ROMBLON STATE UNIVERSITY

LABORATORY SCIENCE HIGH SCHOOL

PHYSICAL SCIENCE 8
MODULE

1. This activity worksheet will serve a tool to assess how much learning process
you acquired from this module.
2. You are expected to complete all the activities given
3. Each module will have its own activity for assessment,
4. Always read and understand the instructions carefully before answering
5. Clarifications and questions are always welcome.
6. Keep this worksheet clean and organized
7. PENCIL IS NOT ALLOWED
8. Minimize erasures.

Name
Grade & Section:
Date Submitted:
Module: Introduction to Physical Science

Grade Level: 8th Grade

What is Science?

Definition of Science

• Science is the study of the natural world.

• It includes all knowledge gained through exploration and observation of nature.

What is Physical Science?

• The study of matter, energy, and the changes they undergo.

• Two main branches:

o Physics: The study of how energy affects matter.

o Chemistry: The study of the structure and properties of matter.

Scientific Skills and Methods

Skills Scientists Use

• Observing: Using one or more senses to gather information.

• Inferring: Drawing conclusions based on observations and prior knowledge.

• Predicting: Making a logical guess about future outcomes based on observations.

Activity A: Explain the difference between observing and inferring.

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Activity B: Identify if a statement is an observation or an inference (e.g., “It must be raining

outside.” Explain your answer).
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Scientific Inquiry

• Different ways scientists study the natural world.

• Hypothesis: A possible explanation for a scientific question.

 • Parameter: A measurable factor in an experiment.

• Manipulated Variable (Independent Variable): The variable changed by the researcher.

• Responding Variable (Dependent Variable): The variable affected by changes in the

manipulated variable.

• Controlled Experiment: An experiment where only one variable is changed while

others remain constant.

• Data: Collected facts, figures, and observations.

Lesson 3: Measurements in Science

International System of Units (SI)

Scientists use an expanded metric system to measure:

• Length (meters - m)

Conversion Exercises:
Convert 2 km to meters.
Solution: 2 km × 1000 m/km = 2000 m

Convert 354 cm to meters.

Solution: 354 cm ÷ 100 cm/m = 3.54 m

Convert 7.15 m to centimeters.

Solution: 7.15 m × 100 cm/m = 715 cm

Convert 80 mm to meters.
Solution: 80 mm ÷ 1000 mm/m = 0.08 m

Convert 275 dm to meters.

Solution: 275 dm ÷ 10 dm/m = 27.5 m

• Volume (liters - L or cubic meters - m³)

• Mass (grams - g, kilograms - kg)

• Density (mass/volume)

• Temperature (Kelvin - K, Celsius - °C)

• Time (seconds - s)

Conversion Exercises:

1. Convert 2 km to meters.

Answer:

2. Convert 37°C to Fahrenheit.

Answer:

3. Convert 50°F to Kelvin.

Answer:
Scientific Concepts and Applications

Types of Parameters in Science

• Energy Forms: Kinetic, potential, thermal, electrical, chemical, etc.

• States of Matter: Solid, liquid, gas, plasma.

• Chemical Changes: Burning, rusting, reacting with acid.

• Solar System: Planets and their characteristics.

• Sound Waves: Vibrations that travel through a medium.

• Electric Circuits: Components and their functions.

Assessment and Review

Multiple-Choice Questions

1. What is the primary state of matter in Earth’s atmosphere?

a) Liquid
b) Solid
c) Gas
d) Plasma

2. Which of the following is a chemical change?

a) Melting ice
b) Chopping wood
c) Burning paper
d) Mixing salt and water

3. Which of the following is a renewable energy source?

a) Coal
b) Solar
c) Natural gas
d) Petroleum

Short Answer Questions

1. Explain the difference between an observation and an inference.

2. What is the manipulated variable in an experiment?

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3. Convert 100°C to Fahrenheit.

Activity C: Nature Walk Observation

Take a short walk around your home or school. List 3 things you observe and 1 inference you
can make for each.
Observation Inference
Activity D: Branches of Physical Science Sorting
Classify the following topics under Physics or Chemistry:
Topic Branch
Motion of a car
Acid and bases
Energy Transformation
Atomic Structure

Activity E: Predicting Outcomes

Make a prediction about what will happen in the following situations:

1. You place an ice cube on a hot plate.

- Prediction: ________________________________________
2. You mix vinegar with baking soda.
- Prediction: ________________________________________

Activity F: Experiment Design

Design a simple experiment using the scientific method.

Topic: Plant growth and sunlight

- Question: ___________________________________________
- Hypothesis: _________________________________________
- Manipulated Variable: _______________________________
- Responding Variable: ________________________________
- Controls: ___________________________________________

Activity G: Unit Match-Up

Match the following quantities with the correct SI unit.
Quantity SI Unit
Length
Mass
Temperature
Volume
Time

Activity H: Real-Life Conversions

Convert the following based on real-world scenarios:
1. A swimming pool is 25 meters long. How many centimeters is that?

2. You walk 1.2 kilometers to school. How many meters did you walk?

3. The temperature is 22°C. What is that in Fahrenheit?

Activity I: Identify the Parameter
Identify which type of parameter is being described in each statement.

1. A battery powering a flashlight: ______________

2. A balloon rising due to hot air: ______________
3. Water boiling on a stove: ______________

Activity J: Concept Map

Create a concept map that connects the major topics in physical science (matter, energy, states,
changes, systems, etc.).

Activity K: True or False

Write T if the statement is true and F if it is false.
1. Plasma is a solid state of matter. ___
2. Observing means drawing conclusions from what you see. ___
3. The Kelvin scale is used to measure mass. ___
4. Chemical changes are reversible. ___
Module: Matter

Grade Level: 8th Grade

Lesson 1: Introduction to Matter

What is Matter?

• Matter is anything that has mass and takes up space.

• Properties of matter include:

o Mass: The amount of matter in an object.

o Volume: The space occupied by matter.

o Density: The mass per unit volume of a substance.

Lesson 2: States of Matter

Four States of Matter

1. Solid: Definite shape and volume; molecules are closely packed.

2. Liquid: Definite volume but no fixed shape; takes the shape of its container.

3. Gas: No fixed shape or volume; expands to fill any container.

4. Plasma: Ionized gas with charged particles; found in stars and lightning.

Activity: Identify and classify common objects based on their state of matter.

Lesson 3: Phase Changes of Matter

Types of Phase Changes

1. Melting: Solid → Liquid (e.g., ice melting to water).

2. Freezing: Liquid → Solid (e.g., water freezing to ice).

3. Vaporization (Evaporation & Boiling): Liquid → Gas (e.g., boiling water).

4. Condensation: Gas → Liquid (e.g., formation of dew on leaves).

5. Sublimation: Solid → Gas (e.g., dry ice turning into carbon dioxide gas).

6. Deposition: Gas → Solid (e.g., frost forming on a cold surface).

Activity: Match different phase changes to real-life examples.

Lesson 4: Properties of Matter

Types of Properties

1. Physical Properties: Can be observed without changing the substance’s identity.

o Examples: Color, shape, density, texture, mass, volume, state.

2. Chemical Properties: Describe how a substance interacts with other substances.

o Examples: Flammability, reactivity, oxidation.

Activity: Identify and classify given properties as physical or chemical.

Lesson 5: Measurement in Matter

Key Measurement Concepts

• Mass: Measured in grams (g) or kilograms (kg).

• Volume: Measured in liters (L) or cubic centimeters (cm³).

• Density: Measured as mass per unit volume (g/cm³).

• Temperature: Measured in Kelvin (K) or Celsius (°C).

Activity: Solve problems related to mass, volume, and density conversions.

Assessment and Review

Multiple-Choice Questions

1. Which state of matter has a definite volume but no definite shape? a) Solid
b) Liquid
c) Gas
d) Plasma

2. What type of phase change occurs when gas turns into liquid? a) Sublimation
b) Condensation
c) Vaporization
d) Deposition

3. Which of the following is a chemical property? a) Color

b) Flammability
c) Density
d) Shape

Short Answer Questions

1. What are the four states of matter? Give one example of each.

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2. Explain the difference between evaporation and boiling.

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3. Describe the difference between a physical and a chemical property.

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Activity: Matter Scavenger Hunt

Instructions: Find and list at least three examples of each state of matter around your home or
school.
- Solids: _________________________________________
- Liquids: _________________________________________
- Gases: _________________________________________
Then, describe their properties briefly.

Activity: Phase Change Diagram

Instructions: Draw a phase change diagram showing transitions between the states of matter.
Label the following:
- Melting

- Freezing

- Vaporization (Evaporation & Boiling)

- Condensation

- Sublimation

- Deposition

Write a short explanation (2-3 sentences) for each phase change.

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Activity: Physical vs Chemical Properties Sorting

Instructions: Categorize the following as either a physical or chemical property:

- Melting point
- Rusting
- Color
- Combustibility
- Boiling point
- Reactivity with acid
Explain why you classified each item the way you did.

Activity: Density Detective

Instructions: Use the formula Density = Mass / Volume to solve the following:
1. An object has a mass of 120 g and a volume of 30 cm³. What is its density?

2. A liquid has a volume of 50 mL and a density of 0.8 g/mL. What is its mass?

3. An unknown metal has a mass of 500 g and a density of 10 g/cm³. What is its volume?

Explain what the density tells you about each substance.

Activity: Matter Around Us

Instructions: Create a mini-poster or collage (drawn or digital) showing at least 5 different

examples of matter in everyday life.
Label each with:
- Its state of matter
- Whether you can measure its mass, volume, and density
Module: Mixtures

Grade Level: 8th Grade

Lesson 1: Pure Substances and Mixtures

What is a Pure Substance?

• A pure substance is made up of only one type of matter.

• It cannot be easily separated into other substances.

• Examples: Carbon dioxide (CO₂), gold (Au), pure water (H₂O), salt (NaCl).

What is a Mixture?

• A mixture consists of two or more substances physically combined.

• Mixtures can be separated into their pure substances.

• Examples: Air, salt water, fruit salad.

Activity: Classify different substances as pure substances or mixtures.

Lesson 2: Types of Mixtures

Heterogeneous Mixtures

• The different substances are visibly distinct.

• No dissolving occurs.

• Also called suspensions.

• Examples: Oil and water, sand and water, chocolate chip cookies.

Homogeneous Mixtures

• The substances are evenly mixed and appear as one phase.

• Dissolving occurs.

• Also called solutions.

• Examples: Saltwater, clean air, milk.

Activity: Identify different household mixtures as heterogeneous or homogeneous.

Lesson 3: Methods of Separating Mixtures

1. Distillation

• Separates substances based on boiling points.

• Used to purify water by evaporating and condensing it.

2. Magnetic Separation

• Uses a magnet to separate magnetic materials (e.g., iron) from non-magnetic materials
(e.g., aluminum).

3. Centrifugation

• Uses spinning motion to separate substances by density.

• Used in medical labs to separate blood components.

4. Dissolving and Filtering

• Step 1: Add water and stir; some substances dissolve (e.g., salt in water) while others
don’t (e.g., sulfur).

• Step 2: Use a filter to separate the solid from the liquid.

5. Evaporation

• Removes the liquid by heating, leaving behind dissolved solids (e.g., recovering salt
from saltwater).

Activity: Match different separation techniques to real-life applications.

Assessment and Review

Multiple-Choice Questions

1. Which of the following is a homogeneous mixture? a) Sand and water

b) Saltwater
c) Fruit salad
d) Oil and water

2. What separation technique is best for separating salt from saltwater? a) Filtration
b) Distillation
c) Magnetic separation
d) Evaporation

3. Which is an example of a pure substance? a) Air

b) Gold
c) Chocolate chip cookie
d) Milk

Short Answer Questions

1. Define a mixture and provide two examples.

2. Explain the difference between heterogeneous and homogeneous mixtures.
3. Describe how to separate a mixture of salt and sand.

Activity: Mixture Hunt

Look around your home or school. Find and list 3 examples of mixtures and 3 examples of pure
substances.
For each example, explain why you classified it that way.
- Mixtures:
1. _____________________________________
2. _____________________________________
3. _____________________________________
- Pure Substances:
1. _____________________________________
2. _____________________________________
3. _____________________________________

Activity: Sorting Challenge

Sort the following items into the correct category: Pure Substance, Homogeneous Mixture,
Heterogeneous Mixture.
Items: Orange juice with pulp, air, aluminum foil, sugar water, granite, oxygen gas.
- Pure Substance: ___________________________
- Homogeneous Mixture: _____________________
- Heterogeneous Mixture: ____________________

Activity: Design a Separation Plan

You are given a mixture of sand, salt, and iron filings.

Design a plan to separate all components using the correct methods.
Step 1: _________________________________________
Step 2: _________________________________________
Step 3: _________________________________________
Explain why each method is effective.

Activity: Create a Mixture Comic

Draw a short comic strip showing a character learning about mixtures and how to separate them.
Include at least 2 types of mixtures and 2 separation techniques.
Give your character a name and a fun science motto!

Activity: True or False – Mixtures Edition

Write T if the statement is true and F if it is false.

1. Milk is a homogeneous mixture. ___
2. Sand and iron filings can be separated by filtration. ___
3. Evaporation is used to separate solids from liquids. ___
4. Pure substances can be separated physically. ___
5. Air is a homogeneous mixture. ___
Lesson 1: Introduction to Solutions

What is a Solution?

• A solution is a homogeneous mixture of two or more substances.

• Solutions exist in all three states of matter:

o Liquid Solutions: Saltwater, sugar in water.

o Solid Solutions: Alloys like brass (copper + zinc).

o Gas Solutions: Air (oxygen and nitrogen mixture).

Components of a Solution

• Solute: The substance present in a lesser amount (e.g., salt in saltwater).

• Solvent: The substance present in a greater amount (e.g., water in saltwater).

Activity: Identify solute and solvent in common solutions.

Lesson 2: Types of Solutions

1. Unsaturated Solution

• Contains less solute than the maximum it can dissolve.

• Also called a dilute solution.

• Example: A teaspoon of salt dissolved in a glass of water.

2. Saturated Solution

• Holds the maximum amount of solute at a given temperature.

• Rate of dissolving = Rate of crystallization.

• Example: Adding sugar to tea until no more dissolves.

3. Supersaturated Solution

• Contains more solute than a saturated solution at a given temperature.

• Unstable and can crystallize easily.

• Example: Rock candy formation.

Activity: Classify given examples into unsaturated, saturated, or supersaturated solutions.

1. A spoonful of sugar is added to a cup of hot tea and completely dissolves.

Answer: ____________

2. You keep adding salt to water while stirring until no more salt can dissolve and some
settles at the bottom.

Answer: ____________

3. A hot solution with more sugar dissolved than what is normally possible at room
temperature. When cooled, crystals form at the bottom.

Answer: ____________
 4. A few grains of Kool-Aid powder are added to water and dissolve quickly, making a
lightly flavored drink.

Answer: ____________

5. A solution is holding as much solute as it can at a given temperature—any more will

remain undissolved.

Answer: ____________

6. A solution has been heated to dissolve extra solute, but it remains dissolved even after
cooling.

Answer: ____________

7. You mix a small amount of salt into water, and it all dissolves with no residue.

Answer: ____________

8. A carbonated drink is sealed under pressure with more gas than normally dissolves in
the liquid. When opened, bubbles rapidly form and escape.

Answer: ____________

Lesson 3: Concentration of Solutions

What is Concentration?

• The amount of solute in a given amount of solvent.

• Formula: Concentration = mass of solute / volume of solution

Examples:

1. What is the concentration of a solution with 35 g of salt dissolved in 175 mL of water?

o Solution: 35 g / 175 mL = 0.2 g/mL

2. A solution is made by dissolving 15 g of salt in 300 mL of water. What is its

concentration?

o Solution: 15 g / 300 mL = 0.05 g/mL

Activity: Solve concentration problems using the formula.

1. A saltwater solution has a volume of 1.5 L and contains 75 grams of salt. What is the
concentration of the solution in g/L?
 2. How many milliliters of solution are needed to dissolve 10 grams of a substance to make
a solution with a concentration of 0.25 g/mL?

3. If a solution has a concentration of 0.2 g/mL and the volume of the solution is 300 mL,
how much solute is dissolved in it?

4. A chemical solution contains 120 grams of sugar in 2 liters of water. What is the
concentration of the sugar solution in g/L?

5. A student dissolves 25 grams of salt in 500 mL of water. What is the concentration of the
salt solution?

Lesson 4: Suspensions and Colloids

1. Suspensions

• A mixture where particles are large enough to settle out over time.

• Example: Sand in water, muddy water.

2. Colloids

• A mixture where particles are evenly spread but do not settle out.

• Example: Milk, fog, gelatin.

Activity: Compare and contrast solutions, suspensions, and colloids with real-life examples.
Assessment and Review

Multiple-Choice Questions

1. What is the solvent in saltwater? a) Salt

b) Water
c) Sugar
d) Air

2. Which type of solution contains more solute than its normal saturation point? a)
Unsaturated
b) Saturated
c) Supersaturated
d) Dilute

3. What type of mixture is milk? a) Solution

b) Suspension
c) Colloid
d) Pure substance

Short Answer Questions

1. Define a solution and provide two examples.

2. Explain the difference between saturated and supersaturated solutions.

3. How do you calculate the concentration of a solution?

Additional Activities

Activity: Solute or Solvent?

List the solute and solvent in the following solutions:

1. Vinegar (acetic acid in water)
2. Soda (carbon dioxide in water)
3. Brass (copper and zinc alloy)
4. Sugar water
5. Saltwater
Activity: Solution Sorting

Classify each of the following as unsaturated, saturated, or supersaturated:

1. A glass of water where sugar dissolves easily.
2. Hot tea with undissolved sugar at the bottom.
3. Rock candy forming from cooling syrup.
4. A cold soda starting to form sugar crystals.
5. Salt completely dissolved in water with room to add more.

Activity: Create a Poster

Design a poster showing the differences between solutions, suspensions, and colloids.
Include examples, particle size, how light passes through, and whether the mixture settles over
time.

Activity: Concentration in the Kitchen

Use ingredients at home to make a simple solution (e.g., sugar water).

Record the mass of solute (sugar) and the volume of solvent (water).
Calculate the concentration and describe how you could increase or decrease it.

Activity: Matching Game

Match each term to its definition:

- Solute
- Solvent
- Concentration
- Saturated
- Supersaturated

Definitions:
A. A solution holding more solute than normally possible.
B. A substance present in greater amount in a solution.
C. The amount of solute in a given volume.
D. A substance that is dissolved in a solution.
E. A solution holding the maximum solute possible.
Module: Forces

Grade Level: 8th Grade

Lesson 1: Introduction to Forces

What is a Force?

• A force is a push or a pull.

• Forces are measured in newtons (N) using a newton meter.

• Named after Isaac Newton, who developed the laws of motion.

Properties of Force

1. Direction: The specific line or path along which a force acts.

2. Size (Magnitude): The strength or amount of force applied to an object.

Activity: Identify different real-life examples of forces in action.

Lesson 2: Newton’s Laws of Motion

First Law: Law of Inertia

• An object at rest stays at rest, and an object in motion stays in motion unless acted upon
by an external force.

• Example: A book stays on a table until you push it.

Second Law: Law of Acceleration

• Formula: F = ma (Force = mass × acceleration)

• The acceleration of an object depends on the force applied and its mass.

• Example: A heavier object needs more force to accelerate.

Third Law: Action-Reaction

• For every action, there is an equal and opposite reaction.

• Example: A rocket pushes downward on the ground, and the ground pushes it up.

Lesson 3: Net Force and Combining Forces

What is Net Force?

• The combination of all forces acting on an object.

• Determines whether an object moves and in which direction.

Balanced vs. Unbalanced Forces

• Balanced Forces: Equal forces acting in opposite directions → No movement.

• Unbalanced Forces: Unequal forces → Object moves in the direction of the stronger
force.
Lesson 4: Types of Forces

1. Contact Forces

• Forces that act through direct contact.

• Examples:

o Friction: Resists motion (e.g., brakes stopping a bike).

o Air Resistance: Friction between air and an object (e.g., parachute slowing
descent).

o Water Resistance: Friction between water and an object (e.g., swimming

through water).

o Buoyancy (Upthrust): Force that pushes objects up in a fluid (e.g., floating in

water).

o Tension: Force in a stretched rope or cable.

o Normal Force: Upward push from a surface supporting an object.

o Applied Force: A force applied by a person or another object.

2. Non-Contact Forces

• Forces that act without direct contact.

• Examples:

o Gravitational Force: Attraction between two masses (e.g., Earth pulling objects
downward).

o Magnetic Force: Attraction or repulsion between magnetic objects.

o Electrostatic Force: Force between electrically charged objects.

Activity: Classify forces as contact or non-contact forces.

Lesson 5: Solving Force Problems

Formula for Force:

• F = ma (Force = mass × acceleration)

Example Problems:

1. A 10 kg object is pushed with a force of 50 N. What is the acceleration?

o Solution: a = F/m = 50 N ÷ 10 kg = 5 m/s²

2. A 35 kg ball is kicked with a force of 150 N. Calculate its acceleration.

o Solution: a = 150 N ÷ 35 kg = 4.29 m/s²

3. A 500 kg car accelerates at a rate of 2 m/s². What is the net force acting on the car?
 o Solution: F = 500 kg × 2 m/s² = 1000 N

4. A 10 kg object is pushed with a force of 50 N. What is the acceleration?

o Solution: a = F/m = 50 N ÷ 10 kg = 5 m/s²
5. A 35 kg ball is kicked with a force of 150 N. Calculate its acceleration.
o Solution: a = 150 N ÷ 35 kg = 4.29 m/s²
6. A 500 kg car accelerates at a rate of 2 m/s². What is the net force acting on the car?
o Solution: F = 500 kg × 2 m/s² = 1000 N
7. A car accelerates from rest at a rate of 3 m/s² for 10 seconds. How far does it travel?
o Solution: d = ½ at² = ½ (3 m/s²) (10 s)² = 150 m
8. A cyclist moving at 5 m/s accelerates at 2 m/s² over a distance of 20 m. What is their
final velocity?
o Solution: vₓ² = v₀² + 2ad = (5 m/s)² + 2(2 m/s²)(20 m) = 25 + 80 = √105 ≈ 10.25
m/s
9. A force of 40 N is applied at an angle, causing a vertical force of 24 N and a horizontal
force of 32 N. What is the angle of the force?
o Solution: θ = tan⁻¹(24/32) = 36.87°

Activity: Solve real-world force problems using Newton’s Second Law.

1. A 12 kg cart is pushed with a force of 96 N. What is the acceleration of the cart?

2. A baseball with a mass of 0.5 kg is thrown with a velocity of 20 m/s. What is its
momentum?

3. A train starts from rest and accelerates at 1.5 m/s² for 15 seconds. How far does it travel?

4. A motorcycle moving at 10 m/s accelerates at 4 m/s² over a distance of 30 m. What is its

final velocity?

5. A force of 50 N is applied at an angle, causing a vertical force of 30 N and a horizontal

force of 40 N. What is the angle of the force?
Assessment and Review

Multiple-Choice Questions

1. What is the unit of force?

a) Joule
b) Newton
c) Watt
d) Pascal

2. Which law of motion explains why seatbelts are important in a car?

a) First Law
b) Second Law
c) Third Law
d) None of the above

3. What type of force resists motion between two surfaces?

a) Normal Force
b) Friction
c) Buoyancy
d) Tension
Short Answer Questions

1. Define force and provide two examples.

2. Explain the difference between balanced and unbalanced forces.

3. Calculate the force needed to accelerate a 20 kg object at 3 m/s².

Activity: Real-Life Forces

List 5 real-life scenarios where forces are acting (e.g., riding a bike).
For each example, identify:
- Type of force (contact or non-contact)
- Newton’s Law involved (1st, 2nd, or 3rd)
Activity: Matching Forces

Match the type of force to its description:

1. Gravitational Force
2. Friction
3. Tension
4. Buoyancy
5. Magnetic Force

A. Keeps planets in orbit

B. Acts in a stretched rope or cable
C. Acts between moving surfaces
D. Pushes up on objects in fluids
E. Attracts or repels magnetic materials

Activity: Newton's Laws Story

Write a short paragraph where a character goes through all three of Newton’s Laws in one day.
Describe each event and clearly indicate the law it illustrates.

Activity: Draw the Forces

Sketch force diagrams for these situations:

1. A book on a table
2. A person kicking a soccer ball
3. A car accelerating on a road
4. A falling leaf
Activity: Force Calculation Practice

Solve the following problems:

1. A 20 kg object is accelerated at 2 m/s². What is the force?
2. A 10 kg object is pushed with a force of 80 N. What is the acceleration?
3. A force of 30 N is applied to an object, causing it to accelerate at 6 m/s². What is the mass?

Activity: Sort the Forces

Sort these forces into Contact and Non-Contact categories:

- Gravity
- Tension
- Friction
- Magnetic Force
- Normal Force
- Electrostatic Force

Module Title: Momentum and Impulse

Grade Level: Middle to High School
Subject: Physics
Quarter: 4
Lesson: 1

Learning Objectives

By the end of this lesson, students should be able to:

1. Define momentum and understand its relationship with mass and velocity.

2. Calculate momentum using the equation p=mvp = mvp=mv.

3. Understand the concept of impulse and its relation to force and time.

4. Use the impulse-momentum theorem to solve real-world problems.

5. Apply conservation of momentum to collisions.

6. Understand and calculate speed in terms of distance and time.

Lesson Content

1. Introduction to Momentum

• Momentum is the product of an object’s mass and velocity.

• It is often called “inertia in motion.”

• Formula: p=mvp = mvp=mv

• Units: kg·m/s
Historical Background:

• Galileo: Objects stay in motion unless acted upon by an external force.

• Descartes: Introduced the concept that the total “quantity of motion” (momentum) in the
universe is conserved.

2. Momentum Calculations

• Bicycle (50 kg) at 60 m/s → p=3000 kg·m/s

• Truck (2000 kg) at 60 m/s →p=120,000 kg·m/s

Practice Problems:

• 5 kg bowling ball at 2 m/s → 10 kg·m/s

• 3 kg soccer ball at 4 m/s → 12 kg·m/s

• 120 kg ostrich at 16 m/s → 1920 kg·m/s (north)

• 80 kg cheetah at 25 m/s → 2000 kg·m/s (east)

• 50 kg zebra at 25 m/s → 1250 kg·m/s (west)

3. Impulse

• Impulse is the change in momentum caused by a force applied over time.

• Formula: J=Ft

• Units: N·s (Newton-seconds)

Example Problems:

• 100 N for 0.2 s → J=20 N·s

• 5000 N for 0.5 s → J=2500 N·s

• 3500 N for 0.4 s → J=1400 N·s

4. Impulse-Momentum Theorem

• J=Δp=m(vf−vi)

Examples:

• Baseball (0.2 kg) from 15 m/s to -25 m/s

→ J=0.2(−25−15)=−8N.s

• Basketball (2 kg) from 10 m/s to -15 m/s

→ J=−50 N.s

• Soccer ball (0.5 kg) from rest to 10 m/s in 0.02 s

→ Impulse = 5 N·s, Force = 250 N

• 23 kg basketball to 33 m/s in 3 s
→ Force = 253 N
5. Conservation of Momentum

• In a closed system, total momentum before a collision = total momentum after.

Examples:

• Billiard ball A stops; ball B moves at 4 m/s.

• Ball A slows to 1.5 m/s → Ball B = 2.5 m/s

• Puck A (0.3 kg, 5 m/s) + Puck B (0.3 kg, -3 m/s)

→ A = -2 m/s → B = 4 m/s

• Car (1000 kg, 20 m/s) + truck (1500 kg, 10 m/s)

→ Car after = 15 m/s → Truck = 13.33 m/s

• 5 kg clay ball + 2 kg clay ball (stationary) stick together

→ Final velocity = 5.71 m/s

6. Speed Refresher

• Formula: Speed = Distance / Time

• Units: m/s, km/h, mph, etc.

Examples:

• Car travels 100 miles in 2 hours → 50 mph

• Car travels 100 miles at 20 mph → Time = 5 hours

Units of Time: seconds, minutes, hours, days, weeks, years

Units of Distance: millimetre, centimetre, metre, kilometre, mile, yard

Activities

Class Activity:

• Use toy cars or balls to simulate collisions.

• Measure mass and speed; calculate momentum before and after.

Worksheet Problems:

• Solve impulse and momentum problems.

• Match scenarios to their correct momentum values.

Group Discussion:

• Applications of momentum in sports, traffic safety, etc.

Assessment

Summative:

• Written test with calculations.

• Short essay: "How is momentum important in everyday life?"

Activities and Assessments

I. Class Activities

Activity 1: Toy Car Collision Lab

Objective:
Demonstrate conservation of momentum in collisions using toy cars.

Materials:

• 2 toy cars of different masses

• Ruler or measuring tape

• Stopwatch

• Scale (to measure mass)

• Calculator

Instructions:

1. Measure and record the mass of each car.

2. Push one car toward the other (stationary) and observe the resulting movement.

3. Estimate speed using distance/time.

4. Record data before and after the collision.

5. Calculate momentum before and after for each car.

Questions:

1. Was momentum conserved? Show your calculations.

2. What factors could have affected the accuracy?

3. Was the collision elastic or inelastic?

Activity 2: Impulse in Sports

Objective:
Understand impulse through real-world sports actions.

Instructions:

1. Choose a sport (e.g., soccer, baseball, basketball).

2. Describe a moment where a player exerts force on the ball.

3. Estimate:

o Force applied

o Contact time

o Mass of the ball

Calculate:

• Impulse

• Change in momentum

• Final velocity if the ball started from rest

Extension Question:
How could increasing contact time reduce force in the scenario (e.g., catching a ball)?

II. Formative Assessment

Quick Quiz (5 Questions)

1. Define momentum in your own words.

2. What is the formula for momentum? What are its units?

3. A 2 kg ball is thrown at 5 m/s. What is its momentum?

4. What is impulse? Give the equation and units.

5. A 10 N force is applied for 0.5 s. What is the impulse?

III. Summative Assessment

Section A: Multiple Choice (Choose the best answer)

1. What affects the momentum of an object?

a) Only its mass
b) Only its velocity
c) Both mass and velocity
d) Neither

2. If impulse = 40 N·s and time = 2 seconds, what is the force?

a) 20 N
b) 80 N
c) 2 N
d) 38 N

Section B: Solve the Problems

1. A 0.3 kg ball is moving at 6 m/s. It is hit and its velocity becomes -4 m/s.
Find:
a) Initial momentum
b) Final momentum
c) Impulse

2. A 1,000 kg car moving at 25 m/s hits a 2,000 kg truck moving at 15 m/s in the same
direction. After the collision, the car moves at 18 m/s.
 Find the truck’s velocity after the collision.
(Use momentum conservation)

Section C: Reflective Writing

Prompt:
Write a short paragraph explaining how the concept of momentum or impulse is important in a
real-world situation (e.g., car crash, sports, catching a ball). Include key terms: mass, velocity,
force, time.

ELASTIC COLLISION
Solving Elastic Collision Problems

• What is an Elastic Collision?

An elastic collision is a type of collision where:

No energy is lost.

The total momentum and total kinetic energy are conserved.

This usually happens in ideal situations, like with billiard balls or air hockey pucks.

• Key Terms in the Formula

Symbol Meaning
m₁ Mass of object 1
v₁i Initial velocity of object 1
v₁f Final velocity of object 1
m₂ Mass of object 2
v₂i Initial velocity of object 2
v₂f Final velocity of object 2

Formula Recap

Elastic Collision Formula:

m₁v₁i + m₂v₂i = m₁v₁f + m₂v₂f

This means:

Momentum before = Momentum after

Steps to Solve Elastic Collision Problems

Write down the given values (masses and velocities).

Plug the values into the formula.

Solve the equation step-by-step to find the unknown (usually a final velocity).

Example Problem

Two carts collide on a track.

Cart A (m₁ = 2 kg) is moving at v₁i = 3 m/s.

Cart B (m₂ = 3 kg) is at rest (v₂i = 0 m/s)

After collision, Cart A stops (v₁f = 0 m/s)z

What is the final velocity of Cart B (v₂f)?

Solution:

Use the formula:

m₁v₁i + m₂v₂i = m₁v₁f + m₂v₂f

Plug in the values:

(2)(3) + (3)(0) = (2)(0) + (3)(v₂f)

Simplify:

6 + 0 = 0 + 3v₂f

6 = 3v₂f

Divide both sides by 3

v₂f = 2 m/s

Final Answer: The final velocity of Cart B is 2 m/s.

How to Check if a Collision is Elastic

To confirm that a collision is elastic, we must check two things:

1. Momentum is conserved → use:

m₁v₁i + m₂v₂i = m₁v₁f + m₂v₂f
2. Kinetic energy is conserved → use:
½m₁v₁i² + ½m₂v₂i² = ½m₁v₁f² + ½m₂v₂f²

Kinetic Energy Formula:

KE = ½mv²

Where:

• m = mass
• v = speed (velocity)
• KE = kinetic energy (in joules)
Example with Kinetic Energy Check

Let's use the same example as before:

• Cart A: m₁ = 2 kg, v₁i = 3 m/s, v₁f = 0 m/s

• Cart B: m₂ = 3 kg, v₂i = 0 m/s, v₂f = 2 m/s
Step 1: Calculate Initial Kinetic Energy

KE initial = ½m₁v₁i² + ½m₂v₂i²

= ½(2)(3²) + ½(3)(0²)

= 1(9) + 0

=9J

Step 2: Calculate Final Kinetic Energy

KE final = ½m₁v₁f² + ½m₂v₂f²

= ½(2)(0²) + ½(3)(2²)

= 0 + ½(3)(4)

=0+6

=6J

That’s not equal to the initial KE (9 J). So...

The collision is not elastic.

Another Example:

Step 1: Check Momentum

m₁v₁i + m₂v₂I = m₁v₁f + m₂v₂f

(1)(4) + (1)(2) = (1)(2) + (1)(4)

4+2=2+4

6 kg·m/s = 6 kg·m/s

Momentum is conserved.

Step 2: Check Kinetic Energy

KE before:

½m₁v₁i² + ½m₂v₂i² = ½m₁v₁f² + ½m₂v₂f²

½(1)(4²) + ½(1)(2²) = ½(1)(2²) + ½(1)(4²)

½(16) + ½(4) = ½(4) + ½(16)

8+2=2+8

10 J = 10 J

Kinetic energy is conserved.

Conclusion:

Since both momentum and kinetic energy are conserved, this is an: Elastic Collision
 Physical Science 8
THE COLLISION BEGINS

1. A 2 kg ball moves at 5 m/s and hits a 2 kg ball at rest. After the collision, the first ball
stops, and the second ball moves at 5 m/s. Is the collision elastic?

2. A 1 kg toy car moving at 4 m/s hits a 1 kg car at 2 m/s (same direction). After collision,
the first car slows to 2 m/s, and the second speeds up to 4 m/s. Is it elastic?

3. A 50 kg skater moves at 4 m/s, and a 50 kg skater is at rest. After collision, the first
skater stops, and the second moves at 4 m/s. Is the collision elastic?
 INELASTIC COLLISION
What is an Inelastic Collision?

An inelastic collision happens when two objects collide and do not bounce off perfectly.

• Momentum is conserved
• Kinetic energy is not conserved
• The objects do not stick together (unless it’s perfectly inelastic)

• Key Terms in the Formula

Symbol Meaning
m₁ Mass of object 1
v₁i Initial velocity of object 1
v₁f Final velocity of object 1
m₂ Mass of object 2
v₂i Initial velocity of object 2
v₂f Final velocity of object 2

Formula Recap

Steps to Solve:

Write down the formula:

m₁v₁ᵢ + m₂v₂ᵢ = m₁v₁f + m₂v₂f

Identify the given values.

Substitute the values into the formula.

Solve for the unknown

Steps to Solve Inelastic Collision Problems

Write down the given values (masses and velocities).

Plug the values into the formula.

Solve the equation step-by-step to find the unknown.

Example Problem:
A 4 kg cart is moving at 3 m/s and hits a 2 kg cart moving at 1 m/s.
After the collision, the 4 kg cart slows down to 2 m/s.
What is the final velocity of the 2 kg cart?

Solution:
Step 1: Use the formula

m₁v₁ᵢ + m₂v₂ᵢ = m₁v₁f + m₂v₂f

Given:
m₁ = 4 m₂ = 2
v₁ᵢ = 3 v₂ᵢ = 1
v₁f = 2 v₂f = ?

Step 2: Substitute the values

(4)(3) + (2)(1) = (4)(2) + (2)(v₂f)

12 + 2 = 8 + 2v₂f

14 = 8 + 2v₂f

14 – 8 = 2v₂f

Step 3: Solve

2v₂f = 6

Divide both sides by 2 (this is to cancel out the 2 on the left side):

v₂f = 3 m/s

Final Answer:
The final velocity of the 2 kg cart is 3 m/s.

To check if the momentum is conserved, substitute the values including the final answer

(4)(3) + (2)(1) = (4)(2) + (2)(3)

12 + 2 = 8 + 6

14 = 14

Therefore, the momentum is conserved.

Example Problem 2:
A 5 kg trolley is moving at 6 m/s and hits a 3 kg trolley moving at 2 m/s in the same direction.
After the collision, the 5 kg trolley slows down to 4 m/s.
What is the final velocity of the 3 kg trolley?

Solution:
Step 1: Use the formula

m₁v₁ᵢ + m₂v₂ᵢ = m₁v₁f + m₂v₂f

Step 2: Substitute the values

(5)(6) + (3)(2) = (5)(4) + (3)(v₂f)

30 + 6 = 20 + 3v₂f

36 = 20 + 3v₂f

36 – 20 = 3v₂f

Step 3: Solve

3v₂f = 16

Divide both sides by 3 (this is to cancel out the 3 on the left side):

v₂f = 16 ÷ 3
v₂f ≈ 5.33 m/s

Final Answer:
The final velocity of the 3 kg trolley is approximately 5.33 m/s.

To Check if the Momentum is Conserved:

Substitute the known and final values back into the formula:

(5)(6) + (3)(2) = (5)(4) + (3)(5.33)

30 + 6 = 20 + 15.99

36 ≈ 35.99

Therefore, the momentum is approximately conserved.

(A slight difference may be due to rounding the decimal.)
 Physical Science 8
COLLISION COURSE: Deformation

1. A 15 kg cart moving at 6 m/s collides with a 10 kg cart moving at 2 m/s. After the
collision, the 15 kg cart slows down to 4 m/s. What is the final velocity of the 10 kg cart?

2. A 20 kg box slides at 7 m/s and hits a 12 kg box at rest. After the collision, the 20 kg box
slows down to 5 m/s. Find the final velocity of the 12 kg box.

3. A 25 kg cart moves at 9 m/s and collides with a 15 kg cart moving in the opposite
direction at 3 m/s. After the collision, the 25 kg cart moves at 6 m/s. Find the final
velocity of the 15 kg cart.

4. A 30 kg truck moves at 8 m/s and hits a 10 kg cart moving at 1 m/s. After the collision,
the 30 kg truck moves at 6 m/s.What is the final velocity of the 10 kg cart?
 PERFECTLY INELASTIC COLLISION

What is a perfectly inelastic collision?

In a perfectly inelastic collision, two objects collide and stick together after the
collision. They move with the same final velocity.

• Key Terms in the Formula

Symbol Meaning
m₁ Mass of object 1
v₁i Initial velocity of object 1
m₂ Mass of object 2
v₂i Initial velocity of object 2
vf Final velocity of both objects

Formula Recap

Steps in Solving:

1. List all the known values (masses and velocities).

2. Substitute the values into the formula.
3. Solve for vf (final velocity).
4. Optionally, check if momentum is conserved.

Example Problem:
A 5 kg cart moving at 4 m/s collides with a 3 kg cart at rest. After the collision, they stick
together. What is their final velocity?

Solution:
Step 1: Use the formula

m₁v₁i + m₂v₂i = (m₁ + m₂)vf

Given:
m₁ = 5kg m₂ = 3 kg
v₁ᵢ = 4 m/s v₂ᵢ = 0 m/s
vf = ?

Step 2: Substitute the values

m₁v₁i + m₂v₂i = (m₁ + m₂)vf

(5)(4) + (3)(0) = (5 + 3)vf

20 + 0 = 8vf

20 = 8vf

Divide both sides by 8 (this is to cancel out the 8 on the right side):

Step 3: Solve

vf = 20 ÷ 8

vf = 2.5 m/s

Final Answer:
The final velocity of the combined object is 2.5 m/s.
Check if momentum is conserved

NOTE: The blue is before collision and the red is after collision

m₁v₁i + m₂v₂i = (m₁ + m₂)vf

(5)(4) + (3)(0) = (5 + 3)(2.5)

20 + 0 = 8 × 2.5

20 kg·m/s = 20 kg·m/s

Momentum is conserved!

Example Problem 2:
A 12 kg sled moving at 6 m/s collides with a 3 kg sled moving in the opposite direction at -2 m/s.
They stick together. What is their final velocity?

Solution:

m₁ = 12 kg v₁i = 6 m/s vf = ?

m₂ = 3 kg v₂i = -2 m/s

Apply the formula:

(12)(6) + (3)(-2) = (12 + 3)vf

72 - 6 = 15vf

66 = 15vf

Divide both sides by 15 (this is to cancel out the 15 on the right side):

vf = 66 ÷ 15

vf = 4.4 m/s

Final Answer: 4.4 m/s

Momentum Check:

12)(6) + (3)(-2) = (15)(4.4)

72 - 6 = 66

66 = 66
 Physical Science 8
COLLISION COURSE: Coalescence

1. A 25 kg box slides at 12 m/s and collides with a 15 kg box moving at 5 m/s. They stick
together. What is their final velocity?

2. A 30 kg object moves at 10 m/s and collides with a 20 kg object at rest. They stick
together. What is their final velocity?

3. A 40 kg cart moving at 8 m/s collides with a 10 kg cart moving in the opposite direction
at -6 m/s. They stick together. What is their final velocity?

4. A 50 kg sled moves at 15 m/s and hits a 30 kg sled moving at 3 m/s. They stick together.
What is their final velocity?