Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
DETAILED LESSON PLAN IN SCIENCE 9
I.
OBJECTIVES:
Content Standards
Performance Standards
Learning Competencies
Objectives
The learners demonstrate understanding of:
 Projectile motion, impulse and momentum, and conservation
of linear momentum.
The learners should be able to:
 Propose ways to enhance sports related to projectile motion
The learners should be able to relate impulse and momentum to
collision of objects (e.g. vehicular collision) S9FE-IVb-36
At the end of the 45 minutes discussion, the students shall be able to:
 Define momentum operationally
 Identify the factors that affect momentum
 Cite real life situations where momentum is evident
II.
III.
CONTENTS:
Topic
LEARNING RESOURCES:
A. References
Teacher’s Guide
pages:
Learner’s Module
pages:
Additional Materials
B. Other Learning
Resources
Conservation of linear Momentum
pp. 184 – 185.
pp. 256 – 258.
PPT (lesson proper), visual aids (objectives, lesson proper, activity),
activity sheet, activity materials
YouTube, Internet
LEARNING ACTIVITIES (7E’S)
1.
A. ELECIT
TIME
INSTRUCTIONAL
TEACHER’S ACTIVITY
ALLOTMENT
MATERIALS
1. Routinary Activities
3 MINS
STUDENT’S ACTIVITY
Good morning class!
Good morning ma’am!
How’s your day?
Were all good ma’am!
Let us all stand up for a short prayer.
Can somebody lead the prayer?
( student 1 lead the prayer)
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
Before you take your seats, please (Students are doing their daily
arrange your chair properly and pick up routines)
the pieces of dirt under your chair.
Thank you, class! You may now take
your seats.
There’s any absentee?
Very good.
Now, may I present to you the rules to
follow inside this classroom. Please
read.
None Ma’am!
(Students read the rules)
Very good, class! From this day, please
keep those rules in mind.
 Review
What was the last topic that we
discussed last meeting?
Very good! What have you learned
about projectile motion?
Very good!
Why do some objects move
continuously while some moving
objects stop suddenly?
Okay, Thank you!
It’s about projectile motion
ma’am
We learned that, when an
object moves in two dimensions
horizontal and vertical motion
components acted by gravity
only. in physics this is called
projectile motion.
(students answer may vary)
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
B. ENGAGE
5 MINS
PICTURES
LET THE STUDENTshow a video
regarding force and motion:
basketball/billiard ball
What did you observe in the video?
What sports are shown in the video?
Did you remember the newtons law of
motion?
We have 3 laws of motion proposed
by issac Newton
1. LAW OF INERTIA
2. LAW OF ACCELATION
3. LAW OF INTERACTION
In 1st law (show picture example)
2nd
3rd
Before we begin our lesson let us
unlock some terms that we may
encounter during our lesson:
These terms are foundational in
understanding
momentum
and When a person jumps off a boat
collisions that you will need to know as and pushes against the corner,
you learn this lesson.
the boat moves in the opposite
direction.
Unlocking of terms:
Momentum (p): The quantity of
motion an object has, calculated as
the product of an object's mass and
velocity. Formula: p = m × v (where m
is mass and v is velocity).
VISUAL AIDS (
OBJECTIVES)
Law of Conservation of Momentum:
States that the total momentum of a
system remains constant if no external
forces act on it. Example: In a
collision, the total momentum before
and after remains the same.
Net Force: The overall force acting on
an object, which can cause a change
in momentum if it's unbalanced.
System: A group of interacting
objects considered for momentum
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
analysis, like two cars during a
collision.
Newton's Second Law (in terms of
momentum): This states that force is
the rate of change of momentum.
Formula: F = Δp / t.
Mass (m): The amount of matter in an
object, which affects its momentum
when combined with velocity.
Velocity (v): The speed and direction
of an object's motion, contributing to
momentum.
Collision: When two or more objects
come into contact and exert forces on
each other for a short duration.
Collisions can be elastic (kinetic
energy conserved) or inelastic (some
energy lost).
Conserved: In physics, it means a
quantity (like momentum) remains
constant within a system if no external
forces act on it. For example,
momentum is conserved in an isolated
system during a collision.
