THIS SERVES AS A SAMPLE.

DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION

Topic: Momentum (Forces and Motion)

Grade level: 10

Objectives: At the end of the lesson, the students are expected to gain mastery
on:

1. describing the relationship of mass and velocity to momentum

2. investigating momentum through an activity
3. calculating an object’s momentum; and
4. citing ways on improving the safety of vehicles due to a sudden
change of momentum.

Strategies: Collaborative learning, Inductive learning, Socratic method

References used: Science Learner's Module. Department of Education. pp. 31-35.

Walker, J. 2011. Fundamentals of physics 9th edition. John Wiley &

Sons, Inc. United States of America. pp. 210-211.

Holzner, S. 2006. Physics for dummies. Wiley Publishing, Inc.,

Indianapolis, Indiana, United States of America. pp. 137-147.

Teacher's Activity Student's Activity

Routine Activities

1. Prayer
“Let’s start our day with a prayer. May I The teacher will lead the prayer.
request everyone to stand up?”

2. Greetings
“Good morning class!” “Good morning, Sir!”

3. Classroom Management
“Before taking your seat, please pickup The students will do what is told.
pieces of papers or any trash near your
area then arrange your seats properly.”

4. Attendance
“Class monitors, kindly report the The class monitors will report the names
absentees for today.” of today’s absentees.

Please report the names of the “Yes Sir.”

absentees for today to your adviser.

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION

5. Recall
“For a little recap of what we have
discussed yesterday, let us have a short
game. This game is called ‘Bouncy Balls’.”

(A rubber ball will be given to a student.

The teacher will then ask questions about
Projectile Motion. After the learner
successfully answers the question, the ball
will be passed/thrown to another learner
based on the category set by the teacher.)

The teacher will facilitate the activity. The students will play the game.

Priming

“I am glad that you still remember the The students will play the game.
lesson we had last time. So to continue with
the ideas in this course of study, let us first
have a short activity. This activity is called
‘With Ears to See’.”

The teacher will facilitate the activity. The students will perform the task.

“Okay, based on the activity that we had “Yes, Sir. Our topic for today is about
a while ago, do you have an idea about Momentum!”
what will be our topic for today?”

“Exactly! Our topic for today is “From the activity we had a while ago,
Momentum. Do you have any idea about momentum is the measure of how difficult it
what momentum is?” is to stop a moving object.”

“Indeed! Momentum is defined as the

difficulty of a body to undergo a sudden
stop.”

“Based on our activity, what do you “Sir, I think an object’s mass and velocity
think are the two main factors which affect primarily affect its momentum.”
an object’s momentum?”

“Indeed! Very good observation! An

object’s momentum is affected by two
factors – mass and velocity. This is why to
find the value of an object’s momentum, we
will utilize the formula

p=mxv

wherein:

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
m = mass measured in kg
v = velocity measured in m/s
p = object’s momentum (kg m/s)

Let us deepen your understanding

regarding this topic and explore more on
how momentum is shown in different
activities and how certain factors affect it
through a group activity.”

Activity

“I prepared four tasks to be performed Each group will work on the task
by group. The assigned group leaders for designated to them.
this activity will pick a certain task that your
group will work on. After that, each group
will have a representative who will present
what they learned from the activity. After
conducting the task, we will analyze your
answers.”

GROUP TASKS:
1. What a COINcidence!
a. Make an improvised pendulum by In this task, the group will explore how
sticking a strip of yarn between mass and velocity affect the momentum of
two identical coins using a double pendulum wheels. With varied mass and
sided adhesive tape. manipulated velocity, learners will be able
b. Use coins of different monetary to determine which coin moved an object
value as pendulum wheels. with the farthest distance.
c. Tie the pendulums to a meter stick
20 cm apart and prop it between
two chairs.
d. Set a folded index card below
each pendulum.
e. Drag each pendulum at equal
height and let them go to see
which pendulum wheel moved the
index card the farthest distance.
f. Drag each pendulum with varied
height and let them go to see
which pendulum wheel moved the
index card the farthest distance.
g. Record all observations and see
what conclusions can be made
with the experiment.

2. When Balls Collide Through this task, the learners will

a. Set up a board on top of a book. examine how mass affects the momentum
b. Measure 30 cm from the end of of colliding objects.
the inclined plane and set another
board on top of a book facing the

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
first set-up.
c. Place two balls of different sizes
on the upper ends of the plank.
d. 4. Set the balls rolling down the
incline.
e. Determine which ball recoiled
after collision.
f. Try placing a variety of
ball combinations in the inclined
planes.
g. Record all observations and draw
conclusions based on the
experiment.

3. The Ruler’s Power The group assigned for this task will set
a. Set up a ruler on top of one book. a ruler on a book to form an inclined plane.
b. Fold the index card in half so that A marble will then be rolled. Observations
it stands up shall be recorded and presented later.
c. Use a tape to make a line 10 cm
from the end of the inclined plane
so that you can line up the index
card in the same spot each time.
d. Roll the marble down the incline.
e. Add the number of books to which
the ruler will be propped.
f. Roll the same marble down the
ruler. Record all observations.

