Science-9-QUARTER 4

SCIENCE 9
Quarter 4- MELC 1
Describe the horizontal and vertical motions of a projectile
Note: Practice Personal Hygiene protocols at all times. 1

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________
LEARNING ACTIVITY SHEET

Uniform Accelerated Motion: Horizontal Dimension
Background Information for the Learners

Uniformly accelerated motion, or constant acceleration, is motion that has a constant
and unchanging velocity. Uniformly accelerated motion may or may not include a difference
in an object's speed.
The acceleration of an object means that there is a net force in the direction of that
object's acceleration. Additionally, the object sometimes, but not always, has a change in
speed. An object that falls in a vacuum under gravity's pull, for instance, is said to have a
uniform acceleration and a change in speed. In contrast, a planet that orbits the sun in a
circular path with no change in speed still has uniform acceleration but without an
accompanying change in speed.
Key Concepts:
✔ Under special circumstances, we can use a series of three equations to describe or predict
movement
Vf = Vi + at
d = Vi t + 1/2at2
Vf 2 = Vi 2 + 2ad
✔ Most often, these equations are used to describe either horizontal or vertical motion
✔ Acceleration must be constant1
Uniformly Accelerated Motion: Horizontal Dimension
If a body maintains a constant change in its velocity in a given time interval along straight
line, then the body is said to have a uniform acceleration.
Figure 1. An airplane preparing for takeoff
1 Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation, Pasig City,
Philippines 2014, pp. 230-236
2 https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzRwx.

The change in an airplane’s position for each time interval is increasing as shown in
Figure 1, thus, it is moving faster and faster. This means that the plane is accelerating. Try the
next activity to further understand acceleration.
Remember:
Now you will use basic equations to derive formula use in Uniform Accelerated
Motion (UAM). Using the following equations on velocity, average velocity, and
acceleration, you can derive other equations.
Equation A v = d/t
Equation B Vave = vf-vi/2
a = vf-vi/t
Equation C
where: v = velocity
vf = final velocity
vi = initial velocity
Vave = average velocity
d = displacement
t = time
a = acceleration
To find out how displacement changes with time when an object is uniformly
accelerated, rearrange equation A to arrive at d = vt. Since the velocity of the object changes
when it is uniformly accelerating, we use the average velocity to determine displacement, so
substituting v by Vave in equation B. you will get:
d =vt
Equation D
d =(vf-vi/2)t

Rearrange equation C to arrive at vf =vi +at and substituting the vf in equation D you will get
d = (vf+vi/2) t
d= (vi+at) vi/2 t
Combining vi, you will arrive at
d= (2vi + at/2) t
Distributing t will give you
d = 2vit + at2/2
Simplifying further will give you
d = vit +at2/2
Learning Competency:
Describe the vertical and horizontal motions of a projectile (Quarter 4, Week 1)
S9FE-IVa-34

Activity 1
Runaway
Direction: Read carefully and study the problem below and apply your knowledge in
computing uniform accelerated motion horizontal dimension.
With an initial velocity of 20 km/h, a car accelerated at 8 m/s2 for 10 seconds.
Guide Questions:
Q1. What is the position of the car at the end of the 10 seconds?
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Q2. What is the velocity of the car at the end of the 10 seconds?
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Activity 2
Ride a Bike
A boy on a bicycle increases his velocity from 5 m/s to 20 m/s in 10 seconds.
Guide Questions:
Q1. What is the acceleration of the bicycle?
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Q2. What distance was covered by the bicycle during the 10 seconds?
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Activity 3
It’s a Choo Choo Train
A train brakes from 40 m/s to a stop over a distance of 100 m.
Guide Questions:
Q1. What is the acceleration of the train?
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Q2. How much time does it take the train to stop?
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Activity 4
Structured Frames
Direction: Using this template discuss the knowledge gained in this lesson and its implication to real
life situation.
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Topic
A projectile is
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I would like to describe horizontal motion of a projectile using the following key points:
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Closure / Reflection
I learned that
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I enjoyed most on
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I want to learn more on
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References:
● https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzR
wx.
● https://www.flippingphysics.com/introduction-to-uniformly
● https://www.problemsphysics.com/mechanics/motion/unif_acce_motion_
● www.deped-click.com/2020/05/most-essential-learning
● K to 12 Curriculum Guide, Department of Education, DepEd Complex, Meralco
Avenue, Pasig City. August, 2016.
● Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation,
Pasig City, Philippines 2014, pp. 230-236
Answer Key:
Activity1: Runaway
Q1. The car has an initial velocity of 20 km/h, therefore the initial speed u = 20 km/h.
Nothing is said about the initial position and we therefore assume it is equal to 0. Hence the
position x is given by the equation
x = (1/2) a t 2 + u t
where a is the acceleration (=8 m/s2) and t is period of time between initial and final positions
and u is the initial velocity.
Since the time is given in seconds, we need to convert 20 km/h into m/s as
follows:
20 * 1000 1 hour
u = 20 km/h 1km m 3600
= 1 hour 1 km seconds
= 5.6 m/s
We now have
x = (1/2) (8) 102 + 5.6*10 = 456 m
Q2. The velocity v of the car at the end of the 10 seconds is given by
v = a t = 8 * 10 = 80 m/s
Activity 2 : Ride a Bike

Q1. In this problem the initial velocity u = 5 m/s and the final velocity v = 20 m/s. The
acceleration a of the bicycle is the rate of change of the velocity and is given as follows
20 m/s - 5
v- m/s
a u =
= 10 seconds
t
= 1.5 m/s2
Q2. There are two ways to find the distance covered by the bicycle in t = 10 seconds.
a) x = (1/2)(v + u) t = 0.5 (20 + 5) 10 = 125 m
b) x = (1/2) a t2 + u t = 0.5 * 1.5 * 100 + 5 * 10 = 125 m

Activity 3: It’s a Choo Choo Train
Q1.We are given the initial velocity u = 40 m/s, the final velocity v = 0 (train stops) and the
distance. Hence the formula that relates these 3 quantities and the acceleration is given by
v2 = u2 + 2 a x
02 = 402 + 2 a (100)
Solve for the acceleration a
a = -1600 / 200 = - 8 m/s2
Q2. There two ways to find the time:

a) Use: x = (1/2)(v + u) t
100 = 0.5(0 + 40) t
Solve for t: t = 5 seconds.
b) Use x = (1/2) a t2 + ut
100 = 0.5 ( - 8) t2 + 40t
4 t2 - 40 t + 100 = 0
4 (t2 - 10 t + 25) = 0
4(t - 5)2 = 0
t = 5 seconds.
Activity 4: Structured Frames
Topic : Uniform Accelerated Motion Horizontal Dimension
A projectile is any object upon which the only force is gravity, Projectiles travel with
a parabolic trajectory due to the influence of gravity.
I would like to describe horizontal motion of a projectile using the following key
points:
There are no horizontal forces acting upon projectiles and thus no horizontal
acceleration.
The horizontal velocity of a projectile is constant (a never changing in value).
The horizontal motion of a projectile is independent of its vertical motion.
and I can apply these in a situation when the car slows down when you fall off a
bridge. The car turning at the corner is an example of acceleration because the
direction is changing. The quicker one turns, the greater the acceleration.

