Content: Motion in Two Dimensions

Performance Standards: projectile motion, impulse and momentum, and conservation

of linear momentum
Content Standards: propose ways to enhance sports related to projectile motion

Day 1
Learning Competency Code: S9FE-IVa-34
I. Objectives
1. Differentiate scalar and vector quantities, distance and displacement, and speed and
velocity
2. Recognize the importance of accurately describing scenarios
II. Subject Matter
A. Concept: scalar and vector quantities, distance and displacement, and speed and
velocity
B. Learning Materials: Multimedia Presentation, cut-outs
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: analyzing, differentiating, explaining
E. Values: We should always accurately relay information.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Game: Review – Jumbled Letters
B. Exploration
a. Activity: Matching Game – match the mechanics terms used in your grade 7 and
grade 9 sciences to the correct definition. Share something that you can still
remember to your perfect match.
C. Explanation
a. Guide Questions
1. How can you differentiate scalar and vector quantities?
2. How can you distance and displacement?
3. How can you speed and velocity?
b. Discussion and Analysis
D. Elaboration
a. Generalization
 Scalar Quantity – has magnitude but not direction.
Ex. Distance and speed.
 Vector Quantity – has magnitude and direction.
Ex. Displacement and velocity
 Distance
defined as the total path travelled by a body
the length of a path between 2 points
 Displacement
a straight line from an object’s initial position to its final position
 Speed
Rate at which an object is moving.
speed = distance / time
s = d/t
 Velocity
Speed with direction.
velocity = displacement / time
v=d/t
b. Problem Solving
1. A car drives 100 meters in 5 seconds. What is the car’s average speed?
E. Evaluation
Solve:
1. A rocket is traveling at 10 km/s. How long does it take the rocket to
travel 30 km?
F. Pedagogical Approach: Collaborative
IV. Assignment
Solve:
1. A race car is traveling at 85.0 m/s. How far does the car travel in 30.0 s?
Prepared by: Mr. Marc Vener C. Del Carmen, T -1
Congressional National High School
Day 2
Learning Competency Code: S9FE-IVa-34
I. Objectives
1. Define acceleration
2. Identify different means of acceleration
3. Realize that many things are possible through correct amount of acceleration
II. Subject Matter
A. Concept: acceleration
B. Learning Materials: Multimedia Presentation
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: analyzing, identifying, defining
E. Values: Never give up, you can always change your future
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Question: Why do races have unpredictable results?
B. Exploration
a. Activity: Scenarios: List down scenarios that shows the following:
Increase in speed
Decrease in speed
Change in direction
C. Explanation
a. Guide Questions
1. What is acceleration?
2. Which of the following scenarios shows acceleration? Explain each.
D. Elaboration
a. Generalization
 Acceleration - the rate at which velocity changes
 Acceleration can be a:
Increase in speed
Decrease in speed
Change in direction
 If an object is moving in a straight line:
a = v f – vi / t
b. Problem Solving
2. A car is moving 12 m/s to 45 m/s in 5 s. What is the acceleration of
the car?

3. A tourist cruise ship moves at a constant velocity of 18 mi/h.

a. How far does it travel in one day?
b. How long does it take to travel 625 miles?
E. Evaluation
Solve:
1. A car travels 160.00 km in 5.00 h.
a. What is its average speed?
b. How far will it go in 8.00 h at this rate?
c. How long it will take to travel 500 km?
F. Pedagogical Approach: Reflective
IV. Assignment
Solve:
1. The velocity of sound in air is about 1,100 ft/s. If a person hears a
clap of thunder 4.00 s after seeing a lightning flash, how far away is
the lightning bolt?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 3
Learning Competency Code: S9FE-IVa-34
I. Objectives
1. Define uniformly accelerated motion
2. Deduced that equations are developed through mathematics
3. Solve problems using kinematics equations
II. Subject Matter
A. Concept: uniformly accelerated motion
B. Learning Materials: Multimedia Presentation, Sample Problems
C. Reference: Learner’s Module
D. Process Skills: deriving, solving
E. Values: Science facts are all deductions from physical phenomena.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: What are the formula in computing the following:
 Displacement
 Speed
 Velocity
 Acceleration
c. Question: What do you mean by uniformly accelerated motion?
What are some examples of object moving with constant acceleration?
B. Exploration
b. Derivation/Presentation of the 4 kinematics equations.
C. Explanation
a. Guided problem solving.
1. An airplane accelerates down a runway at 3.20 m/𝑠^2 for 32.8 s
until finally lifts off the ground. Determine the distance travelled
before take-off.
2. A bike accelerates uniformly from rest to speed of 7.10 m/s over a
distance of 35.4 m. Determine the acceleration of the bike.

D. Elaboration
a. Kinematics Equations
v f =v i +at
vf + vi
d= t
2
v 2f −v 2i
d=
2a
1
d=v i t+ a t 2
2
 The kinematics equations involve five variables: Displacement,
initial velocity, final velocity, acceleration, and time.
 The difference between the equations is that the four have different
set of present variables.
b. Problem Solving
4. An engineer is designing the runway for the airport. Of the planes
that will use the airport, the lowest acceleration rate is likely to be 3
m/𝑠^2. The takeoff speed for this plane will be 65 m/s. What is the
minimum allowed length for the runway?
5. A car moving with a velocity of 15 m/s accelerates uniformly at the
rate of 2 m/𝑠^2. Calculate:
a. the distance travelled until the car reach a velocity of 20 m/s.
b. the time taken to cover the distance.
E. Evaluation
Prepared by: Mr. Marc Vener C. Del Carmen, T -1
Congressional National High School
 Solve:
2. Rocket-powered sleds are used to test human response to
acceleration. If a rocket-powered sled is accelerated to a speed
of 444 m/s in 1.83 s:
a. What is the acceleration?
b. What is the distance the sled travels?
F. Pedagogical Approach: Explicit Learning
IV. Assignment
Solve:
2. A truck covers 40.0 m in 8.50 s while smoothly slowing down to a
final speed of 2.80 m/s.
a. Find its original speed.
b. Find its acceleration.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 4
Learning Competency Code: S9FE-IVa-34
I. Objectives
1. Describe the motion of an object which is freely falling
2. Record measurements accurately
II. Subject Matter
A. Concept: free fall
B. Learning Materials: timer, meter stick
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: analyzing, recording, solving
E. Values: Science facts are all deductions from physical phenomena.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Catch the money bill: The students will try to catch the money bill from
their partner who will drop it in an unknown time.
B. Exploration
 Activity: Drop Me (from LM)
C. Explanation
a. Guide Question
1. What will happen to the ball’s velocity as it falls further below the
point of release?
b. Guided problem solving.
3. An airplane accelerates down a runway at 3.20 m/𝑠^2 for 32.8 s
until finally lifts off the ground. Determine the distance travelled
before take-off.
4. A bike accelerates uniformly from rest to speed of 7.10 m/s over a
distance of 35.4 m. Determine the acceleration of the bike.

D. Elaboration
a. Generalization
 Free Fall
All objects moving under the influence of gravity only are said to be in free
fall
 All objects falling near the earth’s surface fall with a constant acceleration
 The acceleration is called the acceleration due to gravity (g)
 Acceleration is g = -9.80 m/𝑠^2
E. Evaluation
Give examples of objects that are in free fall.
F. Pedagogical Approach: Inquiry
IV. Assignment
What are the different cases of free fall?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 1
Learning Competency Code: S9FE-IVa-34
I. Objectives
1. Solve problems that involve free fall
2. Derive needed equations for the problem
II. Subject Matter
A. Concept: free fall
B. Learning Materials: scientific calculator, meter stick, timer
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: deriving, solving
E. Values: Science facts are all deductions from physical phenomena.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Review: What are the 4 kinematics equations?
B. Exploration
 Picture Analysis: Different Cases of Free Fall
C. Explanation
a. Presentation of answers
2. Which of the following are example of free fall?
3. How can you differentiate each cases
b. Guided problem solving.
5. If a flea can jump straight up to a height of 0.440 m:
What is its initial speed as it leaves the ground?
How long is it in the air?
6. A coin is tossed vertically upward with a speed of 5.0 m/s.
How high does it rise?
How long does it take to reach its highest point?
What is its velocity when it returns to the level from which it started?
D. Elaboration
a. Generalization
 Free Fall – an object dropped
Initial velocity is zero
 Free Fall – an object thrown downward
Initial velocity is negative
 Free Fall – an object thrown upward
Initial velocity is positive
Velocity at highest point is zero
Time upward is equal to time downward
b. Problem Solving
 A tennis player tosses a tennis ball straight up and then catches it
after 2.00 s at the same height as the point of release.
What is the acceleration of the ball while it is in flight?
What is the velocity of the ball when it reaches its maximum height?
Find the initial velocity of the ball and the maximum height it
reaches.
E. Evaluation
Solve:
1. The Philippine tarsier is capable of jumping to a height of 1.5 m in
hunting for food. Determine the take – off speed of the tarsier.
F. Pedagogical Approach: Explicit
IV. Assignment
Solve:
1. A juggler throws a bowling pin straight up with an initial speed of 8.20 m/s.
How much time elapses until the bowling pin returns to the juggler’s hand?
Prepared by: Mr. Marc Vener C. Del Carmen, T -1
Congressional National High School
Day 2
Learning Competency Code: S9FE-IVa-35
I. Objectives
1. Describe an object moving in projectile motion
2. Illustrate the path of an object in projectile motion
II. Subject Matter
A. Concept: free fall
B. Learning Materials: big rubber band, folded papers, mono block chairs
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: illustrating, observing, describing
E. Values: We should keep the quality of our works even though we do things
simultaneously
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Unlocking of Terms: 4 Pics. 1 Word
c. Review: How can you describe a linear motion?
What are some examples of linear motion?
B. Exploration
 Minute to win it game – 1 million jackpot – Office Fling
C. Explanation
a. Group Presentation – Answering of guide questions
1. Draw a sample path of the motion. How can you describe the path
taken by the paper?
2. Do the shape of the path taken by the paper remains the same?
Why?
3. How can you describe the motion of the paper?
D. Elaboration
a. Generalization
 A motion on where an object moves in two dimensions (x and y)
simultaneously
 an object in projectile motion follows a curve/parabolic path if there
is no air friction
b. Application
 What are some examples of objects moving in projectile motion?
 What are some sports that involve projectile motion?
 How can knowledge in projectile motion be used in some sports?
E. Evaluation
2. Give 3 objects moving in projectile motion.
F. Pedagogical Approach: Inquiry
IV. Assignment
Download angry bird application in your cellphone.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 3
Learning Competency Code: S9FE-IVa-35
I. Objectives
1. Investigate the relationship between the angle of release and the height
2. Customize creative ways to accurately record
II. Subject Matter
A. Concept: projectile motion
B. Learning Materials: angry bird application
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: deriving, solving
E. Values: There are a lot of different ways other than the conventional one
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Review: How can you describe a projectile motion?
B. Exploration
 Angry Bird Game
C. Explanation
a. Group Presentation – Answering of guide questions
4. What happens to the highest height reached by the bird as you
increase the angle?
5. How can you relate height to angle in projectile motion?
D. Elaboration
a. Generalization
 The height increases as angle of release increases.
b. Application
 What sport can you use this concept about projectile motion?
F. Pedagogical Approach: Inquiry
IV. Assignment
 Examine the PHET Simulation: Canon Simulation (search in the net
for “PHET simulation projectile motion)

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 4
Learning Competency Code: S9FE-IVa-35
I. Objectives
1. Investigate the relationship between the angle of release and range
2. Customize creative ways to accurately record
II. Subject Matter
A. Concept: projectile motion
B. Learning Materials: PHET Simulation – Projectile Motion
C. Reference: Conceptual Physics – Paul Hewitt
D. Process Skills: analyzing, recording
E. Values: There is no need to be higher than others for you to reach far. Stay
humble.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Review: How can you make a projectile far?
B. Exploration
 PHET Simulation – Cannon
C. Explanation
a. Group Presentation – Answering of guide questions
6. How can you relate height to angle in projectile motion?
7. What happens to the range reached by the object as you increase
the angle up to 45°?
8. What happens to the range reached by the object as you increase
the angle from 45° to 90 °?
9. What other patterns can you notice between range and angle?
10. How can you relate range to angle in projectile motion?
D. Elaboration
a. Generalization
 The range increases as angle increases from 0° to 45°
 The range decreases as angle decreases from 45° to 90°
 Complementary angles result to same range.
b. Application
 How can you make a paper plane soar far and high?
E. Evaluate
True or False
1. A dragonfly moves forward, stops, then moves upward. The
dragonfly exhibits projectile motion.
2. Watering plants using a hose shows projectile motion. With this,
projectile motion sometimes do not have a curve/parabolic path.
3. Paeng Nepomuceno shows projectile motion in playing bowling.
4. Throwing a guitar outside the window with an angle of 45° would
make it reach the highest.
5. In basketball, throw the ball at greatest angle to make it reach far
easily.
F. Pedagogical Approach: Inquiry
IV. Assignment
 Look for tips in solving problems involving projectile motion

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 5
Learning Competency Code: S9FE-IVa-35
I. Objectives
1. Solve problems related to projectile motion.
2. Identify correct equations to solve a problem
II. Subject Matter
A. Concept: projectile motion
B. Learning Materials: scientific calculator
C. Reference: Learner’s Module
D. Process Skills: deriving, solving
E. Values: There is a correct way to approach different problems.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
c. Review: Illustrate a path of a projectile motion.
B. Exploration
 Think – Pair – Share
C. Explanation
a. Sharing of Answers
11. How can you describe the motion in x- and y-directions separately?
12. Are there acceleration along x- and y-directions?
13. What are the forces acting on an object moving in projectile?
b. Guided Solving
1. A marble is thrown horizontally from a table top with a velocity of 1.50
m/s. The marble falls 0.70 m away from the table’s edge.
How high is the table?
What is the marble’s velocity just before it hits the floor?
2. John kicks the ball and ball does projectile motion with an angle of 53 ° to
horizontal. Its initial velocity is 10. m/s, find:
a) the maximum height it can reach
b) horizontal displacement
c) total time required for this motion.
D. Elaboration
a. Generalization
 x-direction
a=0
 y-direction
 free fall
 a=g
b. Problem Solving
1. A Ball is tossed horizontally with a velocity of 15 m/s from a height of 100
m above the ground.
How long will it take the ball to hit the ground?
How far did the ball travel horizontally in its flight?
2. A golf ball was hit and projected at an angle of 60 ° with the horizontal. If
the initial velocity of the ball was 50 m/s, calculate :
a) the time the golf ball was in the air
b) the horizontal distance the ball traveled
c) the maximum height the ball reached.
E. Evaluate
Solve:
6. A little boy throws her ball horizontally out of the window with a velocity
of 30 m/s. If the window is 3 m above the level ground, how far will the
ball travel before it hits the ground?
F. Pedagogical Approach: Explicit
IV. Assignment
Solve:
1. A rock climber throws a small first aid kit to another climber who is higher up
the mountain. The initial velocity of the kit is 11 m/s at an angle of 65° above
the horizontal. The first aid kit was caught after 2.5 seconds. What is the
velocity of the kit when it was caught?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 1
Learning Competency Code: S9FE-IVb-36
I. Objectives
1. Define momentum
2. Identify the factors that affect momentum
II. Subject Matter
A. Concept: Momentum
B. Learning Materials: metro, marble, jackstone, ping pong ball, Styrofoam cups,
C. Reference: Learner’s Module
D. Process Skills: classifying, analyzing, deducting
E. Values: Continue what you have started
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Picture Classification
B. Exploration
 Majestic Balls (see activity sheets)
C. Explanation
a. Presentation of Answers
14. Which of the balls is hardest to stop? Prove your answer.
15. How can you relate the mass of an object to the distance it
reached?
16. How can you relate the mass of an object to its momentum?
D. Elaboration
a. Generalization
 Momentum describes how difficult to stop a moving object
 The greater the velocity of an object, the greater its momentum.
F. Pedagogical Approach: Inquiry
IV. Assignment
Look for tips in solving problems involving momentum.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 2
Learning Competency Code: S9FE-IVb-36
I. Objectives
1. Define momentum
2. Identify the factors that affect momentum
II. Subject Matter
A. Concept: Momentum
B. Learning Materials: metro, marble, Styrofoam cups, books
C. Reference: Learner’s Module
D. Process Skills: classifying, analyzing, deducting
E. Values: Continue what you have started
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Picture Classification
B. Exploration
 Tower Slide (see activity sheets)
C. Explanation
a. Presentation of Answers
17. What happens to the velocity of the ball as the height of the set-up
increases?
18. On which set-up is the marble hardest to stop? Prove your answer.
19. How can you relate the velocity of the ball to the distance reached
by the cup?
20. How can you relate the velocity of an object to its momentum?
D. Elaboration
a. Generalization
 The greater the mass of an object, the greater its momentum.
 Momentum = mass x velocity.
E. Pedagogical Approach: Inquiry
IV. Assignment
Look for sample problems involving momentum.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 3
Learning Competency Code: S9FE-IVb-36
I. Objectives
1. Solve problems involving momentum
II. Subject Matter
A. Concept: Momentum
B. Learning Materials: scientific calculator
C. Reference: Learner’s Module
D. Process Skills: solving, analyzing
E. Values: Let no one stop you
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Formula for momentum
B. Exploration
 Momentum of different objects (see LM)
C. Explanation
a. Solving Demonstration
21. Let some students write their solution to their answers and explain
it to the class.
D. Elaboration
a. Generalization
 Momentum = mass x velocity.
E. Evaluation
Solve:
1. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s.
What is its momentum?
2. A pitcher throws a baseball with a mass of 0.5 kg and a momentum
of 10 kgm/s. What is its velocity?
F. Pedagogical Approach: Explicit
IV. Assignment
Solve:
1. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of
6.0 kgm/ s. What is its mass?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 4
Learning Competency Code: S9FE-IVb-36
I. Objectives
1. Define Impulse
2. Identify the factors that affect the time of impact of moving objects
II. Subject Matter
A. Concept: Impulse
B. Learning Materials: egg, plastic
C. Reference: Learner’s Module
D. Process Skills: analyzing, deducting
E. Values: Use of seatbelts
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Momentum
B. Exploration
 Egg Volleyball (see LM)
C. Explanation
a. Presentation of Answers
22. Was the handkerchief able to protect the egg from breaking?
23. Did the egg break immediately when it hit the ground?
24. How was the impact force lessened by the use of the handkerchief?
D. Elaboration
a. Generalization
 an external force acting on an object over a specific time leads to a
change in momentum of the object
 Impulse = force x time
E. Pedagogical Approach: Inquiry
IV. Assignment
Look for sample problems involving impulse and momentum.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 5
Learning Competency Code: S9FE-IVb-36
I. Objectives
1. Solve problems involving impulse and momentum
II. Subject Matter
A. Concept: Impulse
B. Learning Materials: scientific calculator
C. Reference: Learner’s Module
D. Process Skills: analyzing, solving
E. Values: You’ll have a better result if you exert more time and effort
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Impulse
B. Exploration
 Guided Solving
A golf ball with a mass of 0.06 kg is subjected to an impulse that causes it
to move with a velocity of 50 m/s. If the golf club and the ball are in contact
for 0.005 second, what average net force acts on the ball?
C. Explanation
a. Pair Solving
25. A car that slows down uniformly from 20 m/s to 5 m/s has an
impulse of 30,000 kg.m/s. Determine the mass of the car.
D. Elaboration
a. Generalization
 Impulse = change in momentum
E. Evaluation
Solve:
1. Anton hits a 0.05 kg golf ball giving it a speed of 65 m/s. What
impulse does he impart to the ball?
F. Pedagogical Approach: Explicit
IV. Assignment
Solve:
1. Automobile companies often test the safety of cars by putting them
through crash tests to observe the integrity of the passenger
compartment. If a 1100 kg is sent toward a cement wall with a
speed of 15 m/s, an impact force of 185 000 N stops the car, how
long does it take before the car is brought to a stop?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 1
Learning Competency Code: S9FE-IVb-37
I. Objectives
1. Describe how a balloon rocket works and how conservation of momentum
explains rocket motion
2. Demonstrate an example of conservation of momentum
II. Subject Matter
A. Concept: Conservation of Momentum
B. Learning Materials: balloon, string, tape
C. Reference: Learner’s Module
D. Process Skills: analyzing, describing
E. Values: All your efforts pay off in some ways.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Momentum
B. Exploration
 Balloon Rocket (see LM)
C. Explanation
a. Presentation of Answer to Guide Questions
26. How do these momenta compare?
27. How does the velocity of the air that is pushed out of the rocket
compare to the velocity of the balloon rocket?
D. Elaboration
a. Generalization
 At the start, our system, which consists of the balloon and the air inside it
are stationary so the total momentum of the system is zero. When we let
the air inside the balloon out, we notice that the balloon moves. The force
that causes the balloon to move comes from the air that is pushed out of
it. There is no external force involved. Thus, the total momentum of the
system is conserved and must remain zero. If the balloon has momentum
in one direction, the air must have an equal and opposite momentum for
the total momentum to remain zero.
E. Evaluation
Answer:
2. Suppose the entire world population gathers in one spot and at the
sounding of a prearranged signal, everyone jumps up. While all the
people are in the air, does Earth gain momentum in opposite
direction?
F. Pedagogical Approach: Inquiry
IV. Assignment
2. Give an example of a scenario that shows conservation of
momentum.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 2
Learning Competency Code: S9FE-IVb-37
I. Objectives
1. Solve problems involving conservation of momentum
II. Subject Matter
A. Concept: Conservation of Momentum
B. Learning Materials: scientific calculator
C. Reference: Learner’s Module
D. Process Skills: analyzing, solving
E. Values: All your efforts pay off in some ways.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Formula for momentum
B. Exploration
 Formulation of conservation of momentum
 Think – Pair – Share – From the statement of conservation of momentum,
what is the possible formula of it?
C. Explanation
a. Sharing of Answers
b. Guided Solving
1. Two ice skaters stand together. They “push off” and travel directly
away from each other, the boy with a speed of 0.50 m/s and the girl
with a speed of 0.65 m/s. If the mass of the boy is 60 kg, what is
the girl’s mass? (Consider the ice to be frictionless.)
D. Elaboration
a. Generalization
 total momentum before collision = total momentum after collision
 m 1 v 1 i+ m2 v 2 i=m 1 v 1 f +m 2 v 2 f
b. Problem Solving
1. Two ice skaters stand together. They “push off” and travel directly
away from each other, the boy with a velocity of 1.50 m/s. If the boy
weighs 735 N and the girl, 490 N, what is the girl’s velocity after
they push off? (Consider the ice to be frictionless.)
E. Evaluation
Answer:
3. A 300 g cart moves on an air track at 1.2 m/s. It collides with and
sticks to another cart of mass 500 kg, which was stationary before
collision. What is the velocity of the combined cart after collision?
