Science 9 Q 4

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS IN GRADE 9

SCIENCE QUARTER IV (FORCE,
MOTION, AND ENERGY)
i
DEVELOPMENT TEAM – TABACO CITY DIVISION
Grade 9- Science
WRITERS:
1.Analyn B. Borlasa
2. Genemel G. Bo
3. Shirlyn C. Cargullo
4. Dana Mae C. Clarino
5. Aileen B. Barquin
6. Connie C. Bayola
7. Clariza C. Buama
LANGUAGE EDITORS: ILLUSTRATOR:
1.Pinky Farah B. Borjal Dana Mae C. Clarino
2.Laarnie G. Balin
DEMO TEACHERS:
1. Charo Fe L. Bonganay
2. Marilou C. Dano
3. Cristina B. Bongalon
4. Ariel B. Blancaflor
5. Christine T. Brotamonte
ii
VALIDATORS/QUALITY ASSURANCE TEAM:
1. Shirley V. Bataller 5. Elizabeth Bongala
2. Tomasa R. Camu 6. Nestor B. Brito
3. Merlita Cardano 7. Ronaldo C. Reyes
4. Agnes Barsaga
LAY-OUT ARTIST:
1. Criz T. Nuyles
iii
TABLE OF CONTENTS
Grade 9 Science DLP (Quarter IV- Physics)
Content Page No.

LC 1. Describe the horizontal and vertical motions of a projectile
(S9FE-Iva-34)
Projectile Motion 1-9
LC 2. Investigate the relationship between the angle of release
(and the height and range of the projectile. (S9FE-Iva-35)
Projectile Motion 10-19
LC 3. Relate impulse and momentum to collision of objects

(e.g. vehicular collision). S9FE-IVb-36
Momentum 20-30
Momentum and Impulse 31-38
LC 4. Infer that the total momentum before and after collision
is equal. S9FE-IVb-37
Law of Conservation of Momentum 39-42
LC 5. Examine effects and predict causes of collision-related damages/
injuries S9FE-IVc-38
Effects and Causes of collision-related damages/injuries 43-48
LC 6. Explain energy transformation in various activities or events
(e.g. waterfalls, archery, amusement rides) S9FE-IVc-39
Kinetic vs. Potential Energy 49-51
Application of Kinetic and Potential Energy 52-53
LC 7. Perform activities to demonstrate conservation of mechanical energy
S9FE-IVd-40
Construction of Hydroelectric Power Plant Model 54- 55
Hydroelectric Power Plant Model 56- 57
iv
LC 8. Infer that total mechanical energy remains the same during any
process S9FE-IVe-41
Conservation of Mechanical Energy 58-59
Conservation of Mechanical Energy in Free Falling Objects 60-61
LC 9. Construct a model to demonstrate that heat can do work;
( S9FE – IVe-42)
Heat 62- 67
LC 10. Infer that heat transfer can be used to do work and that work
involves the release of heat ( S9FE – IVf-43)
Heat 68- 72
Parts and Functions of a Heat Pump 73-75
LC 11. Explain why machines are never 100-percent efficient
( S9FE – IVf-44)
Thermal Efficiency 76-80
LC 12. Explain how heat transfer and energy transformation make heat
engines like geothermal plants work ( S9FE – IVg-45)
Application of Heat Engines in Geothermal Plants 81- 90
LC13. Explain how electrical energy is generated, transmitted, and distributed

(S9FE-IVh-j-46)
Electrical Energy Generation, Transmission, and Distribution 91-94
Calculating Energy Use 95- 107
Electricity from Magnetism 108-115
v
School: Grade Level: 9
Teacher: Learning Area: Science
Time and Date: 2 sessions Quarter/Week/Day Q4W1D1-2
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
Projectile motion, impulse and momentum, and
conservation of linear momentum
B. Performance Standard The learners shall be able to propose ways to enhance
sports related to projectile motion
C. Learning Competency Describe the horizontal and vertical motions of a

projectile (S9FE-Iva-34)
1.Define the following terms:
a. projectile
b. trajectory
c. range
2. Investigate motion of objects launched or fired
horizontally
II. CONTENT Projectile Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 174-182
2. Learner’s Module pages pp. 246-254
3. Textbook pages Science and Technology IV by Julieta D. Dela Peña and
Arsenia V. Ferrer pp. 42-47.
Conceptual Physics by Paul Hewitt pp. 40-52.
4. Other additional materials
from Learning
Resource(LR) Portal
B. Other learning resources https://youtu.be/kzaT44tSLxQ
IV. PROCEDURE A B
A. ELICIT Ask students who among Ask students to give
them plays basketball? Or different examples of ball
any other ball games? Say games they know. Ask
in playing basketball, what them to describe the
factors/things they do motion of the balls in these
consider in ensuring a games; describe the path
point? they follow; whether they
just move in one dimension
of in two dimensions.
B. ENGAGE Present the 4-minute video Present the 4-minute video
clip entitled “Palarong clip entitled “Palarong
Pambansa 2013- The Pambansa 2013- The
faces ofOur Future Sports faces ofOur Future Sports
Heroes” Heroes”
(https://youtu.be/kzaT44tS (https://youtu.be/kzaT44tS
LxQ) LxQ)
1
What events/games were What events/games were
featured in the video clip? featured in the video clip?
Are they examples of Are they examples of
motion in two dimensions? motion in two dimensions?
Another option: Another option:
Use a disposable chopstick Use a disposable chopstick
or a short bamboo stick or a short bamboo stick
with a small cardboard with a small cardboard
inserted as shown in the inserted as shown in the
illustration below. Use two illustration below. Use two
1 or 5 peso coins as the 1 or 5 peso coins as the
objects to be dropped/ objects to be dropped/
propelled. Let students propelled. Let students
predict which coin will predict which coin will
follow a curve path; which follow a curve path; which
coin will reach the floor coin will reach the floor
first if the teacher will flick first if the teacher will flick
the set up sidewards. the set up sidewards.
Remind them that they Remind them that they
have to listen keenly to the have to listen keenly to the
sound produced as the sound produced as the
coins hit the floor (coins coins hit the floor (coins
will tend to bounce so they will tend to bounce so they
have to consider the first have to consider the first
sound produced. sound produced.
Which coin fell first? Or did Which coin fell first? Or did
they fall at the same time? they fall at the same time?
Which coin followed a Which coin followed a
parabolic/curve path or in parabolic/curve path or in
two dimensions? two dimensions?
What they have seen is an What they have seen is an
example of a projectile example of a projectile
motion which is an motion which is an
example of motion in two example of motion in two
dimensions. Clarify dimensions. Clarify
meaning of projectile. meaning of projectile.
C. EXPLORE Further investigate motion The activities suggested
in two dimensions: for Lesson A could also be
done for Lesson B.
Divide the class into six However, if there is time
groups: constraints, a readymade
data could just be provided
Part I. Groups 1 & 2 will (such as the one given in
investigate the horizontal the Teachers Guide) and
2
component of a body the teacher will just
launched horizontally. facilitate the derivation of
Provide them with a picture equations and concepts.
somewhat similar to the
one shown below:
https://www.google.com/url
?sa=i&rct=j&q=&esrc=s&s
ource
=images&cd=&cad=rja&ua
ct=8&ved=2ahUKEwj035q
_trrgAhU
HRo8KHRYCAh8QjRx6BA
gBEAU&url=https%3A%2F
%2Fwww
.physicsclassroom.com%2
Fclass%2Fvectors%2FLes
son-2%2FCharacteristics-
of-a-Projectile-s-
Trajectory&psig=AOvVaw2
yHISE6Efs_oS0f9NxB6Ry
&ust=1550205970775480
Consider the gravity-free

path (horizontal
component)
1. Draw a vertical line
corresponding to
each position of the
ball. (Consider the
geometric center of
the ball). Measure
the distance
between each
position.
2. If every
interval/position
corresponds to a 1-
second time
interval, compute
for the speed and
3
record it in the table
below:
Spe
Dista Tim
Posit ed
nce e
ion (cm/
(cm) (s)
s)
A
B
C
D
E
3. What can you say
about the speed
you have
computed?
4. From your
computation,
describe the
horizontal speed of
the ball. Therefore,
is there horizontal
acceleration?
Note: This portion will be
done in order to derive
descriptions of speed and
acceleration of the
horizontal component.
Teacher may devise a
worksheet where concepts
for horizontal motion can
be derived.
Groups 3 and 4:
Part II: These two groups
will perform Activity 4 part
IV on page 246 of the LM.
Their output will be
completed table 6a: Range
of horizontally-launched
bottle cap from different
heights. From here they
will be able to determine
relationship between
height of fall and average
range (horizontal distance)
4
Groups 4 and 5:
Part III: These two groups
will perform Activity 4 Part
IV and accomplish table
6b: Calculated time of fall
of horizontally—launched
plastic bottle cap. . Their
data will be used to
determine relationship
between:
a. Height of fall and
time of fall
b. Height of fall vs
square of time fall
c. Average range vs
time of fall
DAY 2
D. EXPLAIN Presentation of the results Presentation of the results

by group. At least two by group. At least two
groups will perform a groups will perform a
certain given task so that if certain given task so that if
one group gets an one group gets an
incorrect data, there would incorrect data, there would
be another source. During be another source. During
the presentation, focus will the presentation, focus will
be given on their answers be given on their answers
to the given guide to the given guide
questions. If results are questions. If results are
somewhat erroneous, somewhat erroneous,
students should be asked students should be asked
of possible sources of of possible sources of
errors. errors.
E. ELABORATE Discuss the three parts of These types of students
the activity one at a time. may not welcome much
Please be reminded that mathematical equations as
they will be using x as support to descriptions of
subcripts if they refer to horizontal motion and
horizontal component and vertical motion, qualitative
descriptions could just be
y for vertical.
given/discussed and can
Begin with Part I be summarized in a table
(horizontal motion) as shown below:
Describe the position at

each second of motion?
(equal distances are
covered). To determine the
horizontal position at any
given time:
5
xf = xi + vixt
Remember that range is

defined to be the horizontal
Range or xf = vixt
distance traveled by a
projectile. If xi = 0,
(Please refer to graph of

average range versus time
of fall showing direct
relationship-obtained by
Groups 5 & 6))
R
t
Describe the speed.
(constant)
Therefore,
V
vfx = vix
t
If the horizontal speed is
constant, what is therefore
the acceleration?
a
ax = 0
t
Now, consider the vertical
motion:
Consider the graph of
height of fall vs time
time
height or y
6
(this shows that the vertical
position changes with time)
and height of fall vs square
of time
t2
height or y
What do these graphs

mean? (that the vertical
position or height (h or y)
varies quadratically with
time or varies directly with
yf = yi +viyt-1/2agt2
the square of time). In

equation form:
If yi and viy are zero, the

equation becomes:
yf = 1/2agt2
Which means that the

proportionality constant
between height of fall and
square of time is ½ ag.
(coud be verified by
computing the slope) and
velocities are taken
positive upward and
negative downward from
the point of release. ag =
-9.8 m/s2.
Combining these horizontal
and vertical motions
produces the curve path
(trajectory) of a projectile.
The picture used in
yesterday’s DLP under
Explore part may again be
used to emphasize this. (a
videoclip showing motion
in 2 dimensions from
youtube could also be
downloaded)
7
Horizontal Motion Vertical Motion
Quantities
Equation Description Equation Description
xf =xi+vixt Equal at equal yf = yi +viyt-1/2agt2 Changes with time
Position
time interval
vfx=vix Constant vfy=viy-agt Changes uniformly
Speed
v =viy2-2ag(yf-yi)
fy
2
acceleration ax = 0 zero ay =-ag constant
F. EVALUATE A.Why do you think the two A.Why do you think the two
coins flipped using the coins flipped using the
chopsticks yesterday fell at chopsticks yesterday fell at
the same time? How will the same time? How will
you relate this to the you relate this to the
picture used by Groups 1 & picture used by Groups 1 &
2 yesterday? 2 yesterday?
B.True or false B.True or false

1.There is no horizontal 1.There is no horizontal
force acting on a projectile force acting on a projectile
thus, ignoring air thus, ignoring air
resistance, its horizontal resistance, its horizontal
speed is constant. speed is constant.
2.A body projected 2.A body projected
horizontally moves horizontally moves
downward with increasing downward with increasing
vertical speed. vertical speed.
3.Vertical and horizontal 3.Vertical and horizontal
motions of a projectile are motions of a projectile are
independent from one independent from one
another. another.
4.Ignoring air resistance, 4.Ignoring air resistance,
projectiles launched projectiles launched
horizontally moves with horizontally moves with
only the gravitational force only the gravitational force
acting on it. acting on it.
5.The launch force keeps 5.The launch force keeps
on acting on the object on acting on the object
after it was thrown. after it was thrown.
8
6.Vertical motion of a body 6.Vertical motion of a body
launched horizontally is the launched horizontally is the
same as that of a freely same as that of a freely
falling object. falling object.
C.A cannonball is fired C.A cannonball is fired

horizontally with a velocity horizontally with a velocity
of 250 m/s from the top of of 250 m/s from the top of
a cliff 90 m high. a cliff 90 m high.
a.After how many seconds a.After how many seconds
will it strike the ground? will it strike the ground?
b.What is the range? b.What is the range?
c.With what velocity will it c.With what velocity will it
strike the ground?(there is strike the ground?(there is
a need to discuss briefly a need to discuss briefly
Pythagorean theorem or Pythagorean theorem or
finding resultant velocity) finding resultant velocity)
G. EXTEND When you play basketball, When you play basketball,

volleyball, football or any volleyball, football or any
other ball game, do you other ball game, do you
always launch it always launch it
horizontally? Oftentimes, horizontally? Oftentimes,
how do you launch it? how do you launch it?
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned
80% in the evaluation.
B. No. of Learners who require
add’l activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well?
F. What difficulties did I
encounter which my principal
or superior can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers?
9
Time and Date: 1 session Quarter/Week/Day Q4W1D3
I. OBJECTIVES
C. Learning Competency Investigate the relationship between the angle of release

and the height and range of the projectile. (S9FE-Iva-35)
1.Perform an activity to determine relationship between:
a.angle of release and range
b.angle of release and height
2.Derive equations for projectiles launched at an angle
A. References
3. Textbook pages Science and Technology IV by Julieta D. Dela Peña and
Arsenia V. Ferrer pp 44-46
4. Other additional materials National Science Teaching Instrumentation Center
from Learning (NSTIC) “Batch –B” Physics-Mechanics Teacher’s
Resource(LR) Portal Manuals and Student’s Worksheets pp. TPM-1-5
B. Other learning resources
IV. PROCEDURE A B
A. ELICIT Call for a volunteer who is Call for a volunteer who is
a basketball player. Let a basketball player. Let
him demonstrate how he him demonstrate how he
throws the ball when throws the ball when
shooting or when passing it shooting or when passing it
to a teammate. to a teammate.
Did he throw the ball Did he throw the ball

horizontally? How was it horizontally? How was it
thrown? thrown?
10
B. ENGAGE Present the following Present the following
pictures: pictures:
What is common between What is common between

the two pictures? Are they the two pictures? Are they
considered as projectiles? considered as projectiles?
What makes them different What makes them different
from the projectiles from the projectiles
discussed the previous discussed the previous
day? (In the pictures, day? (In the pictures,
bodies are bodies are
launched/thrown/fired at an launched/thrown/fired at an
angle with the horizontal) angle with the horizontal)
C. EXPLORE Make use of the projectile Make use of the projectile

kit provided by NSTIC. kit provided by NSTIC.
This equipment is provided This equipment is provided
in 5 sets to most in 5 sets to most
secondary schools. It secondary schools. It
would be better if set-up is would be better if set-up is
assembled prior to science assembled prior to science
class. The set up will look class. The set up will look
like the one shown below: like the one shown below:
11
Part A: investigates Part A: investigates
relationship between firing relationship between firing
angle and the range; angle and the range;
relationship between firing relationship between firing
angle and height (this angle and height (this
second part is not included second part is not included
in the procedure but could in the procedure but could
be inserted in the activity) be inserted in the activity)
Part B: investigates how Part B: investigates how

initial velocity influences initial velocity influences
projectile motion projectile motion
Note: Making use of the Note: Making use of the

NSTIC projectile kit NSTIC projectile kit
requires enough space requires enough space
with five laboratory tables with five laboratory tables
where the set up is where the set up is
assembled. If this is not assembled. If this is not
possible, the teacher could possible, the teacher could
just demonstrate. If NSTIC just demonstrate. If NSTIC
equipment is not available, equipment is not available,
a videoclip or PHET a videoclip or PHET
simulation on projectile simulation on projectile
motion could could be motion could be shown.
shown.
D. EXPLAIN Guide Questions given in Guide Questions given in

the activity: the activity:
Part A. Part A.
1.Does the firing angle 1.Does the firing angle
influence the range? What influence the range? What
about the height? about the height?
2.At what firing angle does 2.At what firing angle does
a projectile travel the a projectile travel the
longest or maximum longest or maximum
range? What about the range? What about the
maximum height? maximum height?
Part B: Part B:
1.How does the initial 1.How does the initial
velocity influence the range velocity influence the range
of the water stream? of the water stream?
2.Make a sketch to support 2.Make a sketch to support
your answer above. your answer above.
12
E. ELABORATE To support mathematically For these types of
the answers given for the learners, their observations
guide questions in the from the activity performed
activity, derive some could already be enough in
equations: explaining relationships
between firing angle and
This is better understood height; firing angle and
by starting with range; initial velocity and
trigonometry as shown range.
below:
vy
ᶱ
vx
sin Ø = vy/v
cos Ø= vx/v
tan Ø= vy/vx
v 2 = v 2x + v 2y
horizontal velocity
component:
vx = vcos Ø
Vertical velocity
component:
vy = vsin Ø
Magnitude of resultant
vector:
/𝑣/= √𝑣𝑥2 + 𝑣𝑦2
Direction of resultant
vector:
Ø= tan-1 (vy/vx)
Maximum height reached:
h = (vsin Ø)2/2ag
13
time to reach the maximum
height:
t = vsin Ø/ag
total time of flight:
t’ = 2(vsinØ)/ag
range:
R = v2 sin 2Ø/ag
F. EVALUATE A. From the equations A. From the equations

derived and from the derived and from the
student’s observation student’s observation
explain briefly the explain briefly the
following: following:
1. How does the firing 1. How does the firing
angle affect the range? angle affect the range?
What about the height? What about the height?
2. How does the initial 2. How does the initial
speed affect the range? speed affect the range?
B. Go back to the B. Go back to the

answers you gave when answers you gave when
you were ask of the factors you were ask of the factors
you consider in playing a you consider in playing a
basketball. Are your basketball. Are your
answers correct based answers correct based
from the equation we from the equation we
derived? derived?
C. A bullet is fired with C. A bullet is fired with

an initial velocity of 300 an initial velocity of 300
m/s. If the gun is inclined m/s. If the gun is inclined
at an angle of 30o with the at an angle of 30o with the
horizontal, find the horizontal, find the
following: following:
- Initial horizontal - Initial horizontal
and vertical velocity and vertical velocity
components components
- Maximum height - Maximum height
reached reached
- Total time of flight - Total time of flight
- range - range
G. EXTEND How will you apply these How will you apply these
learnings about projectile learnings about projectile
motion in your daily life? motion in your daily life?
Can you give specific Can you give specific
samples where these samples where these
concepts can be useful? concepts can be useful?
14
V. REMARKS
VI. REFLECTION
lesson.
teachers?
15
I. OBJECTIVES
C. Learning Competency Investigate the relationship between the angle of

release( and the height and range of the projectile.
(S9FE-Iva-35)
1.Perform an activity by group:
a.analyze and solve a given situation using concepts
learned on projectile motion
b.apply equations derived for projectiles (bodies
launched horizontally and at an angle with the horizontal)
c.demonstrate teamwork in accomplishing the group
task.

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources https://www.pdc.tv>players>rules-darts
IV. PROCEDURE A B
A. ELICIT How do the angle of How do the angle of
release, height and range release, height and range
affect projectile motion? affect projectile motion?
B. ENGAGE At what firing angle does a At what firing angle does a
projectile travel the longest projectile travel the longest
or maximum range? What or maximum range? What
about the maximum about the maximum
height? height?
C. EXPLORE NOTE: If students had NOTE: If students had
been pregrouped already been pregrouped already
depending on their depending on their
interests/inclinations, the interests/inclinations, the
teacher could just assign teacher could just assign
these tasks to the different these tasks to the different
groups. But if not, groups. But if not,
students may be given the students may be given the
freedom to choose. freedom to choose.
16
Group 1: Group 1:
Write a brief story from the Write a brief story from the
point of view of any body point of view of any body
launched at an angle with launched at an angle with
the horizontal (ball, coin, the horizontal (ball, coin,
etc). In your narration, it etc). In your narration, it
should include description should include description
of both horizontal and of both horizontal and
vertical motions of a vertical motions of a
projectile. Your story could projectile. Your story could
be humurous, tragic, be humurous, tragic,
romantic or any thing as romantic or any thing as
long as you describe a long as you describe a
projectile’s motion. Be projectile’s motion. Be
creative and be able to creative and be able to
present it to the class. present it to the class.
Group 2: Group 2:
Compose a 3-5 minute Compose a 3-5 minute
jingle featuring descriptions jingle featuring descriptions
of the horizontal and of the horizontal and
vertical motions of a vertical motions of a
projectile. You may use projectile. You may use
availble musical availble musical
instruments in presenting it instruments in presenting it
to the class. to the class.
Group 3: Group 3:
In an amusement park, a In an amusement park, a
player can win a teddy player can win a teddy
bear if he or she is able to bear if he or she is able to
shoot a ring on the head of shoot a ring on the head of
his/target cuddly bear. If his/target cuddly bear. If
you stand 3.0 meters away you stand 3.0 meters away
from the toy bear and your from the toy bear and your
hand is elevated 1.0 m hand is elevated 1.0 m
from the head of the toy from the head of the toy
bear, with what initial bear, with what initial
speed should you throw speed should you throw
(horizontally) the ring in (horizontally) the ring in
order to shoot it on the order to shoot it on the
head of the teddy bear? head of the teddy bear?
Use ag= 9.8 m/s2. Use ag= 9.8 m/s2.
Group 4: Group 4:
Compute for the maximum Compute for the maximum
height reached by a soccer height reached by a soccer
ball if it was kicked at 30o ball if it was kicked at 30o
with the horizontal (ground) with the horizontal (ground)
17
with an initial speed of 12.0 with an initial speed of 12.0
m/s. Disregrad effect of air m/s. Disregrad effect of air
resistance. resistance.
Group 5: Group 5:
The standard height from The standard height from
the floor to the bullseye of the floor to the bullseye of
a dartboard is 5 feet 8 a dartboard is 5 feet 8
inches (1.73 m) while the inches (1.73 m) while the
oche (distance between oche (distance between
the front of the board and the front of the board and
the toeline) should the toeline) should
measure 7 feet 9.25 inches measure 7 feet 9.25 inches
(2.37 m). Consider a (2.37 m). Consider a
player whose hand (the player whose hand (the
one holding the darts) is one holding the darts) is
positioned exactly at the positioned exactly at the
same height with the same height with the
bullseye from the floor. If bullseye from the floor. If
he realeases the darts with he realeases the darts with
an initial speed of 8.25 an initial speed of 8.25
m/s, at what angle from the m/s, at what angle from the
horizontal should he horizontal should he
release the darts for him to release the darts for him to
hit the bullseye? Ignore air hit the bullseye? Ignore air
1.73m 1.73m
2.73 m 2.73 m
Determine if there could be Determine if there could be

other angles of release that other angles of release that
will ensure a bullseye. Use will ensure a bullseye. Use
the same given initial the same given initial
velocity. velocity.
D. EXPLAIN NOTE: NOTE:
Students will be needing Students will be needing

ample time to prepare for ample time to prepare for
the tasks, so presentation the tasks, so presentation
of the output can be done of the output can be done
the following meeting the following meeting
18
E. ELABORATE NOTE: NOTE:
Students will be needing Students will be needing

ample time to prepare for ample time to prepare for
the tasks, so presentation the tasks, so presentation
of the output can be done of the output can be done
the following meeting the following meeting
F. EVALUATE In evaluating the output of In evaluating the output of
the students, rubrics can the students, rubrics can
be used. be used.
G. EXTEND
V. REMARKS
VI. REFLECTION
lesson.
teachers?
19
I. OBJECTIVES
C. Learning Competency The learners should be able to relate impulse and

momentum to collision of objects (e.g. vehicular
collision). S9FE-IVb-36
1. Define momentum operationally.
2. Identify the factors that affect momentum.
3. Cite real life situations where momentum is evident.
II. CONTENT Momentum

A. References
3. Textbook pages * Science and Technology IV: Physics Textbook.
NISMED. 2012. pp. 298-301.
* BEAM IV. Unit 5. 12 Force and Motion. Energy in
Transportation. August 2008. 2. Science and Technology
IV: Physics Textbook for Fourth Year. Rabago, Lilia M.,
Ph.D., et al. 2001. pp. 112-114.
* Science and Technology IV: Physics Textbook.
NISMED. 2012. pp. 301-303 and 306.
4. Other additional materials * Science Equipment: NSTIC SciKit Basic and
from Learning Mechanics: Cart-Rail System; Cylindrical Masses; Meter
Resource(LR) Portal Stick
IV. PROCEDURE A B
A. ELICIT What makes things move? What makes things move?
Why do some objects Why do some objects

move continuously while move continuously while
some moving objects stop some moving objects stop
suddenly? suddenly?
Clip hanger to be used as Clip hanger to be used as

localized weight detector localized weight detector
*replace cloth clips with *replace cloth clips with
paper clips paper clips
* Equal number of clips, * Equal number of clips,

same distances from the same distances from the
center(pivot point) on both center(pivot point) on both
sides will not cause sides will not cause
20
movement of the clip movement of the clip
hanger; however, unequal hanger; however, unequal
number of clips on either number of clips on either
side and/or different side and/or different
distances from the center distances from the center
(pivot point) would result to (pivot point) would result to
uneven/unbalanced clip uneven/unbalanced clip
hanger. hanger.
B. ENGAGE If unbalanced forces cause If unbalanced forces cause
motion, what are motion, what are
unbalanced forces? unbalanced forces?
Can you recall Newton’s Can you recall Newton’s

Second Law of Motion? Second Law of Motion?
State the Second Law of State the Second Law of

Motion. Motion.
𝐹 𝐹
* a∝ * a∝
𝑚 𝑚
*Acceleration is directly *Acceleration is directly

proportional to Force but is proportional to Force but is
inversely proportional to inversely proportional to
mass. mass.
* F = ma * F = ma
Force is directly Force is directly

proportional to mass and proportional to mass and
acceleration. acceleration.
C. EXPLORE Learners will study the Learners will study the

situation and answer the situation and answer the
questions that follow: questions that follow:
If the two vehicles If the two vehicles

suddenly lose their breaks suddenly lose their breaks
and crash the brick wall, and crash the brick wall,
which do you think would which do you think would
be more damaging? be more damaging?
Show Figure 12. A cargo Show Figure 12. A cargo

truck and a car hitting a truck and a car hitting a
wall. wall.
On what factor would the On what factor would the

damage depends if their damage depends if their
velocities are the same? velocities are the same?
* Mass * Mass
21
Show Figure 12. A cargo Show Figure 12. A cargo
truck and a car hitting a truck and a car hitting a
wall. wall.
On what factor would the On what factor would the

damage depend if their damage depend if their
velocities are the same? velocities are the same?
* Mass * Mass
Let’s investigate further. Let’s investigate further.
Perform activity 6: Perform activity 6:

