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Science-Grade 9
Learner Activity Sheets
Quarter 4- Week 4: Impulse and Momentum
First Edition, 2021

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Development Team of the Learners’ Activity Sheets

Writers: Delia C. Pioco

KC M. Reyna

Regional Level Validators:

Edna E. Trinidad, EdD
Amelita B. Ajoc
Ma. Cristina G. Ballesteros
Christopher Christian S. Braza
Analou T. Demetria
Lydia F. Lavares
Jomel C. Montero

Division Level Validators:

Jean B. Ramirez
Elvira D. Falcon
Josie G. Gemida
Ivy G. Hontalba
Anni Grace C. Macalalag
Luna C. Munda
Glen B. Pacot
Julie Ann P. Requirme
Stephen Laurence C. Rosales
Jonas F. Saldia
Nanette L. Samson

Management Team:
Marilou B. Dedumo, PhD, CESO V, Schools Division Superintendent
Manuel O. Caberte, Asst. Schools Division Superintendent
Ma. Dinah D. Abalos, PhD, CID Chief
Donald D. Orbillos, PhD, LR Manager
Jean B. Ramirez, Science Education Program Supervisor
WEEKLY LEARNING ACTIVITY SHEETS
Science 9, Quarter 4, Week 4

IMPULSE AND MOMENTUM

Name: _______________________________________ Section: _______________________________

Most Essential Learning Competencies:

1. Relate impulse and momentum to collision of objects (e.g., vehicular collision). (S9FE-IVb-36)
2. Infer that the total momentum before and after collision is equal. (S9FE-IVb-37)
Learning Objectives:

The learners shall be able to:

1. define momentum;
2. identify the factors that affect the force of impact on moving objects;
3. solve the momentum of an object;
4. explain how conservation of momentum works;
5. solve diagram and word problems in the law of conservation of momentum;
6. classify a collision as elastic or inelastic; and
7. react on a situation where the concepts of impulse and momentum is applied.

Time Allotment: 4 hours

Key Concepts:
• Momentum is the inertia in motion. More specifically, it is the mass of an object multiplied
by its velocity. In equation, 𝑃 = 𝑚𝑣
where: 𝑃 = momentum
𝑚 = mass
𝑣 = velocity
• Momentum is a vector quantity. It must have both magnitude and direction. The direction
of the momentum vector is always in the same direction as the velocity vector. Like all vector
quantities, momentum vectors can be added. For situations in which two vectors are in
opposite directions, one vector is considered negative and the other positive.
• Momentum depends on two factors -- mass and velocity. Two objects of the same mass
but different velocities will also have different momenta.
• For objects moving at the same velocity, a more massive object has a greater inertia in
motion, therefore, a greater momentum.

Authors: Delia C. Pioco/ KC M. Reyna 1

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Figure 1. A truck and a car hitting a wall
Source: Grade 9 Science Learner’s Material

• In Figure 1, although the two vehicles have the same velocities but different masses, the
impact of the truck’s collision with the brick wall is far damaging compared with the impact
of the car’s collision with the brick wall.
• The Law of Conservation of Momentum states that there is no change in momentum if
there is no external force. Similarly, if we want to change the momentum of an object, an
external force is required.
• Impulse is force multiplied by time interval. In equation, 𝐼𝑚𝑝𝑢𝑙𝑠𝑒 = 𝐹𝑡
where: 𝐹 = force
𝑡 = time
• The impulse experienced by an object is equal to the change in its momentum. In equation,
𝐹𝑡 = ∆ (𝑚𝑣)
where: 𝐹 = force ∆ = change 𝑣 = velocity
𝑡 = time 𝑚 = mass

• Remember this:
Table 1. Equations in Solving for Momentum, Mass, and Velocity
Equation to use if you are looking for… if you know…
𝑃 = 𝑚𝑣 Momentum mass and velocity
𝑃 Mass momentum and velocity
𝑚=
𝑣
𝑃 Velocity momentum and mass
𝑣=
𝑚
• Collision is an encounter between two objects resulting in exchange of impulse and
momentum.
• In an isolated system, the total momentum of the system before the collision is equal to the
total momentum of the system after the collision.

total momentum before collision= total momentum after collision

• Collisions are categorized according to whether the total kinetic energy of the system
changes. Kinetic energy maybe lost during collisions when: (1) it is converted to heat or
other forms like binding energy, sound, light (if there is spark) etc.; and (2) it is spent in
producing deformation or damage, such as when two cars collide.

Authors: Delia C. Pioco/ KC M. Reyna 2

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
• The three types of collisions are:
(1) elastic collision- one in which the total kinetic energy of the system does not change
and colliding objects bounce off after collision.

Figure 2. Elastic Collision. Moving Figure 3. Elastic Collision. Moving object

objects collide head-on and move to collides with a stationary object, the moving
opposite directions object stops and the collided object moves

(2) inelastic collision- one in which the total kinetic energy of the system changes (i.e.,
converted to some other form of energy).

Figure 4. Inelastic Collision. Figure 5. Inelastic Collision. Moving

Moving objects collide and move to the object collides with a stationary object and
same direction move to the same direction

(3) perfectly inelastic collision- objects that stick together after collision

Figure 6. Perfectly Inelastic Figure 7. Perfectly Inelastic Collision.

Collision. Moving objects collide, stick Moving object collides with a stationary
together and move as one object, stick together, and move as one

Activity 1. Investigating Momentum

Objective: Define momentum

Authors: Delia C. Pioco/ KC M. Reyna 3

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
What you need: ballpen, sheet of paper
What to do:
A. Figure 8 shows a toy car on an inclined plane with different reference points. When the toy car
is released starting from a specific reference point, it moves the block of wood to a certain
distance. This distance is called the stopping distance.

Figure 8. A toy car on an inclined plane

Source: Grade 9 Science Learner’s Material

Table 2. Stopping Distance of the Toy Cars

Initial Distance (cm) Stopping Distance (cm) Stopping Distance (cm)
of Light Toy Car of Heavy Toy Car
20 1.0 6.5
40 2.2 10.5
60 3.0 16.0
80 6.5 18.0

B. Based on the given data in Table 2, answer the guide questions below.
Guide Questions:
Q1. How will you compare their stopping distances?
_______________________________________________________________________________________________
Q2. Did the two toy cars immediately stop as they hit the block of wood? Describe the stopping
distances of the two toy cars as their point of release increases.
_______________________________________________________________________________________________
Q3. What do you think happens to the velocity of the two toy cars as point of release increases?
_______________________________________________________________________________________________
Q4. If momentum is a measure of how difficult it is to stop a moving object, which of the two
cars had a greater momentum for the same point of release?
_______________________________________________________________________________________________
Q5. How will it be possible for the two bodies of different masses to have equal momentum?
_______________________________________________________________________________________________
Q6. Based on the activity, momentum is affected by different factors such as mass and velocity.
How will you define momentum using the two factors?

_______________________________________________________________________________________________

Authors: Delia C. Pioco/ KC M. Reyna 4

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Scoring Rubric for Q1, Q2, Q3, Q5, and Q6
3 2 1
Explanations are Explanations are Explanations are
conceptually correct and conceptually correct and conceptually incorrect.
complete. incomplete.

Activity 2. Egg Catching

Objective: Identify the factors that affect the force of impact on moving objects
What you need: 1 raw egg

Figure 9. Children Playing Egg Catching

Source: https://images-na.ssl-images-amazon.com/images/I/81gDWzqUlwL._AC_SL1500_.jpg

What to do:
1. Look for an open space in your home or in your backyard where you can perform this
activity.
2. Hold the egg securely using your hand.
3. The objective of the game is to have the egg travel back and forth from one person to
his/her partner without breaking the egg. The participants are only allowed to throw the
egg in a curved path.
4. The pair will decide which of them will throw the egg first.
5. The pair shall increase their distance from each other by 1 meter for every successful
throw of the egg.
6. The person who is able to catch and throw the egg without breaking it will be declared as
the winner.

Guide Questions:

Q1. Was the hand able to protect the egg from breaking? Why or why not?
_______________________________________________________________________________________________
Q2. Why would an egg break immediately when it hits the ground?
_______________________________________________________________________________________________
Q3. How will you lessen the impact force using your hand?

_______________________________________________________________________________________________

Authors: Delia C. Pioco/ KC M. Reyna 5

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Q4. Discuss how the hardness and softness of the landing surface is related to the time required
to stop the egg.
_______________________________________________________________________________________________
Q5. What are the factors that can affect the force of impact on moving objects?

_______________________________________________________________________________________________

Scoring Rubric for Q1, Q2, Q3, and Q4

3 2 1
Explanations are Explanations are Explanations are
conceptually correct and conceptually correct and conceptually incorrect.
complete. incomplete.