Prepared by:
SUNRISE L. BUSTAMANTE
Writer
CRISTINA N. DACUMOS
Writer
Checked by:
FIDES R. PASCUAL
DQAT, Member
JENNIFER T. TOLENTINO
DQAT, Member
Reviewed by:
GLORIA A. BACANI, PhD.

EPS-SCIENCE

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Uniform Accelerated Motion: Vertical Dimension
Background Information for the Learners

You learned in your Grade 8 that the pull of gravity acts on all objects. So on Earth,
when you throw something up, it will go down. Things thrown upward always fall at a
constant acceleration which has a magnitude of 9.8 m/s2. This means that the velocity of an
object in free fall changes by 9.8 m/s every second of fall.
Consider a stone dropped from the cliff as shown in Figure 2. For equal time interval,
the distance travelled increases quadratically.
Figure 2. Motion of the stone dropped from the hill and motion of
the stone thrown vertically upward
Another example of free-fall is a body thrown upward. Consider figure on the right
where a ball is thrown upward. As the ball goes up it decelerates with a magnitude of 9.8 m/s2
until it stops momentarily and changes direction. That means it reaches its maximum height
before it starts to fall. Using equation F, you will also find that when the ball falls back to the
point where it was thrown, its speed will be equal to the speed at which it was thrown.
Key Concepts:
Note that the magnitude of the two velocities are equal, but they have opposite
directions- velocity is upward when it was thrown, but downward when it returns.

Do the next activities to further see the behavior of falling objects.
Learning Competency S9FE-IVa-34:

Describe the vertical and horizontal motions of a projectile (Quarter 4, Week 1)
S9FE-IVa-34
Activity 1
Drop Me!
Directions: Read carefully and study the problem below and apply your knowledge in
computing uniform accelerated motion vertical dimension.
An object is thrown straight down from the top of a building at a speed of 20 m/s.
It hits the ground with a speed of 40 m/s.
Guide Questions:
Q1.How high is the building?
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Q2. How long was the object in the air?
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Activity 2
Well! Well! Water Well!
To approximate the height of water well, Martha and John drop a heavy rock
into the well. 8 seconds after the rock is dropped, they hear a splash caused by the
impact of the rock on the water. (Speed of sound in air is 340 m/s).
Q1. What is the height of the well?

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Activity 3
You Raise Me Up!
A rock is thrown straight up and reaches a height of 10 m.
Guide Questions:
Q1. How long was the rock in the air?
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Q2. What is the initial velocity of the rock?
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Activity 4
Structured Frames
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Topic
A projectile is
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______________________________________________________________________
I would like to describe vertical motion of a projectile using the following key points:
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Closure / Reflection
I learned that
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I enjoyed most on
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___________________________________________________________________________
___________________________________________________________________________

References:
● https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzR
wx.
● https://www.flippingphysics.com/introduction-to-uniformly
● https://www.problemsphysics.com/mechanics/motion/unif_acce_motion_
● www.deped-click.com/2020/05/most-essential-learning
● K to 12 Curriculum Guide, Department of Education, DepEd Complex, Meralco
Avenue, Pasig City. August, 2016.
● Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation,
Pasig City, Philippines 2014, pp. 237-241.
Answer Key:
Activity 1: Drop Me
Guide Questions:
Q1. Consider that the direction from ground up is the positive direction of the falling object. Given
the initial (-20 m/s) and final velocities (-40 m/s); the minus sign was added to take into
account the fact that the falling object is moving in the negative direction. We know the
gravitational acceleration (g = - 9.8 m/s2) acting on the falling object and we are asked to find
the height of the building. If we consider the position of the object as being x (with x = 0 on
the ground), then we may use the equation relating the initial and final velocities u and v, the
acceleration a and the initial (x0 which the height of the building) and final (x, on the ground)
positions as follows:
v2 = u2 + 2 a (x - x0)

(-40 m/s)2 = (-20 m/s)2 + 2 (-9.8 m/s0) (0 - x0)
Solve the above for x0

x0 = 1200 / 19.6 = 61.2 m
Q2. x - x0 = (1/2)(u + v)t

-61.2 = 0.5(-20 - 40)t
t = 61.2 / 30 = 2.04 s
Activity 2: Well Well Water Well

Q1. a) a rock was dropped down the well and is uniformly accelerated downward due to gravity. If h
is the height of the well and t is the time taken by the rock to reach the bottom of the well,
then we have h = (1/2)(9.8) t 2
b) After the splash, the sound travels up the well at a constant speed of 340 m/s. Again the
same height h of the well is given by h = 340 *(8 - t) : 8 - t is the time taken for the sound to
travel from bottom to top where the sound is heard.
The above equations give:
(1/2)(9.8) t2 = 340 *(8 - t)
4.9 t2 + 340 t - 2720 = 0
Solve for t, two solutions:

t = 7.24 s and the second solution is negative and is not valid.
The height h of the well is calculated using one of the above equations:
h = 340 *(8 - t) = 340 *(8 - 7.24) = 257 meters (approximated to the the nearest meter)

Activity 3: You Raise Me Up
Q1. In this problem the rock has an initial velocity u. When the rock reaches a height of 10 m, it
returns down to earth and the the velocity v = 0 when x = 10 meters. Hence
v = -9.8 t + u
0 = -9.8 t + u
u = 9.8 t
x = (1/2)(u + v) t
10 = 0.5 (9.8 t + 0) t
= 4.9 t2
Solve for t: t = 1.42 seconds
Q2. u = 9.8 t = 9.8 * 1.24 = 14 m/s
Activity 4: Structured Frames
Topic : Uniform Accelerated Motion Vertical Dimension
A projectile is any object upon which the only force is gravity, Projectiles travel with
a parabolic trajectory due to the influence of gravity.
I would like to describe vertical motion of a projectile using the following key
points:
The pull of gravity acts on all objects so on Earth, when you throw something up, it
will go down.
The vertical velocity of a projectile changes by 9.8 m/s each second.
There is a vertical acceleration caused by gravity; its value is 9.8 m/s/s, down.
and I can apply these in
Rain drops from clouds to earth, or hails coming down with rain.

Prepared by:
SUNRISE L. BUSTAMANTE
Writer
CRISTINA N. DACUMOS
Writer
Checked by:
FIDES R. PASCUAL
DQAT, Member
DQAT, Member
Reviewed by:

EPS-SCIENCE

SCIENCE 9
Quarter 4- MELC 2
Investigate the relationship between the angle of release and the height and range of the
projectile

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

PROJECTILE MOTION
Background Information for Learners (BIL)

One type of projectile motion is the movement of a body that is launched or released
at a certain angle. A body or an object that undergo projectile motion is called a projectile. A
hopping frog and a kicked soccer ball are examples of projectiles that are launched at an
angle. They rise and then fall curving downward along a parabolic path. The path that the
projectile follows is called the trajectory. The peak of the trajectory is the highest point that
the projectile could reach during its motion. The horizontal distance that the projectile covers
is called its range (R), while the vertical distance, that is, the distance from where it was
launched to the highest point of its path (peak) is its maximum height (H). The angle of
launch or angle of release (ϴ) is the angle that is formed when the projectile is fired,
launched or released. Under ideal conditions, an object undergoing projectile motion is
affected only by gravity (as a projectile moves, air resistance is assumed to have a negligible
or no effect upon the motion).
An angle-launched projectile has both a horizontal and vertical component to its
initial velocity. Initial velocity is the velocity at which motion starts. The magnitudes of the
horizontal and vertical components of the initial velocity can be calculated from the
knowledge of the initial velocity (vi) and the angle of launch (ϴ) using trigonometric
functions. The equations are:
Formula: where:
vix = vi cosϴ vix – horizontal component of the initial velocity
viy = vi sinϴ viy – vertical component of the initial velocity
vi – initial velocity
ϴ - angle of launch
viy vi H
ϴ
vix
R
The height and the range of a projectile depend on its initial velocity and angle of
launch.

