Вы находитесь на странице: 1из 12

Name: Palma, Joebert Jr. A.

Date: 14 January 2016

Cooperating Teacher: Mr. Joey Kevin D. Tiongco
A Detailed Lesson Plan in Physics for Grade 9
8:20 AM – 9:10 AM

I. Objectives:
At the end of the lesson, the students should be able to:
a) identify the types of collision
b) describe the effects of momentum in collision
c) derive equations using momentum formulas for collision; and
d) cite the importance of collisions in everyday life

II. Subject Matter: “Collisions”

III. Instructional Materials

A. Audio Visual Aids: PowerPoint/Prezi Presentation
B. References
1. Padua, A. & Crisostomo, R. (2010). Practical and explorational physics:
modular approach. Quezon: Vibal Publishing House, Inc.
2. Nave, C. (2016). HyperPhysics: mechanics. Georgia State University.
Retrieved, 9 January 2016, from
3. The Physics Classroom (2015). Mechanics: momentum and collisions.
Retrieved 9 January 2016, from
IV. Procedure
Teacher’s Activity Students’ Activity
A. Routine
1. Greetings
 Good morning, class. How’s —Good morning, Sir.
your day? —We’re fine, Sir. Thank you.
 Who’s absent today? —Nobody is absent, Sir.

B. Motivation
 Today, we will have an
activity. Here, I have several
cards and each card has a
statement. Since you are in
three columns here, we will
have three groups for this
activity. With these cards, I
will ask you to sort them into
what are true statements
and what are false
statements. Later, I will ask
those who are seated at the
back of your column to
present your cards. You have  Okay, Sir.
3 minutes, class, to discuss.
True/False Cards
C1 A basketball will bounce back
higher than its height of release.
C2 A bowling bowl will bounce on
beach sand.
C3 When you push a wall, the wall
pushes you back.
C4 It’s possible that Neptune can
collide with Pluto.
C5 There is collision in playing
C6 In theory, a planet collided with
Earth which brought the
extinction of dinosaurs.
C7 When you dribble a basket ball
at an angle, the ball will bounce
in the same angle.

 Are you ready now to
present, class?  Yes, Sir.
 Let’s start with Group 3.
Presenters, please come here  Sir, the True statements are:
in front and present your Cards 3, 5, and 7. The others
cards. are false.
 Very good, Group 3. You are
correct that cards 3, 5, abd 7
are true while the others are
[The activity ends when all questions
are answered.]
C. Presentation of the Lesson
 Now, what do you think will
our topic be about? Yes,  About objects that collide, sir?
 Very good, Jane. Surely our  Sir, I think, collisions happen
topic is about collision, can when objects clash into each
anybody tell me something other or into surfaces.
about collisions? Yes Wynn?
 That’s correct, Wynn.
Collisions happen when
objects bump or clashes on
surfaces or on other objects,
but more practically, can
anybody give me an example
of a collision?
 Yes Carl?  During a car crash, or even
 Very good, Carl. Car accidents when a basketball hits the
brought about by collisions ground when being dribbled.
are very dangerous, so when
in a moving vehicle, be

mindful of the safety
precautions like wearing  Yes sir.
seatbelts or protective wear.

 Later on, we will be discussing

different categories of
collisions, which will explain
the difference between the
collisions between objects.  Yes sir!
Are you ready?
A. Activity
 Very well. Now, I will group
you into 5. Since we’ve
checked about your
familiarity with collisions, per
group I will give you sets of
marbles that you will
manipulate depending on the
instructions that I will be  We are grouped and ready sir.
giving. Are you grouped and
ready class?
 Be ready, because after this
activity, I will have you explain
what we have done with the
 Okay class, here is the first
instruction, I need you to  [The students do so, and make
make two marbles collide observations]
with each other. Done?  Yes, sir.
 Next, put one marble at rest
and have one marble collide  Yes, sir. [The students do the as
with it. Are my instructions what is instructed and made

clear so far class? Have you observations]
done it?
 Lastly, have one of your
members hold one marble in  Yes, sir.
place using a finger, done?
 Now make the other marble
collide with the one that is  [The students do so and made
being held in place. observations]
B. Analysis
 Now that we’re done, sit tight
and let’s start explaining  Yes sir!
what had happened with
your activity, ready class?
 On the first task, you made
the two marbles move
towards each other so that
they will collide. After
colliding, what happened to
the marbles?  Sir, the two marbles instantly
 Yes, Andy? moved apart from each other,
 You’re correct, Andy. In the in opposite directions.
first instruction, the two
marbles moved apart after
 How about the second task?  Sir, when the moving marble
Who can give us observations collided with the one at rest,
about what had happened the non-moving marble moved
when a marble in motion, along the direction of the
collided one marble that was moving marble.
at rest? Yes Tristan?
 Correct, Tristan. In the case of
the second task, when the
moving marble collided with

the one at rest, the two
marbles moved in the same
 How about the third task?
The marble in motion
collided with the one that
was being held down, what
observations have you taken  Sir, the moving marble
about this event? Yes bounced back.
 You’re right, Andrea. In the
third instruction, the moving
marble, obviously, bounced
back as it collided with the
held marble.
C. Abstraction
 Class, go back to your seats
now. Here, I have a tennis
ball. Observe what happens
when I drop the ball on the
[drops ball]  The ball and the floor collided,
Class, what objects collided Sir.
when I dropped the ball? Yes,
 Correct, Jan. The ball and the
floor collided. Now, what  Elastic collision, Sir.
type of collision happened?
May I ask Jet?
 Very good, Jet. When the ball
bounced, elastic collision
happened. In the activity
earlier, which one was elastic