Investigating Momentum Investigating Momentum
on pages 257-258 of your on pages 257-258 of your
LM. LM.
Materials: Materials:
board/plank (1m long) board/plank (1m long)
books books
block of wood block of wood
masking tape masking tape
protractor protractor
ruler/meterstick ruler/meterstick
toy cars (one at least twice toy cars (one at least twice
as heavy as the other) as heavy as the other)
( Individual Write- Up) ( By pair Write- Up)
22
Fill out the table below.
Table 1. Stopping Distance of the Toy Cars
Stopping Distance of Light Stopping Distance of Heavy
Initial Distance Toy Car Toy Car
(cm) (cm) (cm)
20 cm
40 cm
60 cm
80 cm
D. EXPLAIN Answer the guide Answer the guide

questions questions
Q32. How will you Q32. How will you
compare their stopping compare their stopping
distances? distances?
Q33. Did the two toy cars Q33. Did the two toy cars
immediately stop as they immediately stop as they
hit the block of wood? hit the block of wood?
Describe the stopping Describe the stopping
distances of the two toy distances of the two toy
cars as their point of cars as their point of
release increases? release increases?
Q34. What do you think Q34. What do you think

happens to the velocity of happens to the velocity of
the two cars as the point of the two cars as the point of
release increases? release increases?
Q35. If momentum is a Q35. If momentum is a

measure of how difficult it measure of how difficult it
is to stop a moving object, is to stop a moving object,
which of the two cars had a which of the two cars had a
greater momentum for the greater momentum for the
same point of release? same point of release?
Q36. How will it be Q36. How will it be

possible for the two bodies possible for the two bodies
of different masses to have of different masses to have
equal momentum? equal momentum?
E. ELABORATE
Consequence Consequence
Map/Fishbone/Flowchart Map/Fishbone/Flowchart
23
Heavy Toy Car Light Toy
Car
Point of Release
Higher Lower
Faster
Slower Velocity Velocity
Longer/ Greater Shorter/

Stopping Distance Greater
Stopping
Distance
Higher Momentum Lesser

Momentum
Based on the data

Based on the data gathered, what happen to
gathered, what happen to the values of stopping
the values of stopping distances of light toy car
distances of light toy car against heavy toy car?
against heavy toy car?
Which has lesser/ greater
Which has lesser/ greater stopping distances, light or
heavy car? Why do you
stopping distances, light or
think so?
heavy car? Why do you
think so?
What are the factors that
What are the factors that affect momentum?
affect momentum?
24
* Momentum increases if
* Momentum increases if mass increases.
mass increases. * An increase in velocity
* An increase in velocity results to an increase in
results to an increase in momentum.
momentum.
F. EVALUATE MODIFIED TRUE OR TRUE OR FALSE. Write

FALSE. WOW if it is correct and
Write WOW if it is correct WEY if it is false.
and WEY if it is false.
Change the underlined 1. The stopping distance
word/s if it is false for the heavy toy car is
longer than the stopping
1. The stopping distance distance for the light toy
for the heavy toy car is car.
longer than the stopping
distance for the light toy 2. The stopping distance
car. increases as the point of
release increases.
2. The stopping distance
increases as the point of 3. The velocity increases
release increases. as the point of release
increases.
3. The velocity increases
as the point of release 4. The light toy car had a
increases. greater momentum than
the heavy toy car for the
4. The light toy car had a same point of release.
greater momentum than 5. The less massive body
the heavy toy car for the should have greater
same point of release. velocity than the more
5. The less massive body massive body to have
should have greater equal momentum
velocity than the more
massive body to have ESSAY. 6-10. How will it
equal momentum be possible for the two
bodies of different
ESSAY. 6-10. How will it velocities to have equal
be possible for the two momentum?
bodies of different
velocities to have equal
momentum?
G. EXTEND
V. REMARKS
VI. REFLECTION
25
lesson.
teachers?
26
I. OBJECTIVES

1. Solve some problems involving momentum.
2. Give some situations where momentum is higher or
lower
II. CONTENT Momentum

A. References
1. Teacher’s Guide pages pp. 185
3. Textbook pages Science and Technology IV: Physics Textbook. NISMED.
2012. pp. 298-301.
from Learning
Resource(LR) Portal
B. Other learning resources Science Equipment: NSTIC SciKit Basic and Mechanics:
Cart-Rail System; Cylindrical Masses; Meter Stick
IV. PROCEDURE A B
A. ELICIT Which of the two cars of Which of the two cars of
the same speed is difficult the same speed is difficult
to stop – the lighter one or to stop – the lighter one or
the heavier one? Why? the heavier one? Why?
What affects momentum? What affects momentum?
B. ENGAGE Why momentum is Why momentum is
considered inertia in considered inertia in
motion? motion?
If Momentum depends On what factors does

upon mass and velocity, at momentum depend upon?
constant velocity, do How are these factors
heavier objects have related to momentum?
greater inertia in motion?
Why?
How do we compute for
If momentum (p) = momentum?
mass(m) x velocity (v);
then m & v are directly p = mv
proportional to p?
p = mv
27
C. EXPLORE Consider the two identical Ex. Consider the two
cars. identical cars.
Car A is travelling at 80 Car A is travelling at 80

kph while Car B is kph while Car B is
travelling at 30kph. travelling at 30kph.
Which of the two cars Which of the two cars

would be more difficult to would be more difficult to
stop? stop?
Which of the two cars have Which of the two cars have
more momentum? more momentum?
Compare the momentum Compare the momentum
of both after solving. of both after solving.
On your activity notebook, On your activity notebook,

answer Exercises on page answer Exercises on page
259 of your LM. 259 of your LM.
Mass Velocity Momentum (kg

Object (kg) (m/s) ◦m/s)
Bird 0.03 18
Basketball
100 5
Player
Bullet 0.004 600
Baseball 0.14 30
Frog 0.9 12
D. EXPLAIN 1. Which has more 1. Which has more
momentum, a huge truck momentum, a huge truck
that is not moving or a that is not moving or a
small toy that is moving? small toy that is moving?
2. A moving car has 2. A moving car has

momentum. If it moves momentum. If it moves
twice as fast, will its twice as fast, will its
momentum be twice as momentum be twice as
much? much?
3. Two cars, one twice as 3. Two cars, one twice as

heavy as the other, moves heavy as the other, moves
down a hill at the same down a hill at the same
time. Would the heavier time. Would the heavier
car have greater or lesser car have greater or lesser
momentum? momentum?
4. Why do stationary 4. Why do stationary

objects have no objects have no
momentum? momentum?
28
E. ELABORATE Using the formula p = mv, Using the formula p = mv,
transform the following transform the following
formula for m & v. formula for m & v.
Remember this: Remember this:

* p = mv * p = mv
p p
𝒑 𝒑
* m= * m=
𝒗 𝒗
m v m v
𝒑 𝒑
* v= * v=
𝒎 𝒎
Triangular Mnemonics: Triangular Mnemonics:

Cover with your hands the Cover with your hands the
quantity you need to solve. quantity you need to solve.
Whatever is left/seen, if Whatever is left/seen, if
they are beside each other, they are beside each other,
MULTIPLY. If one is above MULTIPLY. If one is above
over the other, DIVIDE. over the other, DIVIDE.
F. EVALUATE Solve problems 1 – Solve problems 1 –
3.p.259 3.p.259
1. A bowling ball whose 1. A bowling ball whose
mass is 4.0 kg is rolling at mass is 4.0 kg is rolling at
a rate of 2.5 m/s. What is a rate of 2.5 m/s. What is
its momentum? its momentum?
2. A skateboard is rolling at 2. A skateboard is rolling at

a velocity of 3.0 m/s with a a velocity of 3.0 m/s with a
momentum of 6.0 kg-m/s. momentum of 6.0 kg-m/s.
What is its mass? What is its mass?
3. A pitcher throws a 3. A pitcher throws a

baseball with a mass of 0.5 baseball with a mass of 0.5
kg and a momentum og 10 kg and a momentum og 10
kg-m/s. What is its kg-m/s. What is its
velocity? velocity?
G. EXTEND
V. REMARKS
VI. REFLECTION
lesson.
29
teachers?
30
I. OBJECTIVES

1. Identify the factors that affect the force of impact on
moving objects.
2. Explain how each factor affects the force of impact.
3. Relate the change in momentum to impulse.
4. Appreciate the importance of momentum – impulse
relationship in citing road safety measures.
II. CONTENT Momentum & Impulse
A. References
1. Teacher’s Guide pages pp. 186
2012. pp. 298-301.
BEAM IV. Unit 5. 12 Force and Motion. Energy in

Transportation . August 2008.
Science and Technology IV: Physics Textbook for Fourth

Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 112-114.
Science and Technology IV: Physics Textbook. NISMED.

2012. pp. 301-303 and 306.
from Learning
Resource(LR) Portal
IV. PROCEDURE A B
A. ELICIT Four Pics, One Word Four Pics, One Word
Download/draw pictures of Download/draw pictures of

a seatbelt a seatbelt
31
www.istockphoto.com www.istockphoto.com
S E A T B E L T
S E A T B E L T
Download/draw pictures of Download/draw pictures of
a helmet a helmet
www.istockphoto.com www.istockphoto.com
H E L M E T H E L M E T
Are you familiar with these Are you familiar with these
pictures? pictures?
Where can we commonly Where can we commonly

see them? see them?
32
Why are seatbelts required Why are seatbelts required
by law? by law?
* To lessen the injuries * To lessen the injuries

from car crashes. from car crashes.
B. ENGAGE Why do we need safety Why do we need safety

devices like seatbelts and devices like seatbelts and
helmets? helmets?
Can you think of other Can you think of other

safety devices used in safety devices used in
automobiles/cars? automobiles/cars?
What do you think will What do you think will

happen if the egg will be happen if the egg will be
thrown and there’s a need thrown and there’s a need
to catch them? to catch them?
C. EXPLORE Distribute Worksheet on Distribute Worksheet on
Activity #7 by Group Activity #7 by Group
(Answers will be done by (Answers will be done by

Group Presentation) Group Presentation)
D. EXPLAIN Which material saves the Which material saves the
egg from breaking? egg from breaking?
What causes it to break? What causes it to break?

* When the egg’s motion is * When the egg’s motion is
abruptly stopped, its abruptly stopped, its
momentum suddenly momentum suddenly
changes. changes.
Why doesn’t it break? Why doesn’t it break?

* The time of impact was * The time of impact was
increased due to the increased due to the
CUSHIONING Effect of the CUSHIONING Effect of the
handkerchief; therefore, it handkerchief; therefore, it
lessens the impact force. lessens the impact force.
The same is true if the egg The same is true if the egg
is thrown directly hitting the is thrown directly hitting the
concrete wall (break) concrete wall (break)
Show pic (from LM) and Show pic (from LM) and
hitting a curtain (not hitting a curtain (not
break). break).
Show pic (from LM) Show pic (from LM)

E. ELABORATE In Physics, the external In Physics, the external
force acting on an object force acting on an object
over a specific time leads over a specific time leads
33
to a change in momentum to a change in momentum
of the object. of the object.
How is it that a change in How is it that a change in

momentum leads to impact momentum leads to impact
force or impulse? force or impulse?
When is there a change in When is there a change in

momentum?(cite 3 momentum?(cite 3
instances) instances)
In most cases, even when In most cases, even when

masses are unchanged, masses are unchanged,
momentum changes. What momentum changes. What
could be the reason? could be the reason?
*Velocity changes. *Velocity changes.
If velocity changes, what If velocity changes, what

would be the effect? would be the effect?
*Acceleration occurs. *Acceleration occurs.
What produces What produces

acceleration? acceleration?
*Force *Force
What is the effect of Force What is the effect of Force

to the change in velocity? to the change in velocity?
Is there change in Is there change in

momentum? momentum?
Aside from velocity, what Aside from velocity, what

could be the other reason could be the other reason
why momentum changes? why momentum changes?
It answers the question It answers the question

how long the force act. how long the force act.
*Time *Time
Give examples of Give examples of

situations which show that situations which show that
when time is extended, when time is extended,
impact force lessens. impact force lessens.
34
The Second Law of Motion The Second Law of Motion
states that the net Force is states that the net Force is
directly proportional to the directly proportional to the
mass of the body and its mass of the body and its
acceleration. acceleration.
In equation form: In equation form:
F = ma F = ma
𝑣𝑓−𝑣𝑖 𝑣𝑓−𝑣𝑖
Since a= , then Since a= , then
𝑡 𝑡
𝑣𝑓−𝑣𝑖 𝑣𝑓−𝑣𝑖
F=m( ) F=m( )
𝑡 𝑡
Rearranging the equation Rearranging the equation

will give you will give you
Ft = mvf - mvi Ft = mvf - mvi
Since p = mv, then Since p = mv, then
Ft = pf - pi Ft = pf - pi
or Ft = p or Ft = p
Impulse = Momentum Impulse = Momentum
*The equation implies that *The equation implies that

for a fixed value of the for a fixed value of the
change in momentum, the change in momentum, the
impact force is smaller impact force is smaller
when the impact time is when the impact time is
bigger; while the impact bigger; while the impact
force is bigger when the force is bigger when the
impact time is smaller. impact time is smaller.
Define impulse. Define impulse.
* Impulse. A special name * Impulse. A special name

given to the product of the given to the product of the
force applied and time force applied and time
interval during which it interval during which it
acts. acts.
Let’s try this. Let’s try this.
Tiger Woods hits a 0.02kg Tiger Woods hits a 0.02kg

golf ball, giving it a speed golf ball, giving it a speed
of 25m/s. What impulse of 25m/s. What impulse
does he impart on the ball? does he impart on the ball?
35
Many sports like karate, Many sports like karate,
taekwondo, baseball, golf taekwondo, baseball, golf
and tennis utilize the and tennis utilize the
concept of follow-through concept of follow-through
as an important strategy to as an important strategy to
obtain a greater obtain a greater
momentum. momentum.
F. EVALUATE Write I if the impact time is Write I if the impact time is
smaller and O if the impact smaller and O if the impact
time is bigger. time is bigger.
1. A quick jab by Pacman 1. A quick jab by Pacman

makes a hard hit. makes a hard hit.
2. A net used to catch 2. A net used to catch

mango fruit. mango fruit.
3. Jet Li severs a piece of 3. Jet Li severs a piece of
wood to cut in half. wood to cut in half.
4. WWF wrestler spreads 4. WWF wrestler spreads

his arms and legs as he his arms and legs as he
hits the ground. hits the ground.
5. A kid practices back 5. A kid practices back

tumbling in a pile of tumbling in a pile of
haystack. haystack.
6. A gymnast uses rubber 6. A gymnast uses rubber

mat to execute floor tricks. mat to execute floor tricks.
7. A high jumper uses 7. A high jumper uses

cushion to land. cushion to land.
8. An Air Jumper makes 8. An Air Jumper makes

use of a parachute to land use of a parachute to land
safely. safely.
9. “The Rock” slams his 9. “The Rock” slams his

opponent on the wrestling opponent on the wrestling
ring. ring.
10. An athlete folds his 10. An athlete folds his

knees as he jumps from a knees as he jumps from a
high place. high place.
11-15. Why do car 11-15. Why do car

manufacturers include air manufacturers include air
bags as safety feature? bags as safety feature?
G. EXTEND What is RA 8750? What is RA 8750?
Research other safety Research other safety
features of automobiles. features of automobiles.
36
V. REMARKS
VI. REFLECTION
lesson.
teachers?
37
Name: ____________________________ Group No. _____ Date: ________ Score: _____
Act#7. Playing Egg Volleyball.
Objective:
Identify the factors that affect the force of impact on moving objects.
Learning Stations:
Station 1. Use of Handerchief to Catch the Egg
Station 2. Use of Plastic Basin to Catch the Egg
Station 3. Use of Basket with Crampled Paper to Catch the Egg
Station 4. Use of Basket with Textiles to Catch the Egg
Post Activity
Answer Guide Questions 37 – 40.
Q37. Was the handkerchief/other materials able to protect the egg from breaking?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Q38. Why would an egg break immediately when it hits the ground?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Q39. How was the impact force lessened by the use of the handkerchief/other materials?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Q40. Discuss how the hardness or softness of the landing surface is related to the time
required to stop the egg.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(Answers will be done by Group Presentation)
38
I. OBJECTIVES
C. Learning Competency The learners should be able to infer that the total
momentum before and after collision is Equal. S9FE-IVb-
37
1. describe change in momentum
2. explain how momentum is conserved
3. cite instances when the law of conservation of
momentum is observed.
II. CONTENT Law of Conservation of Momentum

A. References
1. Teacher’s Guide pages
2012. pp. 298-301.
BEAM IV. Unit 5. 12 Force and Motion. Energy in

Transportation . August 2008.
Science and Technology IV: Physics Textbook for Fourth

Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 112-114. *
Science and Technology IV: Physics Textbook. NISMED.

