Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga
Peninsula

9 Z est for Progress

Z Peal of artnership

Science Grade 9
Quarter 4 - Module 4
Week 4 Conservation of
Momentum

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Name of Learner: _____________________________________
Grade & Section: _____________________________________
Name of School: ______________________________________
 Module
CONSERVATION OF MOMENTUM
4

What I Need to Know

This module was designed to help you master the concepts behind how
momentum is conserved (S9FE-lVb-37). The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. However, the order in which you read them can
be changed to correspond with the textbook you are now using.
After going through this module, you are expected to :

1. Describe how momentum is conserved;

2. Differentiate Elastic Collision from Inelastic Collision;
3. Relate the effects of collisions in real-life situations.

What makes things move? Why do some objects move continuously while some
stop suddenly? These might be some of the questions you had in mind but were
not answered in last year’s science class.

You have learned in grade 8 that unbalanced forces caused stationary objects to
move. According to Newton’s Second Law of Motion, when a net force acts on the
body, the body will accelerate in the force direction. The acceleration is directly
proportional to the force. The greater the force applied, the larger is its
acceleration. So, an external force is required to change the momentum of the
body. If there is no external force, then there will be no change in momentum.

You have gained insights in your previous module on the factors that affect
momentum and what causes changes in momentum. In this module, you will
observe the total momentum before collision is equal to the total momentum after
collision and relate the effects of collision in real life situations.

What’s In 10

Activity 1. The momentum of an object

Learning Intention: To investigate the momentum of an object.

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 Solve for the momentum of the given data below using the formula
p = mv.

Object Mass(kg) Velocity (m/s) Momentum (kg-m/s)

Bird 0.03 18
Basketball Player 100 5
Bullet 0.004 600
Baseball 0.14 30
Frog 0.9 12

Activity 2. Tell Me

Multiple Choices: Read each item carefully. Encircle the letter of the correct item in
each question.

1. Momentum is operationally defined as

A. Mass x velocity
B. Mass x acceleration
C. Force x distance
D. Mass / velocity

For Nos. 2-4, the given data are:

A large truck and a Wigo have a head-on collision.

2. Which vehicle experiences the most significant force of impact?

A. A large truck
B. A Wigo
C. Both a large truck and a Wigo
D. none of the above
3. Which of the vehicle experiences the tremendous impulse?
A. A large truck
B. A Wigo
C. Both a large truck and a Wigo
D. none of the above
4. Which vehicle experiences the greatest acceleration.
A. A large truck
B. A Wigo
C. Both a large truck and a Wigo
D. none of the above
5. A heavy car moving at 30 km/h or a light car moving at 30 km/h, which has
more momentum,
A. heavy car
B. light car
C. Both have the same momentum
D. Cannot be determined.

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 What’s New
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Activity 3 Balloon Rocket

Objectives:
• Describe how a balloon rocket works and how conservation of
momentum explains rocket motion.

Materials Needed:
• Balloon (long shape)
• String/nylon (at least 2cm)
• Tape
• Paper clip
• Straw
• Pinch of starch
Procedure:
1. Insert the string into the straw before stretching it over two posts. You can
use chairs or iron stands as posts. Make sure that the string is taut.
2. Put a pinch of starch inside the balloon before inflating it. Twist the opened
end and temporarily secure it with a paper clip.
3. Tape the straw to the balloon such it is aligned with the balloon’s opening
(see Figure 1)

Figure 1: Balloon Rocket

Source: Science Learner’s Module – Grade 9

4. Position the balloon at the middle of the string

5. Release the air from the balloon by removing the paper clip and observe
carefully
6. Draw a diagram showing the momentum vectors of your balloon rocket and
the air

Answer the following questions:

1. What can you say about the system’s initial momentum before releasing the
air from the balloon?
_____________________________________________________________________
2. What did you observe after releasing the air from the balloon?
_____________________________________________________________________
3. Observed what is the direction of the balloon compared to the direction of
the air coming from the balloon you have observed?
_____________________________________________________________________

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 4. How do their momenta compare after releasing the air?
_____________________________________________________________________
5. From your answer in Q4, how does the velocity of the air that is pushed out
of the rocket compare to the velocity that of the velocity of the air that is
pushed out of the rocket ?
_____________________________________________________________________

What Is It

Conservation of momentum
According to physics general law, the quantity called momentum that
characterizes motion never changes in an isolated collection of objects; that is, the
systems total momentum remains constant. Thus, for an isolated system, the
total momentum before interaction equals the total momentum after interactions.
This statement is called conservation of momentum.
Momentum is the mass and velocity product and is equivalent to the force
required to bring the object to a stop. For an array of several things, the total
momentum is the sum of the individual momenta. Momentum is a vector quantity,
involving both the direction and the magnitude of motion. The rates of the bodies
going in opposite directions can cancel to yield an overall sum of zero.

Figure2. A system is a group of objects that interact

and affect each other. Examples are (a) Bowling
ball pin and (b) two football players.
Figure3. In this example, the total momentum of
Source: Science Learner’s Module – Grade 9 the boy-girl system before pushing is zero. After
pushing, the total momentum of the boy-girl
system is still zero because the momentum of the
girl is of equal magnitude but opposite direction
to the momentum of the boy. Note that the
momentum of the alone is not the same before
and after pushing and the momentum of the girl
alone is not the same before and after pushing.

Source: Science Learner’s Module – Grade 9

Refer to figure 3 as an example. The two children on skateboards are

initially at rest. As they push each other the boy moves eventually to the right
while the girl moves in the opposite direction away from each other. Newton’s Third
Law of Motion which states that the force exerted by the girl on the boy and the
force that makes the girl move in the other direction are of equal magnitude but
opposite direction. The boy and the girl make up a system – a collection of objects
that affect one another (Figure 2). No net/unbalanced external force acts on the

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boy-girl system, thus, the total momentum of the system does not change (Figure
4). Remember that momentum, like velocity and force, is a vector quantity. The
momentum gained by the girl is of equal magnitude but opposite direction to the
momentum gained by the boy. In this system, no momentum is gained or lost. We
can say that momentum is conserved.

Explanation to Activity 3 Balloon Rocket

Our system which consists of the balloon and the air inside it is stationary
so the system’s total momentum is zero. When we let the air inside the balloon
out, we noticed that the balloon moved. The force that caused the balloon to move
came from the air that was pushed out of it. There was no external force involved.
Thus, the total momentum of the system was conserved and remained zero. If the
balloon had its momentum in one direction, the air must have an equal and
opposite rate for the total momentum to remain zero.

Change in momentum = 0
Total Initial Momentum= Total Final momentum
0= P balloon + Pair
-P balloon = P air
-(mv)balloon = (mv)air

It was observed that the balloon’s mass is larger than the mass of air, the
velocity of the air must be more extensive in magnitude than the speed of the
balloon, and must be opposite in direction.

Example 1a
Two ice skaters stand together as shown in Figure 4. They boy pushes the
girl with a velocity of 1.50 m/s. Similarly, the girl pushes the boy in opposite
direction. If the boy weighs 784 N and the girl, 490 N, what is the girl’s velocity
after they push off? (The ice is considered to be frictionless.)

Source: Science Learner’s Module – Grade 9

Solution:

W = mg, thus, m = W/g (Use g = 9.8 m/s2)

Mass Velocity
Boy 80.00 kg 1.5 m/s
Girl 50.0 kg ?

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 There is no external force present; hence, the ice where they stand on
is considered to be frictionless. 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 = P boy + P girl
-P boy = P girl
-(mv)boy = P girl
-(80 kg x 1.5 m/s) =50 kg (vgirl)
-120.0 kg m/s = 50 kg (v girl)
-120.0 kg m/s = Vgirl
50.0 kg
-2.4 m/s = V girl

So the girl moves with a velocity of 2.4 m/s opposite to the direction of the
boy.

Example 1b

Two ice skaters stand together. They boy pushes the girl with a speed of +0.50 m/s
and the girl pushes the boy in opposite direction with a speed of -0.65 m/s. If
the mass of the boy is 50 kg, what is the girl’s mass? (Consider the ice to be
frictionless.)

Solution:

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 = P boy + P girl
-P boy = P girl
-(mv)boy = (mv)girl
-50 kg (+0.50 m/s) = (m girl)-0.65 m/s
- 25.5 kg m/s = (m girl)- 0.65 m/s
-25.5 kg m/s = m girl
-0.65 kg m/s
39.23kg = m girl

Try solving this…

Two carts are stationary at the beginning. If the cart having 10kg mass
starts to move to the east with a velocity of 5m/s, find the cart’s speed having
mass 4kg with respect to the ground.

Elastic and Inelastic Collisions

A collision is an interaction between two objects resulting in the exchange

of impulse and momentum. The time of impact is usually small; the impulse
provided by external forces like friction during this time is negligible. When two or

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more bodies collide, the momentum of the system is therefore approximately
conserved. In an isolated system, the total momentum before the collision is equal
to the total momentum of the system after the collision.

total momentum before collision = total momentum after collision

There are two types of collisions and are categorized according to whether
the system’s total kinetic energy changes. It may or may not be conserved
depending on the type of collision. It may lose 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.

The two types of collision are:

1. Elastic collision – states that the system’s total kinetic energy does not
change and colliding objects bounce off after collision. (no kinetic energy is
loss, no damage, no heat)
Examples:
- Motion of atoms and molecules
- Hitting billiard balls
- When a soccer player kicks a ball since the player’s foot and the
ball do indeed remain completely separate after collision.
Equation:
total momentum before collision = total momentum after
collision
(m1v1 + m2v2)before = (m1v1+ m2v2)after

Source: Science Learner’s Module – Grade 9

2. Inelastic collision – states that the system’s total kinetic energy changes
(i.e., converted to some other form of energy). Collision is said to be perfectly
inelastic if after collision the objects stick together and move as one mass
with one velocity.

Examples:
- Celestial bodies collide, like two asteroids, they fuse
together to form a larger body.

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 Equation:
Total momentum before collision= total momentum after
collision
(m1v1 + m2v2) before = (m1+m2)v after

Source: Science Learner’s Module – Grade 9

Can you identify which type of collision is shown in each situation?

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Source: Science Learner’s Module – Grade 9

Figure 7a shows a head on collision of a moving steel pendulum in another

steel ball. The collision is elastic, that is; the system’s total kinetic energy (2 steel
balls) is the same before and after the collision. The system’s total momentum
before the collision is equal to the product of the first ball’s mass and velocity. The
total momentum of the system after the collision must be equal to the total
momentum before the collision. The first ball comes to rest while the second ball
moves away with a velocity equal to the velocity of the first ball. This is the case
when the two balls have equal masses. The momentum of the first ball in (Figure
7a) is transferred to the second ball. The first ball loses its momentum while the
second ball gains momentum equal to that of the first ball’s momentum.

What do you think would happen if you pull two balls away and release them at
the same time? Why is it so?

Example 2

A 300 g bicycle moves on an air track at 1.2 m/s. It collides with and sticks to
another bike of mass 500 g, which was stationary before collision. What is the
velocity of the combined bikes after collision?

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Solution
Convert the unit of mass in grams to kg. (1kg = 1000g)

Mass Velocity
(before collision)
bicycle 1 0.30 kg 1.2 m/s
bicycle 2 0.50 kg 0

The total momentum of the system is conserved before and after the
collision.

Total Momentum (before collision)= Total Momentum(after collision)

(Pbicycle1+ Pbicycle2)before = (Pbicycle1+ Pbicycle2)after
(mv)1, before+ 0 = (m1 + m2) Vafter
0.36 kg m/s = (0.80 kg.) Vafter
0.45m/s = Vafter

Since the two bicycles stuck together after collision, they have the same
velocity after collision. The combined bikes move at 0.45 m/s after the collision

What’s More
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Activity 4: Solve the Problems

Directions:

1. Solve the following problems.

2. Write the given facts and what is required in the problem.

3. Write the solutions on the space provided below the problem.

1. A 1300 kg car moving at 20 m/s and a 900 kg car moving at 15

m/s in precisely opposite directions participate in a head on crash.
If we consider this event to be a perfectly inelastic collision, what is
the speed and direction of the cars after collision?

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 2. A pool player is about to use the cue ball to hit the eight ball
directly at rest. Each ball has a mass of 170.0 grams and the cue
ball’s initial speed is 6.00 m/s. After the collision, the cue ball
comes to a stop. If no momentum is lost in this collision, what is
the total momentum of this system and how fast is the eight ball?

Remember that momentum is equal to mass x velocity and the

unit is kg.m/s. To be consistent, convert the mass to kilograms.

What I Have Learned

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Activity 5: Calculate Me
Problem Solving:
Direction: Fill out the blanks and calculate what is asked in the problem. Show
computations on the space provided below the problem.
1. A 250 g grocery cart moves on air track at 1.5 m/s. It collides with and
sticks to another grocery cart of mass 450 g, which was stationary before
collision. What is the velocity of the combined carts after collision?
Mass Velocity
Grocery Cart 1 _____ _______
Grocery Cart 2 _____ _______

Activity 6: Complete me!

Direction: Complete the statements below with the correct words.

1. Conservation of momentum states that the total momentum before collision
is________ to the total momentum after collision.
2. In elastic collision, colliding objects______________ off after collision.
3. Bodies that stick together after collision is said to be _____________collision.
4. When momentum is neither gained nor lost, we say that momentum is
_______________.

5. Equation of inelastic collision is ( m1v1 + m2v2) before = (___________)v after.

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 What I Can Do
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Activity 7: Fill Me Up

I. Directions: Express your understanding of momentum conservation by filling in

the tables below.

1. A baseball player holds a bat loosely and bunts a ball.

a c

2. A Tomahawk cruise missile is launched from the barrel of a mobile missile

launcher. Neglect friction.

a c

Assessment 15

TEST I. Multiple Choice

Directions. Choose the letter of the correct answer. Write the letter on the space
provided before each number.

________1.If the momentum lost by one object is gained by another object, then the
total momentum is?
A.zero C.change
B.constant D.doubled
________2. For any collision occurring in an isolated system, what happens
to the momentum?
A.zero C.gained
B.lost D.conserved
________3. Equation of Conservation of Momentum
A. P = m x v C. (P1 + P2) before = (P1 + P2)after
B. Ft= ∆P D. P = m/v

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________4. It is one in which the total kinetic energy of the system does not
change and colliding objects bounce off after collision
A. Impulse C. Elastic Collision
B. Momentum D. Inelastic Collision

________5. It is one in which the total kinetic energy of the system changes.
Objects stick together after collision.
A. Impulse C.Elastic Collision
B. Momentum D.Inelastic Collision

________6. Which is a necessary condition for the total momentum of a

system to be conserved?
A. Kinetic energy must not change.
B. No external force is present.
C. An object must be at rest.
D. Only the force of gravity acts on the system.

For numbers 7 and 8: Two 0.5 kg balls approach each other with the same
speed of 1.0 m /s.

_______7. What is the system’s total momentum of the before collision?

A. 0 kg m/s C. 1.0 kg m/s
B. 0.50 kg m/s D. -1.0 kg m/s

_______8. What is the total momentum of the system after collision If there is
no external force acting on the system?
A.0 kg m/s C. 1.0 kg m/s
B.0.50 kg m/ D. -1.0 kg m/s

_______9. Two billiard balls approach each other with the same speed and
collide in a perfectly elastic collision, what would be their velocities after
collision?
A. Zero
B. Same in magnitude and direction.
C. Same in magnitude but opposite in direction
D. Different in magnitude and opposite in direction

______10. A 50-kg trainee for spaceflight ejects 100 g of gas from his
propulsion pistol at a velocity of 50 m/s. What is his resulting velocity?
A. -0.10 m/s
B. -0.50 m/s
C. 0 m/s
D. -100 m/s

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II. Answer the question (5 pts)

1. When fighting fires, a firefighter must use great caution to hold a hose
that emits large amounts of water at high speeds. Why would such a
task be difficult?

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 Assessment What I Can Do
I. 1.
1. B A. +40 (add the momentum of the bat & the ball)
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2. D B. 30 ( the bat must have 30 units of momentum in order for the total
3. C to be +40)
4. C C. +40(total momentum the same as before)
5. D 2.
6. B A. 0 (add the momentum of the missile and the launcher)
7. A B. -5000 ( the launcher must have -5000 units of momentum in order
8. A for the total to be + 0)
9. C C. 0 (the total momenyum is the same after as it is before collision)
10. A
Assessment
II. The hose is pushing lots of water (large mass)forward at a high
speed. This means the water has a large forward momentum. In turn, the
hose must have an equally large backwards momentum, making it difficult
for the fight fighters to manage.
What I Have Learned
Activity 5
Cart 1 mass=0.250kg velocity=1.5m/s
Cart 2 mass=0.450kg velocity= ?
Total momentum before collision=Total momentum after collision
P1 + P2 = (P1 + P2)after
M1v1 + m2v2 = (m1+m2)V after
0.250kg(1.5m/s) + 0.450kg(0) =0.250kg+0.450kg)Vafter
0.375kgm/s = 0.70kgVafter
0.54m/s=Vafter
Activity 6: Complete Me
1. Equal 3. Inelastic 5. M1 + M2
2. Bounce 4. Conserved
What’s New
Students answer may vary based on the experiment
What’s More
1. Given:
M1=1300kg v1=20m/s What’s In
M2=900 kg v2=15 m/s
Find: vafter Activity 1
1. 0.54
M1V1 + M2V2 = (m1 + m2)V after 2. 500
1300kg(20m/s)+900kg(-15m/s) = (1300kg+900kg)V after 3. 2.40
12,500 kgm/s = (2200 kg)Vafter 4. 4.20
Vf=5.68 m/s in the direction of the 1st car’s motion 5. 10.80
2. Given: Activity 2
M1=170g v1=6m/s before v1after 1. A
M2=170g v2=0 Find: Vafter 2. A
3. A
(M1V1+m2V2) = ( m1V1 + m2V2)after
4. B
0.170kg(6m/s) + 0.170kg(0) =0.170kg(0) +0.170kgV2
1.02kgm/s =0.170kgV2after 5. A
6m/s=V2after
Answer Key – Gr9Q4W4 Science
 References
Books:

Liza Alvares, Dave G. Angeles, Hernan L. Apurada, Ma. Pilar P.

Carmona, Oliver A. Lahorra, Judith F. Marcaida, Marivic S.
Rosales, Ma. Teresa B. Delos Santos. Science Learning Guide
Grade-9. First Edition Bookstore, Inc., Pasig City
Department of Education- Instructional Materials Council
Secretariat (Deped IMCS). 2015

Electronic Resources:
https://www.forestville.com/cms/lib/NY19000591/Centricity/Domain/38
/6.2_Conservation_Momentum_Lecture_worksheet.pdf.January10/2021

https://www.physicstutorials.org/home/impulsemomentum/conservati
on-of-momentum.January.21/2021

https://www.physicsclassroom.com/class/momentum/Lesson2/Momen
tum-ConservationPrinciple.january .21/2021

https://www.physicsclassroom.com/Class/momentum/U4L2bc
fm#A6.january.25/2021

Development Team Region IX Hymn

OUR EDEN LAND
Writer: Lemin Y. Ligan T-1, Lala NHS Here the trees and Golden beams of
Editor: Irmina C. Calibo, T-3 flowers bloom, sunrise and sunset,
Reviewer: Mila P. Arao, EPS Here the breezes Are visions you’ll never
Illustrator: gently blow, forget.
Layout Artist: Here the birds sing Oh! That’s Region IX...
Management Team: merrily,
And liberty forever Hardworking people
Danny B. Cordova, EdD CESO VI stays, abound,
SDS- Every valley and dale
Here the Badjaos Zamboangenos,
Ma. Colleen L. Emoricha, EdD, CESE swam the seas, Tagalogs, Bicolanos, Here
ASDS the Samals live in Cebuanos, Ilocanos, peace,
Subanens, Boholanos,
Maria Diosa Z. Peralta Here the Tausogs Illongos,
CID Chief thrive so free, All of them are proud
With the Yakans in and true
Ma. Madelene P. Mituda, EdD unity. Region IX our Eden Land.
EPS-LRMDS Gallant men And
Ladies fair,
Mila P. Arao
EPS -Science Linger with love and Region IX, our Eden
care, Land.

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