collision? Yes, Ann?  The elastic collision was the
 Very good. The first first instruction, Sir. The two
instruction was an example marbles bounced and moved
of elastic collision. separately.
 Now, eyes here in front. I will
drop a plastic container on
the floor. I want you to
observe and identify what
type of collision will happen.
[drops a plastic container]
 Can you identify what type of
collision happened? May I  Inelastic collision happened,
ask, Jena? Sir.
 You’re right, Jena. Inelastic
collision happened when I
dropped the plastic bottle on
the floor. Why do you think it
is inelastic collision? Yes,  After colliding, Sir, the plastic
Miles? bottle did not reach its original
 Very good, Miles. The plastic position when it bounced.
bottle did not reach its
original position after
bouncing. In scientific terms,
some of the bottles kinetic
energy was lost.
 Now, I will drop a book on
the floor. What do you think
will happen, class? Will the  The book will not bounce, Sir.
book bounce? Yes, Leah?
 Thank you, Leah. You’re right.
Let’s see what will happen
when I drop this book.
[drops book]

 Leah is right, class, that the
book will not bounce. Now,  Perfectly inelastic, Sir.
what type of collision is this?
May I ask Carl?
 Why is it perfectly inelastic,  It is perfectly inelastic, Sir,
Carl? because the book did not
 Very good, Carl. Since the bounce at all or all of its kinetic
book did not bounce, its energy was lost.
kinetic energy was lost in the
collision with the floor.
 So class, what are the three  The three types of collision are
types of collision? Yes, Mark? elastic, inelastic, and perfectly
 Very good, Mark. The types inelastic.
of collision are elastic,
inelastic, and perfectly
 Now, class, from your activity,  From the previous lesson, Sir, I
what factors have great think mass and velocity affects
effects in the collision of the collision of marbles.
marbles? Yes, Allysa?
 Very good, Allysa. Mass and
velocity can affect collision.
And we call that momentum.
 What do you think will  The marble will bounce to the
happen, class, if I will roll this opposite direction, Sir.
marble to a bowling bowl?
May I ask Vince?
 Why will it bounce to the  The marble will bounce to the
other direction? other direction, Sir, because
 Very, good. Therefore, mass the bowling is heavier than the
and velocity can affect marble.
 In my PowerPoint

presentation, I will show you
how collision works with
 Class, momentum is mass in
motion. Therefore, we can
assume that heavier objects
have greater momentum.
However, light objects can
also have as much
momentum as a heavy
object, depending on its
p = mv
m1v1 + m2v2 = m1v1’ + m2v2’

 Again class, describe the  Momentum can determine

effects of momentum in how strong the impact will be
collisions. May I ask Jana? in colliding objects, sir. Heavy
 Very good, Jana. So in physics objects and fast objects can
or in mechanics, momentum have great momentum, and
is very useful because it has therefore, can alter objects
practical applications. So after collisions.
later, you will discover why
they are important in the
practical world.
 For now, class, I want you to
derive formulas. Last week,
you spent time on deriving
formulas from a given
equation. So now, you will
apply what you have learned.
With your learning buddy, I

want you to find the value of
v1 and v2, and m1 and m2 in
the equation m1v1 + m2v2 =
m1v1’ + m2v2’. I will only give
you 3 minutes.
 Are you now ready, class? [sample computation]
May I ask Karylle to find the
value of v1, on the board
 Thank you, Karylle. Now,
using the derived formulas, I
will give you a sample

D. Application
 Class, please work with your
pair in answering this sample
A 0.01-kg marble was
rolled to the right at 0.05 [student answer]
m/s and made an elastic
collision with a 0.015-kg Given:
marble moving to the left
at 0.03 m/s. After the
collision, the smaller
marble moved to the left
at 0.002 m/s. Find the
velocity of the 15-g marble Find:
after collision.
 I will only give you 5 minutes
to do this.

 Are you done, class? May I
ask Angelie to show their
answers on the board?
 So, after collision, the
velocity of the larger marble
is 0.002 m/s, which is equal
to the velocity after collision
of the smaller marble.
 As you noticed, the two
marbles have different mass
and velocities but they have  Heavier objects can have great
equal velocities after momentum, sir. However, light
collision. What can you infer, objects can also have great
class? We discussed it earlier. momentum if they are moving
Can I ask, Jena? fast.
 Very good, Jena. Collision
and momentum will depend
on the mass and velocity of

D. Values Integration
 So, class, is collision
important in our life? May I  Through understanding,
ask Karl? Karl, what do you collisions, sir, we can prevent
think is the importance of casualties in road accidents.
collision or the mere
understanding of collision?
 Very good, Karl. So through
understanding how collision
works, we can reduce

casualties in road accidents.
Another hand please. Yes,  We can prevent damages in
Jerome? materials, sir, especially those
 You’re right, Jerome. Again, which are fragile, when we
as you have sad, the mass understand collision.
and velocity of an object
have effects on its impact.
 So class, that is all for today.
Thank you for your
participation. Good bye and  Good bye and thank you, Sir Jb.
thank you, class.

V. Assignment
A. What:
Solve the given problem:
A 1800-kg car is moving at 30 m/s eastward. It collides head on with a
2200-kg garbage truck. What is the initial velocity of the truck if the car
and the truck move together after collision at 12 m/s?
B. Where to write: One whole intermediate paper
C. When to pass: Next meeting
D. Number of points: Thirty (20) points
VI. Strategies Used
Motivation True/False Cards
Group discussions and “colliding
Lesson Proper marbles” activity;
a) Group discussion Presentation (definition of momentum,
b) Lecturette types of collisions, and momentum
c) Values integration formulas);
Application Paper and pen, learning buddy
Assignment Written assignment.

Subject Matter Expert for EDUC 910: Ms. Mary June Gonzales