Equal: Indicates that two quantities
are the same in magnitude but may
differ in direction (e.g., action and
reaction forces in Newton's Third Law
are equal but opposite).
To formally start our lesson let us read
the lesson objective for today:
(presentation of objectives)
Everyone please read.
Do you want to add other objectives
for todays lesson?
If none. We may proceed and begin
with an activity
At the end of the 45 minutes
discussion, the students shall
be able to:
 Define momentum
operationally
 Identify the factors that
affect momentum
 Cite real life situations
where momentum is
evident
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
C. EXPLORE
10 MINS
ACTIVITY
MATERIALS
ACTIVITY SHEET
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
The title of the activity is:
“Investigating Momentum.”
I will divide you into 2 groups.
The you will work for about 10 mins
You can form a circle with your group
mates to work effectively and
comfortably.
The objectives for this activity is you
will:
“Identify the factors that affect
momentum.”
Our material needed are:
(each group will be given a materials
provided by the teacher)
Board or plank (at least 1.0 m long)
Books
Block of wood
Masking tape
Protractor
Ruler / meterstick
toy cars/trucks, one at least twice as
heavy as the other
(I will just count 1-10 for you to go to
you group)
You can now go to your respective
area assigned to your group.
Let me distribute the activity sheets
that you must accomplish.
Now let us read to you the procedure
for you to be guided.
Procedure:
1. Place several books on top of a
table and position the plane board at
an angle of
about 30˚ from the horizontal.
2. Using masking tape and marker,
label distances of every 10 cm starting
from the
lower portion of the inclined plane up
to the other edge of the inclined plane.
Yes, Ma’am!
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
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. Position the small toy car at the 20cm mark and record the time it takes
for the toy car to move down the
inclined plane and hit the block of
wood.
5. Measure how far the block moved.
Record this as the stopping distance.
Table 8. Stopping Distance and Time
of the Toy Cars
Initial
Distance
(cm)
Stopping
Distance
(cm)
of Small
toy car
Stopping
Distance
(cm)
of Big toy
car
20
40
60
80
6. Repeat steps 4 and 5 while varying
only the initial position / distance for
40 cm, 60
cm, 80 cm, 100 cm.
7. Do steps 4 to 6, this time using the
bigger toy vehicle. Record your data in
the table
Do you have questions? Or
clarifications?
Don’t forgaet to answer the guide
questions on your activity sheets
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
Guide Questions:
1. How will you compare their
stopping distances?
Q2. Did the two toy vehicles
immediately stop as they hit the block
of wood? Describe the
stopping distances of the two toy cars.
Q3. Which has a greater stopping
distance, the small toy car or the big
toy truck? How do
the stopping distances of each one
change according to the point of
release?
Q4. If momentum is a measure of how
difficult it is to stop a moving object,
which of the
two vehicles had a greater
momentum?
Do you have questions? Or
clarifications?
If none let us start!
Remember to work with in 10 mins
time. Finished or not finished we will
proceed with your presentation.
Another instruction is that …..
RUBRICS:
Are you done class?
Yes, Ma’am!
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
D. EXPLAIN
5 MINS
Class let us come now to the
presentation of your work.
(GROUP PRESENTATION)
Let’s start with group 1.
(group 1 present their output)
Group 2 please proceed.
(group 2 present their output)
Okay! Please give a round of
applause everyone!
Okay, now I will ask you a questions
regarding you’re activity.
Guide Questions:
1.How will you compare their stopping
distances?
Q2. Did the two toy vehicles
immediately stop as they hit the block
of wood? Describe the stopping
distances of the two toy cars as their
pint f release increases.
(Possible answers)
1.The stopping distance for the
heavy toy car is longer than the
stopping distance f the light toy
car.
2. No. The stopping distance
increases as the pint of release
increases.
Q3. Which has a greater stopping
distance, the small toy car or the big
toy truck? How do the stopping
distances of each one change
according to the point of release?
3. The stopping distance of a
vehicle depends on several
factors, including its mass, the
friction between the tires and
the surface, and its initial speed.
