School Bucas Grande Foundation College Grade Level

Teacher Morwena A. Cubillan Learning Area Science - Physics

Dates July 13, 2023 Quarter

I. OBJECTIVES At the end of the lesson, students are expected to:

At the end of the lesson, the students should be able to:
1. Define and explain momentum and impulse;
2. Identify the factors that affect the force of impact on moving objects;
3. Solve problems related to momentum and impulse; and
4. Apply the concept of momentum and impulse in everyday life.

A. Content Standards Students will obtain a grasp of momentum and impulse, as well as identify
the elements that affect moving objects and give crucial applications in
real-world contexts using momentum and impulse formulae and
computations.

B. Performance Standards The students give crucial applications in real-world contexts using
momentum and impulse formulae and computations.

C. Learning Relate impulse and momentum to collision of objects (S9FE-IVb-36).

Competencies / Objectives.
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
Infer that the total momentum before and after collision is equal (S9FE-
IVb-37).
MOMENTUM AND IMPULSE
OG BOOK (pp.)
Pencil and Paper
Science Learner Material
PowerPoint Presentation, Laptop, and Smart TV
Internet Sources:
Momentum Change and Impulse Connection (n.d). The Physics
Classroom. Retrieved from
https://www.physicsclassroom.com/class/momentum/Lesson-1/Momentu
m-and-Impulse-Connection on May 23, 2022.

What are Momentum and Impulse (2022). Khan Academy. Retrieved

from
https://www.khanacademy.org/science/physics/linear-momentum/moment
um-tutorial/a/what-are-momentum-and-impulse on May 23, 2022.

Linear Momentum, Force, and Impulse (n.d). Openstax. Retrieved

from https://openstax.org/books/physics/pages/8-1-linear-momentum-
force-and-impulse on May 23, 2022
-

V. PROCEDURES Teacher’s Activity Leaner’s Activity

Introductory Activity 1. Prayer
“Before anything else, let us (Students will stand up for a
offer a prayer to our Almighty prayer)
Father.”

“Please lead the prayer

_______.”
“Our Father in Heaven……….
Amen.’’
2. Greetings
“Good morning, everyone! I’m
Ms. Morwena A. Cubillan, your ‘‘Good morning Ms. Cubillan!’’
science teacher for today. Okay,
please align your chairs and
settle down.”

"Before we begin our class

discussion, I would like to solicit
your attention and cooperation."
Raise your hand if you want to
take part. If I ask you a question,
proudly stand up and respond.
Do not be afraid or embarrassed.
Make yourself at ease; we are
here to learn. Also, please refrain
from using any electronic
devices during the discussion.”

Reminders:
• Be sincere.
• Take responsibility.
• Always be respectful.
•Show compassion and kindness.
• Pay attention.
“Yes, ma’am!”
Is that clear?

3. Checking of Attendance
“Say present if your name is
called.”

“Very good, no one is absent.”

4. Review
“Let's go through the last
meeting's lesson again. What “Projectile Motion!”
were we discussing?”

“Okay, you've learned about

projectile motion, which is a
type of motion that an object
or particle (a projectile)
experiences when it is
 projected near the Earth's
surface and moves along a
curved route only due to
gravity. “

5. Motivation
“Since this is our first meeting,
I would want three pairs of
students to participate.’’

(Three pairs of students will be

chosen by the teacher.)

“I have given you eggs, and

here is what you will do with
“Yes ma’am!”
them: throw the egg five times
to your partner. As you throw
the egg each time, the distance
will need to be adjusted. To
(The eggs will be tossed by three
earn points, make sure you
pairs of students.)
capture the egg. Are you all
set? Okay, now toss!”

“Please take a seat now. Thank

you for your cooperation. If
you are puzzled about the task
you just completed, we will
find out when we continue on
to our lesson today.”

Activity/Strategy “Take a ¼ piece of paper and (The students continue answering

number it from 1 to 5. This the activity)
time, you must decide whether
or not impulse and momentum
are present in the
accompanying illustration. If
there is any presence of
momentum and impulse or
both momentum and impulse
are depicted in the graphic, you
write big letter P; otherwise,
you write big letters NP if there
is no presence of momentum
and impulse.”

“If you are finished, please

raise your pen so I may retrieve
your paper.”

Abstraction
“Let's go further into today's
lesson. So, we have
momentum, which is a word
used frequently in athletics.
When a sports commentator
says a team has momentum, it
means that the squad is on the
march and will be difficult to
stop. The phrase momentum
refers to a physical notion.”

“So, what is momentum

exactly?” “The quantity of motion of a
moving body, measured as a
product of its mass and velocity.”

“The examples previously are

the factors we need to consider
while determining momentum.
First, the object has mass, and
second, the object moves.
Anything with matter has
momentum, because
momentum is just mass in
motion — it is the product of
mass and velocity.”

