Science 9

Science – Grade 9
Quarter 4 – Self-Learning Module 9: TH COLOR SPECTRUM
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Cecilia L. Cańete
Editors: Jocelyn A.Prado
Reviewer: Jocelyn A. Prado
Illustrator: Emmanuel D. Ubaldo
Layout Artist: Jean Rean M. Laurente
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta Ed
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Science 9
Quarter 4
Self-Learning Module 9
Momentum and Impulse In
Action
Introductory Message
For the facilitator:

Welcome to the Science 9 Self-Learning Module 9 on Momentum and Impulse

in Action!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Science 9 Self-Learning Module on Momentum and Impulse

in Action!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module is created with activities that will help you understand and appreciate
the different applications of Momentum and Impulse to real-life situations. In this
module, your knowledge, skills, and values will be developed.
After going through this module, you are expected to:
1. explain the relationship between momentum and impulse;
2. illustrate how impact force is reduced in some situations like in collisions; and
3. apply the concept of momentum and impulse to real-life situations.

PRETEST

Directions: Read each question carefully and choose the letter of the best answer.
Write the letter of your answer on a separate sheet of paper.

1. Which of the following statements correctly explain the relationship between

momentum and impulse?
A. Impulse could not change the object’s momentum.
B. Impulse is inversely proportional to the change of momentum.
C. Slow-moving baseball causes more injury than fast-moving baseball.
D. It requires greater force to stop a moving body with higher momentum.

2. A boxer quickly leans his head backward when he sees he is going to receive a
jab to the head. What does this head motion indicate?
A. Confusion on the opponent
B. Increased momentum and lower impact force
C. Increased contact time and decreased force of impact
D. Decreased contact time and decreased force of impact

3. The following pictures show the principle of increasing time of contact to

decrease the force of impact EXCEPT

a. c.

b. d.
4. There is a difference between running a car hitting the haystack and hitting a
brick wall. Which of the following statements correctly interpret the given picture?

A. A change in momentum both in longer and shorter time results in a larger force
of impact.
B. A change in momentum both in longer and shorter time results in a smaller
force of impact.
C. A change in momentum that occurs over a short time results in a small force of
impact and a change in momentum that occurs over a long time results in a larger
impact force.
D. A change in momentum that occurs over a long time results in a small force of
impact and a change of momentum that occurs over short time results in a larger
force of impact.

5. “Momentum demands movement”. What does this quote tell you?

A. You need to stop to sustain your momentum.
B. You need the push of others to gain momentum.
C. You need to set your goal and let others work for you.
D. Keep moving ahead because action creates momentum.

RECAP
From your Grade 8-Science, you have learned Inertia which pertains to the ability
of the body to resist an outside force. The more mass an object has, the greater its
inertia. Therefore, a heavier body is more difficult to stop than the lighter one. From
the previous module, you have learned that the momentum of a body depends on
its mass and velocity. This means that momentum is the inertia in motion. Objects
at rest have inertia but without momentum. An object’s momentum depends on its
mass and velocity.

CAR A Direction: Two cars of different masses are moving at

the same velocities. Complete each of the following
1,000 kg
statements by identifying the correct car being
10 m/s described.

300 kg 1. Greater force is needed to stop car ___ because it

CAR B
has higher inertia.
10 m/s 2. Bodies with higher momentum like car ____ is more
difficult to stop.
3. Car ___ has higher momentum than car ___ because it has a higher mass.
4. Car A and B will only have the same momentum when Car ____ increases its
velocity.
5. Car ___ has a momentum of 3,000 kgm/s.

LESSON

Momentum can simply be defined as the mass in motion. This tells us that
object at rest has no momentum. You will notice two quantities involved in this
statement- the mass and the velocity. These quantities are directly proportional to
the magnitude of momentum. Increasing either the mass or velocity of the object
results in increasing the momentum.

Driving your car with higher mass at a higher velocity gives your car a
higher momentum. The more momentum an object has, the more difficult it is to
bring to a stop. Therefore, when someone suddenly crosses the road while you are
driving at a higher velocity, it would require you to apply greater force on the brake
or it takes you a longer amount of time or both to slow it down and bring it to a
stop. m𝑽 𝟏 m𝑽𝟐
F t
Stepping the brake so hard
(greater force) in a longer amount
of time is required … to bring the car with higher to a stop or to change its
momentum … momentum to zero.
In this case, force and time are important to look at. The brake serves to
apply a force to the car for a given amount of time to change the car’s momentum.
This amount of force applied multiplied by the duration of time it was applied is
called Impulse. And the greater the impulse, the greater the change in momentum.
To change the impulse, you can either increase or decrease the force applied and
the time of contact.

Ft = m∆V

IMPULSE (J) CHANGE IN MOMENTUM

J= m∆V
Rearranging the equation above will help us understand how impact force is
affected by the change in momentum and the time of contact.

