Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

9
Z est for Progress
Z Peal of artnership

Science Grade 9
Quarter 4 - Module 3
Momentum and Impulse

Name of Learner:
Grade & Section:
Name of School:
 Module
Momentum and Impulse
3

What I Need to Know

This module was written and design with you in mind. It helps you master the
concepts and relate impulse and momentum to a collision of objects (S9FE-Nb-36).
The scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons were
arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:

1. Define momentum and impulse of an object

2. Identify the factors that affect the momentum of an object; and
3. Relate momentum and impulse to collisions

When you were in Grade 8, you already learned about the basic ideas in Physics.
You knew that unbalanced forces cause objects that are stationary to move.
In this module, you will learn that momentum is used to describe moving objects,
and it is defined as the product of velocity and mass. According to Newton's Second
Law of Motion, the greater the force applied, the larger the object's acceleration. It is
stated that with the same force, heavier objects have smaller acceleration.
In this module, you will also learn that momentum comes from an external force
acting on an object over a specific time. Force applied to an object over a particular
period is known as an impulse. Like energy, the total momentum is also conserved, and
in objects that are colliding, it is usually observed.

What's In 10

Activity 1: Comparing Greater Momentum

Directions: From the different pairs of objects, which has a greater momentum?
Put the symbol > or < on the blank provided as to which of the objects possess
greater momentum.

1
A bicycle with a 30-kg rider A tricycle with a 30-kg rider

2 A brick dropped from a building A paper dropped from a building

A basketball rolling with a A bowling ball rolling with a

3
velocity of 5 m/s velocity of 5 m/s

4 A vehicle at rest A vehicle in motion

 A cargo truck traveling at a A small car traveling at a velocity of
5
velocity of 40 km/h 40km/h

6 A 60 – kg man running A 60 – kg lady walking

A light toy car with a velocity of A heavy toy car with a velocity of 3
7
3 m/s m/s

8 A truck traveling at 20 km/h A truck traveling at 40 km/h

Momentum of the egg when it Momentum of the egg when it

9 dropped from the second floor dropped from the sixth floor of the
of the building building

Christopher throws a ball with Christopher throws a ball with a

10
a velocity of 5 m/s velocity of 2 m/s

What's New
This activity demonstrates and identifies the factors that 20
affect the momentum of an object.
Activity 2: Investigating Momentum
Materials Needed:
• Board or plank (at least 1m long)
• Books
• Block of wood
• Masking tape (for markings)
• Protractor
• Ruler/meter stick
• Toy cars (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 15o 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.

Science 9 Learner’s Module

Figure 1. A toy car on an inclined plane

 4. Measure how far the block moved. Record this as a stopping distance.

Table 1. Stopping Distance of the Toy Cars

Stopping Distance (cm) of Stopping Distance (cm)

Initial Distance (cm)
Light Toy Car of Heavy Toy Car
20
40
60
80

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 above.
Guide Questions:
Directions: Put a checkmark on the box which you think is the best answer.

1. How will you compare their stopping distance? (2 points)

□ The stopping distance for the heavy toy car is longer than the stopping
distance for the light toy car
□ The stopping distance for the heavy toy car is shorter than the stopping
distance of the light toy car
2. Did the two toy cars hit the block of wood immediately stop? As their point of
release increases, describe the stopping distances of the two toy cars. (2
points)
□ No. The stopping distance increases as the point of release increases.
□ Yes. The stopping distance decreases as the point of release increases.
3. What do you think happens to the two toy cars' velocity as the point of release
increases? (2 points)
□ The velocity decreases as the point of release increases
□ The velocity increases as the point of release increases

4. Which of the two cars had a greater momentum for the same release point, if
momentum is a measure of how difficult it is to stop a moving object? (2 points)
□ The small toy car had a greater momentum.
□ The heavy toy car had greater momentum.

5. How will it be possible for the two bodies of different masses to have equal
momentum? (2 points)
□ The less massive body should have a greater velocity than the more massive
body.
□ The more massive body should have a greater velocity than the more massive
body.
 What is it
What affects motion?
While driving on a highway, we avoid colliding with other cars. When watching
a basketball championship game, we witness basketball players bumping with each
other during the last few seconds. When also playing billiards and playing on bumper
cars, we see the collision. Momentum is a term used in most sports. A team with
momentum is hard to stop. It is because momentum is related to the velocity of an
object.

Figure 2 shows a heavy truck and a car that bumped against the wall. Which
among the vehicle do you think will have a greater momentum? If your answer is the
heavy truck, definitely you're correct. The heavier car is more difficult to stop and may
cause more extensive damage than a small car. It is because it possesses greater inertia
in motion, which depends on an object's mass.

Science 9 Learner’s Module

Figure 2. A heavy truck and a car

Momentum depends on two factors – velocity and mass. Two cars of the same
mass but different velocities will also have different momenta. Operationally,
momentum is defined as the product of mass and the velocity of an object. In the
equation, momentum is expressed as p = mv.
Where:
p = is the momentum
m = is the mass
v = is the velocity
The equation illustrates that momentum is directly proportional to the mass and
velocity of the object. Thus, doubling the mass or velocity of the object would also
double its momentum. For stationary objects where the velocity is zero, the momentum
is also zero. It is a vector quantity and measured using the unit kg. m/s.

Remember this:
Equation to use.. if you are looking for… if you know the…
p = mv Momentum Mass and speed
m = p/v Mass Momentum and velocity
v = p/m Velocity Momentum and mass
 Changing the Momentum

Can you change the momentum of the moving object? Imagine the momentum
of the car and the bike both traveling at the same speed. Which among the two vehicles
you think will be easier to stop? The bike will be easier to stop compared to the car. It
is because the bike has a lesser mass compared to the car. Thus, objects with lesser
momentum are easier to stop.

Changing an object's momentum requires the change in either its mass or

velocity or both its mass and velocity. By changing the momentum, force must be
applied to the object over a specific time. Impulse is the product of the time interval
and force applied in which it acts. In equation form,

Impulse = force x time

Newton's Second Law of Motion states that the net force is directly proportional to the
body's mass and acceleration. In equation form,

F = ma

Since a = Vf - vi then
t
F= m (vf – vi) / t

Rearranging the equation will give you,

Ft = mvf – mvi

Since p = mv, then

Ft = pf - pi or

Ft = p

In the equation above, the product of force and time, also known as impulse, is equal
to momentum change. It turns out that the same impulse invariably leads to the exact
change of momentum. In a collision, an object will experience a force for a given amount
of time that leads to its mass and changes its velocity. It merely implies that the impact
force is smaller when the impact time is longer, and the impact force is more significant
when the impact time is shorter. For example, using seatbelts will result in lesser impact
force on the person because seatbelts will act as an aid to increase the impact time.

Science 9 Learner’s Module

Figure 3. Seatbelts and airbags to reduce injuries

 Changes in momentum happen every time. A fast-moving car that suddenly stops
might have damaging effects on the vehicle itself and the person riding it. Figure 3 shows
different devices that may help reduce injuries. Vehicle companies developed and
installed devices in cars to lessen the impact of injuries during accidents. The use of
seat belts and inflatable airbags is installed to reduce the driver and passenger's impact
at the onset of an accident. Therefore, it will reduce the impact force and may cause less
injury.

What's More 20

This activity aims to identify factors that affect

the force of impact on moving objects.
Activity 3: Playing Egg Volleyball
Materials:
• raw eggs
• Clear plastic bag where egg can be inserted
• Piece of cloth/large handkerchief

Material
Science 9 Learner’s Module

Figure 4. Students playing egg volleyball

Procedure:
1. Look for an open space in your area where you can perform this activity.
2. Place the raw egg inside the clear plastic bag and tie the plastic bag securely. It is
needed to prevent the egg contents from splattering in case the egg breaks.
3. Look for someone who could help you out in the activity. Form a group with two
pairs, and each team should have one large handkerchief. Refer to the illustration
above.
4. Each pair must be at least 3 meters away from each other. The game's objective is to
have the eggs travel back and forth from each team without breaking the egg. The
players are only allowed to throw the egg in a curved path.
5. Use a cloth or handkerchief in catching and throwing the egg. Note: Players are not
allowed to use their hands.
6. Pair misses the egg, and breaks it, is considered out of the game, and the point goes
to the other team.
7. The team that can catch and throw the greatest number of eggs without breaking
them will be declared the winning team.
Guide Questions:
1. From breaking the egg, was the handkerchief able to protect it? Why or why
not? (5 points)
____________________________________________________________________________

____________________________________________________________________________

2. When hitting the ground, why would an egg break immediately? (5 points)
____________________________________________________________________________
____________________________________________________________________________

3. How was the impact force lessened using the handkerchief? (5 points)
____________________________________________________________________________

____________________________________________________________________________

4. Discuss how the softness or hardness of the landing surface is related to

the time required to stop the egg. (5 points)
____________________________________________________________________________

____________________________________________________________________________

What I Have Learned

20

Activity 4: Let's solve it!

Directions: Given the following data, solve for the momentum using the
formula p = mv. (3 points each)

Object Mass (kg) Velocity (m/s) Momentum (kg-m/s)

Bird 0.03 18

Basketball player 100 5

Bullet 0.004 600

Baseball 0.14 30

Frog 0.9 12

Activity 5: Let's fill in!

From the concepts you have learned, fill in the spaces with the correct answer
from the choices in the box. (1 point each)

1. Which has more momentum, a huge car that is not moving or a small toy
cart that is moving? _______________________
2. A moving truck has momentum. If it travels twice as fast, its momentum
would be ___________ as much.

3. Two vehicles, one twice as heavy as the other, moves down a hill at the
same time. The heavier the car would have a _______________ momentum.

4. ________________ is defined as the product of velocity and mass

5. ________________ is the product of the force and time.

Greater huge car that is not moving small toy cart that is moving

Twice Momentum Impulse

What I Can Do 15

Activity 6: You can do more!

Directions: Applying the equation learned, answer the following problems,
and show your solutions. (5 points each)
1. A tire whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is its
momentum?

2. A tennis player throws the tennis ball with a mass of 0.8 kg and a
momentum of 16 kg-m/s. What is its velocity?
3. What is the impulse of a cart that the boy pushes with a force of 2kg-m/s within
10 seconds?

Assessment 20

Directions: Choose the letter of the best answer and write it on the space provided
before each number.
_____ 1. It is a term used to describe a moving object, and it is expressed as a product
of mass and velocity.
A. Momentum B. Impulse C. Both D. None
_____ 2. It is the product of the force and time.
A. Momentum B. Impulse C. Both D. None
_____ 3. To which of the following does the momentum of an object depend?
A. Mass and velocity C. Velocity and acceleration
B. Force and speed D. Time and acceleration
_____ 4. Which has more momentum, a heavy truck moving at 50 km/h or a light truck
moving at 50 km/h?
A. Light truck B. Heavy truck C. Both D. None
_____ 5. A tennis player hits an approaching ball with a force of 500N. If he hits the
ball in 0.005 seconds, how much impulse is imparted to the tennis ball?
A. 2.5 N s B. 3.5 N s C. 4.5 N s D. 5.0 N s
_____ 6. A moderate force will break an egg. However, an egg dropped on the road
usually breaks, while one dropped on the grass usually does not break. How is this
possible?
A. The change in momentum is greater
B. The time interval for stopping is greater
C. The change in momentum is less
D. The time interval for stopping is less
_____ 7. The impulse experienced by a body is equal to the change in its _____.
A. Velocity C. Momentum
B. Kinetic energy D. Potential Energy
_____ 8. A tennis player hits an approaching ball with a force of 750 N. If she hits the
ball in 0.0002 s, how much impulse is imparted to the tennis ball?
A. 0 kg-m/s C. 3.0 kg-m/s
B. 1.5 kg-m/s D. 6.0 kg-m/s
_____ 9. Carlos is driving his car at a very high speed. A certain amount of force must
be applied to stop his car. Which condition below guarantees the need for a lesser
amount of stopping force?
A. If the car has more mass C. If the car has more momentum
B. If the car has lesser velocity D. If the car has constant momentum
_____ 10. A huge truck and an auto engage in a head-on collision. Applying the
Newton's third law of motion, which vehicle experiences a greater impact?
A. The huge truck C. Both vehicles
B. The auto D. None of them
SET B
_____ 1. A 45 kg runner who runs with a speed of 5 m/s, what is his momentum?
A. 25 kg-m/s B. 225 kg-m/s C. 250 kg-m/s D. 0 kg-m/s
_____ 2. A car is speeding along the road when a bug suddenly slams into the
windshield. Which undergoes the greater change in momentum?
A. The bug C. The same for both
B. The car D. No change
_____ 3. Consider an object with a constant mass, but whose momentum is changing
which of the following is true about the object?
A. The object is accelerating
B. The object is moving with constant velocity
C. The object is at rest
D. None of the above
_____ 4. The impulse experienced by a body is equal to the change in its _____.
A. Kinetic Energy C. Potential Energy
B. Velocity D. Momentum
_____ 5. It is the product of the mass of an object and its velocity.
A. Acceleration C. Momentum
B. Impulse D. Velocity
_____ 6. How do Impulse and Momentum related?
A. Change in impulse is equal to the change in momentum.
B. Change in impulse is greater than the change in momentum.
C. Change in impulse is lesser than the change in momentum.
D. Change in impulse depends upon the change in momentum.
_____ 7. Which of the following shows how momentum and impulse are related?
A. Vehicle collided
B. Falling of an object from a higher place
 C. Taekwondo sports when a player shows a follow-through to his opponent
D. All of the above
_____ 8. Meisha is playing a bowling ball with a mass of 2.0 kg and moving it at a rate
of 2.0 m/s. What is the momentum of the bowling ball?
A. 4.0 kg-m/s C. 1.0 kg-m/s
B. 2.0 kg-m/s D. 0.5 kg-m/s
_____ 9. Mary saw a man running, which is 50-kg, and she also saw a 50-kg woman
walking in the plaza early morning. Which among the two people possess a greater
magnitude of momentum?
A. A 50-kg man running C. A 50-kg woman walking
B. Both of them D. None of them
_____ 10. How do airbags and seatbelts affect the impact of force applied to a car
accident?
A. The greater the impact time, the greater the impact of force
B. The impact time is longer, thus resulting in a lesser impact of force.
C. The impact time is shorter, thus resulting in a greater impact of force
D. The smaller the impact time, the lesser the impact force

Additional Activities 10

Activity 6: Let's add more!

MODIFIED TRUE or FALSE

Directions: Write TRUE if the statement is correct and FALSE if the statement is
incorrect and underline the word that makes the sentence wrong.

1. Mass and velocity are the factors that affect momentum

2. The product of the force applied and the time interval during which it
acts is known as momentum.

3. Momentum is directly proportional to the velocity and mass of the object.

4. In stationary objects where the velocity is zero, the momentum is also

zero.

5. Impulse is the product of time and force, and also it is equal to the change in
momentum
 ADDITIONAL
ACTIVITIES
1. TRUE
2. FALSE – Momentum
3. TRUE
SET A 4. TRUE
SET B
1. A 6. B 5. TRUE
1. B 6. A
2. A 7. D 2. B 7. C
3. A 8. A 3. A 8. B
4. D 9. A 4. B 9. B 1. 10 kg-m/s
5. C 10. B 5. A 10. C 2. 20 m/s
3. 20 kg-m/s
ASSESSMENT WHAT I CAN DO
1. The stopping distance for the 1. small toy cart
heavy toy car is longer than the that is moving 1. 0.54 kg-m/s
stopping distance for the light toy 2. twice 2. 1,500 kg –m/s
car. 3. greater 3. 2.4 kg-m/s
2. No. The stopping distance 4. momentum 4. 4.2 kg-m/s
increases as the point of release 5. impulse 5. 10.8 kg-m/s
increases.
3. The velocity increases as the Activity 5: Let’s Fill In Activity 4: Let’s solve it!
point of release increases. WHAT I HAVE LEARNED
4. The heavy toy car had a greater
momentum. 1. < 6. > 1. C 6. A
5. The less massive body should 2. > 7. < 2. A 7. C
have greater velocity than the 3. < 8. < 3. B 8. A
more massive body. 4. < 9. < 4. D 9. A
5. > 10. > 5. A 10. D
WHAT’S IN WHAT I KNOW
WHAT’S NEW
Answer Key- Gr9Q4W3 Science
 References

Books:

Alvarez, Liza A., Dave G. Angeles, Herman L. Apurada, Ma. Pilar P. Carmona, Oliver
A. Laborra, Judith F. Marciada, Ma. Regaela A. Olarte, Estrella C. Osorio,
Digna C. Paningbatan, Marivic S. Rosales, and Ma. Teresa B. Delos Santos.
Science Learner's Module Grade 9, Pages 256 - 264. Pasig City Philippines;
Department of Education, 2014.
Alvarez, Liza A., Dave G. Angeles, Herman L. Apurada, Ma. Pilar P. Carmona, Oliver
A. Laborra, Judith F. Marciada, Ma. Regaela A. Olarte, Estrella C. Osorio,
Digna C. Paningbatan, Marivic S. Rosales, and Ma. Teresa B. Delos Santos.
Science Teacher's Guide Grade 9, Pages 184-186. Pasig City Philippines;
Department of Education, 2015.

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