4. Bouncing with Momentum In this task, the students will investigate

a. Drop two balls or various sizes momentum by dropping a ball on top of a
and determine which has a bigger ball. This is to determine which of the
greater momentum. two balls possesses greater momentum
b. Hold a small ball on top of a larger that will cause the other to fly upward. The
and drop them together. group will record all observations.
c. Determine which ball will fly
upward with greater velocity and
momentum.
d. Record all observations.

OVERALL TASK
1. THE JUDGE’S ADVOCATE
Using the rubrics provided, designate
members who will rate the presenters of
each task. Group 4 will rate the presenters
of Group 1, Group 1 to 2, 2 to 3, and 3 to
Group 4. Rating the presenters should be in
a creative way.

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION

CRITERIA SCORE
Content
4 3 2 1
Very Almost Nearly Standar
clear clear clear ds were
and and and met but
well- well- well- needs
organize organize organize improve
d d d ment
Completeness of the Work
4 3 2 1
Complet Almost Not Standar
e and answere answere ds were
with d d unsatisf
exempla complet complet actorily
ry ely and ely and met
with with
exempla exempla
ry ry
Presentation
4 3 2 1
Clear, Almost Nearly Standar
coherent clear, clear, ds were
and coherent coherent met but
concise and and needs
concise concise improve
ment

Analysis

“Alright! Time is up! Let us now proceed The students will do what is told.
to the presentation of each group and
analyze the answers in the activity.”

GROUP TASK NO. 1 – What a COINcidence!

“How do the combined effects of mass and “An object’s momentum depends on both
velocity affect the momentum of the velocity and mass. In our experiment,
improvised pendulum wheels?” manipulating the velocity of pendulum
wheels of various masses produced various
results. By dragging the lightest pendulum
to the highest starting point, it gained
greater velocity and caused a significantly
large movement of the index card. On the
other hand, dragging the largest pendulum
with a low height gave it a smaller velocity

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
and produced a minute change in the
movement of the index card.”

“Very good observation! Something big “In order to determine an objects

and slow could have the same momentum as momentum, both velocity and mass should
something small and fast. Then what be considered.”
conclusions can you draw based from the
activity you conducted?”

“Excellent Group 1. Raters of the group, The raters will announce the scores
kindly announce the scores obtained by the obtained by the group in their presentation.
group assigned to you. Group leader, kindly
record your accumulated scores.”

GROUP TASK NO. 2 – When Balls Collide

“Why does the smaller ball recoils after “The smaller ball draws back after hitting
colliding to a bigger ball?” with the larger ball because it has a lesser
mass compared to the bigger ball.”

“Having said, how does the mass of an “The mass of an object is directly
object in motion affects the momentum it proportional to an objects momentum. This
possesses?” means that the greater an object’s mass is,
the greater its momentum.”

“Very good! Thus, when the mass of an

object increases, its momentum also
increases.”

(The teacher will present an image to the

learners.)

“Hence, if both cars are travelling at the

same rate, but one is full of luggage and the “A car full of luggage possesses greater
other one is empty, which will have the most momentum. This is due to the greater mass
momentum? Why?” of the first compared to the latter which
makes it harder to stop than an empty car
when travelling at the same velocity. “

“Excellent! Now raters of the second

group, kindly give Group 2 their scores.” The raters will announce the scores
gathered by the group in their presentation.

GROUP TASK NO. 3 – The Ruler’s Power

“On the given task to your group, why

does increasing the number of books to “The velocity of the marble changes
which the ruler was set affected the ball’s depending on the number of books to which

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
momentum and caused changes in the the ruler was situated. A marble rolling
distance covered by the folded index card?” down from a height of one book has a lower
velocity, thus possesses a smaller
momentum. Stacking two or more books
increased the marble’s momentum.”
“Exactly! Hence, in your experiment,
how do changes in an object’s velocity “Velocity caused changes in momentum,
affected the momentum possessed by the Sir. The greater the velocity of the marble,
marble?” the greater its momentum is and the farther
the stationary index card moved away after
being hit. As the velocity of an object
increases, its momentum also increases.”

“Impressive! This also explains why it is

harder to stop a fast moving bicycle than a “Velocity is directly proportional to
slow moving one. Having said, kindly momentum. This means that whenever
determine the relationship of velocity to velocity increases, momentum also
momentum.” increases.”

“Very good Group 2. Now raters of the

third group, kindly give Group 3 their The raters will announce the scores
scores.” gathered by the group in their presentation.

GROUP TASK NO. 4 – Bouncing with

Momentum

“Based on the given task to your group, “After the two objects collide with each
why did the smaller ball flew upward after other, the smaller ball flew upward because
colliding to the bigger ball?” its momentum is relatively lesser than the
bigger one at the point of collision. Although
both balls fall at the same rate, the ball with
the greater mass possesses more
momentum and caused the smaller ball to
recoil after hitting with each other.”

“Indeed! How does the demonstration you “As the bigger ball hits the ground, it
conducted earlier show the transfer of gains greater momentum. As it bounces
momentum between two objects.” back up, it will transfer the acquired
momentum to the smaller ball. Since the
smaller ball has so much less mass than the
bigger ball, it will fly upward with much
greater velocity!”