Q4. If momentum is a measure of how
difficult it is to stop a moving object,
which of the two vehicles had a
greater momentum?
4. The heavy toy car had a
greater momentum.
Very good!
good Job!
thank you for presenting your data
gathered. Let us give amazing clap for
everyone.
1…2..3.. goooo.
Now, I know that you have now ideas
regarding momentum.
E. ELABORATE
10 MINS
PPT, VISUAL Based on the activity you have
AID (PROPER performed, what do you mean by
LESSON)
momentum?
Momentum is a measure of how
much motion an object
That’s right!
Very Good!
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
There’s two factors that momentum
depends on:
1. The object has mass
2. The object is moving.
In studying momentum of two or more
colliding objects, we will considered a
closed system or isolated system. In a
collisions, momentum is conserved.
This is because of the Law of
conservation of momentum.
The law of conservation of momentum
states that in a closed system with no
external forces, the total momentum of
the system remains constant. In other
words, the total momentum before an
interaction (such as a collision) is equal
to the total momentum after the
interaction.
Momentum is a measure of the motion
of an object and is calculated by the
product of its mass and velocity. The
formula for momentum (p) is:
p=m⋅ v
wherein:
p= momentum
m=mass
v=velocity
let us try to solve some problem using
this equation:
In computing problems/ word problems
let us follow this steps:
Write the given:
Then identify that is ask / what to find.
Next is to write the formula:
Continue with your solution.
In writing your solution just substitute
the given to the formula to arrive with
your final answer
problem #1….
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
Problem # 2 …
Problem #3 ….
 Generalization
Do you have questions on finding /
computing the momentum of an
object?
What did you observed in your
findings?/ in your computation?
Take note of the meaning of
momentum.
Wherein as the mass and velocity
increases
the
momentum
also Yes, ma’am!
increases.
None ma’am!
Meaning the greater the mass the
greater the momentum. And the Conservation of momentum
greater the velocity the greater the means that the total momentum
momentum.
of a closed system remains
constant, provided no external
Therefore: momentum is directly forces act on the system. The
proportional to mass and velocity
total momentum before an
interaction (such as a collision)
is equal to the total momentum
after the interaction.
Real life application:
In real life, momentum, which is mass
in motion, is evident in various
scenarios,
Ex:
1.
Can you give
application.
another
real-life (1-5)
Based from your answer a while ago
can you proposed safety precaution (1-5)
specially in road collision in applying
momentum.
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
F. EVALUATE 5 MINS
ASSESSMENT:
Instruction:
A. MULTIPLE CHOICE. Choose the letter of the best answer.
1. Which of following describes momentum?
a. Mass times its velocity.
b. Force times the time interval.
c. Force times its acceleration.
d. Mass times its acceleration.
2. Which of these is the quantity of matter in an object?
a. force
b. mass
c. motion
d. Time
3. What is impulse?
a. the change in volume of an object.
b. the change in momentum of an object
c. the original momentum of the object.
d. a force applied to an object for a period of time.
4. Which of the following would describe momentum?
a. p=mv
b. p=m/v
c. p=v/t
d. p=F/t
5. What is the impulse of an object moving with constant momentum?
a. 0
b. 1
c. the same with momentum
d. none of these
Yes, ma’am!
Are you done?
Please pass your paper at a count of 1-10
Late papers will not be accepted
Let us check your work
1.
2.
EXTEND
ASSIGNMENTS:
You will cite at least 5 pieces of equipment that help to reduce
force of impact in the event or crash/collision.
Write it on your notebook .
Department of Education
Region V
Division Of Camarines Sur
Pili National High School
La’paz, Pawili, Pili Camarines Sur
S/Y 2024 - 2025
Prepared by:
JAYRAH ROSE M. TOLOP
CBSUA Pre-service Science Teacher
Checked and Reviewed by:
Roshelle Fragata-Esta
Teacher -I
Ma. Lilany Q. Barnedo
MT-I
Bernadita M. Lagumbay
MT-II
`
Noted `by:
Amor D. Agravante
HEAD TEACHER-III
Approved by:
REYNALDO P. LOPEZ
SECONDARY PRINCIPAL-III