Below are formulas that could be used to solve problems involving projectiles that are
launched at a certain angle.
For maximum height reached:

H = viy2 where H – maximum height
2g viy - vertical component of the initial velocity
g -acceleration due to gravity which is 9.8m/s2
For the total time of flight:

t = 2viy where t – total time
g viy – vertical component of the initial velocity
g - acceleration due to gravity which is 9.8m/s2
For the horizontal distance or range:

R = vix t where R – range
vix – horizontal component of the velocity
t – total time
EXAMPLE
1. A football player kicks a football at an angle of 40o from the ground with an initial velocity
of 15 m/s. Ignoring air resistance, calculate:
a.the maximum height that the football can reach (H)
b.the total time of its flight (t)
c.its horizontal distance (R)
Steps in solving the problem.
Illustrate the situation/problem.
viy H
Vi =15m/s
40o
vix
R
Determine the known and unknown.

Given: Unknown:
vi = 15 m/s vix = ? t=?
ϴ = 40o viy = ? R=?
g = 9.8 m/s2 H=?

Determine the vertical and horizontal components of the initial velocity.
(Just in case you do not have a scientific calculator, cos ϴ and sin ϴ will be given.)
cos ϴ = 0.766 sin ϴ = 0.643
vix = vi cos ϴ
= (15 m/s) (0.766)
= 11.49 m/s Horizontal component of the initial velocity
viy = vi sin ϴ
= (15 m/s) (0.643)
= 9.65 m/s Vertical component of the initial velocity
Solve for the maximum height (H) the ball can reach.
H = viy2
2g
= (9.65 m/s)2 Substitute the values of viy and g.
2 (9.8m/s2)
= 93.12 m2/s2 Get the square of the substituted values. Then divide. Cancel out the same
19.6 m/s2 units.
H = 4.75 m answer to letter a question
Find the time it takes for the ball to return to the ground (t).
t = 2viy
g
= 2 (9.65 m/s) Substitute the values of viy and g.

9.8 m/s2
= 19.3 m/s
Multiply then divide the values. Cancel out the same units.
9.8 m/s2
t = 1.97 s answer to letter b question
Compute for the horizontal distance or range.
R = vixt
= (11.49 m/s) (1.97 s) Substitute then multiply the values. Cancel out the same units.
R = 22.64 m answer to letter c question

Learning Competency:
Investigate the relationship between the angle of release and the height and range of a
projectile. (Quarter 4, Week 1-2) S9FE-IVa-35
Activity 1: PARTS OF A PROJECTILE MOTION
Directions: From the description in the Background of information (BIL), label the
parts of a projectile motion. Choose your answer from the box below.
peak trajectory angle of launch range

maximum height
5
1
1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________
5. __________________________________
Activity 2: GIVE MORE!
Directions: Give other examples of objects/activities that follow a curved/parabolic

path just like the figure in Activity 1. Give at least 10.
Example: stone that is thrown horizontally upward
1. _____________________________ 6._______________________________
2. _____________________________ 7._______________________________
3. _____________________________ 8._______________________________
4. _____________________________ 9._______________________________
5. _____________________________ 10.______________________________

Activity 3: PICTURE ANALYSIS
Directions: Observe and analyze the pictures below, then answer the questions that follow. Choose
the correct answer from the choices enclosed in parenthesis.
on/projectile-motion/
https://commons.wikimedia.org/wiki/File:P
/ https://alevelphysics.co.uk/notes/projectile-motion
arabolicWaterTrajectory.jpgX
Guide questions:
1.What do you notice about the ranges formed by the projectiles above?
The ranges of the 3 projectiles are _____________ (the same, different).
2. What do you notice about the heights formed by the projectiles?
The heights of the 3 projectiles are ____________ (the same, different).
3. What do you notice about the angles of launch?
They are ___________ (the same, different).
4. Aside from initial velocity, what do you think is the other reason why projectiles have
different heights and ranges? (angle of launch, trajectory)
________________________
5.What force is acting on the projectiles that causes the formation of curved or parabolic
trajectories? (friction, gravity)
________________________

Activity 4: LET’S COMPUTE!
Directions: Solve the following problems using the formulas given in the background of information
(BIL). Show complete solution. Number 1 is given as an example.
1. A grasshopper jumps at an angle 50o from the ground with an initial velocity of 5m/s.
When air resistance is absent, find the following:
a. Maximum height reached (H)
b. Time of flight (t)
c. The horizontal distance (R)
Vi =15m/s H
50o
R
(The following are the computed sin ϴ and cos ϴ, just in case you do not have a scientific
calculator.)
sin ϴ = 0.766 cos ϴ = 0.643
Given: vi = 5 m/s unknown: vix = ? viy=?

ϴ = 50o H=? t=? R=?
g = 9.8 m/s2
Solution:
vix = vi cos ϴ
= (5m/s) (0.643)
= 3.22 m/s
viy = vi sin ϴ
= (5m/s) (0.766)
= 3.83 m/s
a. H = viy2
2g
= (3.83 m/s)2
2 ( 9.8 m/s2)
= 14.67 m2/s2
19.6 m/s2
= 0.75 m

b. t = 2viy
g
= 2 (3.83 m/s)
9.8 m/s2
= 7.66 m/s
9.8 m/s2
c. =R0.78
= vixst
= (3.22 m/s) (.78s)
= 2.51 m
Now, answer problems 2 and 3.
2. A grasshopper jumps at an angle 45 o with respect to the horizontal with an initial velocity
of 4 m/s. Ignoring air resistance, find the following:
sin ϴ = 0.707 cos ϴ = 0.707
a. Maximum height reached (H)
b. Time of flight (t)
c. The horizontal distance (R)
3. A long jumper leaves the ground at an angle 50 o to the horizontal and at a speed of 6 m/s.
Neglecting air resistance, answer the following questions.
sin ϴ = 0.766 cos ϴ = 0.643
a. What is the maximum height reached by the jumper (H)?
b. How long does it take for him to reach the ground (t)?
c. How far does he jump (R)?

Activity 5.a: LET’S PLAY GOLF!
Directions. Solve the following problem.
A golf ball is hit at different angles with an initial velocity of 20 m/s. Assume that air
resistance is absent.
60o 45o
30o
1. When the angle of launch is 30o, (sin ϴ = 0.5 cos ϴ = 0.866)

a. what is the maximum height reached by the golf ball (H)?
b. how long does it take for the ball to reach the ground (t)?
c. how far does the ball land (R)?


Activity 5.b: FILL OUT THE TABLE
Direction. Fill out the table below by writing the missing maximum height, range and time of
flight of the golf ball. Get your answers from Activity 5.a. One answer is given as an
example.
Initial velocity Angle of launch Maximum Range (R) in m Time of flight

height (H) in m (t) in s
(ϴ)
1. 20m/s 30o
2. 20m/s 45o
40.86
3. 20m/s 60o

Guide Questions:
1.What is the farthest distance produced?
2. What is the highest distance reached?
3. What launch angle produced the farthest distance?
4.What launch angle produced the highest distance?
5. What launch angle has the longest time of stay in the air?
Activity 5.c: GRAPH ME!
Directions. From the table in Activity 5.b, graph the maximum height and range reached by
the golf ball at different angles of launch. Connect the angle of launch, maximum height and
the range to form a curved trajectory just like in the figure below.
Max. height (H) in m
70o
45o
15o
Range (R) in m
Draw your graph below. You may use different colored pens. (Use a protractor to
measure angles.)
16

Max. height (H) in m

12
0 8 12 16 20 24 28 32 36 40
4
Range (R) in m
Guide Questions:
1.What launch angle produced the highest distance (height)?
2. What launch angle produced the lowest distance?
3. What launch angle produced the longest range?
4. Give the 2 angles that produced the same range.
5. If the golf ball is launched at the same initial velocity but 2 different angles, the golf ball
will land on the same range if the sum of the 2 angles is _______ (45o, 90o).

Activity 6: HOW ARE THEY RELATED?
Direction. Study the graph below then complete the paragraph that follows. The paragraph
explains the relationship between the angle of launch, and the height and range of a projectile
based on the graph. Complete the paragraph by filling in the blanks with the correct answer
from the choices enclosed in parentheses.

Height
(H)

o
60o 45

70 o

30o

20o
Range (R)
Guide Question:
What can you say about the graph? At the same initial velocity, how does the angle of launch
affect the maximum height and range of a projectile?________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
All projectiles follow a ___(1)___ (straight, curved) trajectory or path due to the pull
of gravity. The height and range of a projectile depend on the initial velocity and the
____(2)__ (height, angle) at which the projectile is released or launched above the horizontal.
When air resistance is absent, the farthest distance (range) is reached when the angle of
launch is equal to __(3)__ (45o, 80o). If a projectile is launched at the same initial velocity but
2 different angles, the projectile will land on the same range if the sum of the 2 angles is
__(4)__ (80o, 90o). These 2 angles are said to be complementary angles. On the other hand,
when the projectile is launched at the same initial velocity, the higher maximum height is
reached when the angle of launch is ___(5)___ (greater, lesser). When the angle of launch is
low, the projectile will reach___(6)___ (low, high) maximum height.

Activity 7: LET’S SUMMARIZE!
Directions. Analyze then answer the following.
1.Suppose you are a long jumper, and you want to cross the stream (small river) which is 2m
wide by jumping over the stream at an initial velocity of 5m/s. Which angle will allow you to
reach the other side of the stream successfully? Is it at angle 40 o or at angle 75o? Explain.
Show your solution to support your explanation. (Hint: Find Range)
Angle 40o Angle 75o

sin ϴ = 0.643 sin ϴ = 0.966
cos ϴ = 0.766 cos ϴ = 0.259
2.Explain the relationship between the angle of launch and the maximum height and range of
a projectile.
Rubrics for Activity 7
Excellent (4) Average (3) Poor (2) Very Poor(1)
Computation Shows Shows Computation Computation

comprehensive incomplete shows little shows no
and complete solution. evidence of evidence of
solution. understanding. understanding.
Explanation Explanation is Explanation is Explanation is Explanation is

clear and correct. incomplete. unclear and
correct. incorrect.

REFLECTION
I learned that
__________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I enjoyed most on ______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

__________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

SOURCES
Allas, AM. F. et.al. (2014). Discover Science 9. Diwa Learning Systems Inc. Makati City.
Cutnell, J.D., & Johnson, K.W. (1995). Physics 3rd edition. John Wiley & Sons, Inc. Canada.
Serway, R.A., & Vuille, C. (2016). Physics Fundamentals 1. Cencage Learning. Taguig City,
Philippines.
Zitzewitz, Haaase, & Harper. (2013). Physics Principles and Problems. McGrawHill
Education (Asia).
Most Essential Learning Competencies (MELCs) - Complete Files. (2020, June 2). Retrieved
from GuroAko: http://guroako.com/2020/06/02/most-essential-learning-
competencies-melcs-complete-files/
Projectile Motion. Retrieved from

https://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.projmotion/projectile
-motion/
Projectile Motion/A Level Physics Revision Notes. Rerieved from

https://alevelphysics.co.uk/notes/projectile-motion/
Parabolic Water Trajectory. Retrieved from

https://commons.wikimedia.org/wiki/File:ParabolicWaterTrajectory.jpg
Grasshopper Vector Drawing. Retrieved from https://www.google.com/search?

q=grasshopper%20clipart%20black%20and%20white&tbm=isch&tbs=sur
%3Afc&hl=en&sa=X&ved=0CAIQpwVqFwoTCLCS_N3y--
oCFQAAAAAdAAAAABAI&biw=1349&bih=657#imgrc=x_-
05FQmIAoGNM&imgdii=BYWQUcQh4s2yOM
Golfer. Retrieved from https://www.google.com/search?q=hitting%20a%20golf%20ball

%20clip%20art&tbm=isch&tbs=sur
%3Afc&hl=en&sa=X&ved=0CAIQpwVqFwoTCLDW_NbG9OoCFQAAAAAdAA
AAABAJ&biw=1349&bih=608#imgrc=pVRG28TA1WfzKM

ANSWER KEY
Activity 1: PARTS OF A PROJECTILE MOTION

Directions: From the description in the Background of information (BIL), label the parts of a
projectile motion. Choose your answer from the box below.
1.range
2. maximum height
3. peak
4. trajectory
5. angle of launch
Activity 2: GIVE MORE!

Directions: Give other examples of objects/activities that follow a curved/parabolic path just like the
figure in Activity 1. Give at least 10.
Here are some examples:
1.A baseball ball that is batted or thrown 6. Discuss throw
2.Hopping 7. Materials ejected during a volcanic eruption
3.Throwing of caps after graduation 8.A volleyball ball that is served
4.Shooting a ball 9.Freestyle motocross
5.Long jump 10.Water fountain that curves in the air
Activity 3: PICTURE ANALYSIS

Directions: Observe and analyze the pictures below, then answer the questions that follow. Choose
the correct answer from the choices enclosed in parenthesis.
1. Different
2. Different
3. Different
4. Angle of launch
5. Gravity
Activity 4: LET’S DO COMPUTATION!

Directions: Solve the following problems using the formulas given in the background of information
(BIL). Show complete solution. Number 1 is given as an example.
2.a. 0.41 m b. 0.58 s c. 1.64 m
3.a. 1.08 m b. 0.94 s c. 3.63 m
Activity 5.a: LET’S PLAY GOLF!

Directions. Solve the following problem.
1.a. 5.10 m b. 2.04s c.35.33 m
2. a. 10.20 m b. 2.89s c. 40.86 m
3. a. 15.31 m b. 3.53s c.35.3 m

Activity 5.b: FILL OUT THE TABLE!
Direction. Fill out the table below by writing the missing angle of launch, height, range and
time of flight. Get your answers from Activity 5.a. One answer is given as an example.
Initial velocity Angle of launch Maximum Range (R) Time of flight

height (H) in m (t) in s
(ϴ) in m
1. 20m/s 30o 5.10 35.33 2.04
2. 20m/s 45o 10.20 40.86 2.89
3. 20m/s 60o 15.31 35.3 3.53
1.40.86 m
2. 15.31 m
3. 45o
4. 60o
5. 60o
Activity 5.c: GRAPH ME!
Directions. From the table in Activity 5.b, graph the maximum height and range reached by
the golf ball at different angles of launch. Connect the angle of launch, maximum height and
the range to form a parabolic or curved path just like the figure below.
16

45o

30o

8 12 16 20 24 28 32
4
Max. height in m
12
4 60o
40
0 36
1.60O
2. 30o
3. 45o
4. 60o and 30o
5. 90o

Activity 6: HOW ARE THEY RELATED?
Direction. Study the graph below then complete the paragraph that follows. The paragraph
explains the relationship between the angle of launch, height and range of projectiles based
on the graph. Complete the paragraph by filling in the blanks with the correct answer from
the choices enclosed in parentheses.
1.curved
2.angle
3. 45o
4. 90o
5. greater
6. low
Activity 7: LET’S SUMMARIZE!
Directions. Analyze then answer the following.
1. At angle 40o,
R = 2.53 m
At angle 75o,
R = 1.29 m
I will succeed in going to the other side of the stream when I jump at launch angle of 40 o
because at angle 40o, I will land 2.53 m from the starting point. The landing point is .53 m
from the edge of the stream. If I launch at 75o, I will definitely fall into the stream because
with this angle, I could only reach a distance of 1.29 m from the starting point.
2. The range and height of a projectile depend upon the initial velocity and the angle at which
the angle is released or launched above the horizontal. The farthest distance (range) is
reached when the angle of launch is equal to 45o. If a projectile is launched at the same initial
velocity but 2 different angles, the projectile will land on the same range if the sum of the 2
angles is 90o. On the other hand, when the projectile is launched at the same initial velocity,
the higher maximum height is reached when the angle of launch is greater. When the angle of
launch is low, the projectile will reach low maximum height.

Prepared by:
Sharon M. Ananayo
Writer
Checked by:
DQAT, Member
Reviewed by:

EPS-SCIENCE

SCIENCE 9
Quarter 4- MELC 3
Relate impulse and momentum to collision of objects (e.g., vehicular collision)

SCIENCE 9
Quarter 4- MELC 4
Infer that the total momentum before and after collision is equal

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

The Law of Conservation of Momentum

Newton’s law of inertia states that a heavier object is more difficult to move because
it has more inertia in it. It is more resistant to any force applied to it. The same is true with
objects moving at a faster velocity. A car running at 50kph is more difficult to stop than
another car of the same mass running at 30kph. This is because more force is needed to put
the faster car to a halt.
More inertia means more momentum. Therefore, a truck has more momentum than a
car if both are moving with the same speed; the faster car has more momentum than the
slower car.
Source: https://www.wired.com/story/physics-momentum-principle-work-energy-principle/
Figure 1. A truck has more momentum than a car.
What is momentum? Momentum is a measurement of mass in motion. Any object that

is moving has momentum. In physics, momentum of an object is equal to the mass times the
velocity.
momentum = (mass) (velocity)
Momentum is usually abbreviated using the letter "p" making the equation look like:
p = (m) (v)
where p is the momentum, m is the mass, and v is the velocity.

From this equation you can see that both the velocity of the object and the mass have an
equal impact on the amount of momentum. You have more momentum when you are running
than when you are walking. By the same token, if a car and bicycle are traveling down the
street at the same velocity, the car will have more momentum.
Source: https://slideplayer.com/slide/13245389/
Figure 2. A car moving faster has more momentum than another car of the same mass.
How to Measure Momentum
Momentum is typically measured in kilograms times meters per second (kg*m/s) or

newton-second (N s).
Momentum is a Vector
Because velocity is a vector, momentum is also a vector. This means that in addition to the
magnitude of momentum (which is given by p = mv), momentum also has a direction. The
direction of momentum is shown by an arrow or vector.

Figure 3. Sample computation of momentum.
Collisions
When two objects bump into each other, this is called a collision. In physics, a collision
doesn't have to involve an accident (like two cars crashing into each other), but can be any
event where two or more moving objects exert forces on each other for a short period of time.
Examples:
● One ball striking another on a pool table
● A baseball bat hitting a ball
● Your fingers striking the key on the keyboard
Collisions and the Conservation of Momentum
An important theory in physics is the law of momentum conservation. This law describes
what happens to momentum when two objects collide.
The law states that when two objects collide in a closed system, the total momentum of the
two objects before the collision is the same as the total momentum of the two objects after the
collision. The momentum of each object may change, but the total momentum must remain
the same.
Example:
If a red ball with a mass of 10 kg is traveling east at a speed of 5 m/s and collides with a
blue ball with a mass of 20 kg traveling west at a speed of 10 m/s, what is the result?
First we figure out the momentum of each ball before the collision:
Red ball = (10 kg ) (5 m/s) = 50 kg m/s east

Blue ball = (20 kg) (10 m/s) = 200 kg m/s west
The resulting momentum will be:

Both balls = 150 kg m/s west
Note: An object standing still has a momentum of 0 kg m/s.
Conserving Momentum
Recall an experience when you bump into somebody. What happened? You collided
with another person’s body. In other words, you interacted with another body. Collisions
happen because objects interact with other objects. Cars collide in road accidents and soccer
players bump into each other during an intense soccer game. But what happens when bodies
collide? Does their individual momentum change? If so, what happens to them after they
collide?
Figure 4. Illustration of conservation of momentum.
Newton’s law of interaction tells us that interacting bodies exert forces on each other.
Such forces are equal in magnitude but opposite in direction.
Take for example a collision between Car 1 and Car 2. Applying Newton’s third law,
you can say that Car 1 exerted a force on Car 2, the same way that Car 2 exerted a force on
Car 1. These forces that acted on both cars are equal in magnitude but opposite in direction.
So F1 =F2.
Source: https://www.sophia.org/tutorials/the-law-of-conservation-of-momentum

Figure 5. Momentum is conserved in a car collision.
These forces act on both cars for a given period of time. In this case as with most car
crashes, forces act on the colliding cars only for a short period of time. However, time
interval can be long in some cases. But no matter how long or how short the time these forces
are applied, keep in mind that the time the forces is applied to Car 2 is equal to the time the
force is applied to Car 1. For example, if Car 1 touches Car 2 for 0.5 seconds, it follows that
Car 2 touches Car 1 in exactly the same period of time (0.5 seconds). Thus, t1=t2.
Since the forces exerted on both cars are equal in magnitude but opposite in direction
and since the time intervals during which these two forces act are the same, the impulses
imparted by the cars to one another are equal in magnitude but opposite in direction, too.
If the respective impulses received by the cars are equal but opposite in direction, then
their corresponding changes in momentum are also equal in magnitude but opposite in
direction.
Change in momentum (P1 ) = - change in momentum (P2)
∆P1= -∆ P 2
If the system is composed of the two cars only, the total change in momentum of the
system is zero.
∆P1+∆ P 2 =0
Since there is no change in momentum of the system, the momentum is conserved. In
physics, quantity is said to be conserved when it remains constant.
When you say that the total momentum of the two cars is conserved, you assumed that
there are no external forces acting on the cars are as consistent with Newton’s second law of
motion. What about the forces the cars exert on one another? We have defined the system as
one composed of the two cars. Therefore, the forces they exert on one another are internal
forces. Thus, if no external force is present, no change in the total momentum of the system is
possible. This is known as the law of conservation of momentum. The law states that:
In the absence of an external net force, the total momentum of a system remains
constant.
When bodies interact, their total momentum before the collision is equal to the total
momentum after the collision. In symbol,
P1 + P2 = P1´ + P2´
where P´ is the momentum of the body after collision.
Substituting p=mv, you have
m1v1 + m2v2 = m1v1´ + m2v2´
where mA is the mass of the first body; mB is the mass of the second body; vA is the velocity of
the first body before the collision; vB is the velocity of the second body before the collision; v
´A is the velocity of the first object after collision; and v´B is the velocity of the second object
after collision.
If in a collision, Car 1 lost 100 units of momentum, Car 2 should have gained 100
units of the momentum Car 1 lost. Adding the momenta of both cars after the collision still
yields the same total momentum since momentum was only transferred to the other colliding
body. Therefore, momentum is not lost but conserved. In the collision of objects, the total
momentum of the system is always conserved- that is, the total momentum of colliding
objects does not change before, during and after the collision.