This shows that force of impact is directly proportional to the

momentum of the body and inversely proportional to the time of
contact.
The above equation shows that the impact force of a fast-moving car is higher and
therefore it can cause greater damage after the collision than the car moving at a
lower velocity. On the other hand, the equation tells us that the impact force could
be decreased by extending the time of contact.

Now, think about riding in an out-of-control car. Would you prefer hitting a
haystack or a brick wall? Your knowledge of physics will help you save your life.

Let us figure it out:

If the change in momentum occurs If the change in momentum occurs

over a long time, the force of impact over a short time, the force of impact
is small. is large.

In both cases, the momentum has been decreased by same amount of impulse.

F∆ t = F∆t
The product of smaller force with longer time = The product of bigger force and shorter time

Since our goal is to make the force of impact lower to save our life, we need to
extend the time. By hitting a haystack instead of the brick wall, you are extending
the contact time (during the time the momentum is brought to zero). This results in
lower force of impact. The law of physics tells us that if you are driving at a high
velocity and a crash causes the car to stop immediately, the driver and the
passengers will be thrown forward (Law of inertia!) at the same velocity causing
major fatalities and death. This made the engineers designed car’s crumple zones.
These areas are built to bend or collapse because crumpling allows the vehicle to
take a little longer before coming to stop. Thus, impact forced is lowered and
increasing the chance of survival.
This is also the reason why the boxer often relaxes
his neck and moves his head backward upon recognizing
that he will be hit in the head by the opponent. Moving
backward means extending the time of impact of the glove
with his head thus, decreasing the impact force during
collision. The same principle is applied in using
parachute when jumping off a plane for example. The air
pushes the parachute upward making the time of contact
of the person and the ground longer. Extending the time of contact means
decreasing the impact force.
 ACTIVITIES
To deepen your understanding of the lessons and to discover new concepts,
perform the following activities.
Activity No.1: KEEPING ME SAFE

Learning Competency: Apply the concept of momentum and impulse to real-life

situations. S9FE-IVb-36.4
Learning Objective: To explain the relationship between impulse and momentum.

Direction: Fill in the blanks with the correct word to complete the paragraph
describing each of the given picture.

1. I am a gymnast. I need to _____ my knees when landing

from a certain height to ________ the time of contact with
the floor thus _______the force of impact.
(reducing, increase, bend)
2. Cars are designed with __________ because it can lessen
or prevent injuries in the event of crash or collision. The
inflation of the airbag is initiated by crash sensors. This
________the impact force by _______ the time of contact.
(airbags, decreases, increasing
3. Car manufacturers design ____________ into cars so that car
will likely be crumpled rather than rebounded in a collision.
When the car crumples, the change in the car’s momentum
happens over a ______ time. This _______ the force of impact on
the passengers and thereby increasing chances of survival.
(long, decreases, crumple zones)
4. Baseball players need to use__________. Its padding is slightly
compressible thus __________ the impact force on the player’s
hand by _________ the time of contact.
(reducing, increasing, padded gloves)
5.When catching a baseball, the catcher pulls his hand
___________ with the moving ball. This ___________ the impact of
catching the fast-moving ball to your hand because by doing so,
time of contact was been _________.
(backwards, increased, decreases)

Guide Questions:
1. What do you need to do with the contact time during a collision so that the force
of impact will be reduced?
_________________________________________________________________________________
2. How could seatbelt apply the same principle of saving the passenger’s life during
crash? __________________________________________________________________________
Activity No.2: CUSHION IT!
Learning Competency: Apply the concept of momentum and impulse to real-life
situations. S9FE-IVb-36.4
Learning Objective: Illustrate how impact force is reduced during collisions.

Direction: Draw the material that reduces the force of impact in each of the
following situations.

1. There is a mechanical failure in the plane. I need to jump off

the plane before it crashes. What do I need to land safely??
2. I got a head-on collision with an electrical
post. I was not thrown forward towards the windshield. What
keeps me from my seat?
3. My car is out of control. There are just two
options to collide with, mango tree or a banana stalk. What will I
choose?
4. My car gets a head-on collision, and our cars are both
crumpled instead of rebounding. Both of us are not seriously
harmed because crumpling increases the time of changing our
momentum thus reducing the impact force. What did car
manufacturers design into our cars that reduces injury?

5. My car accidentally hit the motorcycle that was trying to

overtake me. The driver was knocked over along with his
motorcycle. What did he use to avoid serious head injury?

CLOSURE:
Fragile goods such as glass, ceramics, and electronic products that are transported
must be cushioned inside the shipping packaging. Why is this so?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

WRAP-UP

Directions: Write true if the statement is correct and change the underline word/s
if the statement is false.
1. If heavy and light objects have the same momentum, the velocity of
the lighter object is higher.

2. The car with lower momentum requires a great stopping force.

3. During the collision, the seatbelt increases the time of contact of the passenger
to the steering wheel, thus reducing impact force.
4. If the change in momentum occurs over a long time, the force of impact is large.
5. In catching a fast-moving ball with the bare hand, move your hand backward
with the ball so that collision time will be decreased and force of impact will be
decreased.

