Divino Amore Academy

Lower Mohon, Talisay City Cebu

Teaching Learning Plan 4.1

Subject: Science 9 Quarter: Fourth

Teacher: Shielo Marie C. Cabanero Time frame: 8 hrs

Topics:
Motions in Two Dimensions
Projectile Motion
Impulse and Momentum

References:
1. Work text in Science and Technology ,Science Links
2. Experiencing Science :An Activity –based Worksheet for Grade 9

Materials: manila paper, pentel pen, video clip (flash drive), LCD projector

Learning Competencies:
 describe the horizontal and vertical motions of a projectile; S9FE-IVa-34
 investigate the relationship between the angle of release and the height and range of the projectile S9FE-IVa-
35
 relate impulse and momentum to collision of objects (e.g., vehicular collision); S9FE-IVb-36

Objectives:
1. describe the horizontal and vertical motions of a projectile
2.investigates the relationship between the angle of release and the height and the range of a projectile
3. relate impulse and momentum to collision of objects

Explore:
Day 1-2
Introduction

The teacher will introduce to the students that in Grade 8 the effects of forces on motion and applied the concepts
in real-life situations. You did various experiments and activities on Newton’s Three Laws of Motion and gained
insights on the relationship of mass, force, and acceleration. From the Law of Inertia, students were able to gain an
understanding of the behavior of bodies at rest and bodies in motion. The Law of Acceleration was thoroughly
discussed where they related force and acceleration. Students also appreciated the Law of Interaction through simple
activities in daily

And will Introduce the concept of Uniformly Accelerated Motion (UAM) in vertical dimension by eliciting the
students’ knowledge about free-fall. From their learning in Grade 8, ask them the following:
 What is gravity?
 What is the acceleration due to gravity on earth?
 Is the rate of gravity (acceleration) the same for all objects on earth?

Diagnostic Assessment
Directions. Choose the letter of the best answer.
For questions 1-5, consider the given situation.

Maria throws a ball straight up with an initial velocity of 10 m/s.

1. What is its velocity at the highest point?
2. What is its velocity when it returned to the elevation from where it was thrown?
3. What is its acceleration at the highest point?
4. What is its acceleration just before it hits the ground?
5. After 1 second what is the acceleration of the ball?
A. 0 m/s B. 0 m/s2 C. 9.8 m/s2 D. - 9.8 m/s2 E. 10 m/s2 F. -10 m/s G. cannot be determined
Day 3-4
Firm Up
Activity

In this activity, the students are tasked to determine the acceleration of a rolling object by recording the
time to travel different distances on an inclined plane.

Derivation of Formula

For the students to fully understand the concept of UAM, they need to solve word problems related to real
life situations. But before solving problems, they need to derive the basic formula needed to solve such
problems. To start the derivation, ask them the formula they learned in Grades 7 and 8 about velocity,
average velocity, and acceleration, and label the formula into:

Firm Up and Deepen

Day 5
In this activity, the students will apply the derived formula of the Uniform Accelerated Motion by calculating the
height of the building.
 If the school does not have a tall building, find one outside the school and ask permission from the owner. Observe
proper precautionary measures.
 If available, use sepak takraw instead of other balls since it will not bounce as much. This is to avoid having the
students chase the ball, to prevent accidents.
 As much as possible, instruct students to drop the ball by just releasing it without applying force. Thetimershould
accurately record the time by coordinating with the student who will release the ball.Ask them to come up with ways
to synchronize release of objects and starting the watch.

 From the derived formula of the Uniformly Accelerated Motion (UAM), students determine the height of the
building
Answers to Questions:
1. The velocity of the ball just before it hits the ground will be solved usingvf2 = 2agh since vi = 0 (The value of h
depends on the data on the table)
2. The actual height should be almost the same with the result of our experiment.
3. (Answers may vary) 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝐸𝑟𝑟𝑜𝑟 = /𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒 − 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝑉𝑎𝑙𝑢𝑒/ 𝐴𝑐𝑡𝑢𝑎𝑙 𝑉𝑎𝑙𝑢𝑒 x 100%

Day 6-7
DEEPEN

In this activity, students will match a ball’s trajectory to pre-drawn parabolas, showing that projectile motion
characteristics can be matched or anticipated.

With the manila paper posted vertically, instruct the students to give the ball an initial velocity resulting in a path
parallel to the paper. Emphasize that the ball should not touch the paper anytime during the flight. With the proper
start, students match the ball’s path (trajectories A and B) to the pre-drawn parabolas.

TRANSFER
Projectiles Launched At an Angle

When a projectile is launched upward at an angle, its velocity has two components:
1. a constant horizontal velocity that moves in the same direction as the launch, the acceleration of which is zero; and
2. an upward positive vertical velocity component that is decreasing in magnitude until it becomes zero at the top of
the trajectory (therefore it no longer goes up any further). But because gravity makes it accelerates downward at a
rate of 9.8 m/s per second or 9.8 m/s2 , (therefore it stays at rest only for an instant) it will start to descend with an
increasing negative vertical velocity until it is stopped by something. So as the projectile moves forward horizontally
with uniform velocity, its vertical velocity is also accelerated creating a trajectory that is a parabola.

Sample Problem

A soccer ball is kicked at ground level with a speed of 20 m/s at an angle of 450 to the horizontal. How much later
does it hit the ground?

A ball tossed upward at i has an initial vertical velocity component of 20 m/s, and a horizontal velocity component of
2 m/s. The location of the ball is shown at 1-second intervals. Consider air resistance to be negligible and g = 10 m/s2
downward. Use the sign convention positive y v for upward motion and negative y v for downward motion.