Figure 6. Sample computation of conservation of momentum.
Sample problem:
A marble of mass m1=0.04 kg moving with the speed v1=2.0m/s strikes a second
marble, initially at rest, of mass m2 =0.04 kg. As a result of the collision, the first ball comes
to rest and the second ball moves in the opposite direction. What is the velocity of marble 2?
Given: m1 = 0.04 kg
m2 = 0.04 kg
v1 = 2.0 m/s (v for the speed and velocity)
v2 = 0
v1´=0
Find: v2´
Solution:
Total momentum before collision = total momentum after collision
P1 + P2 = P1´ + P2´
m1v1 + m2v2 = m1v1´ + m2v2´
(0.04 kg) (2.0 m/s) + (0.04 kg) (0) = (0.04 kg) (0) + (0.04 kg) v2´
0.08 kg.m/s + 0 = 0 + 0.04 kg (v2´)
v2´ = 2 m/s
Activity 1
Momentum Cryptogram
Directions: Identify the word being described in each statement and write your answer in the
given boxes. Then use the numbered boxes to answer the given riddle.
1. A quantity of matter which a body contains.

1
2. When two objects bump into each other.

2
3. Anything that occupies a space and has mass.

3
4. The speed of an object with a given direction.

4
5. According to this Newton’s law of motion, interacting bodies exert equal forces on
each other.
5
6. In the absence of an external net force, the total momentum of a system remains
constant.
6 7
8. The phenomenon in which an object changes position over time.

8
9. Put all the letters in the box with number to complete the riddle.
RIDDLE: A property of 1 2 3 4 5 6 7 8
a moving object equal to
its mass times velocity.
Activity 2
MOMENT of Understanding and Mastery
Directions: Multiple Choice. Read and analyze the questions below and encircle the letter of
your choice.
1) Momentum is the measurement of _____ in motion?

a. Time b. Mass c. Power d. Energy e. Work
2) What letter is typically used to represent momentum in physic equations?
a. m b. v c. w d. p e. b
3) Finish the formula: Momentum = Mass * _________
a. Velocity b. Acceleration c. Voltage d. Power e. Work
4) Which of the following is a unit of measurement for momentum?
a. N b. N m/s c. J d. kg m/s e J/s
5) Because momentum is a vector measurement, it has both a magnitude and a _______.
a. Direction b. Velocity c. Temperature d. Speed e. Volume
6) What do we call it when two or more moving objects exert forces on each other for a
short period of time?
a. Momentum b. Work c. Collision d. Friction e. Energy
7) Which of the following is true about collisions according to the Law of Momentum
Conservation?
a. The total momentum of the objects must remain the same
b. The momentum of each object must stay the same
c. Some momentum will be lost
d. All of the above
e. None of the Above

8) If a 70kg man and a 40k boy are both running at the same velocity, who has more
momentum?
a. The boy
b. The man
c. They both have the same momentum
9) What is the momentum of a 3 kg ball moving at the velocity of 5 m/s east?
a. 3 kg m/s east
b. 5 kg m/s west
c. 15 kg m/s west
d. 15 kg m/s east
e. 0 kg m/s
10) If a ball is moving at the velocity of 10 m/s east with a momentum of 50 kg m/s east,
what is its mass?
a. 1 kg
b. 2.5 kg
c. 5 kg
d. 25 kg
e. 500 kg
Activity 3
MOMENT of Truth
Directions: Read and analyze the statements below and write True if the statement is true
about MOMENTUM and write False if not. Write your answer on the space provided before
the number.
__________1. An object’s momentum is the same as its velocity.

__________2. Momentum is a vector quantity.
__________3. Momentum is determined by an object’s mass and velocity.
__________4. An explosion can demonstrate the principle of conservation of momentum.
__________5. Momentum is never conserved in collisions.
__________6. When two objects interact in a closed system, their momentum is conserved.
__________7. If two object collide or interact, the forces acting on each one will be the same
but in opposite direction.
__________8. Heavy object has a greater momentum.
__________9. Momentum involves motion.
__________10. Momentum involves mass.
Activity 4a
It’s Your Moment ! (Part I)
Directions: Compute for momentum using the given data in the table.
Table A.
At rest Running Walking
Mass 40 kg 40 kg 40 kg
Velocity 0 3 m/s 1 m/s
Momentum(p) = m* v
Table B.

bike motorcycle car
Velocity 16.7 m/s 16.7 m/s 16.7 m/s
Momentum(p) = m* v
Table C.
Car 1 Car 2 Car 3
Velocity 16.7 m/s 20 m/s 25 m/s
Momentum(p) = m* v
Questions:
1. How do you compare momentum in the different activities in table A?
_____________________________________________________________________
_____________________________________________________________________
2. How do you compare momentum in the different object moving at the same velocity
in table B?
_____________________________________________________________________
_____________________________________________________________________
3. How do you compare momentum in three identical cars moving at different
velocities?
_____________________________________________________________________
_____________________________________________________________________
Activity 4b
It’s Your Moment ! (Part II)
Directions: Solve for the following problem.
1. A 5-g bullet is fired horizontally and hits an 8-kg block of wood (initially at rest)
which can move freely. The wood and the bullet move with a velocity of 0.50 m/s
after impact. What is the initial velocity of the bullet?
2. In a baseball game, a 0.2-kg ball moving at 12m/s is hit by a bat. After the impact, the
ball moves in the opposite direction with a velocity of 18 m/s. If the force F exerted
on the ball by the batter is 670 N, how long is the time of contact?
*(F=ma; F= m (v2-v1)/t)
References
Allain, R. (2018, November 20). Let's Play Around With Two Big Ideas in Physics. It'll Be
Fun. Retrieved August 09, 2020, from https://www.wired.com/story/physics-
momentum-principle-work-energy-principle/
Dizon, M. A., Malabanan, K. C., & Bautista, D. B. (2004). Science and Technology for
the Future IV. Makati, Philippines: DIWA Learning Systems.
Lockhart, E. (n.d.). Retrieved August 09, 2020, from https://study.com/academy/lesson/law-
of-conservation-of-momentum-definition-lesson-for-kids.html
Physics for Kids. (n.d.). Retrieved August 09, 2020, from
https://www.ducksters.com/science/physics/momentum.php

Valdez, B. J., & Navaza, D. C. (1996). Physics. Quezon City, Philippines: Phoenix
Publishing House.
Answer Key
Activity 1
Momentum Cryptogram
1. Mass
2. cOllision
3. Matter
4. vElocity
5. iNteraction
6. conservaTion off
7. momentUm
8. Motion
9. MOMENTUM
Activity 2
MOMENT of Understanding and Mastery
1. B
2. D
3. A
4. D
5. A
6. C
7. A
8. B
9. D
10. C
Activity 3
MOMENT of Truth
1. False
2. True
3. True
4. True
5. False
6. True
7. True
8. True
9. True
10. True
Activity 4a
It’s Your Moment ! (Part I)
Directions: Compute for momentum using the given data in the table.