VALUING

To deeply appreciate the importance of the lesson, answer this activity and
make a self-reflection.

Activity No.3: MY LIFE JOURNEY

Learning Competency: Apply the concept of momentum and impulse to real-life

situations. S9FE-IVb-36.4

Learning Objective: To reflect on the real-life applications of momentum

and impulse.
Directions: Identify the following materials/parts that play an important role
in reducing collision injury. Then use them to fill in the blanks in the “ My
life Journey”.

(1) (2) (3) (4)

SELF-REFLECTION:
My Life Journey.
Life is a journey filled with joys, hardships, and lessons that will ultimately

bring us to our destination. Along our journey, we are confronted with rough roads

and accidents that slow us down or sometimes stop us from going. But do not

forget that in all these accidents that you experienced, there are people that serve

like ____________ to protect you from serious harm, there are those ready to be

crushed like the_________________ of cars so you won’t be hurt so much, and there

are those who hug you like the ______________when you are about to crash. The

moment you feel like giving up, ask GOD for full control of your life like the

__________ of the car. He can give you rest when you get tired in your life.
 POSTTEST
Directions: Read each statement carefully then write the letter of your answer on a
separate sheet of paper.

1. A car traveling along the highway needs a certain amount of force to be brought
to rest. A large force is required when a car has ______.
A. lower mass
B. lower momentum
C. higher momentum
D. longer stopping distance

2. Which of the following correctly describes the situation below?

A. The change in momentum occurs over a long time resulting in a larger force of
impact.
B. The change in momentum occurs over a short time resulting in a larger force of
impact.
C. The change in momentum occurs over a long time resulting in a smaller force of
impact.
D. The change in momentum occurs over a short time resulting in a smaller force
of impact.

3. The amount of wreckage of cars during collision depends on the car’s

momentum and on how long the change in momentum occurs. Which of the
following barriers could give the least force of impact to the car?
1 2 3 4

haystack Brick wall Tree trunk Electrical post

A. 1 B. 2 C. 3 D. 4

4. Why do you think mountain climbers use nylon rope?

A. To increase both the stopping force and time.
B. To decrease both the stopping force and time.
C. To increase the stopping time and decrease the stopping force.
D. To decrease the stopping time and increase the stopping force.

5. Seatbelts reduce the risk of death and serious injury. Which of the following
emotions/behavior could you associate with seatbelt?
A. Stress B. Depression C. Love D. Arrogance
 1. C 1. TRUE
2. B 1. AIR BAG 2. HIGHER
3. A 2. SEATBELT 3. TRUE
4. C 3. BREAK PEDAL 4. SMALL
5. A 4. CRUMPLE ZONE 5. INCREASED
POST-TEST: ACTIVITY 3: MY LIFE JOURNEY WRAP-UP:
1. BEND, INCREASE, REDUCING
1. 2. AIR BAG, DECREASES,
CLOSURE: INCREASING
3. CRUMPLE ZONES, LONG,
Fragile goods DECREASES
such as glass, 4. PADDED GLOVES, REDUCING,
ceramics, and 2. INCREASING
electronic 5. 5. BACKWARDS, DECREASES,
products that INCREASED
are
transported 3. CLOSURE:
must be 1. INCREASE THE CONTACT TIME.
protected from 2. THE SEATBELT HOLDS THE
damage due to PASSENGER IN PLACE OR IT PREVENTS
impact or THE PASSENGER FROM FLYING
vibration in 4. FORWARD WHEN CAR SUDDENLY STOPS
transit by DUE TO COLLISION.
cushioning ACTIVITY 1: KEEPING ME SAFE
materials
inside the
shipping 5. 1. A 1. D
packaging. 2. A 2. C
3. A 3. D
4. B 4. D
5. B 5. D
ACTIVITY 2: CUSHION IT RECAP: PRETEST:
KEY TO CORRECTION
 References

A.Book

Alvarez, Liza A et al. (2014) Grade 9 Science Learner’s Material. Pasig City. Rex
Bookstore

Online Sources
Google Chrome, slideplayer.com, https://slideplayer.com/slide/5028971/

Google Chrome, http://pnhs.psd202.org/documents/zgonzale/1509975783.pdf

Google Chrome, EducaGym,

https://sites.google.com/site/gymnasticsatschool/resources/skills-and-
progressions/landings

Google Chrome, HowStuffWorks, https://auto.howstuffworks.com/car-driving-

safety/safety-regulatory-devices/can-airbags-kill-you.htm

Google Chrome, autoevolution.com, https://www.autoevolution.com/news/how-

crumple-zones-work-7112.html

Google Chrome, the Physics Classroom.com,

https://www.physicsclassroom.com/class/momentum/Lesson-1/Real-World-
Applications

Google Chrome, https://www.quora.com/Why-does-a-cricket-player-move-his-

hand-backwards-while-catching-the-ball

Google Chrome, https://www.quantamagazine.org/why-mathematicians-cant-find-

the-hay-in-a-haystack-20180917/