F. Pedagogical Approach: Explicit
IV. Assignment
3. What are the different types of collision?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 3
Learning Competency Code: S9FE-IVb-37
I. Objectives
1. Differentiate types of collision
2. Demonstrate different types of collision
3. Relate type of collision to conservation of momentum
II. Subject Matter
A. Concept: Types of Collision
B. Learning Materials: marbles of different sizes
C. Reference: Learner’s Module
D. Process Skills: analyzing, observing
E. Values: Your experiences does not define you, your character do.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Picture Analysis: Different types of collision
B. Exploration
 Marble Game – using the differently sized marbles, show the
different cases of collision.
C. Explanation
a. Describe the requirements for each type of collision to occur.
D. Elaboration
a. Generalization
 Elastic collision – one in which the total kinetic energy of the system
does not change and colliding objects bounce off after collision.
 Inelastic collision – one in which the total kinetic energy of the
system changes (i.e., converted to some other form of energy).
Objects that stick together after collision is said to be perfectly
inelastic.
E. Evaluation
Answer:
4. Differentiate elastic and inelastic collision.
F. Pedagogical Approach: Inquiry
IV. Assignment
4. Illustrate the phases (before, during, after) of each type of collision.
(see LM for guide).

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 4
Learning Competency Code: S9FE-IVb-37
I. Objectives
1. Classify a collision as perfectly elastic, slightly inelastic, moderately inelastic,
highly inelastic, or perfectly inelastic
2. Relate type of collision to conservation of momentum
II. Subject Matter
A. Concept: Types of Collision
B. Learning Materials: 4-5 types of balls(e.g. clay ball, marble, etc), 3 different
surfaces (e.g., tiled, wood, concrete, grass)
C. Reference: Learner’s Module
D. Process Skills: analyzing, observing, classifying
E. Values: Your experiences does not define you, your character do.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Review: Differentiate the types of collision
B. Exploration
 Bouncy Balls
C. Explanation
a. Presentation of data
b. Presentation of answers to guide questions
1. Which ball is generally more elastic?
2. Which surface is generally more elastic?
3. Was there an elastic collision?
4. Was there a perfectly inelastic collision?
D. Elaboration
a. Generalization
 Elastic collision – one in which the total kinetic energy of the system
does not change and colliding objects bounce off after collision.
 Inelastic collision – one in which the total kinetic energy of the
system changes (i.e., converted to some other form of energy).
Objects that stick together after collision is said to be perfectly
inelastic.
E. Evaluation
Answer:
5. Give an example of scenario for each type of collision.
F. Pedagogical Approach: Inquiry
IV. Assignment
5. Illustrate the phases (before, during, after) of each type of collision.
(see LM for guide).

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Day 5
Learning Competency Code: S9FE-IVc-38
I. Objectives
1. Examine effects and predict causes of collision-related damages/injuries
2. Explain through a concept map the cause and effect of common road accidents
II. Subject Matter
A. Concept: Collisions in daily life
B. Learning Materials: video presentation (road accidents)
C. Reference: Learner’s Module
D. Process Skills: analyzing, inferring, explaining, relating
E. Values: Your experiences does not define you, your character do.
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Video Presentation: Common Road Accidents
B. Exploration
 Concept Mapping – each group will choose a common road
accident and try to examine in critically. Through a concept map,
they will show their analysis of the road accident in terms of it
possible causes, effects, safety precautions, and physics behind.
C. Explanation
a. Presentation of concept maps
b. Clarifications
D. Elaboration
a. Generalization
 Technology are application of scientific concepts. Somehow, these
are science in actions that can save us in road accidents.
E. Evaluation
Answer:
6. Explain the concept behind the presence of drums filled with water
beside highways.
F. Pedagogical Approach: Collaborative
IV. Assignment
6. Explore the PHET Simulation: Transformation of Energy.

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School