“Mathematically, it is
represented as p = m multiplied
by v, where p represents
momentum in kilogram meters
per second, m represents mass,
and v represents velocity
vector.”

“Let's start with example

problem 1. Let us start with the “Yes ma’am!”
given: the supermarket cart
mass’ 22 kilograms, moves at
1.2 m/s, and we are looking for
momentum.”

“Our formula is given. We

need mass and velocity to
calculate momentum. Now we
must answer this problem; our
solution is v equals the mass of
22 kilograms and the velocity
of 1.2 m/s multiplied by 26.4
and the unit is kilogram meter
per second. Take notice of how
you write the momentum unit.
So here is our final response.”

“Let’s proceed.”
“What about the momentum of “Yes.”
a stationary object? Similar to
a parked car?”

“Remember, if an object is
motionless, it has zero
momentum since its velocity is “Yes, ma’am.”
zero.”

“Consider another scenario. “It slows down, ma’am.”

What do you suppose will
happen to an automobile once
it drives over a zigzag road?”

“It now moves in a straight line “It increases, ma’am.”

after going through the zigzag
road. How will you
characterize the car's speed?”

“That automobile had “It decreases, ma’am.”

passengers who were dropped
off at the airport. What can you
tell about the vehicle's mass?”

“With all of the examples

presented, we may conclude
that as an object slows down or
speeds, its velocity decreases
or increases. When the velocity
of an object changes, its
momentum changes as well.
And that shift in momentum
was referred to as an impulse.”

“The letter I represents the

change in momentum, which is
equal to impulse. Again,
impulse is defined as a change
in momentum. Remember that
momentum is defined as the
product of mass and velocity.
In our example, there is a
change in momentum, and for
that to occur, a force is
required to change the body's
momentum.”

“This force multiplied by the

duration of contact is referred
to as the impulse. Impulse is
equal to the product of force
(shown by the capital letter F)
and time (represented by the
tiny letter t). After evaluating
these concepts, we can state
that impulse is equal to the
change in momentum, and
momentum is the product of
mass and velocity, therefore
impulse is equal to the product
of force and time, as well as
mass and velocity. Newton-
seconds or kilogram meters per
second are the standard units
for momentum and impulse.
Take notice, class, that
collisions modify the
momentum of objects, which
might be elastic or inelastic.”

“Let's look at another example

problem. An attacking player
throws a 0.42 kilogram football
with a velocity of 25.0 m/s due
south. What is the average
force exerted by the player
during 0.050 seconds of
contact with the ball?”

“Here are the givens for our

problem. The ball has a mass
of kilogram and a velocity of
25 south. And we're looking
for the force. Remember our
impulse formula, class. The
product of force and time is
equal to the product of mass
and velocity. Since we need to
find the force, we must apply
algebra to this equation using
the division principle of
equality. Let us divide both
sides and cancel out time on
the left side of the equation to
obtain this formula: force is
equal to the product of mass
and velocity divided by time.”

“These is how you address

problems like this. Rearranging
our equation will help us
understand how momentum
and time of contact effect
impact force. It demonstrates
that impact force is directly
proportional to body
momentum and inversely
proportional to time of
 contact.”

“Let's look at few examples of

impulse scenarios. What do
you consider to be an impulse
of a moving object with
constant momentum?”

“Constant signifies no change

at all, hence there is no impulse
or zero impulse for things
traveling with constant
momentum. You now
understand that momentum
exists in all objects and is equal
to the product of mass and “Zero, ma’am.”
velocity. The change in
momentum of a moving object
is referred to as an impulse.”

Analysis “Now that you understand the

lesson, let us move on to next
exercise. So, get ½
crosswise.”

“Two cars of identical mass

and speed are driving along
Lake Avenue. Both eventually
come to a screeching stop
over at different length of
times. On the diagram below,
the ticker tape patterns for
each car are depicted.
 1. At what approximate
location on the diagram (in
terms of dots) does each car
begin to experience the
impulse?
2. Which car (A or B)
experiences the greatest
acceleration? Explain.
3. Which car (A or B)
experiences the greatest
change in momentum?
Explain.
4. Which car (A or B)
experiences the greatest
impulse? Explain.

“Yes, ma’am.”
“After 5 minutes, submit
your work.”

(The students started doing the

activity)

Application
“Now that you understand the
lesson, let us move on to next
exercise.”

“You may think of one real- (The students started doing the
life example of momentum activity)
and impulse. Make clear to
explain why you choose your
example. After 5 minutes, you
will present it.”
Assessment Essay:
Explain the concept of momentum and Impulse.

Assignment/Agreement

V. REMARKS

VI. REFLECTION

A. No.of learners who

 earned 80% on the
formative assessment.
B. No.of learners who
require additional
activities for remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

MORWENA A. CUBILLAN
Applicant