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Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor - Science Physics Group
Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor - Science Physics Group
3. Momentum
4. Impulse
5. Impulse-Momentum Theorem
6. Collision
7. Energy Transformation
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.
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.
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.
4. What image/s that show motion along both the horizontal and vertical?
Projectile Motion
Force, Motion and Energy
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.
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?
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?
Projectile Motion
Force, Motion and Energy
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
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.
Projectile Motion
Force, Motion and Energy
Grade 9 – Science
S9FE=IVa-34
Projectile in Basketball!
(http://mokiphysics12.weebly.com/)
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.
Projectile Motion
Force, Motion and Energy
Grade 9 – Science
S9FE=IVa-34
DIRECTION: Select the BEST answer. Write only the letter of your choice.
4. How will you describe the vertical motion of a projectile as it goes upward?
a. Increases
b. Decreases
c. Constant
d. Cannot be determined
5. How will you describe the vertical motion of a projectile as it goes downward?
a. Increases
b. Decreases
c. Constant
d. Cannot be determined
General Objective:
Investigate the relationship between the angle of release and the height and
range of the projectile. (S9FE-IVa-35)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Multiple Choice (Refer to Attachment No. 5)
V. Assignment
Play “Angry Birds” on mobile devices or computers applying the concepts of
projectile motion.
Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group
Attachment No. 1
Learners’ Material
Projectile Motion
Force, Motion and Energy
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.
2. What will happen to the peak of a projectile as you increase the angle of
projection?
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?
Projectile Motion
Force, Motion and Energy
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)
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.
Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group
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)?
Projectile Motion
Force, Motion and Energy
Grade 9 – Science
S9FE=IVa-35
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.
Projectile Motion
Force, Motion and Energy
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.
Projectile Motion
Force, Motion and Energy
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
I. Objectives
General Objective:
Relate impulse and momentum to collision of objects (e.g., vehicular collision)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Multiple Choice (Refer to Attachment No. 6)
V. Assignment
Problem Solving (Refer to Attachment No. 7)
Momentum
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
Activity 1
STOP ME!
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?
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Momentum
Force, Motion and Energy
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.
MASS
VELOCITY
MOMENTUM
5. If you will to stop those animals, which animal could hardly be stopped?
Momentum
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
Activity 3
Calculating Momentum
Momentum
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
Momentum
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
“PARA”
Application
Projectile Motion
Force, Motion and Energy
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
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
Projectile Motion
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
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?
I. Objectives
General Objective:
Relate impulse and momentum to collision of objects (e.g., vehicular collision)
(S9FE-IVa-36)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Multiple Choice (Refer to Attachment No. 5)
V. Assignment
(Refer to Attachment No. 6)
Impulse
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
ACTIVITY 1
IMPULSE AND CHANGE IN MOMENTUM
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?
Impulse
Force, Motion and Energy
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?
Impulse
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
IMPULSE
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.
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.
Impulse
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
Application
PHYSICS IN ACTION: IMPULSE
Therefore, if t is increased, for a constant change in momentum, the force on the body
is reduced.
Impulse
Force, Motion and Energy
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
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
Impulse
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
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.
I. Objectives
General Objective:
Relate impulse and momentum to collision of objects (e.g., vehicular collision)
(S9FE-IVa-36)
Specific Objectives:
At the end of the session, students are expected to:
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)
IV. Assessment.
Multiple Choice (Refer to Attachment No. 4)
V. Assignment
Why we need to bend our knees when we jump from greater heights? Explain
in terms of impulse-momentum theorem.
Impulse-Momentum Theorem
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
Activity 1
EGG THROW
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?
Impulse-Momentum Theorem
Force, Motion and Energy
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.
Impulse-Momentum Theorem
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
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.
Impulse-Momentum Theorem
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-36
DIRECTION: Select the BEST answer. Write your answer on your paper.
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
d. Cannot be determined
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.
I. Objectives
General Objective:
Infer that the total momentum before and after collision is equal. (S9FE-IVb-
37)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Multiple Choice (Refer to Attachment No. 5)
V. Assignment
Research on other real-life applications that involve the concept of collision.
Collision
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-37
Activity 1
MARBLES COLLISION
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.
3. Observe what happen. Illustrate the movement of marbles after collision.
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?
Collision
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-37
Activity 2
SIMULATING COLLISION
Collision
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-37
COLLISIONS
Collision
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-37
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].
Collision
Force, Motion and Energy
Grade 9 – Science
S9FE-IVa-37
DIRECTION: Select the BEST answer. Write you answer on your paper.
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.
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
d. Cannot be determined
I. Objectives
General Objective:
Explain energy transformation in various activities/events (e.g., waterfalls,
archery, amusement rides). (S9FE-IVc-39)
Specific Objectives:
At the end of the session, students are expected to:
Define different types of energy.
Define conservation of energy.
Explain energy transformation in various activities/events (e.g., waterfalls,
archery, amusement rides)
IV. Assessment.
Multiple Choice (Refer to Attachment No. 3)
V. Assignment
Research 1 type of amusement ride, describe how it works or operates and
explain how energy is transformed in that ride.
ENERGY TRANSFORMATION
Force, Motion and Energy
Grade 9 – Science
S9FE-IVc-39
ACTIVITY 1
ENERGY TRANSFORMATION
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
ENERGY TRANSFORMATION
Force, Motion and Energy
Grade 9 – Science
S9FE-IVc-39
TYPES OF ENERGY
The law of conservation of energy states that when energy changes from one form
to another, no energy is lost.
ENERGY TRANSFORMATION
Force, Motion and Energy
Grade 9 – Science
S9FE-IVc-39
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
I. Objectives
General Objective:
Infer that the total mechanical energy remains the same during any process.
(S9FE-IVe-41)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Multiple Choice (Refer to Attachment No. 3)
V. Assignment
Problem Solving (Refer to Attachment No. 4)
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.
I. Objectives
General Objective:
Construct a model to demonstrate that heat can do work. (S9FE-IVe-42)
Specific Objectives:
At the end of the session, students are expected to:
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.
IV. Assessment.
Rate the output of the students.
V. Assignment
Research on other applications where heat do work.
ACTIVITY
BLOWING UP THE BALLOON WITH HEAT
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.
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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.
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)
Specific Objectives:
At the end of the session, students are expected to:
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.
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.
Heat Engines
Force, Motion and Energy
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.
Projectile Motion
Force, Motion and Energy
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.
I. Objectives
General Objective:
Explain why machines are never 100-percent efficient. (S9FE-IVf-44)
Specific Objectives:
At the end of the session, students are expected to:
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.
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?
Thermal Efficiency
Force, Motion and Energy
Grade 9 – Science
S9FE-IVf-44
ACTIVITY 1
ENGINE EFFICIENCY
QUESTIONS:
3. Where does the largest amount of energy from the engine goes?
6. Can this engine attain a 100% efficiency during its operation? Justify your
answer.
Thermal Efficiency
Force, Motion and Energy
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.
Thermal Efficiency
Force, Motion and Energy
Grade 9 – Science
S9FE-IVf-44
TASK: Use the diagram below to explain the efficiency of a human body.
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Specific Objectives:
At the end of the session, students are expected to:
Define geothermal energy.
Explain how geothermal power plant work.
Evaluate the advantage and disadvantages of a geothermal power plant in
our society.
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)
Procedure:
1. Discuss the different types of alternative or renewable energy sources. What
kinds of renewable energy sources do you know about?
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?
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.
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
ACROSS DOWN
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
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.
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
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
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
Momentum
Activity 2
1. Carabao
Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group
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
Trinidad, Braza, Morata, Asonto, Quevedo, Buenaflor – Science Physics Group
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
Impulse-Momentum Theorem
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
Heat Engines
ACTIVITY 1