2012. pp. 301-303 and 306.
from Learning
Resource(LR) Portal
IV. PROCEDURE A B
A. ELICIT What makes an object What makes an object
accelerate? accelerate?
*External Force *External Force
Does it follow that the Does it follow that the

same external force is same external force is
required to change the required to change the
momentum of the object? momentum of the object?
*Yes *Yes
B. ENGAGE In the study of change of In the study of change of
momentum, do we need a momentum, do we need a
system from which a group system from which a group
39
of objects interact and of objects interact and
affect each other? affect each other?
Why? Why?
C. EXPLORE Explain this situation in Explain this situation in
terms of Newton’s Third terms of Newton’s Third
Law of Motion: Law of Motion:
Two children on Two children on

skateboards are initially at skateboards are initially at
rest.They push each other rest.They push each other
so that eventually the boy so that eventually the boy
moves to the right while moves to the right while
the girl moves to the the girl moves to the
opposite direction, away opposite direction, away
from each other. from each other.
* The force that the girl * The force that the girl
exerts on the body and the exerts on the body and the
force that makes the girl force that makes the girl
move to the other direction move to the other direction
are of equal magnitude but are of equal magnitude but
of opposite directions. of opposite directions.
*No net/ unbalanced *No net/ unbalanced
external force acts on the external force acts on the
boy-girl system, thus, the boy-girl system, thus, the
total momentum of the total momentum of the
system does not change. system does not change.
Show and explain Figure Show and explain Figure

19 p.265 of LM 19 p.265 of LM
Consider the velocity and Consider the velocity and

force and momentum as force and momentum as
vector quantity. vector quantity.
The momentum gained by The momentum gained by

the girl is of equal the girl is of equal
magnitude but opposite magnitude but opposite
direction to the momentum direction to the momentum
gained by the boy. gained by the boy.
In this system, no In this system, no

momentum is gained or momentum is gained or
lost. lost.
We say that momentum is We say that momentum is
CONSERVED. CONSERVED.
Let’s explore further: Let’s explore further:
Perform Activity # 8 Perform Activity # 8

Balloon Rocket Balloon Rocket
Distribute Activity Sheets/ Distribute Activity Sheets/

Refer to LM pp.265-266 Refer to LM pp.265-266
40
Answer Guide Questions Answer Guide Questions
Q41- Q45. Q41- Q45.
D. EXPLAIN When is momentum When is momentum
conserved? conserved?
Give instances/ situations Give instances/ situations
when momentum before is when momentum before is
equal to momentum after. equal to momentum after.
E. ELABORATE Based from Example 1a on Based from Example 1a on
page 267, explain why the page 267, explain why the
girl’s velocity is -2.25m/s. girl’s velocity is -2.25m/s.
How about on Example 1b, How about on Example 1b,

why is the girl’s mass why is the girl’s mass
equal to 46kg? equal to 46kg?
Compute using the Compute using the

equation: equation:
Total Initial Momentum Total Initial Momentum

(TIM) = Total Final (TIM) = Total Final
Momentum (TFM) Momentum (TFM)
Why do we consider the Why do we consider the

direction of the direction of the
momentum? On what momentum?
factor it is dependent upon,
mass or velocity? When is it positive?
Which has direction? negative?
Is there any change in the Is there any change in the

momentum of the system momentum of the system
before and after the push before and after the push
off? off?
F. EVALUATE Complete the hashtag by Complete the hashtag by
choosing the letter of your choosing the letter of your
choice choice
#M O M E N T U M #M O M E N T U M
5 3 5 2 4 1 6 5 5 3 5 2 4 1 6 5
Column A Column B
1. Total initial momentum A. Always frictionless

in case of “push off “.
E. Equal
2. The Law of
Conservation of M. Mass
Momentum states that
before and after
momentum must be N. Negative Velocity
3. Values of TIM & TFM
41
when momentum is O. Opposite (positive and
conserved. negative)
4. Indicates opposite T. Total Initial Momentum

direction of the positive is zero.
velocity
U. Universal
5. When multiplied by
velocity results to V. Velocity
momentum
6. Use of acceleration due

to gravity g = 9.8m/s
7-10. What other sports

exhibits conservation of
momentum?
G. EXTEND Distinguish elastic from Distinguish elastic from

inelastic collision. inelastic collision.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
42
I. OBJECTIVES
C. Learning Competency The learners should be able to:

1. examine effects and predict causes of collision-
related damages/injuries S9FE-IVc-38
a. Relate the amount of force exerted at a short or
long period to the severity of injury during accidents, and
b. Explain how concepts of momentum and
impulse are applied in vehicular accidents.
II. CONTENT Effects and Causes of collision-related damages/injuries
A. References
p.298.
from Learning
Resource(LR) Portal
IV. PROCEDURE
A. ELICIT Ask the students the Ask the students the
following questions: following questions:
Have you been in a Have you been in a
vehicular accident before? vehicular accident before?
How did you survive? How did you survive?
B. ENGAGE Show the students a video Show the students a video
comparing crash tests with comparing crash tests with
and without airbags. and without airbags.
C. EXPLORE Let the students listen to Let the students draw their
the following situation: own version of what a safe
Suppose you are a car car looks like – a car in
salesman. The would-be which the drivers and
buyers of your product (a passengers would still be
couple) are having second alive even after an
thoughts about buying your accident. Below the
car because they feel like drawing, let them write the
opting for a cheaper car on most important features of
the store next to yours. their car that make it safe
However, you know that and how these parts make
the car they are their car safe. After these,
prospecting to buy does the outputs must be
not have airbags which is presented in front of the
why it is cheaper. Using class.
43
your knowledge on
impulse, momentum, and Note: This can be done by
car crashes, how would pair or by group,
you convince them to buy depending on the available
your product instead of the time, and on the ability of
car on the next store which the learners.
has no airbags?
Note: The students may

form triads and then
present their answer in
front. One may play as the
salesman, the other two
may be the prospect
buyers.
D. EXPLAIN Ask the students the How would you compare
following questions: the force that will be
How were you able exerted by the steering
to explain to the buyer that wheel to the force that will
your cars are safer be exerted by the airbag to
compared to others? the head of a person who
How do airbags slams into it? (Expected
work? answer: The force of the
Which is more steering wheel is stronger.)
dangerous – having your In which of these
head slammed into the two situations is force
steering wheel or having exerted over a longer
your head slammed into an period and in which of
airbag? In which of these these is force exerted over
situations would you most a shorter period of time?
likely live afterwards? (Expected answer: When
How would you the head slams into the
compare the force that will steering wheel, force of
be exerted by the steering impact is exerted at a
wheel to the force that will longer period of time.
be exerted by the airbag to When the head slams into
the head of a person who the steering wheel, the
slams into it? (Expected force of impact is exerted
answer: The force of the at a shorter period of time.)
steering wheel is stronger.)
In which of these
two situations is force
exerted over a longer
period and in which of
these is force exerted over
a shorter period of time?
(Expected answer: When
the head slams into the
steering wheel, force of
impact is exerted at a
longer period of time.
When the head slams into
the steering wheel, the
force of impact is exerted
at a shorter period of time.)
44
E. ELABORATE When a car crashes into When a car crashes into
something, it decelerates something, it decelerates
very fast. The sensors in a very fast. The sensors in a
car detect this sudden car detect this sudden
deceleration and trigger a deceleration and trigger a
reaction that releases a reaction that releases a
gas which inflates the gas which inflates the
airbags very fast, so that airbags very fast, so that
instead of slamming to the instead of slamming to the
steering wheel, the driver’s steering wheel, the driver’s
head slams into the airbag. head slams into the airbag.
During a car accident, the During a car accident, the
body may be held back by body may be held back by
the seatbelt, but the head the seatbelt, but the head
will continue moving will continue moving
forward. Since it is moving, forward. Since it is moving,
it has momentum that is it has momentum that is
equal to the product of its equal to the product of its
speed and mass. One way speed and mass. One way
or another, the head has to or another, the head has to
collide with something until collide with something until
its momentum reaches its momentum reaches
zero. zero.
When a person’s head When a person’s head
slams directly into the slams directly into the
steering wheel, the steering wheel, the
collision occurs at a very collision occurs at a very
short time, so the force of short time, so the force of
impact is very large. impact is very large.
However, when a person’s However, when a person’s
head slams into an airbag, head slams into an airbag,
the collision occurs at a the collision occurs at a
longer time, so the force of longer time, so the force of
impact is lessened. impact is lessened.
The shorter the time of The shorter the time of
impact, the greater the impact, the greater the
force, the more severe the force, the more severe the
injury during an accident. injury during an accident.
It is important to know, It is important to know,
though, that airbags are though, that airbags are
most helpful if passengers most helpful if passengers
are wearing their seatbelts. are wearing their seatbelts.
F. EVALUATE Let the students tell Let the students tell
whether the following whether the following
statements are true or statements are true or
false. false.
1. The seatbelt is 1. The seatbelt is
enough to stop the enough to stop the
momentum of the whole momentum of the whole
body during a car crash. body during a car crash.
2. The presence of 2. The presence of
the airbag lengthens the the airbag lengthens the
time of impact between the time of impact between the
head and the object that it head and the object that it
hits. hits.
45
3. The longer the 3. The longer the
time of impact, the greater time of impact, the greater
the injury. the injury.
4. The air inside the 4. The air inside the
airbag comes from the airbag comes from the
tires. tires.
5. A collision with 5. A collision with
large impact force but short large impact force but short
impact time may have impact time may have
equal impulse to a collision equal impulse to a collision
with small impact force but with small impact force but
long impact time long impact time
G. EXTEND Let the students read Let the students read
about the brace position about the brace position
that is being taught to that is being taught to
passengers boarding an passengers boarding an
airplane and let them read airplane and let them read
how this is related to how this is related to
momentum. momentum.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
46
Rubric for Scoring the Role Play (for advanced learners)
3 2 1
Character The characters are The characters are The characters are
in-character in-character in most in-character in most
throughout the parts of the play. parts of the play.
whole play.
Sufficiency of The salesperson The salesperson The salesperson
Scientific Concepts provided all the provided most of provided some of
in the needed scientific the needed the needed
Script/Dialogue concepts that he is scientific concepts scientific concepts
expected to provide that he is expected that he is expected
to the customer. to provide to the to provide to the
customer. customer.
Accuracy of the All the scientific Most of the Few of the scientific
Scientific Details in information in the scientific information in the
the Script/Dialogue dialogue are information in the dialogue are
accurate. dialogue are accurate.
accurate.
Speaking Skills The characters The characters The characters
deliver the script deliver the script deliver the script
excellently. All well. Some words poorly. A lot of
words are are mispronounced. words are
pronounced Proper punctuation mispronounced.
correctly. Proper and intonation is Proper punctuation
punctuation and often observed. and intonation is
intonation is always sometimes
observed. observed.
Spontaneity of Role The role play goes The role play goes The role play does
Play on quite smoothly. on smoothly. There not go on smoothly.
There are no gaps are a few gaps in There are a lot of
in between between dialogues. gaps in between
dialogues. dialogues.
Blocking The characters are The characters are The characters are
well-placed and do well-placed and do well-placed and do
not block each not block each not block each
other from other from other from
audiences’ view in audiences’ view in audiences’ view in
all parts of the play. some parts of the all parts of the play.
play.
47
Rubric for Scoring the Illustration (For Average Learners)
3 2 1
Quality of Scientific All expected Most of the Some of the
Concepts in the scientific concepts expected scientific expected scientific
Illustration are drawn concepts are drawn concepts are drawn
accurately. accurately. accurately.
Quantity of All expected Most of the Some of the
Scientific Concepts scientific concepts expected scientific expected scientific
in the Illustration to be included (the concepts to be concepts to be
use of airbags and included are included are
seatbelts), are included in the included in the
included in the illustration. illustration.
illustration.
Quality of the The explanation The explanation The explanation
Explanation Given below the below the below the
Below the illustration clearly illustration explains illustration does not
Illustration explains how the how the features explain how the
features they they included features they
included makes the makes the car safe, included makes the
car safe. with minor car safe. A lot of
conceptual and conceptual and
grammatical error. grammatical errors
are present.
Visual Appeal The whole Most parts of the Some parts of the
illustration is illustration are illustration are
pleasing to look at. pleasing to look at. pleasing to look at.
The lines, shapes, The lines, shapes, The lines, shapes
and choice of color and choice of color and choice of color
are excellent, and are good, and they are bad, and they
they form a picture form a picture with do not form a clear
with a very clear a clear message. message.
message.
Originality The entire A few parts of the Majority of the
illustration is illustration is not illustration is not
original and not original and is original and is
copied from evidently copied evidently copied
another person’s from another from another
work. person’s work. person’s work.
Neatness The entire Some parts of the Most parts of the
illustration is neat. illustration is not illustration is not
neat. neat.
48
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of the
conservation of mechanical energy.
B. Performance Standard The learners shall be able to create a device that shows
conservation of mechanical energy
C. Learning Competency Explain energy transformation in various activities or

events (e.g. waterfalls, archery, amusement rides) S9FE-
IVc-39;
1. Differentiate kinetic from potential energy;
2. Trace energy transformation in various activities

or events;
3. Give example of activities where transformation

of mechanical energy is evident.
II. CONTENT Kinetic vs. Potential Energy

A. References
1. Teacher’s Guide pages Science 9 TG: Unit 4: Module 2: pp. 193-196
2. Learner’s Module pages Science 9 LM: Unit 4: Module 2: pp. 281-284
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources a) Improvised doorbell, improvised rechargeable electric
fan, improvised self charging flashlight.
b) Downloaded pictures from Google where mechanical

energy transformation is evident (choice of teacher)
IV. PROCEDURE A B
A. ELICIT Show pictures to students Instruct the students to
that illustrate potential and move when they hear the
kinetic energy and let them word KE and stop moving
tell whether the picture when they hear the word
shows PE or KE. PE.
B. ENGAGE Let the students bounce a Based on the previous
ball and let them identify activity, how will you define
when the ball has potential and kinetic
maximum PE and energy?
maximum KE. Let them
explain.
C. EXPLORE Perform activity 1 on page Perform activity 1 on page
283-284 of your LM. (One 283-284 of your LM. (The
Learning station for each class will be divided into 3
49
toy. Each group should go groups. Each group will
to each toy station) manipulate only one toy.)
D. EXPLAIN Answer the guide Answer the guide
questions on page 283 for questions on page 283 for
each toy. the assigned toy of the
group.
Q1. What does the Q1. What does the
toy/object do? toy/object do?
Q2. What energy changes Q2. What energy changes
take place as this take place as this
toy/object operates? toy/object operates?
Q3. What form does the Q3. What form does the
stored energy start out stored energy start out
with? with?
Q4. What form does the Q4. What form does the
stored energy turn into? stored energy turned into?
Q5. What form is the Q5. What form is the
output energy when it output energy when it
stops? stops?
*Differentiate PE from KE. *Differentiate PE from KE.
E. ELABORATE Let the students give Show sample pictures of
examples of traditional traditional games (siato,
games or activities where tumbang preso, etc.) and
transformation of let the students identify the
mechanical energy is energy transformation
evident and let them evident.
explain how mechanical
energy is transformed in
each example.
F. EVALUATE Choose a sports where The golfer hits the golf ball
transformation of using his club. After the
mechanical energy is ball soars into the air, it hits
evident. Identify and the ground and stopped.
explain the energy Identify the energy
transformations involved in transformations observed
that sports. in this scenario.
G. EXTEND 1. Individual assignment: 1. Individual assignment:
Give situations that show Give situations that show

energy transformation energy transformation
between kinetic energy between kinetic energy
and potential energy only. and potential energy only.
2. Group assignment: 2. Group assignment:
Design a simple device Design a simple device

that applies transformation that applies transformation
of mechanical energy. (to of mechanical energy.(to
be presented to class be presented to class
tomorrow) tomorrow)
V. REMARKS
VI. REFLECTION
50
lesson.
teachers?
51
Time and 2 sessions Quarter/Week/Day Q4W3D3-4
Date:
I. OBJECTIVES
C. Learning Competency Explain energy transformation in various activities or

events (e.g. waterfalls, archery, amusement rides) S9FE-
IVc-39;
1. Trace energy transformation in constructed

device;
2. Differentiate PE and KE mathematically.
II. CONTENT Application of Kinetic and Potential Energy

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources a) Improvised doorbell, improvised rechargeable electric
fan, improvised self charging flashlight, pendulum
b) Downloaded pictures from Google where mechanical

energy transformation is evident (choice of teacher)
IV. PROCEDURE A B
A. ELICIT Based on the assignment Based on the assignment
given yesterday, trace the given yesterday, trace the
transformation of energy in transformation of energy in
the use of improvised the use of improvised
doorbell, rechargeable doorbell, rechargeable
electric fan, and self electric fan, and self
charging flashlight. charging flashlight.
B. ENGAGE In those examples, when is In those examples, when is
PE and KE evident? PE and KE evident?
C. EXPLORE Presentation of the Presentation of the
constructed device (based constructed device (based
on the assignment given on the assignment given
by group) by group)
D. EXPLAIN 1. What device was 1. What device was
(DAY 2) constructed by each constructed by each
group? group?
52
2. Is the mechanical 2. Is the mechanical
energy transformation energy transformation
evident in each device? evident in each device?
3. Explain how each device 3. Explain how each device

works? work?
4. What are the energy 4. What are the energy

transformations that took transformations that took
place in the device place in the device
presented? presented?
E. ELABORATE 1. How can you solve for The teacher will present
PE? KE? the formula for PE and KE
and will ask the class what
2. What are the factors that factors affect PE and KE of
affect PE and KE? objects?
3. Will PE and KE have the

same units? Explain.
F. EVALUATE Problem solving activity on What will happen to PE if

calculations of PE and KE height is doubled?
will be given. What will happen to KE if
the speed is reduced to
half?
G. EXTEND Additional problem solving Problem solving activity.
activity.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
53
I. OBJECTIVES
C. Learning Competency Perform activities to demonstrate conservation of

mechanical energy S9FE-IVd-40;
a) Construct a simple device applying the law of

II. CONTENT Construction of Hydroelectric Power Plant Model

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Teacher can download a video from YouTube about how
to make a hydroelectric power plant model.
IV. PROCEDURE A B
A. ELICIT What are the common Show a picture of
sources of electrical hydroelectric power plant
energy in our country? and ask the students what
kind of power plant it is.
B. ENGAGE How does a hydroelectric Do you think there is
power plant generate mechanical energy
electricity? transformation that take
place in hydroelectric
power plant?
C. EXPLORE Teacher will present a Teacher will present a
video on how to construct video on how to construct
hydroelectric power plant hydroelectric power plant
model. Students will be model. Students will be
grouped into two. Each grouped into two. One
group must create the group must create the
following: Turbine Model while the
A. Turbine Model other group, the Water
Reservoir Model. You may
B. Water Reservoir Model refer to pages 285-289.
You may refer to pages

285-289.
D. EXPLAIN Reading and clarification of Reading and clarification of
the procedures in the the procedures in the
construction of models. construction of models.
54
E. ELABORATE
F. EVALUATE
G. EXTEND Finishing touches for the Finishing touches for the
constructed models. Test constructed models. Test
you models if it is working you models if it is working
and revise/adjust if and revise/adjust if
necessary. necessary.
V. REMARKS Construction of the working Construction of the working
power plant model and the power plant model and the
water reservoir may take 2 water reservoir may take 2
days for the students. days for the students.
VI. REFLECTION
lesson.
teachers?
55
I. OBJECTIVES
C. Learning Competency Perform activities to demonstrate conservation of

mechanical energy S9FE-IVd-40;
a) Demonstrate mechanical energy
transformations and conservation
II. CONTENT Hydroelectric Power Plant Model

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Teacher can download a video from YouTube about how
to make a hydroelectric power plant model, or how
hydroelectric power plant works.
IV. PROCEDURE A B
A. ELICIT Are you finished with your Are you finished with your
models? models?
B. ENGAGE Let the students present Let the students present
their models. their models.
C. EXPLORE Divide the class into 3 Teacher will demonstrate
groups and let each group how the model works. The
manipulate the models. students will do the
demonstration afterwards.
D. EXPLAIN Students will answer guide Students will answer guide
questions numbers 7-12 on questions numbers 7-12 on
pages 287-289 for pages 287-289 for
qualitative observations. qualitative observations.
Q7. Using the turbine Q7. Using the turbine
model, what are some model, what are some
ways you can do to lift the ways you can do to lift the
hanging paper clips? Cite hanging paper clips? Cite
at least 3 methods. at least 3 methods.
Q8. For each method, what Q8. For each method, what
forms of energy will be forms of energy will be
involved in the process? involved in the process?
Trace the transformation of Trace the transformation of
energy. energy.
Q9. In lifting the paper Q9. In lifting the paper
clips, how will you quantify clips, how will you quantify
and relate the work done and relate the work done
and the energy and the energy
transformations involved? transformations involved?
56
Q10. What is the effect of Q10. What is the effect of
the water’s head of flow to the water’s head of flow to
the rotation of the blades? the rotation of the blades?
Q11. How would you Q11. How would you
explain this effect in terms explain this effect in terms
of energy transformation? of energy transformation?
Q12. What mechanical Q12. What mechanical
energy transformations energy transformations
took place when water got took place when water got
projected out of the holes? projected out of the holes?
E. ELABORATE If time permits, the Trace the energy
students may answer transformations in the
guide questions number hydroelectric power plant
13-18 on pages 290-291 model.
and complete Table 3 on
page 291 for quantitative
observations.
F. EVALUATE Apply rubrics in checking Apply rubrics in checking
the HEP model. the HEP model.
G. EXTEND In the HEP model, at what In the HEP model, at what
point will the water and the point will the water and the
paper clip have the paper clip have the
maximum and minimum maximum and minimum
KE and PE? KE and PE?
V. REMARKS The teacher may evaluate The teacher may evaluate
the HEP model using the the HEP model using the
rubrics. rubrics.
VI. REFLECTION
lesson.
teachers?
57
I. OBJECTIVES
C. Learning Competency Infer that total mechanical energy remains the same
during any process S9FE-IVe-41
1.Identify the positions where Kinetic Energy or Potential

energy is at maximum or minimum;
2.Explain the result of the demonstration using

conservation of energy
CONTENT Conservation of Mechanical Energy

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Google search for image of KE and PE transformation
IV. PROCEDURE A B
A. ELICIT In the HEP model, at what In the HEP model, at what
point will the water and the point will the water and the
paper clip have the paper clip have the
maximum and minimum maximum and minimum
KE and PE? KE and PE?
B. ENGAGE Explain Figure 12 on Page Consider Figure 12 on
293. Page 293 and describe the
KE and PE at different
points (points (H,O,P)
C. EXPLORE Perform Activity 3: Bashing Perform Activity 3: Bashing
Ball on Page 294-295. Ball on Page 294-295.
D. EXPLAIN Answer the Guide Answer the Guide
Questions 19-21 on page Questions 19-21 on page
295. 295.
Q19. Did the bowling ball Q19. Did the bowling ball
reach the tip of the nose of reach the tip of the nose of
the student volunteer? Did the student volunteer? Did
it rise higher or lower than it rise higher or lower than
its original height? its original height?
Q20. At what location/s Q20. At what location/s
along the path of the along the path of the
bowling ball is/are the bowling ball is/are the
ball’s kinetic energy the ball’s kinetic energy the
greatest? Why? greatest? Why?
58
ball’s potential energy the ball’s potential energy the
greatest? Why? greatest? Why?
ball’s gravitational potential ball’s gravitational potential
energy the greatest? Why? energy the greatest? Why?
E. ELABORATE Draw a scenario and In a given figure, identify at
identify where the PE and which the KE and PE is at
KE is at its maximum and its maximum and
minimum. minimum.
F. EVALUATE What is conservation of What can you say about
mechanical energy? the sum of PE and KE at
Explain. different points?
What is conservation of
mechanical energy?
G. EXTEND What are the formula in What are the formula in
determining the values of determining the values of
PE and KE? PE and KE?
V. REMARKS
VI. REFLECTION
lesson.
teachers?
59
I. OBJECTIVES
C. Learning Competency Infer that total mechanical energy remains the same
during any process S9FE-IVe-41
a) Calculate the values of KE and PE at different
points in a free fall;
b) Compare the sum of KE and PE at different points

in a free fall.
II. CONTENT Conservation of Mechanical Energy in Free Falling

Objects
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Google search for image of KE and PE transformation in
Free-Falling Objects
IV. PROCEDURE A B
A. ELICIT Can we say that we create Can we say that we create
KE by destroying the KE by destroying the
object’s PE? Why? object’s PE?
B. ENGAGE If PE and KE are What does the law of
conserved, how can you conservation of energy
prove mathematically that state?
the total mechanical
energy remains constant?
C. EXPLORE Do you think the unit of PE Do you think the unit of PE
and KE are the same? and KE are the same?
Prove mathematically that What is the formula for
PE and KE have the same PE? What is the formula
unit. for KE?
(The teacher will help the
students in step-by-step
unit analysis for PE and
KE)
D. EXPLAIN Given an illustration of a Given an illustration of a
(DAY 2) free falling body (figure 14) free falling body (figure 14)
in page 296, complete in page 296, complete
table 4 on page 297. table 4 on page 297.
E. ELABORATE How can table 4 prove that Based on table 4, what can
mechanical energy is you say about the sum of
conserved? PE and KE?
60
F. EVALUATE Answer to Table 4 will be Answer to Table 4 will be
checked. checked.
G. EXTEND Illustrate a swinging Illustrate a swinging
pendulum and label the pendulum and label the
points where the PE and points where the PE and
KE is at minimum and KE is at minimum and
maximum. maximum.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
61
I. OBJECTIVES
relationship among heat, work, and efficiency
B. Performance Standard The learners shall be able to analyze how power plants
generate and transmit electrical energy
C. Learning Competency Construct a model to demonstrate that heat can do work;

