DETAILED LESSON PLAN IN PHYSICS

I – OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of:
1. Projectile motion, impulse and momentum, and conservation of linear
momentum.
B. Performance Standards
The learners shall be able to:
1. Propose ways to enhance sports related to projectile motion.
C. Learning Competencies
The learners should be able to:
1. Describe the horizontal and vertical motions of a projectile; S9FE-IVa-34
2. Investigate the relationship between the angle of release and the height and
range of the projectile; S9FE-IVa-35
3. Relate impulse and momentum to collision of objects (e.g., vehicular
collision); S9FE-IVb-36
4. Infer that the total momentum before and after collision is equal; S9FE-IVb-37
5. Examine effects and predict causes of collision-related damages/ injuries.
S9FE-IVc-38
OBJECTIVES
At the end of the lesson, the students will be able to:
1. Describe horizontal and vertical motions of a projectile.
2. Solve problems on uniformly accelerated motions.
3. Define momentum, impulse and projectile motion.
4. Investigate the relationship between angle of release, height and the range of the
projectile.
5. Suggest ways to enhance sports related to projectile.
6. State the law of conservation of momentum and apply it to some daily life
situations.
7. Explain the relationship of impulse and momentum to the collision of objects.
8. Differentiate elastic and inelastic collision.
9. Integrate the value of understanding the concepts about forces and motion to feel
safer in any daily activities.
II – CONTENT
Topic: Motion in Two Dimensions
1. Uniformly accelerated motion: Horizontal dimension
2. Uniformly accelerated motion: Vertical dimension
3. Projectile motion
4. The angle of release and the height and the range of the projectile
5. Impulse and momentum
6. Conservation of momentum
 7. Elastic and Inelastic collision
III – LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages : No available
Learner’s Materials Pages : No available
Textbook Pages : No available
2. LRMDC Portal : No available
B. Other Learning Resources : Exploring Life through Science. Physics(2007).
` pp. 47-53, 131-137;

IV – PROCEDURES
A. Reviewing Previous Lesson or Presenting New Lesson
Activity # 1: Grouped Multiple Choice
The students will be divided into 7 groups. Each group will be given four bond papers
with a corresponding letters, A to D respectively. The teacher will then read the
questions and the choices. They will have to raise the bond paper that corresponds to
their answer before the 10 seconds time is over. The group that cannot raise their bond
paper within the given time will be disqualified.

Questions:
1. Which of the following measures the length between two points?
a. displacement c. speed
b. distance d. velocity
2. It refers to the location of an object with respect to some reference frame.
a. force c. position
b. motion d. reference frame
3. It refers to the rate of change of velocity with respect to time.
a. acceleration c. speed
b. displacement d. velocity
4. It does not only tell us how fast a body moves but it also indicates the direction.
a. Speed c. Acceleration
b. Velocity d. Displacement
5. Which of the following is the unit for acceleration?
a. km c. m/s2
b. m d. m2/s
6. It is the distance traveled per unit of time.
a. acceleration c. speed
b. displacement d. velocity
7. Which of the following is an example of velocity?
a. 5.8 m/s2 East c. 21 m/s left
b. 6.7 meters d. 4 m/s
 8. Vector quantities describe both magnitude and direction. Therefore, velocity is a
vector quantity.
a. True c. Maybe
b. False d. Not sure
9. It tells you how far and where you are from the starting point.
a. Speed c. Acceleration
b. Velocity d. Displacement
10. It is the change in position of an object with respect to a reference point or frame.
a. force c. position
b. motion d. reference frame

Answers Key:
1. B 6. C
2. C 7. C
3. A 8. C
4. B 9. A
5. C 10. B

B. Establishing a Purpose for the Lesson

Activity # 2: Throw it Upward, Roll it sideward!

The students with the same group will perform a simple demonstration about horizontal
and vertical motions. Each group must have one representative to demonstrate the
activity and the rest of the members will observe the demonstration in order to answer
some questions. After 5 minutes, each group must select another representative to
present their findings and observations from the activity performed.
Guide Questions:
 What happened to the crumpled paper when you throw it upward?
 If you didn’t push the crumpled paper (exert some force), does the crumpled
paper roll sideways?
 When you throw the plain paper and the crumpled paper simultaneously, what
did you observe regarding their acceleration?
 Why is it that the plain paper sway as it goes downward?
 What if you will throw the paper in an angle, what does the path of the crumpled
paper will be?

C. Presenting Examples/ Instances of the Lesson

Activity # 3: Sports Word War
The students will be divided into 7 groups. Each group will arrange the jumbled letters to
be presented in the ppt. They will write their answers on a 1/8 illustration board using a
chalk provided by the teacher. After 5 seconds, the teacher will then say “go” as a cue
for raising the boards. Each correct word corresponds for 1 point.

Jumbled words:
1. Baseball 5. Basketball
2. Table tennis 6. Badminton
 3. Sepak Takraw 7. Golf
4. Volleyball 8. Soccer

D. Discussing New Concepts and Practicing New Skills # 1

Activity # 4: The Angry Birds
The students with the same group will perform the famous game angry birds using
some simple materials. They will be given activity sheet for their guide. After performing
the activity they will have to answer the following questions. (See attached activity
sheet)

E. Discussing New Concepts and Practicing New Skills # 2

Activity # 5: Problem Solving
The students will be given problem set to be solved using the formulas of projectile
motion. The problems will have 2 sets, and it will be given each column alternately. The
students will answer the practical situations about projectile motions within 6 minutes.
After the given time, they will have to exchange the set they have to their seatmate.
They will write their answers together with the solutions in a 1 whole sheet of paper.
Since, set A and B involves all horizontal and vertical component, the students are
allowed to look at the formulas of the projectile motion which is written on a ½ sheet of
index card. Also, those students who have scientific calculators will have plus points.
(See attached activity sheet)

F. Developing Mastery (Leads to Formative Assessment 3)

Activity # 6: Masses and Velocities
The teacher will show three pictures of an elephant, cheetah and a turtle. The teacher
will then select three students to share their ideas about the mass and the velocity of
the animals shown.
Guide questions:
 In your observations, how can you differentiate the masses of the elephant,
cheetah and the turtle?
 How can you describe the velocity of the three animals?
 What can you conclude about the masses and velocities of the three animals?
 Which of the following animals has greater momentum?
 How can you differentiate greater momentum from large momentum?
 How can you define momentum? What do you know about momentum?
 How about impulse? What is impulse?
 Can you cite a simple situation that involves momentum and impulse?

G. Finding Practical Application of Concepts and Skills in Daily Living

Activity # 7: What’s the answer?
The students will be divided into 7 groups (the same group). Each group will answer
whether horizontal dimension, vertical dimension/ free fall, projectile motion,
momentum, impulse or collision is appropriate for the example given that will be shown
in the power point. They will write their answer in an illustration using a chalk provided
by the teacher. They must raise their board within 10 seconds time. The group that
cannot raise their board within the given time will be subjected for disqualification.
Examples:
 Accident of 3 cars in EDSA - Collision
 A huge rabbit moving fast to the east - Momentum
 Football players maximizing time to knock off the ball - Impulse
 A thin beggar moving slow - Momentum
 A mango falling from the tree - Free fall
 Grouped of women playing volleyball - Projectile motion
 Man riding bicycle towards school - Horizontal motion
 A coin rolling - Horizontal motion
 A man hit by a bull - Collision
 An airplane paper thrown with an angle - Projectile motion

H. Making Generalizations and Abstractions about the lesson

Activity # 8: Different questions are to be addressed
Ask the students with these questions:
1. What are the motions of horizontal and vertical dimensions?
2. How can you explain the relationship of the angle of release, the height and the
range of the projectile?
3. How can you relate impulse and momentum to collision?
4. Can you cite examples of collisions?
5. What do you observe during collisions?
6. How can you describe and differentiate elastic and inelastic collision?
7. How can you integrate your understanding about motions and collisions to make
it useful in daily life activities?

I. Evaluating Learning
Activity # 9: Give what is asked
Directions: Identify the following questions.
1. In the Cartesian coordinate plane, the origin is called _________.
2. When the projectile reached its maximum height, the ________ will take over
and accelerates the object downward.
3. Momentum maybe large or small it is dependent on the ______, and ______ of
an object.
4. “The total momentum before interaction equals the total momentum after
interaction.” This statement is called _______________.
5. Impulse is the product of the ______ and time during which it acts.

Answers Key:
1. Point of release
2. Gravity
3. Mass, velocity
4. Conservation of momentum
 5. Force

J. Additional Activities for Application or Remediation

Activity # 10: Browsing the internet
Directions: Browse on the internet about work, power and energy. Write it in a 1 whole
sheet of intermediate paper.
V – REMARKS
VIII – REFLECTIONS

Prepared by:
Jean Rose R. Paynandos

Critic Teacher:
Madam Aeve May B. Lanaja