservoir and the
part that do work.
V. Assignment
Identify the factors that can affect the operation of a motor engine.

Attachment No. 1
Heat Engines
Grade 9 – Science
S9FE – IVf-43
ACTIVITY 1
How Vehicle Engine Works!
TASK: Working in group, arrange the following pictures to have the right operation
sequence of a gasoline engine.

Attachment No. 2
Projectile Motion
Grade 9 – Science
S9FE=IVa-34
HEAT ENGINES
Any device that transforms heat partly into work or mechanical energy is called a heat
engine. This device take heat from a source and convert as much of it as possible into
mechanical energy or work. This is what happens in gasoline engines in motorcycles
and automobiles, steam turbines in electric power plants, and many other systems.
Usually, a quantity of matter inside the engine undergoes inflow and outflow of heat,
expansion and compression, and sometimes change of phase. This matter is called
as the working substance of the engine. In internal-combustion engines, such as
those used in automobiles, the working substance is a mixture of air and fuel; in a
steam turbine it is water.
Hot and Cold Reservoir

All heat engines absorb heat from a source at a relatively high temperature, perform
some mechanical work, and discard or reject some heat at a lower temperature. When
we analyze heat engines, it helps to think of two bodies with which the working
substance of the engine can interact. One of these, called the hot reservoir,
represents the heat source (combustion chamber of the engine). The other body,
called the cold reservoir, can absorb large amounts of discarded heat from the engine
at a constant lower temperature.
Figure 1. Hot and cold reservoir of heat engines.

http://animagraffs.com/how-a-car-engine-works/

Thermal Efficiency
LESSON PLAN
I. Objectives
General Objective:
 Explain why machines are never 100-percent efficient. (S9FE-IVf-44)
 Define thermal efficiency
 Explain why machines are never 100-percent efficient
 Appreciate the importance in understanding thermal efficiency as applied in
vehicle engines and human body operation.
II. Subject Matter

A. Topic: Thermal Efficiency
B. Materials: Diagrams
D. Focus Science Skills: analyzing, measuring, reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
Activity 1(Refer to Attachment No. 1)
2. Analysis
3. Abstraction
Teacher’s discussion on thermal efficiency. (Refer to Attachment No. 2)
IV. Assessment.
Assessment of students’ responses/output from their task based from
Application part.
V. Assignment
Write an easy reflecting on the following idea: What if Engines operate at
100% efficiency?

Attachment No. 1
Thermal Efficiency
Grade 9 – Science
S9FE-IVf-44
ACTIVITY 1
ENGINE EFFICIENCY
TASK: Analyze the graph below to answer the following question.
QUESTIONS:
1. What is the primary source of energy of the engine?
2. Where do the energy from the engine go?
3. Where does the largest amount of energy from the engine goes?
4. How many percent of energy goes to exhaust?
5. How many percent is used to make the vehicle move?
6. Can this engine attain a 100% efficiency during its operation? Justify your
answer.

Attachment No. 2
Thermal Efficiency
Grade 9 – Science
S9FE-IVf-44
THERMAL EFFICIENCY
When work is done by heat engine operating between two temperatures, T hot and Tcold,
only some of the input heat at Thot can be converted to work, and the rest is expelled
at Tcold.
Ideally, we would like to conver all the heat in T hot into work; in that case we would
have HeatHotReservoir = Work and HeatColdReservoir = 0. Experience shows that this is
impossible; there is always some heat wasted, and HeatColdReservoir is never zero. We
can define thermal efficiency of an engine, denoted by e, as the quotient
𝑊 (𝑤𝑜𝑟𝑘)
𝑒=
𝑄𝐻 (𝐻𝑒𝑎𝑡 𝑓𝑟𝑜𝑚 ℎ𝑜𝑡 𝑟𝑒𝑠𝑒𝑟𝑣𝑜𝑖𝑟)
Every heat engine discards some heat, which may be desirable or undesirable. When
expelled heat is undesirable, we call it thermal pollution.
An efficiency of 20% is fairly typical for cars and trucks if W(work) includes only the
work delivered to the wheels. This means that out 5 liters you used to fuel your engine,
only 1 liter do a significant work in making your car run. The other 4 liter is converted
into unusable air pollutants as engine exhaust.
Present engine designs aim to increase the efficiency of engines for better mileage
and less exhaust gases.

Attachment No. 3
Thermal Efficiency
Grade 9 – Science
S9FE-IVf-44
THERMAL EFFICIENCY OF THE BODY

Application
TASK: Use the diagram below to explain the efficiency of a human body.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

GEOTHERMAL POWER PLANTS
LESSON PLAN
I. Objectives
General Objective:
 Explain how heat transfer and energy transformation make heat engines like
geothermal plants work. (S9FE-IVg-45)
 Define geothermal energy.
 Explain how geothermal power plant work.
 Evaluate the advantage and disadvantages of a geothermal power plant in
our society.
II. Subject Matter

A. Topic: Geothermal Power Plant
B. Materials: Laptop, Projector and Speaker
C. Approach: Group Discussion, Video Lesson
D. Focus Science Skills: Contrasting, reflecting

A. Preliminaries
B. Motivation
C. Lesson Proper
1. Activity
2. Analysis
3. Abstraction
Teacher’s discussion on geothermal energy and how it works. (Refer to
Attachment No. 2)
4. Application
Identify local areas that is capable for a geothermal power plant. Talk
about the advantage and disadvantage of having a power plant in that
area.
IV. Assessment.
Have students write a persuasive essay arguing for or against the
development of more geothermal energy plants. Essays should include at
least three reasons to support why they believe geothermal energy is or not a
good resource to invest in. Play “Geothermal Energy” again if students need
more information.
V. Assignment
Crossword Puzzle (Refer to Attachment No. 3)

Attachment No. 1
Geothermal Power Plants

Grade 9 – Science
S9FE-IVg-45
ACTIVITY 1
GEOTHERMAL ENERGY
www.science.earthjay.com/instruction/CR.../lesson-4d-geothermal-energy.pdf
Materials: Computer with Internet access, Projector and speakers
Procedure:
1. Discuss the different types of alternative or renewable energy sources. What
kinds of renewable energy sources do you know about?
2. Then watch “Geothermal Energy.” Ask students to pay particular attention to

the benefits and drawbacks of geothermal energy. Pause the video often so
students are able to answer the following questions:
a. Where does geothermal energy come from? (from deep inside Earth)
b. What makes geothermal energy a good alternative source of electric power?
(Geothermal energy generates electricity around the clock and does not
produce significant greenhouse gas emissions.)
c. What is one drawback of drilling geothermal wells? (You can’t drill just
anywhere for Earth heat; finding and trapping geothermal steam can be
tricky and costly.)
d. Why is geothermal energy not always a renewable energy source?
(Geothermal reservoirs are not inexhaustible; if not properly managed over
time, a geothermal resource may run out of steam.)
3. Discuss the pros and cons of geothermal energy. Students can create a chart
on the board. What are some of the limitations associated with geothermal
energy? How can the use of geothermal energy affect climate change? Are
there other environmental issues related to the use of geothermal energy?

Attachment No. 2

Grade 9 – Science
S9FE-IVg-45
What is geothermal energy?

Heat has been radiating from the center of the Earth for some 4.5 billion years. At
6437.4 km (4,000 miles) deep, the center of the Earth hovers around the same
temperatures as the sun's surface, 9932°F (5,500°C) (Figure 1). Scientists estimate
that 42 million megawatts (MW) of power flow from the Earth’s interior, primarily by
conduction Geothermal energy is a renewable resource.
One of its biggest advantages is that it is constantly available. The constant flow of
heat from the Earth ensures an inexhaustible and essentially limitless supply of energy
for billions of years to come.
A viable geothermal system requires heat, permeability, and water. Developers

explore a geothermal reservoir to test its potential for development by drilling and
testing temperatures and flow rates. Rainwater and snowmelt feed underground
thermal aquifers (Figure 2). When hot water or steam is trapped in cracks and pores
under a layer of impermeable rock, it forms a geothermal reservoir.

In a geothermal flash power plant, high pressure separates steam from water in a
“steam separator” (Figure 5) as the water rises and as pressure drops. The steam is
delivered to the turbine, and the turbine then powers a generator. The liquid is
reinjected into the reservoir. Under one-third of the installed geothermal capacity in
the U.S. is comprised of flash power plants, with the majority in California. http://geo-
energy.org/reports/Geo101-Binder1.pdf
In the Philippines, geothermal energy already provides 27% of the country’s total
electricity production generated in power plants. Geothermal power plants are on the
islands of Luzon, Negros, Mindanao and Leyte. Worldwide, the Philippines rank
second to the United States in producing geothermic energy. Lete is one of the island
in the Philippines where geothermic power plants were developed. The many of the
geothermic natural resources are still waiting to be harnessed for steam.
http://www.philippines.hvu.nl/leyte2.htm

Attachment No. 3

Grade 9 – Science
S9FE-IVg-45
Geothermal Energy Crossword Puzzle

http://www.eia.gov/kids/resources/teachers/pdfs/ElementaryActivityGeothermalPuzzl
e.pdf
ACROSS DOWN
1. Melted iron 1. Earth layer with magma and rock

2. Greek word for heat 3. Geothermal energy is caused by
4. Where geothermal energy is located _____ decay
6. The Earth’s crust is in giant pieces 5. Geothermal resource good for bathing
called ____ 8. Replenished in a short time
7. Mountain with geothermal energy 9. Greek word for earth
11. Area of Pacific with geothermal 10. Produced by geothermal plant
resources 11. Underground geothermal pool
13. Produced by volcanoes 12. Greek word for wate
14. Center of the earth
15. Outer layer of the earth

Electricity and Magnetism
LESSON PLAN IN SCIENCE FOR GRADE 9
I. Objectives
General Objective:
 Explain how electrical energy is generated, transmitted, and distributed,
 Identify the equipment used in power generation.
 Describe the electrical energy generation, transmission, and distribution set
up in the country.
 Discuss how electricity benefits our environment and our well-being.
II. Subject Matter
A. Topic: Power Generation, Transmission and Distribution
B. Materials: Simple Generator, List of Different Power Plants in the Country
C. Strategy: Cooperative Learning, Guided Inquiry Approach
D. Focus Science Skills: Investigating, exploring, reflecting
A. Preliminaries
B. Motivation
-Conduct recall on how much electric power they consume every month. Let the
students make estimates on the power consumed in their community.
-Pose the question: “Where do we get the electric power that we used every day
in our home, in school, or in the community?”
C. Lesson Proper
1. Activity
- Form 6 groups.
- Give precautionary measures
- Distribute activity sheets.
- Activity Proper
Activity 1 – Refer to Attachment No. 1
2. Analysis
 Students will present their outputs by group through reporting focusing on
o Data/ observations
o Responses to the guide questions
3. Abstraction
 Teacher discussion (Refer to Attachment No. 2)
4. Application – Energy Transformations in Power Plants
Let the students make a concept map that summarizes the different types of
power plants and the energy transformations that takes place in each of the
type.
IV. Assessment.
V. Assignment
Discussion (Refer to Attachment No. 4)

Attachment No. 1
Grade 9 – Science
S9FE-IVh-j-46
ACTIVITY 1
A Simple Generator
Objective
In this activity, students will build a model of a generator using commonly
available inexpensive materials in the community.
Materials Needed
 Cardboard from a cereal box for example
 Iron nail with head — 6mm diameter, 15cm long
 Reel (approx. 25m) of enameled copper wire (30 SWG or ~0.3mm diameter)
 Strong Button Magnet
 Torch bulb (6V, 0.06A) and holder or better still a Light Emitting Diode (LED)
 Hand drill (standard toolbox type)
Procedure
Design a process or steps in order for you to create a simple generator using
the given materials. Be sure to keep safe while conducting the activity.
Hint: Refer to http://www.creative-science.org.uk/gen1.html
(Expected output: Own procedure/design of a generator; and the simple generator)

Attachment No. 2

Grade 9 – Science
S9FE-IVh-j-46
Simple Generator
-There is a video of a simple Electrical Generator on the LeGS website at
http://legs.beam.org.ph/lr%3Blgs/view?_e=MC0,%27itemId%3A%27,[3914]]&_id=yk
5zLA.2545
-You can download and play the video to provide some ideas for the students.
Instructions are available from http://www.amasci.com/amateur/coilgen.html.
Simulation
-Download the generator.jar file from the LeGS website at
http://legs.beam.org.ph/lr%3Blgs/view?_e=MC0,%27itemId%3A%27,[3914]]&_id=yk
5zLA.2545
-You will need Java 1.5 installed on your computer to run the simulation. You
can check your computer's current version of Java.
For Windows users:

-From a command line (Start menu->All Programs->Accessories->Command
Prompt), type: java-version followed by the enter key. You should see some text which
will include something like "(build 1.4.2_05_05-b04)"; this number is the version of
Java you are using.
-If you receive an error, Java is not properly installed.
(Source: BEAM Learning Guide; August 2008, page 13)
Energy Generation, Transmission, and Distribution
The Department of Energy (DOE) settles matter regarding energy production

and distribution in the country. The National Power Corporation (NPC) and other
energy producers are in charge in generating power. And the National Transmission
Corporation sells electric power to the different electric distributors like MERALCO in
Manila and SURSECO here in Surigao del Sur
.

Attachment No. 3

Grade 9 – Science
S9FE-IVh-j-46
NAME: ____________________________________ SCORE: ___________

SECTION: _________________________________
DIRECTION: Select the BEST answer. Write only the letter of your choice on your
paper.
1. These are devices used for producing electrical energy in power plants/station. It
transform mechanical energy into electrical energy.
a. transformers
b. electric motors
c. magnets
d. generators
2. Which of the following devices transforms electrical energy into mechanical

energy?
a. transformers
b. electric motors
c. magnets
d. generators
3. These are devices that transforms or changes voltage from one value to another
of greater or smaller value.
a. transformers
b. electric motors
c. magnets
d. generators
4. What type of energy is being wasted in every energy transformations?

a. electrical
b. heat
c. chemical
d. potential
5. The main source in producing electrical energy in the hydroelectric power plant is
___________
a. falling water
b. coal
c. chemical energy of oil
d. radiant energy from the sun

Attachment No. 4

Grade 9 – Science
S9FE-IVh-j-46
DIRECTION: Answer the following questions.
1. Why do we need electricity? Nowadays, we need electricity which form part

of our basic needs; because in almost all our undertakings daily it
involves the use of electricity. Like for example, in cooking our food, we
use electric rice cooker, electric gas range; our cellphones used in daily
communication and other gadget is useless without electricity; the
technology we used at work like laptops, computers are dead without
electricity; in different business, using electricity is superb and
necessary; and in other aspects as well. That is why, we need electricity.
2. How does electricity benefit our community/environment and our well-being?

Electricity benefits our well-being because it makes life comfortable for
us. Works become lighter and easier in the existence of electricity. It also
brings economic advancement. Different business expands and progress
thru the use of electricity.

