DAILY Teacher ALEXANDRA S.

MARUHOM
LESSON School KABACAN NATIONAL HIGH SCHOOL
LOG Learning Area SCIENCE 9
Quarter QUARTER 4
Date and Time April 23, 2024

I. OBJECTIVES
The learners demonstrate an understanding of projectile
a. Content Standards motion, impulse, and momentum, and conservation linear
momentum.
b. Performance The learners shall be able to propose ways to enhance sports
Standards related to projectile motion.
c. Learning The learners should be able to infer that the total
Competencies/ momentum before and after collision is equal (S9FE-IVb-37).
Objectives At the end of the session, the learners should be able to
Write the LC a. describe conservation of momentum ;
code for each b. solve problems on the conservation of momentum; and
c. relate conservation of momentum in real-life situations.
II. CONTENT Conservation of Momentum
III. LEARNING
RESOURCES
A. References

1. Teacher’s
180-182
Guide pages
2. Learner’s
264-267
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES Teacher’s Activity Students Activity

Preliminary Activities
1. Prayer.

____, please lead a prayer. Student will lead a

prayer.
2. Greetings.

Good morning class! Good morning Ma’am

3. Checking of Attendance.

Is there any absent today? None ma’am

Okay, very good.

ELICIT Activity 1: Arrange Me!

• Arrange the following jumbled words to form terms related to 1. Collision
A. Reviewing previous conservation of momentum. 2. Conserved
lesson or presenting the 3. Momentum
new lesson 1. SIONLLICO - an instance of one moving object or person 4. Equal
Strategies: striking violently against another. 5. System
- Gamification 2. DEVRESNOC - refers to something which doesn't change.
3. MUTNEMMO - product of the mass of a particle and its velocity
4. LEUQA - the same.
5. TEMSYS - an organized collection of parts that are highly
integrated to accomplish an overall goal.
These are the physics terms that you will need to know as you will
learn this lesson.
 Very Good!
Situation 1
Imagine a 10-wheelers truck collided with a small car which is not moving.
After they collide, the two vehicles are now stuck together as they move
forward. Will their combined speed be greater than, equal to, or less than - Answer may vary.
the speed of the truck before the collision? Defend your answer.

ENGAGE

B. Establishing a
purpose for the lesson
Before the collision, the small car was stationary, so its momentum was
zero. The truck, however, had a certain momentum due to its mass and
C. Presenting velocity.
examples/instances of The combined speed of the 10-wheelers truck and the small car after the
the new lesson collision will be less than the speed of the truck before the collision. This is
Strategies: due to the principle of conservation of momentum. This is because the
- Gamification total momentum of the system is conserved, and the small car, being
initially stationary, does not contribute to the total momentum after the
collision.

Remember that momentum, like velocity and force, is a vector quantity.

The momentum is of equal magnitude but opposite direction to the
momentum of the truck. In this system, no momentum is gained or lost.
We say that momentum is conserved.

Before we proceed, let me present to you our objectives for today’s - The students will
lesson. Kindly read the objectives. read the objectives.
Activity 2: Balloon Rocket!
Let’s do the next activity. The students will watch a video clip about the
experiment and answer the guide questions that follows.
Instruction: - Students will do the
➢ Teacher will divide the class into 2 groups. activity.
➢ Students will analyze the given situation carefully and answer the
EXPLORE guide questions.
D. Discussing new
➢ Encourage discussions within groups to justify their choices.
concepts and practicing
new skills #1 Objectives:
• Describe how a balloon rocket works and how conservation of
E. Discussing new momentum explains rocket motion.
concepts and practicing
new skills #2 Procedure:
Strategies: 1. Insert the string into the straw before stretching it over two posts. You
- Gamification can use chairs or iron stands as posts. Make sure that the string is taut.
- Collaborative 2. Put a pinch of starch inside the balloon before inflating it. Twist the
Approach opened end and temporarily secure it with a paper clip.
-Discovery Approach 3. Tape the straw to the balloon such that it is aligned with the balloon's
opening.
4. Position the balloon at the middle of the string.
5. Release the air from the balloon by removing the paper clip and
observe carefully.
6. Draw a diagram showing the momentum vectors of your balloon rocket
and the air.
EXPLAIN After the activity, the teacher will ask the students to present their
F. Developing mastery output to the class.
(leads to Formative Guide Questions:
Assessment) 1. What can you say about the initial momentum of the system
Strategies: before releasing the air from the balloon? - Answers may vary.
- Inquiry Approach • The initial momentum of the system before releasing the air from the
balloon was zero. This is because both the balloon and the air inside it
were stationary, resulting in a total momentum of zero for the system.
2. What did you observe after releasing the air from the balloon?
• After releasing the air from the balloon, it was observed that the balloon
moved in a direction opposite to the air being expelled. This movement of
the balloon indicates a change in momentum of the system as the air is
pushed out.
3. What is the direction of the balloon compared to the direction of
air coming out from the balloon?
 • The direction of the balloon is opposite to the direction of the air coming
out from the balloon. As the air is expelled in one direction, the balloon
moves in the opposite direction due to the equal and opposite momentum
of the expelled air.
4. How do their momenta compare after releasing the air?
• After releasing the air, the momenta of the balloon and the air are equal
in magnitude but opposite in direction. This is in accordance with the
conservation of momentum, where the total momentum of the system
remains zero.
5. From your answer in Q4, how does the velocity of the air that is
pushed out of the rocket compare to the velocity of the balloon
rocket?
• the velocity of the air that is pushed out of the balloon rocket is equal in
magnitude but opposite in direction to the velocity of the balloon rocket.
This relationship between their velocities ensures that the total momentum
of the system remains zero, in accordance with the principle of
conservation of momentum.
Sample Problem: Two ice skaters stand together. They “push off” and -3Ns
ELABORATE travel directly away from each other, the boy with a velocity of 1.50 m/s. If
the boy weighs 735 N and the girl, 490 N, what is the girl’s velocity after
G. Finding practical they push off? (Consider the ice
to be frictionless.)
applications of concepts
Given: vboy = 1.50 m/s; wboy = 735 N; wgirl = 490 N
and skills in daily living Find: vgirl
Solution:
H. Making Remember that w = mg, thus, m = w/g.
generalizations and mboy = wboy/g = 735 N/9.8 m/s2 = 75 kg
abstractions about the mgirl = wgirl/g = 490 N/9.8 m/s2 = 50 kg
lesson
Strategies: The ice where they stand on is frictionless, thus, no external force is
- Probing present. The momentum of the boy-girl system is conserved. There is no
change in the momentum of the system before and after the push off.
Total Initial Momentum = Total Final Momentum
0 = pboy+ pgirl
- pboy = pgirl
- (mv)boy = (mv)girl
- (75 kg x 1.50 m/s)boy = (50 kg x v)girl
- 112.5 kg m/s = 50 kg (vgirl)
- 2.25 m/s = vgirl
The girl moves with a velocity of 2.25 m/s opposite to the direction of the
boy.
Remember!
Momentum is a vector quantity. It must have both magnitude (numerical
value) and direction. The direction of the momentum vector is always in
the same direction as the velocity vector. Like all vector quantities,
momentum vectors can be added. For situations in which the two vectors
are in opposite directions, one vector is considered negative and the other
positive.

Elastic and Inelastic Collisions

A collision is an encounter between two objects resulting in exchange of
impulse and momentum. Because the time of impact is usually small, the
impulse provided by external forces like friction during this time is
negligible. If we take the colliding bodies as one system, the momentum of
the system is therefore approximately conserved. The total momentum of
the system before the collision is equal to the total momentum of the
system after the collision.
total momentum before collision = total momentum after collision Elastic Collisions.
(top) moving object
Collisions are categorized according to whether the total kinetic energy of collides with a
the system changes. Kinetic energy may be lost during collisions when (1) stationary object
it is converted to heat or other forms like binding energy, sound, light (if (middle) two
there is spark), etc. and (2) it is spent in producing deformation or moving objects
damage, such as when two cars collide. The two types of collision are: collide head- on
1. Elastic collision – one in which the total kinetic energy of the system (bottom) two
does not change, and colliding objects bounce off after collision. objects moving in
Before Collision Collision After Collision the same direction
collide

2. Inelastic collision – one in which the total kinetic energy of the system
changes (i.e., converted to some other form of energy). Objects that stick
 together after collision is said to be perfectly inelastic.

Before Collision Collision After Collision

Inelastic Collision.
Two objects collide,
stick together, and
move as one.
Sample Problem:
A 0.30 kg cart moves on an air track at 1.2 m/s. It collides with and sticks
to another cart of mass 0.50 kg, which was stationary before collision.
What is the velocity of the combined carts after collision?

Let’s S-Quiz it!

Direction: Write your answer in a ¼ sheet of paper. Choose the letter of
the best answer.
1. Which of the following best describes conservation of momentum?
a. The total momentum of an isolated system is always zero.
b. The total momentum of an isolated system is always increasing.
c. The total momentum of an isolated system is always decreasing.
d. The total momentum of an isolated system is always conserved.

2. Two billiard balls approach each other at equal speed. If they collide in
a perfectly elastic collision, what would be their velocities after collision?
a. zero
b. same in magnitude and direction
c. same in magnitude but opposite in direction
d. different in magnitude and opposite in direction
1. D
3. Which is necessary condition for the total momentum of a system to be 2. C
conserved?
EVALUATE 3. B
a. Kinetic energy must not change.
I. Evaluating learning b. No external force is present. 4. A
c. An object must be at rest. 5. C
d. Only the force of gravity acts on the system.

4. A 0.30 kg cart moves on an air track at 1.2 m/s. It collides with and
sticks to another cart of mass 500 g, which was stationary before collision.
What is the velocity of the combined carts after collision?
a. 180.1 m/s
b. 200.1 m/s
c. 300.1 m/s
d. 400.1 m/s

5. Which of the following situations best illustrates the principle of

conservation of momentum?
a. A car collides with a wall and comes to a complete stop.
b. A rocket is launched into space and continues to accelerate.
c. Two ice skaters push off each other and move in opposite directions.
d. A ball is thrown into the air and falls back down.
EXTEND Look around you. List down at least five (5) collisions that you have
J. Additional activities observed and identify if it is an elastic or inelastic collision. You may also
for applications or draw them if you like.
remediation

V. REMARKS (MPS)
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities
for remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners
who have catch up with
the lesson
D. No. of learners who
require to continue
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?
G. What innovation or
localized materials did I
used
which I wish to share
with the other teacher.

Prepared by:

ALEXANDRA S. MARUHOM
Student Teacher

Checked by:

GLORIA T. JAUOD
Cooperating Teacher

Observation Notes: