Topic / Title Impulse

Grade Level Grade 9

Time Allotment 1 hour
Teachers San Carlos City Division Mrs. Jesusa V. Macam, Mrs. Carmelita I.
Magleo, Mr. Holden Kirby M. Valdez, Mr. Noel Valedict R. Imus
Learning Competencies
relate impulse and momentum to collision of objects (e.g., vehicular collision); S9FE-IVb-36
Objectives
At the end of the session, students should be able to:
1. Define impulse;
2. Relate momentum to impulse; and
3. Solve problems on:
a. Impulse
b. Impulse in relation with momentum
ELICIT - 4 minutes (MAPEH) MATERIALS
Show picture of pingpong ball and baseball ball Picture of
Learners were then asked of the following questions: pingpong ball and
Which of the two balls of the same masses is hard to stop: A ball thrown at a baseball ball
high speed or a ball thrown at a low speed? Which has greater momentum?
Why?
Which of the two balls of same velocity is hard to stop: a pingpong ball or a
baseball? Which has greater momentum? Why?
What are the two factors that affect momentum?
What is the formula of momentum?
ENGAGE - 5 minutes (SAFETY AND SECURITY HEALTH)
Ask the question: if the two vehicles suddenly lose their breaks and crash
against the brick wall, which do you think would be more damaging
Accept all the answers of the students
EXPLORE - 15 minutes (MAPEH)
Learners will be grouped into four groups 1 raw egg
Students will perform the Egg Volleyball Clear plastic bag
Learners will then ask of the following questions: where an egg can
1. Was the handkerchief able to protect the egg from breaking? be inserted
2. Did the egg break immediately when it hit the ground? Piece of cloth /
3. How was the impact force lessened by the use of the handkerchief? large
handkerchief
EXPLAIN - 10 minutes (ENGLISH)
After the activity, group discussion shall prosper. The following questions will
be asked:
1. How does the hardness or softness of the landing surface is related to the
time required to stop the egg?
2. In physics, an external force acting on an object over a specific time leads
to a change in momentum of the object. What is the special name is given
to the product of the force applied and the time interval during which it
acts?
3. Define impulse based from your own understanding.
4. Based on the formula I=Ft, what happens to impulse as:
a. force applied increases?
b. time elapsed decreases?

Complete the table:

Required Given Equation to Use
Impulse Force and time
Force Impulse and time
Time Impulse and force
ELABORATE - 10 minutes (MATHEMATICS)
The following activities shall be given to the students:
1. Based on Newtons second law of motion, derive the formula relating
impulse to momentum.
2. Angela Valdez hits a 0.02 kg volleyball, giving it a speed of 25 m/s. What
impulse does she impart to the ball?
3. In certain martial arts, people like Bruce Lee or Jackie Chan practice
breaking a piece of wood with the side of their bare hand. Use your
understanding of impulse to explain how this can be done without injury
to the hand.
EVALUATE - 10 minutes (MATHEMATICS)
The students will be given with the following problems: Rubrics:
1. A lady tennis player hits an approaching ball with a force of 750 N If she Point
hits the ball in 0.002 s, how much impulse is imparted to the tennis ball? Given 1
2. A child is playing Tumbang Preso. She hits a tin can with her slippers Required 1
with a force of 50 N. If she hits the can within 0.05 s, how much impulse Formula 1
is imparted to the tin can? Solution 1
3. Complete the sentence: For a fixed value for the change in momentum, Answer 1
the impact force is smaller when the impact time is _________.
EXTEND - 5 minutes (HEALTH, BIOLOGY, VALUES)
The student will be asked to cite situations that is considered a concrete
application of impulse in our everyday life?
SUBJECTS CAN BE INTEGRATED
Mathematics, Biology, Values, safety and security (health)
References
Department of Education. (2013) K to 12 Curriculum Guide Science
Grade 9 Science Teachers Guide and Learners Material