ANSWER KEY
Projectile Motion
Activity 1
1. Image can be classified as sports moving both horizontal and vertical direction
or has trajectory (basketball, volleyball, tennis, and table tennis), and sports
with no trajectory (billiard and bowling)
2. billiard and bowling
3. none
4. basketball, volleyball, tennis, and table tennis
5. basketball, volleyball, tennis, and table tennis
Activity 2
1. They both hit the floor at the same time.
2. Yes
3. The coin being hit by the finger.
4. The coin being hit by the finger.
5. The same
6. Horizontal motion is not a factor, gravity does.
Assessment
1. D
2. B
3. C
4. B
5. A
Projectile Motion: Angle of Release, Height and Range

Activity 1
1. 75o
2. Increases
3. 45o
4. Increases going to 45o then decreases as it further increases
5. 70o
6. 80o, 30o, 65o
Activity 2
1. Greater initial speed causes greater range and peak.
2. 80o has greater peak than 10o, their range is the same.
3. 85o
4. Ideal test
5. It reduces its range
Assessment
1. D
2. C
3. D
4. A
5. C
Momentum
Activity 2
1. Carabao
2. Dog
3. Dog
4. Mass and speed
5. Dog
6. Mass x dog
7. Object that has both great mass and velocity
Activity 3
1. 0.04
2. 35.0
3. 150,000
4. 100,000
5. 2.4
6. 2,400
7. 260
8. 3.0
9. 150
10. 0
Assessment
1. C
2. C
3. A
4. A
5. D
Assignment
1. 40,000
2. 300
3. 12.0
4. 400
5. 15.0
Impulse
Activity 1
Initial Momentum (mv1) Final Momentum (mv2) Impuls
Mass(kg Initial Momentu Mass(kg Final Momentu e
) Velocity(v1 m ) Velocity(v2 m (mv2)-
) (kg•m/s) ) (kg•m/s) (mv1)
(m/s) (m/s) (kg•m/s
)
4,000 10 40,000 4,000 15 60,000 20,000
600 0.5 300 600 0.3 180 -120
4 3.0 12.0 4 5.0 20.0 8.0
50 8.0 400 50 2.0 100 -300
0.5 30.0 15.0 0.5 40.0 20.0 5
1. Yes
2. Velocity increases
3. Velocity decreases
4. No, because no change in velocity
ACTIVITY 2
1. Zero
2. A force caused by a push
3. Lesser change of speed in pushing it with a 100N force for a shorter period of
time than pushing it with the same force for a longer period of time.
4. Pushing it with the same period of time, having a greater force can cause
greater change of speed or acceleration
ASSESSMENT
1. B
2. D
3. A
4. D
5. B
ACTIVITY 1
1. Moving the hand backward while catching the egg.
2. To reduce the momentum of the egg without breaking it, an impulse must be
applied. But the force in the impulse should be reduced as to not break the
egg, that is why the contact time must be increased by moving the hand
backward as one catches the egg.
ASSESSMENT
1. B
2. B
3. B
4. D
5. A
Collision
ASSESSMENT
1. B
2. A
3. A
4. B
5. C
Energy Transformation
ACTIVITY 1
Chocolate Eat it Chemical to mechanical and heat
Petrol Burn it Chemical to thermal energy
Dynamite Light it Chemical to light, sound and heat
Olympic diver on Diving from the Gravitational Potential to kinetic
platform platform energy
Match Light it Chemical to Light and heat
Stretched elastic Release it Elastic Potential energy to
band mechanical energy
ACTIVITY 2
1. At the spring
2. Release the winding or spring
3. Mechanical energy and sound
4. Mechanical energy of the human body by forcing the winding
ASSESSMENT
1. A

2. C
3. C
4. B
5. B
Conservation of Mechanical Energy

ASSESSMENT
1. D
2. C
3. B
4. B
ASSIGNMENT
4.
The same The same
Potential Energy Kinetic Energy
Potential Energy Kinetic Energy
Heat Engines
ACTIVITY 1

Thermal Efficiency
ACTIVITY 1
1. Fuel
2. Exhaust, frictional and heat transfer, and wheels
3. Exhaust
4. 76%
5. 19%
6. No, there will always energy that goes directly to the environment that is
considered as waste energy.

ASSIGNMENT

ASSESSMENT
1. D
2. B
3. A
4. B
5. A

IMAGE CREDITS
http://3.bp.blogspot.com/-
lOyOTSI6FCo/VOgY1GFn8sI/AAAAAAAAC1U/ZFBGNTrrkKo/s1600/230x362xPBA-40-Opening-
Manny-Pacquiao-2-300x480_jpg_pagespeed_ic_uYAcYOmfuG.jpg
http://i226.photobucket.com/albums/dd320/AnitoKid_2007/billiards-101/EfrenBataReyes-5.jpg
https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcTOCUL4wGT9Ma3mJmCZmGDyqGnvkG0tDfKCEYeE
24ULYhWZIkrw
http://sraphl.zenfolio.com/img/s5/v131/p243606851-2.jpg
https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSVdt_rcNCydDo1D4GbMLpJHAPeDig-
YuKMl27bcSlbvyPXBksCGw
https://impakngsikatdlsu.files.wordpress.com/2012/12/paeng11.jpg
https://c1.staticflickr.com/9/8539/8768292680_d8f329df01_b.jpg
https://s-media-cache-ak0.pinimg.com/564x/5a/0d/b3/5a0db3a047169f20bbf717d1693ce9b7.jpg
https://farm4.staticflickr.com/3599/3488793313_e708383aa9_z.jpg?zz=1
http://www.animalsandenglish.com/uploads/6/6/0/6/6606397/8565598_orig.jpg
http://thetreptalk.com/wp-content/uploads/2016/06/the-power-of-momentum.jpg
http://static.panoramio.com/photos/large/43330742.jpg
http://s3.crackedcdn.com/phpimages/article/8/3/3/33833.jpg?v=1
https://s-media-cache-ak0.pinimg.com/736x/cf/06/6e/cf066e66e2639ee48e66723febe4b649.jpg
https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRuTF24zhgzBWGG-NwVC7Kgn4_Q-
gIfQqx9OwOaSkT6-scwrgLJ
http://larrybrownsports.com/wp-content/uploads/2012/12/juan-manuel-marquez-manny-
pacquiao-punch.jpg

REFERENCES
Hewitt, P., Conceptual Physics 10th Ed

Young and Freedman. University Physics 13th Edition

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Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

2. Projectile – Angle of Release, Height and Range

8. Conservation of Mechanical Energy

9. Heat and Work

10. Heat Engines

11. Thermal Efficiency

12. Geothermal Power Plant

13. Electricity and Magnetism

14. Answer Key

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

II. Subject Matter

III. Learning Experiences

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

2. What image/s that show motion along the horizontal only?

3. What image/s that show motion along the vertical only?

5. What do you think are image/s that reflects projectile motion?

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

MATERIALS: Table and 2 peso coins

3. Which coin leaves the table with a greater horizontal speed?

4. Which coin travels a greater horizontal distance from the table?

5. Which coin travels a greater vertical distance from the table?

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Additional online references:

Online video lessons (YouTube)

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Jumping for basketball, throwing and

A basketball player can jump as much

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

1. Which of the following is NOT a projectile?

2. The path taken by a projectile is also known as ____________.

3. How will you describe the horizontal motion of a projectile?

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

II. Subject Matter

III. Learning Experiences

1. At what angle will the ball reach its highest peak?

3. At what angle will the ball reach its longest range?

6. A ball is fired at three different angle of projections: 30 o, 80o, and 65o. At

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

OBECTIVE: At the end of simulation, student must be able to understand the

5. How does air resistance affect the trajectory of a projectile?

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

PROJECTILE – Speed, Angle of Projection, Peak and Range

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

II. Subject Matter

III. Learning Experiences

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

DIRECTION: Write your idea about the following situation.

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

a. A 500 kg carabao standing still.

1. Which animal has the greatest mass?

2. Which animal has the greatest speed?

3. Which animal has the greatest momentum?

4. What factor/s does momentum depend on?

6. How will you determine the momentum of an object?

7. How will you describe object that has a great momentum?

Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group

DIRECTION: Given the following data, solve for momentum. P = mv.

Object Mass (kg) Velocity (m/s) Momentum (kg•m/s)