Table A.
At rest Running Walking
Velocity 0 3 m/s 1 m/s
Momentum(p) = m* v 0 120 kg m/s 40 kg m/s
Table B.
bike motorcycle car
Velocity 16.7 m/s 16.7 m/s 16.7 m/s
Momentum(p) = m* v 83.5 kg m/s 2 505 kg m/s 6 680 kg m/s
Table C.
Car 1 Car 2 Car 3
Velocity 16.7 m/s 20 m/s 25 m/s
Momentum(p) = m* v 6 680 kg m/s 8 000 kg m/s 10 000 kg m/s
Questions:
1. How do you compare momentum in the different activities in table A?
There is no momentum if the object is not moving. If two objects of the same mass
move at different velocities, the object which moves at a faster rate will have a
greater momentum.
2. How do you compare momentum in the different object moving at the same velocity
in table B?
Different objects moving at the same velocity will have different momentum. The
heavier object will have a greater momentum.
3. How do you compare momentum in three identical cars moving at different

velocities?
Objects of the same mass moving at different velocities will have different momentum.
The fastest object will have a greater momentum.
Activity 4b
It’s Your Moment ! (Part II)
1) 800.5 m/s
2) 0.0018 s
Rubric for rating Activity 4b
Score Descriptions
4 The computations are accurate. A wise use of formula of momentum
is evident.
3 The computations are accurate. Use of formula of momentum is
evident.
2 The computations are erroneous and show some use of formula of
momentum.
1 The computations are erroneous and do not show some use of

formula of momentum.
Prepared by:
WILFREDA A. BASCO
Writer
Checked by:
DQAT, Member
Reviewed by:

EPS-SCIENCE

SCIENCE 9
Quarter 4- MELC 5
Perform activities to demonstrate conservation of mechanical energy

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Conservation of Mechanical Energy
Energy is needed to perform work. An object that possesses mechanical energy is able to
do work. Mechanical energy is often defined as the ability to do work. Work is done when a
force acts on an object will cause it to move, change its shape, displace or do something
physical. This force is caused by mechanical energy. There are two forms of Mechanical
energy, the kinetic energy and potential energy. Kinetic energy is an energy associated with
motion. All objects that are moving possess kinetic energy. The kinetic energy of an object is
dependent on its mass and the square of its speed. The faster the object, the greater its kinetic
energy therefore, an object with more energy can do greater amount of work. Some forms of
kinetic energy are sound, radiant, electrical, heat, and thermal energy. Sound energy is an
energy produced by vibration as they travel through a medium. Energy that travels in space in
a form of waves are called radiant energy. Electrical energy is caused by flow of electric
charges. Heat energy is an energy that flows from objects with higher temperature to object
with lower temperature. Heat transfer is due to the difference in temperature between objects,
and the movement of particles in a matter is called thermal energy. Heat is a form of thermal
energy. The second form of mechanical energy is the potential energy which is stored in an
object due to its position, location or condition. There are three forms of potential energy, the
gravitational, elastic and chemical. The Gravitational Potential Energy (GPE) is associated to
earth’s gravitational pull from the ground. Some objects like springs and rubber bands are
capable to stretch and return to original form due to its Elastic Potential Energy (EPE).
Chemical Potential Energy (CPE) is an energy stored in an objects like the food you eat, or
the fuel you use to cook food or run vehicles.
The mechanical energy of an object can be the result of its motion and stored energy in
its position. The total amount of mechanical energy is merely the sum of kinetic energy and
potential energy. This sum is simply referred to as the Total Mechanical Energy (TME). In
equation form, TME = PE + KE. Potential and Kinetic Energy can be calculated using the
equations below. In Law of Conservation of Mechanical Energy, the PE and KE is inversely
proportional, meaning that as PE increases, KE decreases and as KE increases, the PE
decreases. This can be applied in a free fall object. For example, when the stone falls, its
loses gravitational potential energy while gaining kinetic energy since its speed increases.
Neglecting friction, the loss in stone’s gravitational potential energy is equal to the gain in
kinetic energy. Thus, the total mechanical energy of the stone at any point in its path while
falling is constant.
Forms of Mechanical Energy Formula Where
Potential Energy PE = mgh PE = Potential Energy

m = mass of object
g = acceleration due to gravity
(9.8m/s2) constant value
h = height or elevation difference
Kinetic Energy KE = ½ mv2 KE = Kinetic Energy
m = mass of object
v = velocity of object
Study very well the following sample problems.

Example #1
How much potential energy is gained by a 2-kg book when it is raised 1.5 m
above the table?
Take note that we are looking for the increase in gravitational potential energy with
reference to the table top.
Solution:
PE = mgh
= (2 kg) (9.8m/s2) (1.5m)
= 29.4 joules
The unit of gravitational potential energy is the same as the unit of work which is joule
(J).
Example #2
A 2kg baseball moves at speed of 5m/s2. Find the amount of its kinetic energy.
Solution:
KE = ½ mv2
= ½ (2kg) (5m/s)2
= 25 joules
The unit of KE is
KE = ½ mv2
Joule = kg(m/s)2
= kg m2/s2 may also written as (kgm/s2) (m), or N.m
= N. m or joule (J)
Learning Competency
Perform activities to demonstrate conservation of mechanical energy. (Quarter 4,
week 4) S9FE-IVd-40
Rubric for Scoring
POINTS DESCRIPTIONS
30 ⮚ Answered correctly all the given activities
20 ⮚ answered most of the given activities
10 ⮚ Few were answered in the given activities

Activity 1
JUMBLED LETTERS
Direction: Identify the following statements below by arranging the jumbled letters to form
the right word or term.
1. The capacity to do work.
YENREG __ __ __ __ __ __
2. An energy possessed by a moving object.
CTIENKI __ __ __ __ __ __ __
3. An energy possessed by an object due to its position from the equilibrium.
LINTTEPOA __ __ __ __ __ __ __ __ __
4. This is a form of energy produced by vibrating bodies.
DOSNU __ __ __ __ __
5. This is an energy due to work done by an object, causing it to move.
CHAMNILCAE __ __ __ __ __ __ __ __ __ __
6. The light energy coming from the sun.
ANITDAR __ __ __ __ __ __ __
7. This energy enables electrical appliances to work.
CELITERALC __ __ __ __ __ __ __ __ __ __
8. An energy associated with the compression and elasticity of an object.
CITSALE __ __ __ __ __ __ __
9. This energy enables object to be pulled on the ground.
ONLATITAVIGAR __ __ __ __ __ __ __ __ __ __ __ __ __
10. This is an energy due to work done on an object causing it to move
CHACNILMEA __ __ __ __ __ __ __ __ __ __
Activity 2
PROBLEM SOLVING
Directions: Read and understand the problems very well. Write your solution inside
the box.
1. Find the amount of potential energy of 3kg package on 2.5 m shelf.
2. What is the kinetic energy of 0.2 kg bullet travelling at velocity of 200 m/s?
Activity 3
CATCH ME IF I FALL

