9

Science Activity Sheet

Quarter 4 - MELC 3
Week 3
Impulse and Momentum

REGION VI - WESTERN VISAYAS

Science 9
Activity Sheet No. 3 - Impulse and Momentum
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 - Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 - Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Science Activity Sheet

Writer: Phoebe Cate M. Dalman

Illustrator: Maejonalyn A. Delfin
Editor: Teodora R. Anoche
Layout Artist: Irene L. Custodio

Schools Division of Capiz Management Team:

Salvador O. Ochavo, Jr
Nicasio S. Frio
Segundina F. Dollete
Shirley A. De Juan
Andres D. Quiachon
Glenn Dollete
Regional Management Team:
Ramir Barberan Uytico
Pedro T. Escobarte, Jr
Elena P. Gonzaga
Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran

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Introductory Message
Welcome to Science Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping
the learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Science Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with
minimal or no face-to-face encounter between you and learner. This will be made
available to the learners with the references/links to ease the independent learning.

For the learner:

The Science Activity Sheet is developed to help you continue learning even
if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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Name of Learner: _____________________________________________________
Grade and Section: ___________________________Date: ____________________

SCIENCE 9 ACTIVITY SHEET No.3

Impulse and Momentum

I. Learning Competency

Relate impulse and momentum to collision of objects (e.g., vehicular collision)

S9 S9FE-IVb-36

II. Background Information for Learners

In the Philippines, you often hear news about vehicular accidents due to over
speeding and driving under the influence of alcohol. Most of the time, road accidents
cause slight to major injuries and unfortunately even death. What do you think are
the factors influencing this event? Why do some collisions are tragic while others are
mild? This lesson will help you answer these questions.

Supposed there are two vehicles moving at the same velocity (40 km/h) but
having different masses. Vehicle A has a mass of 10,000 kilograms while vehicle B
has 2,000 kilograms. If the two vehicles lose their breaks and crash against a wall,
which of the vehicles do you think would have more damages? What factors
contribute to this impact upon collision given that the velocities are the same?

A B

Figure 1. Vehicles hitting a wall

You got it right! Vehicle A will have the greater impact due to a greater mass
than vehicle B. Fast and massive vehicles tend to cause more damage than slow
and small ones. The two quantities: mass and velocity, are the factors that affect
momentum. Thus, mathematically, momentum = mass x velocity. Momentum is
defined as “mass in motion”. Any object with mass and in motion has momentum.

Another quantity that you will learn in this learning activity is impulse. What is
impulse? How is it related to collision of objects. This and more you will learn as you
proceed with this learning activity.

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III. Accompanying DepEd Textbook and Educational Sites
Department of Education. Science - Grade 9, Learners Module, Reprint
Edition, 2017, First Edition 2014, (p 257-258). Pasig City Philippines

IV. Activity Proper

Activity 1. Checking your Knowledge!

1. Study and analyze the data below. Which of the two balls will be harder to
stop? Why do you say so?
Ball A Ball B
Mass 0.60 kg 0.60 kg
Velocity 40 m/s 20 m/s
Answer: ___________________________________________________

2. Which of the two objects have greater momentum? Why do you say so?
Object A Object B
Mass 10 kg 20 kg
Velocity 50 m/s 50 m/s
Answer: ___________________________________________________

Activity 2. Investigating Momentum!

The objective of this activity is to identify the factors that affects momentum.

You need the following materials:

(Ask assistance from your teacher if these materials are not available at
home)
plane board/inclined plane/plywood about 1 m long
protractor
books
ruler or tape measure
block of wood
toy cars with different masses

Procedure:
1. Place several books on top of the table and position the plane board at an
angle of about 15 degrees from horizontal. Label distances of 20cm,
40cm, 60cm and 80 cm from the lower portion of the inclined plane up to
the edge. Place a block of wood 10 cm from the foot of the inclined plane
as its initial position.
2. Using two toy cars with different masses, toy car A is light and toy car B is
twice as heavy as the toy car A. Position the light toy car first from 20 cm
and let it roll until it will hit the wood. Measure how far the block of wood
moved.
3. Repeat step 2 while varying only the distance this time at 40cm, 60cm and
80cm.
4. Repeat step 1 -3 using the heavier toy car.
5. Record data in the table below.

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 Table 1.
Initial Distance Stopping distance of Stopping distance of
(cm)/Point of release Toy Car A (light) Toy Car B (heavy)
20
40
60
80

If it is not possible for you to perform the activity refer to the table below
and answer the guide questions that follow. Note: The recorded data was
based on the result of the activity done by the writer of this activity sheet
Read pages 257-258 of Science 9 Learner’s Module for additional
information.

Table 2.
Initial Distance Stopping distance of Stopping distance of
(cm)/Point of release Toy Car A (light) Toy Car B (heavy)
20 10.0 11.5
40 10.2 12.0
60 10.5 12.2
80 11.0 15.0

Guide Questions:

1. How do you compare their stopping distances?

________________________________________________________

2. Did the two toy cars stop immediately as they hit the block of wood?
Why do you think so?
________________________________________________________

3. How do you describe the stopping distances of the two toy cars with
reference to the point of release?
________________________________________________________

4. How do you describe the velocity of the toy cars with reference to the
point of release?
________________________________________________________

5. Which of the two cars had a greater momentum? Why do you think so?
________________________________________________________

6. Is it possible for the two bodies of different masses to have equal

momentum? How?
________________________________________________________

When two vehicles collide, the force of impact might be great and cause more
damage to the vehicles and may even risk the lives of passengers. Small impacts
may only cause dents and slight injuries, but big forces could totally bring too much
wreckage to the vehicles and possibly cause death.

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 Table 1 shows that when two objects having different masses but have the
same velocity, the heavier objects have greater momentum than the lighter ones.
However, when the objects have the same mass but have different velocity, object
with greater velocity will have greater momentum. When objects have greater
momentum, they are difficult to stop!

Table 1. Mass and Velocity to Create Momentum

Object Mass (kg) Velocity (m/s) Momentum (kg. m/s)
A 50 10 500
B 20 10 200
C 50 5 250

You have learned that mass is the amount of matter or substance that makes
up an object. Velocity refers to both the speed and the direction of motion of an
object. You might also encounter a definition of momentum as inertia in motion. For
objects moving at the same velocity, a more massive object has a greater inertia in
motion therefore it will also have greater momentum compared to the smaller object.

Consider a car with a mass of 2000kg and cruising at a speed of 20 m/s

(60km/h). If the car collides to a tree and comes to a sudden stop in 0.1 s, its
deceleration can be calculated as:

- 200 m/s2

The impact force that caused the deceleration can be calculated using the
second law of motion. Thus,

F= ma
= ( 2 000 kg) ( -200 m/s2)
= - 4 x 105 N

The negative sign (-) indicates that the impact of force on the car is opposite
its direction of motion.

Sudden stops or jerks gives tremendous forces because the change in speed
happens within a very short time interval For example, a sudden blow of a
karate expert’s bare hand can break a thick layer of lumber or bricks due to a very
large force imparted upon impact.

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 The second law of motion can be expressed as

Eq. 1 or
Eq. 2

Since Eq. 3

Eq. 4

The quantity mv is called momentum of a moving body or

p Eq. 5

Momentum is represented by p. It is a vector quantity, which follows the

direction of velocity v. Therefore, when a body changes velocity, its momentum
likewise changes.

Eq. 6

Using equation 6, equation 2 becomes

The product is called impulse. Hence,

impulse = change in momentum

In collision, impulse is great if a massive body moving at a very high speed
suddenly stops. The impact force F is huge if the change in momentum happens with
a very short time interval.

Consider the table below

Table 2. Relationship of Force, Time and Impulse

Force (N) Time (s) Impulse (N.s)
100 20 2000
100 40 4000
50 60 3000
100 60 6000

• In table 2 above, you observed that when force is the same, but are applied
at different duration of time, the impulse varies. On the other hand, when
force varies and the duration of time the force is applied remains same, the
impulse also varies.
• To lessen the impact of collision, cars are provided with seat belts and air
bags. Seat belt restrains the wearer from too much forward movement and
so he/she moves with the car and stops with the car during an impact.
It becomes a life-saving mechanism, and aided with the airbag, reduces the
danger of death. Air bags supplement the seat belt by deploying a rapidly
inflating cushion in the space between the passenger and the steering
wheel or dashboard to prevent crash injuries.

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Activity 3. Ask Yourself!

1. How is momentum related to the effects or damages due to vehicular

collision?
___________________________________________________________
___________________________________________________________

2. How is impulse related to the effects or damages due to vehicular

collision?
___________________________________________________________
___________________________________________________________

V Reflection

Complete the statements below.

In this lesson I have learned that to avoid greater injuries in vehicular

incidents I will
______________________________________________________________
______________________________________________________________
I realized that
______________________________________________________________
______________________________________________________________

I will apply
______________________________________________________________
______________________________________________________________

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VI Answer Key

Activity 1
1. Ball A. Ball A has a greater velocity than Ball B.
2. Object B. When the formula for getting momentum is used, object B will have the
greater momentum.

Activity 2
Resulting data from the activity “Investigating Momentum” may vary depending on the
toy car used.

1. The stopping distance for the heavy toy car is longer than the stopping distance
for the light toy car.
2. No. The cars changed their momentum by changing their velocity thus they did
not stop upon hitting the block of wood instead they move backward or
decelerates.
3. The higher the point of release, greater is the velocity obtained.
4. The velocity increases as the point of release increases.
5. The heavy toy car has greater momentum because of its higher mass. It has also
er velocity caused by an increased gravitational pull.
6. The less massive body should have greater velocity than the more massive body.

Activity 3
1. Greater mass and velocity will result to an increase in momentum and it will
require greater stopping force. Therefore, during vehicular collision, a
vehicle with greater momentum is more difficult to stop and can cause
more damage compare to a vehicle with lesser momentum.

2. Impulse is also defined as the product of force and change in time which is equal
to the change in momentum. When it happens in a very short time interval, it
causes tremendous impact force resulting to a huge change in momentum and
pose greater damage and injury to vehicles during collision.

VII Links and Other References

Department of Education, Science and Technology PHYSICS Textbook for Fourth Year,
Reprint Edition, 2007, 2009, Revised Edition, 2004, First Edition, 1992,
(p.284,298,300) Mandaluyong City, Philippines

Google. “khanacademy.org” Accessed February 8, 2021

https://www.khanacademy.org/science/physics/linear-momentum/elastic-and-inelastic-
collisions/a/what-are-elastic-and-inelastic-collisions

Google. “physicsclassroom.com” Accessed February 8, 2021

https://www.physicsclassroom.com/class/momentum/Lesson-1/Real-World
Applications

Google. “Momentum Slide Share” Accessed April 30, 2021

https://www.slideshare.net>mobile