“Exactly! Now raters of the fourth group, The raters will announce the scores
kindly give them their scores.” obtained by the group in their presentation.

Abstraction

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
(The teacher will present an image to the
learners.)

“What do these pictures tell about our “Momentum is mass in motion. It

topic for today?” describes the strength of a moving object.
Things that are moving have less
momentum if they are lightweight or moving
slowly and the opposite is true if they are
moving fast or are heavy.”

“Exactly! Objects that are not moving do “In order for an object to possess
not have momentum. Then, why do you momentum, it must be in motion. Although
think that we cannot consider a stationary stationary object has mass, it still
car to possess momentum?” possesses no momentum because its
velocity is 0.”

“Very good! Why do you think momentum “Although the letter p doesn’t seem to fit
is represented by “p?” Shouldn’t p stand for for momentum, I think, Sir, the letter was
physics rather than momentum?” used because all other letters were taken
and used to represent other quantities.”
“Excellent! You can’t use m for momentum
because it is used for mass. Neither is the
letter N as it represents for Newton (a unit for
force).”

Application

(A multimedia presentation will be

played.)

“What happens if two cars travelling very “Sir, both cars come to a stop in a short
quickly suddenly collide?” span of time. Thus, the passenger inside
the car experiences a large change of
momentum very quickly.”

“Why could this cause a very serious “As the momentum of the car
injury?” significantly decreases in a short space of
time, the passenger inside the car,
experiences a very large force that may
cause them to move forward and hit the
windshield or dashboard of the car.”

“With this in mind, how could you improve Students will raise their hands and share
the safety of cars?” their thoughts about the question.

“The cars that we have today are much

safer than they were many years ago. Car
manufacturers nowadays introduced safety
features inside cars to help save lives and
reduce the severity of injuries.”

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION

‘Can you give some of those safety

features and explain how these features “One safety features in cars, Sir is the
reduce the risk of injury?” seatbelt. It keeps you from flying forward
and hitting the windshield or the seat in
front.”
“Very good! Seatbelts slightly stretch,
prolonging the time for you to completely stop
thereby reducing the amount of force you
experience because of the sudden fall of
momentum. “

“Is everything about the concept of

momentum clear to you class?” “Yes Sir!”

Assessment

GROUP QUIZ BEE

Direction: Each group will be given flashcards
with letters to answer each question. Ten
seconds will be given for each group to
answer. A representative will raise the answer
board for checking at the end of each answer
time.

1. Which of the following best describes

momentum?
a) the velocity of an object
b) an object’s mass
c) mass in motion
d) shape of an object

2. What factor/s affects an object’s

momentum?
a) mass and acceleration
b) mass and velocity
c) velocity and energy
d) mass and shape

3. A woman has a mass of 50 kg. If she is

walking with a velocity of 0.75 m/s, what is her
momentum?
a) 47.5 kg m/s
b) 37.5 kg m/s
c) 27.5 kg m/s
d) 17.5 kg m/s

4. Which of the following statement about

momentum is INCORRECT?
a) Momentum is a vector quantity.

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
b) An object’s mass and velocity affect its
momentum.
c) Momentum has a size (magnitude) but no
direction.
d) The unit for momentum is kg m/s.

5. What is the momentum of a 2, 500 kg car

travelling at a rate of 20 m/s?
a) 100, 000 kg m/s
b) 70, 000 kg m/s
c) 50, 000 kg m/s
d) 25, 000 kg m/s

6. Which has a greater momentum: a 3 kg

sledgehammer swung at 1.5 m/s or a 4 kg
sledgehammer swung at 0.9 m/s?
a) 3 kg sledgehammer
b) 4 kg sledgehammer
c) both
d) neither of the sledgehammer

7. The following statement about momentum

is incorrect EXCEPT
a) An object’s momentum is the same as its
velocity.
b) Momentum is a scalar quantity.
c) Momentum is influenced by an object’s
mass and velocity.
d) Momentum is affected by its shape and
mass.

8. Calculate the momentum of a bird with a

mass of 0.018 kg flying at 15 m/s.
a) 0.024 kg m/s
b) 0.025 kg m/s
c) 0.026 kg m/s
d) 0.027 kg m/s

9. Which if the following object has a greater

momentum compared to a stationary 10 –
wheeler truck?
a) a train at rest
b) a bicycle travelling at 1.5 m/s
c) a motionless car full of luggage
d) an empty stationary car

10. How do safety features like seatbelts and

airbags improve the safety of cars today?
a) it increases the change in momentum
during a collision
b) it speeds up the time of collision

Sample lesson plan by: RUIZ, J.G.M. (2017)

 THIS SERVES AS A SAMPLE.
DO NOT COPY/DISTRIBUTE/UPLOAD WITHOUT PERMISSION
c) it reduces the force experienced due to
sudden decrease in momentum
d) it makes collisions more likely

Key to Correction
1. B
2. B
3. C
4. C
5. A
6. C
7. D
8. B
9. C

Sample lesson plan by: RUIZ, J.G.M. (2017)