Activity 3. Solving for Momentum

Objective: Solve the momentum of an object
What you need: ballpen, sheet of paper
What to do:
A. Given the following data, solve for momentum using the formula 𝑃 = 𝑚𝑣. Set the first object as
your example.
Object Mass (kg) Velocity (m/s) Momentum (kg● m/s)
Toy Car 0.50 6 3
Bird 0.03 18
Basketball Player 100 5
Bullet 0.004 600
Baseball 0.14 30
Frog 0.9 12

B. Use the equations in Table 1 in solving the following problems.

Sample Problem:
A student with a mass of 41.0 kg is running with a velocity of 2 m/s. What is its momentum?
𝑃 = 𝑚𝑣
𝑃 = 41.0 𝑘𝑔 (2𝑚/𝑠)
𝑷 = 𝟖𝟐. 𝟎 𝐤𝐠● 𝐦/𝐬

1. A billiard ball whose mass is 0.16 kg is rolling at a rate of 7.0 m/s. What is its
momentum?

2. An athlete runs at a velocity of 6.0 m/s with a momentum of 360.0 kg● m/s. What is his/her
mass?

Authors: Delia C. Pioco/ KC M. Reyna 6

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of 10.0 kg● m/s. What is
its velocity?

Activity 4. Law of Conservation of Momentum

Objective: Explain how conservation of momentum works
What you need: ballpen, sheet of paper
What to do:

Figure 10. A balloon rocket set-up

Source: Grade 9 Science Learner’s Material

A. The figure above demonstrates how a balloon rocket works. In the set-up, an inflated balloon
is attached to a string and is positioned at the middle. The twisted end of the balloon is
secured with a paper clip. The paper clip is removed and the air from the balloon is released,
making the balloon to move to the end of the string opposite to the direction of the air that
comes out from it.

B. At the start, the system, which consists of the balloon and the air inside it is stationary so
the total momentum of the system is zero. The balloon moves when we let the air out inside
the balloon. 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.
Change in momentum =0
Total Initial Momentum = Total Final Momentum
0 = Pballoon + Pair
-Pballoon = Pair
-(mv)balloon = (mv)air
C. Since the mass of the balloon is greater than the mass of the air, the velocity of the air must
be greater in magnitude than the velocity of the balloon, and must be opposite in direction.

Guide Questions:

Q1. What can you say of the initial momentum of the system before releasing the air from the
balloon?
_______________________________________________________________________________________________

Authors: Delia C. Pioco/ KC M. Reyna 7

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Q2. What happens after removing the paper clip from the twisted end of the balloon?

_______________________________________________________________________________________________
Q3. What is the direction of the balloon compared to the direction of air coming out from the
balloon?
_______________________________________________________________________________________________
Q4. How do their momenta compare after releasing the air?

_______________________________________________________________________________________________

Q5. From your answer in Q4, how does the velocity of the air that is pushed out of the rocket
compare to the velocity of the balloon rocket?

_______________________________________________________________________________________________

Q6. How is the momentum conserved in the activity?

_______________________________________________________________________________________________
Scoring Rubric for Q1, Q4, Q5, and Q6
3 2 1
Explanations are Explanations are Explanations are
conceptually correct and conceptually correct and conceptually incorrect.
complete. incomplete.

Activity 5. Solving Problems on Law of Conservation of Momentum

Objective: Solve diagram and word problems on law of conservation of momentum

What you need: ballpen; sheet of paper
What to do:

A. Below are examples of Law of Conservation of Momentum. Study the diagrams in Figure 11
and 12 and their corresponding solutions. These will serve as your guide for the next exercises.

Example 1:
Two ice skaters stand together. They “push off” and travel directly away from each other, the
other boy with a velocity of 1.50m/s toward east. If the boy weighs 75.0 kg and the girl, 50.0 kg,
what is the girl’s velocity after they push off? (Consider the ice to be frictionless.)

Figure 11. Push off

Source: Grade 9 Science Learner’s Material

Authors: Delia C. Pioco/ KC M. Reyna 8

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Solution:

Mass Velocity
Boy 75.0 kg 1.50 m/s
Girl 50.0 kg ?

The ice where they stand on is considered to be frictionless, thus, no external force is
present. The momentum of the boy-girl system is conserved. There is no change in the momentum
of the system before and after the push off.

Total Initial Momentum = Total Final Momentum

0 = Pboy + Pgirl
-Pboy = Pgirl
-(mv)boy = (mv)girl
- 112.5 kg● m/s = 50.0 kg (vgirl)
- 112.5 kg● m/s = 50.0 kg (vgirl)
50.0 kg 50.0 kg
-2.25 m/s = vgirl

The girl moves with a velocity of 2.25 m/s opposite to the direction of the boy.