Direction: Continue fill in the table below to complete the data using the given problem.
❖ A 5 kg rock falls from the mountain at the height of 50m. Find for the PE, KE, and TME
where the stone is:
a. on the top of a mountain;
b. falls at 1second;
c. falls at 2 seconds; and
d. falls at 3 seconds
Solution for problem a:

PE= mgh KE = ½ mv 2
= 5kg (9.8m/s2) (50m)
= 2,450 J = ½ (5 kg) (0 m/s)2
Solution for problem b: =0

PE= mgh KE = ½ mv 2
= 5kg (9.8m/s2) (45.1m)
= 2,209.9 J = ½ (5 kg) (9.8 m/s)2
= 240.1 J
Note that the formula used in computing distance of a free fall is
d= ½ gt2. Getting the height obtained by KE is d= ½ gt2
= ½ (9.8m/s) (1s)2
= 4.9 m
Subtracting the height of rock on the top of the mountain which is 50 m to 4.9 is
equal to 45.1m
The velocity can be calculated using this formula v=gt as you learned in uniformly
accelerated motion due to vertical dimension.
v= gt
= 9.8 m/s2 ( 1 s)
= 9.8 m/s
Now, its your turn to compute for problem c and d by showing your solution.
Time, Height of Height of Velocity, Potential Kinetic Total

Energy, PE Energy, KE Mechanical
t PE KE v (J) (J) Energy,
(s) h (m) h (m) (m/s) TME=PE +KE

(J)
0 50 0 0 2,450 0 2,450
1 45.1 4.9 9.8 2,209.9 240.1 2,450
Activity 4
A “ME” NUTES TO SOLVE IT!
Directions: Applying the Law of Conservation of Energy, solve what are asked by showing
your solution.
A weight lifter man lifted the 1,000 kg barbell at height of 7m.
Calculate the following:
a. Amount of Potential Energy at 7 m.

b. The amount of Kinetic Energy when it drops on the ground.
c. Activity 5: CONSERVE
The amount ME
of PE and KE in which they are equal.
A. Directions: Analyze the illustration below and fill in the missing values.

B. Answer the following questions.
1. Based from the given activity, state the Law of Conservation of Mechanical Energy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does Gravitational Potential Energy change with Kinetic Energy in the
conservation of mechanical energy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Give other examples of condition or situation in which the law of conservation of
mechanical energy is being applied.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reflection:
1. State briefly what you have learned from this lesson.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

2. What part of the lesson did you enjoy most?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______
3. What are the things you want to learn more?
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
References for the learners:
Books:
⮚ Science 9 Learner’s Module pp. 292-301
⮚ Science and Technology by Julieta D. dela Peńa, Arsenia V. Ferrer, and Gloria G.
Salandanan pp.96-99
⮚ Physics by Pabellon and Tubal pp.132-133
⮚ Project EASE Module 11 Work, Energy, Power and Machine
⮚ Discover Science 9 pp.306-311
Answer Key:
Activity 1
1. Energy 6. Radiant
2. Kinetic 7. Electrical
3. Potential 8. Elastic
4. Sound 9. Gravitational
5. Chemical 10. Mechanical
Activity 2
1. 2.
PE = mgh KE = ½ mv2
= (3 kg) (9.8m/s2) (2.5m) = ½ (0.2kg) (200m/s)2
= 73.5 J = 4,000 J
Activity 3

Time, Height of Height of Velocity, Potential Kinetic Total
Energy, PE Energy, KE Mechanical
t PE KE v (J) (J) Energy,
(s) h (m) h (m) (m/s) TME=PE +KE
(J)
0 50 0 0 2,450 0 2,450
1 45.1 4.9 9.8 2,209.9 240.1 2,450
2 30.4 19.6 19.6 1,489.6 960.4 2,450
3 5.9 44.1 29.4 289.1 2,160.9 2,450
Activity 4
a. PE= mgh
= (1,000kg) ( 9.8m/s2) (7m)
= 68,600 J
b. KE = ½ mv2, then v = √2KE¿m¿¿

=
√2(68,60 J)¿1,0 0kg ¿¿
= √ 137.2
= 11.71324037 m/s
KE = ½ mv 2
= ½ (1000kg) ( 11.71324037)2
= 500 kg ( 137.2)
= 68,600 J
c.The height in which the barbell lifted is 7m, half of it will make the amount of PE
and KE equal.
PE = 1,000 kg (9.8m/s2) (3.5 m)
= 34, 300 J
KE = ½ mv 2 then v = √2KE¿m¿¿
= √
2(34,30 J)¿1,0 0 kg ¿¿
= √ 68.6
= 8.282511696 m/s
KE = ½ mv 2

= ½ ( 1,000 kg) (8.28211696 m/s) 2
= 500 kg (68.6)
= 34,300 J
Activity 5
A.
B.
1. The Law of Conservation of Mechanical Energy states that the sum of potential
and kinetic energy before the process is always equal to their sum after the
process.
2. As the potential energy increases, kinetic energy decreases (vis.a.vis)
3. Roller Coaster, Up and down roads, falls, falling object, swaying pendulum or
cradle, rocking chair etc.
Prepared by:
GRACE B. RAMOS
Writer
Checked by:
MERLITA M. QUIMING
DQAT, Member
DQAT, Member
Reviewed by:

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SCIENCE 9

Describe the horizontal and vertical motions of a projectile

Note: Practice Personal Hygiene protocols at all times. 1

LEARNING ACTIVITY SHEET

Background Information for the Learners

Figure 1. An airplane preparing for takeoff

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Equation B Vave = vf-vi/2

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Combining vi, you will arrive at

Distributing t will give you

Simplifying further will give you

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With an initial velocity of 20 km/h, a car accelerated at 8 m/s2 for 10 seconds.

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A boy on a bicycle increases his velocity from 5 m/s to 20 m/s in 10 seconds.

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A train brakes from 40 m/s to a stop over a distance of 100 m.

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Note: Practice Personal Hygiene protocols at all times. 8

Activity 2 : Ride a Bike

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Q2. There two ways to find the time:

Activity 4: Structured Frames

Topic : Uniform Accelerated Motion Horizontal Dimension

The horizontal velocity of a projectile is constant (a never changing in value).

The horizontal motion of a projectile is independent of its vertical motion.

Note: Practice Personal Hygiene protocols at all times. 10

GLORIA A. BACANI, PhD.

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LEARNING ACTIVITY SHEET

Background Information for the Learners

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Learning Competency S9FE-IVa-34:

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Q1. What is the height of the well?

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A rock is thrown straight up and reaches a height of 10 m.

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v2 = u2 + 2 a (x - x0)

Solve the above for x0

Q2. x - x0 = (1/2)(u + v)t

Activity 2: Well Well Water Well

Solve for t, two solutions:

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Activity 4: Structured Frames

Topic : Uniform Accelerated Motion Vertical Dimension

The vertical velocity of a projectile changes by 9.8 m/s each second.

and I can apply these in

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GLORIA A. BACANI, PhD.

Note: Practice Personal Hygiene protocols at all times. 19

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LEARNING ACTIVITY SHEET

Background Information for Learners (BIL)

Note: Practice Personal Hygiene protocols at all times. 21

For maximum height reached: