MOMENTUM
LEARNING
COMPETENCIES
LEARNING
OBJECTIVES
I. Prayer
II. Attendance Checking
III. MOTIVATION
A
B
III. ACTIVITY (Investigating momentum)
• Divide the class into 4 groups.
• Each group will be given the materials needed on the activity
• Instruct the learners to follow the procedure in doing the
activity.
• Within 15 minutes, the learners should perform the activity.
• Instruct the learners to write the result of their activity on the
manila paper
• After the 15 min allotted time, the groups will post their activity
output on the board
• Then, a representative of the group will present their
observation and output.
Materials Needed
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Board or plank
Books
Block of wood
Masking tape
Protractor
Ruler/meter stick
Toy car ( one at least twice as
heavy as the other)
Procedure
1. Place several books on a table and position the plane board with an
angle of about 15˚ using a protractor horizontally.
2. With masking tape and marker, label distances of every 20 cm starting
from the lower portion of the inclined plane up to the inclined plane's
other edge.
3. Place the block of wood about 10 cm from the foot of the inclined
plane. Label this as the block's initial position.
4. Measure how far the block moved. Record this as a stopping distance.
5. Repeat steps 3 and 4 while varying only the initial position/distance for
40 cm, 60 cm, and 80 cm.
6. Do steps 3 and 5, this time using the heavy toy car. Record your data in
Table 1.
Illustration of the Set-up
Table 1
Guide Questions
1. How will you compare their stopping distances?
2.Did the two toy cars immediately stop as they hit the block of
wood? Describe the stopping distances of the two toy cars as
their point of release increases.
3. What do you think happens to the velocity of the two toy cars
as the point of release increases?
4.If momentum is a measure of how difficult it is to stop a
moving object, which of the two cars had a greater
momentum for the same point of release.
5. How will it be possible for the two bodies of different masses
to have equal momentum?
Activity Guide Questions
1. How will you compare their stopping distances?
2.Did the two toy cars immediately stop as they hit the block of
wood? Describe the stopping distances of the two toy cars as
their point of release increases.
3. What do you think happens to the velocity of the two toy cars
as the point of release increases?
4.If momentum is a measure of how difficult it is to stop a
moving object, which of the two cars had a greater
momentum for the same point of release.
5. How will it be possible for the two bodies of different masses
to have equal momentum?
Guide Questions
1. What are the factors that affect momentum?
2. How do the mass of an object affect
momentum?
3. How does the velocity of an object affect
momentum?
Momentum
Momentum is defined as inertia in motion. Momentum can be defined as
"mass in motion." All objects have mass; so if an object is moving, then it has
momentum - it has its mass in motion.
What affects Momentum?
An object's momentum is also known as inertia in motion. For objects moving
at the same velocity, a more massive objects has greater inertia in motion
therefore a greater momentum. Momentum depends on two factors- mass
and velocity.
Operationally , momentum is defined as the product of mass and the
velocity of an object. In equation, p=mv
Where p= is the momentum
m= is the mass
V=is the velocity
V. APPLICATION
From the concepts that you have learned, answer
the check up questions.
1.Which has more momentum, a huge truck that is not moving or a
small toy cart that is moving?
2.A moving car has momentum. If it moves twice as fast, its
momentum would be ____ as much
3.Two cars, one twice as heavy as the other, moves down a hill at the
same time. The heavier car would have a ______ momentum.
V. ASSESSMENT
Solve the following word problems. Show your solution
1.
A basketball ball having 2kg mass and 6m/s velocity moves to
the east.
2.
A car having 15m/s velocity and 1500kg mass moves to the north
3.
A child having mass 25kg and velocity 2m/s moves to the west
VI. ASSIGNMENT
Bring the following materials for the next activity
A. Raw eggs (1 for each pair of students)
B. Clear plastic bag where an egg can be inserted/put inside
C. Piece of cloth/ large handkerchief