Example 2:
Consider a 42,000 kg train car A travelling at 10 m/s toward train car B. After the two cars
collide, they couple together and move along at 6 m/s. What is the mass of train car B? Refer to
Figure 12.

Figure 12. Collision of Two Train Cars

Source: https://sciencenotes.org/wp-content/uploads/2015/06/Momentum.png

Solution:

Train Car Mass Velocity

A 42, 000 kg 10 m/s
B ? 0
A + B (after ?
6 m/s
collision

Authors: Delia C. Pioco/ KC M. Reyna 9

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
In a closed system, momentum is conserved. This means that the total momentum of the
system remains unchanged before and after the collision. Before the collision, the total momentum
was the sum of the momenta of both train cars.

total momentum before collision = total momentum after collision

Ptrain car A + Ptrain car B = Ptrain car A+B
(mv)train car A + (mv)train car B = (mv)train car A + B
(42,000 kg)(10 m/s) + (mtrain car B)(0 m/s) = (mtrain car A + B)(6 m/s)
420,000 kg● m/s + 0 = (mtrain car A + B)(6m/s)
420,000 kg● m/s = (mtrain car A + B)(6m/s)
420,000 kg● m/s = mtrain car A + B
6 m/s
70,000 kg = mtrain car A + B
70,000 kg = mtrain car A + mtrain car B
70,000 kg = 42,000 kg + mtrain car B
70,000 kg - 42,000 kg = mtrain car B
28,000 kg = mtrain car B

B. Solve for the following problems.

1. Two ice skaters stand together. They “push off” and travel directly away from each other, the
boy with a velocity of 0.75 m/s toward east and the girl with a velocity of 0.90 m/s toward west.
If the mass of the boy is 70.0 kg, what is the girl’s mass? (Consider the ice to be frictionless.)
Refer to Figure 11.

2. Consider a 45,000 kg train car A travelling at 8 m/s toward train car B. After the two cars
collide, they couple together and move along at 5 m/s. What is the mass of the train car B? Refer
to Figure 12.

Authors: Delia C. Pioco/ KC M. Reyna 10

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Activity 6. Types of Collision

Objective: Classify a collision as elastic, inelastic, or perfectly inelastic

What you need: ballpen; sheet of paper
What to do:
A. Classify the following illustrations of collision as elastic, inelastic, or perfectly inelastic.
Illustration Type of Collision
1.

http://www.physast.uga.edu/~rls/1020/ch5/fig5-7.jpg

2.

https://sciencenotes.org/wp-content/uploads/2017/04/InelasticCollision.png

3.

https://www.scienceabc.com/wp-content/uploads/2020/04/Newtons-Cradle.jpg

4.

Hewitt, Paul G. 2002. Conceptual Physics. Pearson Prentice Hall.

Authors: Delia C. Pioco/ KC M. Reyna 11

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Reflection:
One of the features of the recently promulgated Republic Act No. 11229 or the Child
Safety in Motor Vehicles Act is the installation of car seats for children 12 years old and below
and are shorter than 4’11” in height. Upon knowing the concepts of impulse and momentum, do
you agree with this law? Why or why not?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Scoring Rubric
Points Description
3 Practical application is scientifically explained consistent to the concepts, and has
no misconception.
2 Practical application is scientifically explained consistent to the concepts, but with
minimal misconception.
1 Practical application is explained consistent to the concepts, but with
misconceptions.
0 No discussion.

References for Learners

Alvarez, Liza A., Angeles, Dave G., Apurada, Hernan L., Carmona, Ma. Pilar P., Lahorra, Oliver
A., Marcaida, Judith F., Olarte, Ma. Regaele A., Osorio, Estrella C., Paningbatan, Digna C.,
Rosales, Marivic S., Delos Santos, Ma. Theresa B. Science- Grade 9 Learners' Module. Pasig
City: Department of Education, 2014.
Hewitt, Paul G. Conceptual Physics. Pearson Prentice Hall, 2002.
https://sciencenotes.org/conservation-of-momentum-example-problem/
http://www.physast.uga.edu/~rls/1020/ch5/fig5-7.jpg
https://sciencenotes.org/wp-content/uploads/2017/04/InelasticCollision.png
https://www.scienceabc.com/wp-content/uploads/2020/04/Newtons-Cradle.jpg
.

Authors: Delia C. Pioco/ KC M. Reyna 12

School: Butuan City School of Arts and Trades
Division: Butuan City Division
Email Address: [email protected]/ [email protected]
Email Address: [email protected]/ [email protected]
Division: Butuan City Division
School: Butuan City School of Arts and Trades
Authors: Delia C. Pioco/ KC M. Reyna
13
Activity 3. Solving for Momentum
Object Mass (kg) Velocity (m/s) Momentum
(kg● m/s)
Bird 0.03 18 0.54
Basketball Player 100 5 500
Bullet 0.004 600 2.40
Baseball 0.14 30 4.20
Frog 0.9 12 10.80
Activity 2: Egg Catching
Q1. Yes. The egg did not break because it was caught in a sweeping activity, with fingers
being moved downwards so that the velocity of the egg will become less. This allowed the egg
to have an increased time of contact.
Q2. The hardness of the ground will cause an egg to break immediately when it hits the
ground. This is due to a reduced impact time leaving to an increased in impact force.
Q3. In catching the egg, the receiving hand should move slowly downwards or backwards to
lessen the velocity and increase the time of impact.
Q4. The hardness or softness of the landing surface determines the length of time to stop the
egg. The soft-landing surface lengthens the time of impact.
Q5. The factors that affect the force of impact on moving objects are speed and mass of the
object and the time of contact.
Activity 1: Investigating Momentum
Q1. The stopping distance for the heavy toy car is longer than the stopping distance of the
light toy car.
Q2. No. The stopping distance increases as the point of release increases.
Q3. The velocity increases as the point of release increases.
Q4. The heavy toy car had a greater momentum.
Q5. The less massive body should have the greater velocity than the more massive body.
Q6. Momentum is the mass of an object multiplied by its velocity.
Answer Key
Email Address: [email protected]/ [email protected]
Division: Butuan City Division
School: Butuan City School of Arts and Trades
Authors: Delia C. Pioco/ KC M. Reyna
14
Activity 6. Solving Problems in the Law of Conservation of Momentum
1. Total Initial Momentum = Total Final Momentum
0 = Pboy + Pgirl
0 = (mv)boy + (mv)girl
0 = (70.0 kg)(0.75 m/s) + (m)(-0.90 m/s)
0 = 52.5 𝑘𝑔● m/s + (m)(-0.90 m/s)
-52.5 𝑘𝑔● m/s = (m)(-0.90 m/s)
-52.5 𝑘𝑔● m/s = (m)(-0.90 m/s)
-0.90 m/s -0.90 m/s
58.3 kg = m
The mass of the girl is 58.3 kg.
2. Ptrain car A + Ptrain car B = Ptrain car A+B
(mv)train car A + (mv)train car B = (mv)train car A + B
(45,000 kg)(8 m/s) + (mtrain car B)(0 m/s) = (mtrain car A + B)(5 m/s)
●
360,000 kg m/s + 0 = (mtrain car A + B)(5 m/s)
360,000 kg● m/s = (mtrain car A + B)(5 m/s)
360,000 kg m/s ● = (m train car A + B)(5 m/s)
5 m/s 5 m/s
72,000 kg = (mtrain car A + B)
72,000 kg = mtrain car A + mtrain car B
72,000 kg = 45,000 kg + mtrain car B
72,000 kg - 45,000 kg = mtrain car B
27,000 kg = mtrain car B
The mass of the Train Car B is 27,000 kg.
Activity 5. Law of Conservation of Momentum
Q1. The initial momentum of the system before releasing the air from the balloon is zero.
Q2. After releasing the air form the balloon, the inflated balloon shrunk. As the air rushes
out, the balloon moves.
Q3. The balloon and the air coming out move in opposite directions.
Q4. Their momenta are the same in magnitude.
Q5. The velocity of the air is greater than that of the balloon.
Q6. At the start, the system, which consists of the balloon and the air inside it, is stationary
so the total momentum of the system is zero. The balloon moves when we let the air out
inside the balloon. 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.
Activity 4. Solving for Momentum
𝑃 𝑃
1. 𝑃 = 𝑚𝑣 2. 𝑚 = 3. 𝑣 =
𝑣 𝑚
360.0 𝑘𝑔● m/s 10.0 𝑘𝑔● m/s
𝑃 = 0.16 𝑘𝑔 𝑥 7.0 m/s 𝑚= 𝑣=
6.0 m/s 0.5 𝑘𝑔
𝑷 = 𝟏. 𝟏𝟐 𝒌𝒈● m/s 𝒎 = 𝟔𝟎. 𝟎 𝒌𝒈 𝒗 = 𝟐𝟎. 𝟎 𝒌𝒈