( S9FE – IVe-42)
1. Relate heat and work.
2. Design a working model that shows how heat can do

work.
II. CONTENT Heat

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources https://m.youtube.com/watch?v=0ki9Kta8g14
IV. PROCEDURE A B
A. ELICIT In Grade 8, the concept of In Grade 8, the concept of
heat and work were taught heat and work were taught
separately. separately.
• Ask: • Ask:
- When can we say - When can we say
that there is heat? that there is heat?
- How does heat - How does heat
differ from temperature and differ from temperature and
internal energy? internal energy?
- When can we say - When can we say
that work is done by an that work is done by an
object? object?
B. ENGAGE Post the following essential Post the following essential
questions: questions:
- Can heat do work? - Can heat do work?
- How does heat and - How does heat and
work affect each other? work affect each other?
?
C. EXPLORE Introduce the “Pop Pop Introduce the “Pop Pop
Boat” (Adapted from: Boat” (Adapted from:
https://m.youtube.com/wat https://m.youtube.com/wat
ch?v=0ki9Kta8g14) ch?v=0ki9Kta8g14)
62
Say: to answer the Say: to answer the
essential questions given a essential questions given a
while ago, let us construct while ago, let us construct
and explain the working and explain the working
principle behind the “Pop principle behind the “Pop
Pop Boat.” This will be Pop Boat.” This will be
done by group. Later on done by group. Later on
the constructed models will the constructed models will
be displayed and be displayed and
presented in an exhibit presented in an exhibit
called “Hot Party” called “Hot Party”
For the instructions please For the instructions please
refer to the activity sheet refer to the activity sheet
(following the GRASPS (following the GRASPS
format) attached in this format) attached in this
lesson plan. lesson plan.
Guide Questions: Guide Questions:

1. What propels the 1. What propels the
Pop Pop Boat? Pop Pop Boat?
2. How does the heat 2. How does the heat
from the candle make the from the candle make the
boat move? boat move?
3. Based from the 3. Based from the
observation, are heat and observation, are heat and
work related? How? work related? How?
D. EXPLAIN (Organize the classroom in (Organize the classroom in
a way that the students are a way that the students are
like in an exhibit) like in an exhibit)
Ask a group to volunteer Ask a group to volunteer
and demonstrate how their and demonstrate how their
Pop Pop Boat moves. Pop Pop Boat moves.
- In order for a boat - In order for a boat
to move it must have some to move it must have some
sort of energy that will sort of energy that will
enable it to do so. What enable it to do so. What
energy did the boat use in energy did the boat use in
order to move? order to move?
(Possible answer: The boat (Possible answer: The boat
used the thermal energy used the thermal energy
that was provided by the that was provided by the
candle.) candle.)
- How does the heat - How does the heat
from the candle affect the from the candle affect the
water in the straw? water in the straw?
(Possible answer: The heat (Possible answer: The heat
from the candle causes the from the candle causes the
water in the straw to boil water in the straw to boil
and later on evaporate. and later on evaporate.
When the water When the water
evaporates, it will cover a evaporates, it will cover a
greater area that will then greater area that will then
push the incoming water push the incoming water
out. As an effect of the out. As an effect of the
backward motion of the backward motion of the
63
water, the boat will then water, the boat will then
move forward thereby move forward thereby
propelling it (hence, propelling it (hence,
following Newton’s Third following Newton’s Third
Law of Motion).) Law of Motion).)
E. ELABORATE Aside from the Pop Pop Aside from the Pop Pop
Boat, the same effect could Boat, the same effect could
also be observed in a Hot also be observed in a Hot
Air balloon. Air balloon.
- How does a Hot Air - How does a Hot Air
Balloon float or rise? Balloon float or rise?
(Possible Answer: Heat (Possible Answer: Heat
from the flame of the stove from the flame of the stove
causes the gas molecules causes the gas molecules
in air to expand. When the in air to expand. When the
gas molecules expand, it gas molecules expand, it
will cause the density of will cause the density of
the gas to decrease, the gas to decrease,
making the balloon float.) making the balloon float.)
- Given that the force - Given that the force
applied by the gas applied by the gas
molecules is directed in the molecules is directed in the
same direction as the same direction as the
motion of the balloon, is motion of the balloon, is
the balloon doing work? the balloon doing work?
(Possible answer: Yes, in (Possible answer: Yes, in
order to say that a body or order to say that a body or
an object is doing work, its an object is doing work, its
motion must be in the motion must be in the
same direction (parallel) to same direction (parallel) to
the force applied to it.) the force applied to it.)
- Are heat and work - Are heat and work
related? How? related? How?
(Possible answer: Yes, (Possible answer: Yes,
they are related. Heat (as they are related. Heat (as
an energy in motion) can an energy in motion) can
be used to do work, be used to do work,
examples are that of the examples are that of the
Pop Pop Boat and the Hot Pop Pop Boat and the Hot
Air Balloon. Likewise, Air Balloon. Likewise,
when an object does work, when an object does work,
heat is released in the heat is released in the
process.) process.)
- Cite a particular - Cite a particular
example on how doing example on how doing
work may release heat. work may release heat.
(Possible Answer: When (Possible Answer: When
walking on a pavement for walking on a pavement for
example, our feet will example, our feet will
eventually feel warm due eventually feel warm due
to the heat released that is to the heat released that is
caused by the friction caused by the friction
between our feet and the between our feet and the
pavement.) pavement.)
64
F. EVALUATE Let the selected audience Let the selected audience
visit each group and visit each group and
assess their output based assess their output based
from the given rubric. The from the given rubric. The
audience may ask audience may ask
questions to the group in questions to the group in
order to help them assess order to help them assess
their work. their work.
The rubric below may be The rubric below may be
revised depending upon revised depending upon
the agreement between the agreement between
the teacher and the the teacher and the
learners. (included in the learners. (included in the
worksheet) worksheet)
G. EXTEND Explain body process that Explain body process that
involves the conversion of involves the conversion of
heat to work. heat to work.
- Have you observed - Have you observed
the sunbathing of chickens the sunbathing of chickens
and lizards? How will you and lizards? How will you
explain their behavior explain their behavior
using the concept of using the concept of
converting heat to work? converting heat to work?
V. REMARKS
VI. REFLECTION
lesson.
teachers?
65
ACTIVITY NO.____________
Crafting a Pop Pop Boat
GOAL:
1. Relate heat and work.
2. Build a working model that shows how heat can do work
ROLE:
Marine engineers
AUDIENCE:
Available students from other sections
SITUATION:
A company is hiring groups of marine engineers that will work on their latest cargo
ship. Each group of engineers is given the same task of constructing a prototype of
the ship.
PERFORMANCE:
Construct a Pop Pop boat applying the relationship between heat and work.
Materials:
Soda Can
Plastic bottle
Bendy Straw
Candle
Blu-Tack/ Kneadable eraser/ Glue Gun with Glue Stick
Scissors
Ruler
Procedure: Illustrations for the steps will be inserted.
1. Remove the top and bottom of the soda can bottle using a pair of scissors as shown
in the illustration below. Be careful not to cut yourself when doing this step.
2. Using a ruler draw a rectangle on the flat sheet measuring 6cm wide and 18cm long.
Cut the rectangle you’ve drawn.
3. Gently fold the rectangle in half, but don’t push down hard on the fold in order not to
tear the sheet.
4. Mark out 1 cm line around one half of the folded sheet. Cut the 1cm line you have
drawn on the sides. Fold the other 1cm around the remaining half to make a small tin
can pocket. Seal the pocket using a glue stick/ blu-tack/kneadable eraser.
5. Insert two bendy straws inside the open slit of the pocket. And seal the open sections
using glue stick/ blu-tack/ kneadable eraser. This will serve as the boiler of the Pop
Pop Boat.
6. Check if the boiler is working by submerging the pocket in a basin of water and blow
on one of the straws. If bubbles are formed, re-do the boiler. If no bubbles are formed
then you may proceed to the next step.
7. Cut the plastic bottle in half from the mouth to the bottom.
8. Cut a hole at the middle of one of the halves of the bottle. The hole must be just the
right size where the straws of the boiler can fit.
9. Insert the straws of the boiler into the hole. Secure that no water can enter the boat
by sealing it with glue stick or other available adhesives.
10. Prevent the straws from flapping under water by securing it at the bottom of the boat
with some glue stick. Be careful not to melt the straw and the plastic bottle.
11. Check if the boat is working. The straws must be initially filled with water. Place the
boat in a basin of water.
12. Light a candle and place it under the boiler (pocket made from the soda can). Wait
for a couple of minutes and check if the boat moves. If it does you have successfully
made the Pop Pop boat.
13. Decorate and furnish your Pop Pop boat.
66
Guide Questions:
1. What propels the Pop Pop Boat?
________________________________________________________________
2. How does the heat from the candle make the boat move?
________________________________________________________________
3. Based from the observation, are heat and work related? How?
________________________________________________________________
STANDARD:
The final output will be rated based from the rubric below.
Indicator Multiplier Numerical rating Rating
3 2 1
Functionality X3 The Pop Pop The Pop Pop The Pop Pop
Boat moves boat moves boat moves
continuously but stops but stops
using the DIY after some after some
boiler. distance and distance and
then moves never moves
again again.
Specific concept X4 The presenter The presenter The presenter
applied in the explained well vaguely was unsure of
model how the explained the concept
model works how the applied in
using the model works their model.
concepts of using
heat and work concepts of
and heat and
supporting it work.
with other
underlying
laws that the
model
follows.
Evidence of X2 The model The model Only one to
Appropriate effort was well was well two members
made. The made. Only a were busy
members few members presenting
take turns in show and
presenting competence maintaining
their output and the display of
and determination the group.
maintaining in presenting
their display. their output.
Neatness and X1 The model The model The model is
over all visual was well was made either too
appeal. furnished. It is neatly made plain or overly
free from with a few decorated
smudges and smudges but
dents. is still visually
appealing.
TOTAL
67
I. OBJECTIVES
C. Learning Competency Infer that heat transfer can be used to do work and that
work involves the release of heat ( S9FE – IVf-43)
1. Demonstrate how heat causes the internal energy to

increase.
2. Distinguish spontaneous from non-spontaneous

transfer of heat.
3. Solve problems involving heat energy
II. CONTENT Heat

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Downloaded pictures showing spontaneous and non
spontaneous transfer of heat
IV. PROCEDURE A B
A. ELICIT In Grade 8 you were taught 4 pics 1 word
about heat, temperature,
internal energy and the Use the pictures on page
factors affecting the 308 of the LM.
amount of heat transferred Get 4 pictures and give
one Word that would
To refresh our knowledge describe them.
about these fundamental (the following words are
concepts, let us play a expected to be given by
team quiz. the students)
(the quiz is done through a Internal energy
power point game) Temperature
Heat
Heating
Heat transfer
B. ENGAGE After reviewing what we After reviewing what we
know let us have an know let us have an
overview of what you will overview of what you will
learn after the lesson. learn after the lesson.
68
Post the following essential Post the following essential
questions: questions:
1. In what direction is 1. In what direction is
heat conventionally heat conventionally
transferred transferred between
between objects? objects?
2. How does heat 2.How does heat affect
affect a system’s a system’s temperature
temperature and and internal energy?
internal energy? 3. How will you
3. How will you compare
compare spontaneous from
spontaneous from nonspontaneous
nonspontaneous process?
process? 4. Is it possible for
4. Is it possible for heat not to flow in
heat not to flow in and out of a
and out of a system?
system?
Before we proceed to
Before we proceed to answering these questions,
answering these questions, take a look at the picture
take a look at the picture first.
first.
In the next discussions we

In the next discussions we will be speaking more often
will be speaking more often about systems in the
about systems in the perspective of
perspective of thermodynamics.
thermodynamics. - Based from the
- Based from the illustration what
illustration what does it mean by a
does it mean by a system?
system? - What is the role of
- What is the role of the boundary?
the boundary? Say for example we are
Say for example we are observing the effect of heat
observing the effect of heat to a cup of coffee.
to a cup of coffee. Which part of the example
Which part of the example is the system, boundary
is the system, boundary and the surrounding?
and the surrounding?
C. EXPLORE Perform Activity 1 Perform Activity 1
Heat and Internal energy Heat and Internal energy
Where do I Belong Where do I Belong
LM p. 306 LM p. 306
LM pp. 308-309 LM pp. 308-309
69
• The students will be • The students will be
provided with a worksheet provided with a worksheet
D. EXPLAIN Compare the temperature Compare the temperature
of water before it is boiled, of water before it is boiled,
while boiling, and after it while boiling, and after it
has boiled. has boiled.
* What does the increase * What does the increase

in the temperature in the temperature
indicate? indicate?
* Which of the given * Which of the given

situations are considered situations are considered
spontaneous processes? spontaneous processes?
In what direction does heat In what direction does heat

normally flow? normally flow?
E. ELABORATE Why is there an increase in Why is there an increase in

the internal energy of the the internal energy of the
body when there is an body when there is an
increase in the increase in the
temperature? temperature?
When is there an increase When is there an increase

in the internal energy of the in the internal energy of the
body? body?
How can we determine the How can we determine the

internal energy of the internal energy of the
body? body?
In what process can we In what process can we

increase the internal increase the internal
energy of the body? energy of the body?
Differentiate Heat from Differentiate Heat from

Temperature. Temperature.
What is the unit for What is the unit for

Heat(Q) and for Heat(Q) and for
temperature(T)? temperature(T)?
How can we compute for How can we compute for

the increase in the internal the increase in the internal
energy of the body energy of the body
/system? /system?
What process is described What process is described

when there is no loss or when there is no loss or
gain of heat energy? gain of heat energy?
F. EVALUATE Solve problem no. 1 on Solve problem no. 1 on
page 306 of the LM. page 306 of the LM.
70
How can we determine the How can we determine the
increase in the internal increase in the internal
energy of the system? energy of the system?
When do you say that When do you say that

there is an increase in the there is an increase in the
internal energy? internal energy?
Differentiate spontaneous Differentiate spontaneous

from non spontaneous from non spontaneous
process of heat transfer. process of heat transfer.
G. EXTEND Give other practical Give other practical
application of spontaneous application of spontaneous
and non-spontaneous and non-spontaneous
process in daily life process in daily life
activities. activities.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
71
WORK SHEET NO._________
ACTIVITY NO.____________
HEAT AND INTERNAL ENERGY / WHERE DO I BELONG
OBJECTIVES:
The learners will
1. Demonstrate how heat causes the internal energy to increase.
2. Distinguish spontaneous from non spontaneous process of heat transfer
MATERIALS:
Beaker thermometer 500ml water hot plate pictures similar to those found on
page
308 of the Learners Module
PROCEDURE:
Refer to the Learners Manual on page 306 and 308
DATA AND RESULT:

Table 1
Temperature before boiling Temperature while boiling Temperature after boiling
(0C) (0C) (0C)
Guide Question
1. Compare the temperature of water before it is boiled, while it is boiling, and after it is
boiled.
2. What does the increase in the temperature indicate?
Table 2
Study the illustration on page 308 of the Learners Manual
Using the illustration fill in the table below
Spontaneous process Non-spontaneous process Needs work to reverse the
process
Guide Questions:
1. What does the increase in the temperature indicate?
2. Which of the given situations are considered spontaneous processes
3. Why is there an increase in the internal energy of the body when there is an increase
in the temperature?
4. When is there an increase in the internal energy of the body?
72
I. OBJECTIVES
C. Learning Competency Infer that heat transfer can be used to do work and that
work involves the release of heat ( S9FE – IVf-43)
1. Explain how heat pump works
2. Identify the parts and functions of a refrigerator and

an air conditioning unit
II. CONTENT Parts and Functions of a Heat Pump

A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B. Other learning resources Downloaded pictures showing the parts of a refrigerator
and an air conditioning unit and their functions
httpc://www.youtube.com
/watch?=NQi6r85p3wq
https://www.youtube.com/watch?
v=8AdSOx7599M
IV. PROCEDURE A B
A. ELICIT Recall the difference Recall the difference
between spontaneous from between spontaneous from
non spontaneous process non spontaneous process
of heat transfer. of heat transfer.
B. ENGAGE How can we increase the How can we increase the
internal energy of top internal energy of top
water? water?
*How can we reverse the *How can we reverse the

process – that is hot water process – that is hot water
turned to cold water? turned to cold water?
* What is needed to * What is needed to

reverse the process? reverse the process?
* How does an air * How does an air

conditioning unit and a conditioning unit and a
refrigerator work? refrigerator work?
73
C. EXPLORE Group the class into 2 Group the class into 2
groups. Each group will groups:
discuss the following: Group 1: refrigerator
Parts and functions of Group 2. Air
Group 1: refrigerator conditioning unit
Group 2. Air
conditioning unit Identify the parts and
functions of a refrigerator
Identify the parts and and an air conditioning
functions of a refrigerator unit.
and an air conditioning
unit. Use the illustration
Level the parts
Use the illustration Identify the functions of
Level the parts each part.
Identify the functions of Note:
each part. Use the video clip for
Note: analysis of the parts
Use the video clip for and functions of an
analysis of the parts air conditioning unit
and functions of an and refrigerator.
air conditioning unit
and refrigerator. httpc://www.youtube.com
/watch?=NQi6r85p3wq
httpc://www.youtube.com
/watch?=NQi6r85p3wq https://www.youtube.com/
watch?
https://www.youtube.com/ v=8AdSOx7599M
watch?
v=8AdSOx7599M
D. EXPLAIN What device is used to What device is used to
reverse the process of heat reverse the process of heat
flow that is from cold flow that is from cold
system to warmer one? system to warmer one?
Explain how heating is a Explain how heating is a

method of doing work? method of doing work?
What happens when you What happens when you

eat your favourite meal? eat your favourite meal?
How can thermal energy How can thermal energy

be changed to mechanical be changed to mechanical
work? work?
Answer the guide Answer the guide

questions nos . 6-12 on questions nos . 6-12 on
page 310 of the Learners page 310 of the Learners
Manual Manual
Answer the guide Answer the guide

questions nos . 13-16 on questions nos . 13-16 on
page 311 of the Learners page 311 of the Learners
Manual Manual
74
E. ELABORATE What is the use of a heat What is the use of a heat
engine? engine?
How does a heat engine How does a heat engine
work? work?
What are the parts and What are the parts and
functions of a heat functions of a heat
engine? engine?
What are the components What are the components

of a heat engine of a heat engine
F. EVALUATE Result of the group output Result of the group output
with their score. with their score.
Note: Scores of the group Note: Scores of the group

output will be based on the output will be based on the
correct parts and functions correct parts and functions
of a refrigerator and air of a refrigerator and air
conditioning unit) conditioning unit)
G. EXTEND 1.What are the parts and 1.What are the parts and
functions of a four cycle functions of a four cycle
stroke gasoline engine? stroke gasoline engine?
2. How does a a four cycle 2. How does a a four cycle
stroke gasoline engine stroke gasoline engine
works? works?
V. REMARKS
VI. REFLECTION
lesson.
teachers?
75
I. OBJECTIVES
C. Learning Competency Explain why machines are never 100-percent efficient

( S9FE – IVf-44)
1.Construct a diagram that shows how a heat engine

works
2. Define efficiency in Thermodynamics
3. Explain why the efficiency of a heat engine matters
II. CONTENT Thermal Efficiency

A. References
3. Textbook pages Conceptual Physics
11th Edition
Paul G. Hewitt
Pages 323, 711
from Learning
Resource(LR) Portal
B. Other learning resources https://nafrizaltimes.wordpress.com/2011/11/28/combusti
on-in-the-gasoline-engine/
www.softschools.com/formulas/physics/efficiency_formul
a/29/
IV. PROCEDURE A B
A. ELICIT Let the students recall the Let the students recall the
past lesson by asking the past lesson by asking the
following questions: following questions:
 What is a heat  What is a heat

engine? engine?
 What are the four  What are the four
cycle strokes in a cycle strokes in a
gasoline engine? gasoline engine?
Let the students label Let the students label
which stroke corresponds which stroke corresponds
to the images below: to the images below:
76
Note: The teacher may opt Note: The teacher may opt
to use illustrations that are to use illustrations that are
not exactly the same, but not exactly the same, but
similar to the illustrations similar to the illustrations
shown here. shown here.
B. ENGAGE Present to the students the Present to the students the

following situation: following situation:
Mr. C is the Mr. C is the

manager of a company. He manager of a company. He
was told by the directors was told by the directors
that they have an that they have an
oversupply of workers, and oversupply of workers, and
that he should fire one that he should fire one
employee from his unit at employee from his unit at
the moment. Mr. C decided the moment. Mr. C decided
to observe two employees. to observe two employees.
Employee A can type 500 Employee A can type 500
words in two minutes while words in two minutes while
Employee B can type 650 Employee B can type 650
words in three minutes. Mr. words in three minutes. Mr.
C fired Employee B. What C fired Employee B. What
trait or characteristic of a trait or characteristic of a
good employee was Mr. good employee was Mr.
C’s basis in deciding who C’s basis in deciding who
to keep and who to fire? to keep and who to fire?
77
C. EXPLORE Let the students construct Let the students construct
1. a diagram that 1.a diagram that shows

shows how a heat how a heat engine works
engine works 2. a semantic web wherein
2. a semantic web the central idea is
wherein the central efficiency (in the scientific
idea is efficiency (in sense). The students have
the scientific to fill the surrounding
sense). The bubbles with words that
students have to fill relate with efficiency.
the surrounding
bubbles with words
Let them answer the
that relate with
following:
efficiency.
Let them answer the 1. How do you define
following: efficiency?
2.What is needed in order
1. How do you define
for a heat engine to work?
efficiency?
3.Do you think all
2. What is needed in
machines have the same
order for a heat
efficiency?
engine to work?
3. Do you think all
machines have the
same efficiency?
D. EXPLAIN Let the groups present Let the groups present

their outputs and their their outputs and their
answers to the questions. answers to the questions.
E. ELABORATE A heat engine is a device A heat engine is a device
that uses heat as input and that uses heat as input and
supplies mechanical work supplies mechanical work
as output. Mechanical work as output. Mechanical work
can be obtained only when can be obtained only when
heat flows from a reservoir heat flows from a reservoir
with high to a reservoir with with high to a reservoir with
low temperature. low temperature.
The following diagram The following diagram

shows how a heat engine shows how a heat engine
works: works:
78
Not all of the heat can be Not all of the heat can be
converted into useful work, converted into useful work,
though, which is why it is though, which is why it is
important to know the important to know the
efficiency of a heat engine. efficiency of a heat engine.
Efficiency tells how much Efficiency tells how much

of the input energy ends up of the input energy ends up
doing useful work. Some doing useful work. Some
machines have low, and machines have low, and
some have high efficiency. some have high efficiency.
In reality, there is no 100% In reality, there is no 100%

efficient engine. There will efficient engine. There will
always be losses (to always be losses (to
friction, for example) that friction, for example) that
will reduce the efficiency. will reduce the efficiency.
Heat that is lost to friction Heat that is lost to friction
or expelled to the or expelled to the
environment can no longer environment can no longer
be used. be used.
F. EVALUATE Tell whether the following Tell whether the following
statements are true or statements are true or
false: false:
1. In any heat engine, 1. In any heat engine,

heat flows from the heat flows from the
cold to the hot cold to the hot
reservoir. reservoir.
2. All of the heat from 2. All of the heat from
the hot reservoir the hot reservoir
can be converted to can be converted to
useful work. useful work.
3. The efficiency of 3. The efficiency of
heat engine is the heat engine is the
79
same for any heat same for any heat
engine. engine.
4. Friction reduces the 4. Friction reduces the
efficiency of a heat efficiency of a heat
engine. engine.
Efficiency is important Efficiency is important
because it tells us how because it tells us how
much heat can be much heat can be
converted into useful work. converted into useful work.
G. EXTEND Let the students research Let the students research
about Said Carnot and his about Said Carnot and his
contributions to the study contributions to the study
of Thermodynamics. of Thermodynamics.
V. REMARKS
VI. REFLECTION
lesson.
teachers?
80
I. OBJECTIVES
C. Learning Competency Explain how heat transfer and energy transformation

make heat engines like geothermal plants work ( S9FE
– IVg-45)
1. Describe the heat transfer and energy

transformations that occur in a geothermal plant.
2. Explain how heat engines in geothermal plants work

by applying the concepts on heat transfer and energy
transformation.
II. CONTENT Application of Heat Engines in Geothermal Plants

A. References
2. Learner’s Module pages
3. Textbook pages Science and Technology IV, Physics Textbook pages
325-327
from Learning
Resource(LR) Portal
B. Other learning resources http://youtu.be/BI6S_yi1vvE
http://youtu.be/Rs6n0baLQ6w
google images:
https://thegreenprogram.com/uploads/attachments/cjflfollu04jtc
ki5xdbjkhwn-surface-steam.jpg
IV. PROCEDURE A B
A. ELICIT Simple Recall: Simple Recall:
*Spontaneous and non- *Spontaneous and non-
spontaneous process spontaneous process
 How will you  How will you
compare compare
spontaneous spontaneous
process from non- process from non-
spontaneous spontaneous
process? process?
*Show the four cycle- *Show the four cycle-
stroke diagram stroke diagram
 How does a heat  How does a heat
engine work? engine work?
What specific concepts are What specific concepts are
applied in a heat engine? applied in a heat engine?
81
B. ENGAGE *One of the major uses of *One of the major uses of
the heat engine is in the the heat engine is in the
generation of electricity by generation of electricity by
geothermal plants. geothermal plants.
enable a geothermal plant enable a geothermal plant
to generate electricity? to generate electricity?
C. EXPLORE Picture analysis: Picture analysis:
Present a diagram showing Present a diagram showing
the anatomy of a the anatomy of a
geothermal plant. geothermal plant.
https://thegreenprogram.co https://thegreenprogram.co
m/uploads/attachments/cjflf m/uploads/attachments/cjflf
ollu04jtcki5xdbjkhwn- ollu04jtcki5xdbjkhwn-
surface-steam.jpg surface-steam.jpg

1. What are the 1. What are the
components of a components of a
geothermal plant? geothermal plant?
2. What is the main 2. What is the main
source of thermal source of thermal
energy of a energy of a
3. How does this 3. How does this
thermal energy thermal energy
enable a enable a
geothermal plant to geothermal plant to
work? work?
4. How will you 4. How will you
compare a compare a
a heat engine? a heat engine?
make geothermal plants make geothermal plants
work? work?
D. EXPLAIN *Geothermal plants use the *Geothermal plants use the
thermal energy within the thermal energy within the
earth to generate electricity earth to generate electricity
with the aid of a heat with the aid of a heat
engine. engine.
 What is the main  What is the main
purpose of this heat purpose of this heat
in a geothermal in a geothermal
plant? plant?
(Possible answer: Supply (Possible answer: Supply
energy to the fuel; either energy to the fuel; either
water or other substance water or other substance
within the Earth) within the Earth)
82
 What does this heat  What does this heat
do to the water do to the water
trapped within the trapped within the
Earth? Earth?
(Possible Answer: The (Possible Answer: The
heat makes the water heat makes the water
expand and gain more expand and gain more
energy, thereby changing energy, thereby changing
its phase) its phase)
As said a while ago one As said a while ago one
major application of heat major application of heat
engines is its use in the engines is its use in the
Geothermal plants. In Geothermal plants. In
order to harness electricity order to harness electricity
from this heated water, we from this heated water, we
must be able to bring it to must be able to bring it to
the surface. the surface.
 Once in the  Once in the
surface, what will surface, what will
the boiler do to this the boiler do to this
high temperature high temperature
water? water?
(Possible Answer: the (Possible Answer: the
boiler will change the boiler will change the
phase of the water turning phase of the water turning
the water to steam and the water to steam and
directing it to the turbine) directing it to the turbine)
 What will the  What will the
product of the boiler product of the boiler
do? do?
(Possible Answer: It will (Possible Answer: It will
turn the turbine.) turn the turbine.)
 After passing  After passing
through the turbine, through the turbine,
what will happen to what will happen to
the steam? the steam?
(Possible answer: It will (Possible answer: It will
proceed to the condenser proceed to the condenser
which will change the which will change the
steam back to its original steam back to its original
state.) state.)
E. ELABORATE  What happens to  What happens to
the thermal energy the thermal energy
from the Earth in its from the Earth in its
whole journey in whole journey in
the geothermal the geothermal
power plant? power plant?
(Possible answer: The (Possible answer: The
thermal energy is thermal energy is
transformed into other transformed into other
forms of energy such as forms of energy such as
mechanical energy and mechanical energy and
electricity.) electricity.)
83
 How will you  How will you
compare the heat compare the heat
engine in engine in
geothermal plants geothermal plants
to that of the steam to that of the steam
engine found in engine found in
trains during the old trains during the old
times? times?
(Possible answers: A (Possible answers: A
geothermal power plant is geothermal power plant is
like a huge heat engine. like a huge heat engine.
Compared to the heat Compared to the heat
engines used in engines used in
transportation vehicles, the transportation vehicles, the
geothermal power plant geothermal power plant
conserves more resources conserves more resources
since the fuel which is since the fuel which is
water is not wasted in the water is not wasted in the
process.) process.)
F. EVALUATE Go back to the question Go back to the question
posted previously in the posted previously in the
engage part. engage part.
 How does a heat  How does a heat
engine enable a engine enable a
generate generate
electricity? electricity?
(Possible answer: A (Possible answer: A
geothermal plant is like a geothermal plant is like a
huge heat engine. Initially, huge heat engine. Initially,
the thermal energy with in the thermal energy with in
the Earth is transferred to the Earth is transferred to
the water above it. The the water above it. The
water will gain energy water will gain energy
making it to change in making it to change in
phase. The thermal energy phase. The thermal energy
of the steam will turn the of the steam will turn the
turbine. This means that turbine. This means that
the turbine gains the turbine gains
mechanical energy. The mechanical energy. The
turbine is connected to the turbine is connected to the
shaft of a generator. The shaft of a generator. The
mechanical energy of the mechanical energy of the
turbine will prompt the turbine will prompt the
generator to produce generator to produce
electricity.) electricity.)
G. EXTEND Create a flow chart/ cyclic Create a flow chart/ cyclic
diagram showing how and diagram showing how and
where heat is transferred in where heat is transferred in
the cycle and the energy the cycle and the energy
transformations found in it. transformations found in it.
84
V. REMARKS
VI. REFLECTION
lesson.
teachers?
85
I. OBJECTIVES
C. Learning Competency Explain how heat transfer and energy transformation

make heat engines like geothermal plants work ( S9FE
– IVg-45)
1. Explain how heat transfer and energy transformations

make geothermal plants work
2. Construct/ Fill out a flow chart/ Cyclic diagram

showing the energy transformation and heat transfer that
occurs in a geothermal plant.
II. CONTENT Application of Heat Engines in Geothermal Plants

A. References
2. Learner’s Module pages
3. Textbook pages Science and Technology IV, Physics Textbook pages
325-327
from Learning
Resource(LR) Portal
B. Other learning resources https://youtu.be/kjpp2MQffnw
IV. PROCEDURE A B
A. ELICIT Ask: Ask:
- How is a - How is a
geothermal plant similar/ or geothermal plant similar/ or
different to a heat engine? different to a heat engine?
B. ENGAGE Ask the learners to cite the Ask the learners to cite the
energy transformations energy transformations
that occur within the that occur within the
geothermal plant by geothermal plant by
asking, asking,
- What energy - What energy
transformations occur in a transformations occur in a
- What enables the - What enables the
geothermal plant to exhibit geothermal plant to exhibit
these energy these energy
transformations? transformations?
C. EXPLORE Video Analysis Video Analysis
86
Play “How a Geothermal Play “How a Geothermal
Plant Works” from Plant Works” from
https://youtu.be/kjpp2MQff https://youtu.be/kjpp2MQff
nw nw
After the video After the video

presentation the learners presentation the learners
will perform a group activity will perform a group activity
in which they are going to in which they are going to
fill out the concept map fill out the concept map
found at the end of this found at the end of this
DLP. DLP.
They should also answer They should also answer

the question below: the question below:
- How are energy - How are energy
conversions possible in a conversions possible in a
D. EXPLAIN Let the learners present Let the learners present
their outputs their outputs
Ask: How are energy Ask: How are energy
conversions possible in a conversions possible in a
E. ELABORATE To summarize the entire To summarize the entire
process let the learners process let the learners
write down the energy write down the energy
conversions that occur in a conversions that occur in a
geothermal power plant. geothermal power plant.
Ask: How do heat transfer Ask: How do heat transfer
and energy and energy
transformations make transformations make
geothermal power plants geothermal power plants
work? work?
F. EVALUATE Checking of outputs based Checking of outputs based
from the rubric/ criterion from the rubric/ criterion
agreed upon by the agreed upon by the
teacher and the learner. teacher and the learner.
Sample criterion: Sample criterion:

Content (50%) Content (50%)
Creativity (20%) Creativity (20%)
Clarity of presentation Clarity of presentation
(20%) (20%)
Evidence of Appropriate Evidence of Appropriate
effort (10%) effort (10%)
G. EXTEND Reflection for the Chapter: Reflection for the Chapter:
How can the knowledge How can the knowledge

about Heat, Work and about Heat, Work and
Efficiency be of use in your Efficiency be of use in your
day to day life? Cite day to day life? Cite
situations to support your situations to support your
answer. answer.
87
V. REMARKS
VI. REFLECTION
lesson.
teachers?
88
CONCEPT MAP
GEOTHERMAL POWER PLANTS
is like a
it uses
from
Heat is
will be transferred to
injected back
will proceed to
That will
will produce
steam will
proceed to
that makes
___________ rotate
by ______________
is connected to
That generates
89
Answer key CONCEPT MAP
GEOTHERMAL POWER PLANTS
is like a
Huge heat engine
it uses
heat
from
Within the Eath
heat is
will be transferred to
injected back
Water
Return steam to its

original phase will proceed to
Boiler
That will
will produce
Condenser
Steam
steam will
proceed to
that makes
Turbine rotate by
increasing its
mechanical energy
is connected to
Generator That generates Electricity
90
Teacher: Learning Area: SCIENCE
Time and Date: 2 sessions Quarter/Week/Days Q4W8D1-2
I. OBJECTIVES
A Content Standard The learners demonstrate an understanding of
. - Generation, transmission and distribution of
electrical energy from power plants
(hydroelectric, geothermal, wind, nuclear) to
home.
B Performance Standard The learners shall be able to
. - Analyse how power plants generate and
transmit electrical energy
C Learning Competency - Explain how electrical energy is generated,
. transmitted, and distributed
(S9FE-IVh-j-46)
1. Discuss how electricity is generated,
transmitted, and distributed using a 3-
dimensional representation.
2. Construct a diorama that replicates
how electricity is generated, transmitted and
distributed.
II. CONTENT Electrical Energy Generation, Transmission, and
Distribution
III LEARNING RESOURCES
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources
.
IV PROCEDURE A B
.
Session One
A ELICIT Simple recall: Simple recall:
. - Where is - Where is
electricity electricity
generated? generated?
- How is it - How is it
generated in generated in
power plants? power plants?
- After being - After being
generated, how generated, how
does electricity does electricity
reaches our reaches our
homes? homes?
91
B ENGAGE To assess how well you To assess how well you
. have grasped the idea, have grasped the idea,
let us see whether you let us see whether you
can represent what you can represent what you
have learned using a 3- have learned using a 3-
dimensional dimensional
representation. representation.
- Orient the - Orient the
learners that they learners that they
will be making a will be making a
diorama by diorama by
group. group.
- Present the rubric Present the rubric
provided on page provided on page 331 of
331 of the the Science 9 Learner’s
Science 9 Material.
Learner’s
Material.
C EXPLORE Guided by the rubric, let Guided by the rubric, let
. the learners construct the learners construct
the diorama of how the diorama of how
electricity is generated, electricity is generated,
transmitted, and transmitted, and
distributed. distributed.
Each group will be Each group will be
representing different representing different
power plants for their power plants for their
diorama. diorama.
Group 1: Geothermal Group 1: Geothermal
Group 2: Wind Group 2: Wind
Group 3: Nuclear Group 3: Nuclear
Group 4: hydroelectric Group 4: hydroelectric
Group 5: Solar field Group 5: Solar field
(Draw lots in order to (Draw lots in order to
determine which group determine which group
will be representing will be representing
which alternative source which alternative source
of energy for their of energy for their
diorama) diorama)
Reiterate that the Reiterate that the

diorama should be as diorama should be as
factual as possible. And factual as possible. And
that the use of recycled that the use of recycled
materials is allowed. materials is allowed
Session 2: Organize the classroom in such a way that each groups’ diorama can be seen
(exhibit like)
D EXPLAIN Let each group present Let each group present

. their diorama. For every their diorama. For every
group of students that group of students that
approaches them, they approaches them, they
must be able to explain must be able to explain
92
how electricity is how electricity is
generated, transmitted, generated, transmitted,
and distributed given the and distributed given the
type of power plant type of power plant
assigned to them. assigned to them.
E ELABORATE Ask: Why is it that the Ask: Why is it that the

. electricity generated from electricity generated from
power plants first pass power plants first pass
through different sub through different sub
stations before reaching stations before reaching
or homes? or homes?
F EVALUATE Assessment of outputs Assessment of outputs
. using the rubric given using the rubric given
before the first session. before the first session.
G EXTEND Assignment: Assignment:
. 1. Bring recent 1. Bring recent
electric bill electric bill
2. How is the cost of 2. How is the cost of
electrical energy electrical energy
computed? computed?
V. REMARKS
VI REFLECTION
.

lesson.
teachers?
93
RUBRIC (DIORAMA)
Category 4 3 2 1 Total
Appearance of The project’s The project’s The project’s The project’s
the Project (15%) appearance appearance appearance appearance
is is quite is somewhat is quite poor
professional professional poor with with many
and polished and polished some distractive
without with a few distractive elements.
distractive distractive elements.
elements. elements.
Content Facts The project The project The project The project
(20%) content is content is content is content is
exemplary good and fair/ poor and poor and
and suggests suggests the suggests the suggests the
the student student has student has student has
has discovered not not done
discovered most of the discovered sufficient
the important important most of the research.
ideas of facts of important
his/her topic. his/her topic. facts.
Images and All images or All images or Some Too few
Models (15%) models are models are images or images or
effective. effective, but models are models are
they appear effective. used to be an
to be too few effective
or too many. presentation.
Style and Display is Display is Some parts Display is
Orientation (10%) interesting interesting of the display uninteresting,
and and are not tidy.
attractive. attractive. interesting, Materials are
Materials are Materials are not tidy. incomplete
complete and complete and Some and not
organized to well materials are organized.
present the organized. complete and Presentation
ideas well. Presentation organized. has no
has Presentation sequence or
sequence has some plan evident.
and plan is sequence
evident. and plan
evident.
Creativity and Project is Good Some Little attempt
Appearance excellently creative attempt was was made to
(10%) presented effort. Project made to add add color or
reflecting is neat shows color and originality.
creativity and evidence of originality. Project has a
a lot of time spent on Project is sloppy
thought. it. neat. appearance.
Knowledge The diorama The diorama The diorama The diorama
(30%) demonstrates demonstrates demonstrate demonstrates
a thorough good some very little
knowledge of knowledge of knowledge of knowledge of
the subject the subject. the subject the subject
investigated. investigated investigated.
Total
94
I. OBJECTIVES
home.
C Learning Competency Explain how electrical energy is generated,
. transmitted, and distributed(S9FE-IVh-j-46)
1.Infer how electrical cost and consumption is
calculated.
2.Solve problems on power and electrical
consumption.
II. CONTENT Calculating Energy Use
.
A. References
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources https://www.sparkenergy.com/en/blog/archive/applia
. nce-electricity-usage-guide/
www.sci-
culture.com/advancedpoll/GCSE/electricenergy.html
IV PROCEDURE A B
.
A ELICIT Speaking of electricity; Speaking of electricity;
. Ask: Ask:
- Can we calculate - Can we calculate
our electric bill? our electric bill?
- What are the - What are the
factors that affect factors that affect
the cost of the cost of
(Possible answer the (Possible answer the
cost of our electrical cost of our electrical
consumption usually consumption usually
depends on how much depends on how much
was energy was used was energy was used
and how long that and how long that
95
amount of energy was amount of energy was
used.) used.)
Another factor that Another factor that
affects our electrical cost affects our electrical cost
is the power rating of the is the power rating of the
appliances. appliances.
Ask: Ask:
- What is power? - What is power?
B ENGAGE In grade 8, we learned In grade 8, we learned
. about 3 basic electrical about 3 basic electrical
quantities which are quantities which are
current, voltage and current, voltage and
- Which of these - Which of these
quantities will quantities will
give us power give us power
when multiplied? when multiplied?
(expected answer: (expected answer:
Power is equal to the Power is equal to the
product of voltage and product of voltage and
current) current)
- In what units are - In what units are
these quantities these quantities
expressed? expressed?
Write down the Write down the
mathematical equation mathematical equation
on the board. Together on the board. Together
with their units. with their units.
P=VI P=VI
Where: P=power (watts) Where: P=power (watts)
V=voltage(Volts) V=voltage(Volts)
I= current I= current
(Amperes) (Amperes)
C EXPLORE Let the learners put out Let the learners put out
. their electric bills. their electric bills.
Ask: Ask:
- In what unit is the - In what unit is the
energy energy
consumption consumption
expressed? expressed?
(Possible answer: kWh) (Possible answer: kWh)
- Why is it - Why is it
expressed in that expressed in that
unit? What does unit? What does
it mean? it mean?
(Possible answer: it is in (Possible answer: it is in
kilowatt because usually kilowatt because usually
there are multiple there are multiple
appliances used in a appliances used in a
certain household in a certain household in a
given time.) given time.)
- Based from the - Based from the
units itself, can units itself, can
96
we determine we determine
how the energy how the energy
use is calculated? use is calculated?
(Possible answer: Yes, (Possible answer: Yes,
we can calculate it by we can calculate it by
simply multiplying power simply multiplying power
(in kilowatts) to the time (in kilowatts) to the time
of usage (hours) giving of usage (hours) giving
us the unit kWh.) us the unit kWh.)
D EXPLAIN Show figure 6: An Show figure 6: An
. Analog Electric Meter Analog Electric Meter
and figure 7: A digital and figure 7: A digital
electric meter. electric meter.
Let the learners try to Let the learners try to
read how much energy read how much energy
was consumed using the was consumed using the
Analog electric meter, Analog electric meter,
later on let them try to later on let them try to
read m a digital electric read m a digital electric
meter. meter.
Ask: Ask:
- Using the Using the information
information from from the electric mete,
the electric mete, how will you find out how
how will you find much energy was used
out how much for one month?
energy was used
for one month?
E ELABORATE Give the problem below. Give the problem below.
. Sample problem 1 (LM Sample problem 1 (LM
page 333) page 333)
1. All of the 1. All of the

computers in the computers in the
ICT room are in ICT room are in
use for five hours use for five hours
every day and every day and
together use together use
8.3kW. How 8.3kW. How
much energy is much energy is
used in a day? used in a day?
Ask: Ask:
- To solve the - To solve the
problem, what problem, what
must first be must first be
done? done?
(Possible answer: first (Possible answer: first
we must understand the we must understand the
problem then identify the problem then identify the
given and the unknown.) given and the unknown.)
- After identifying - After identifying
the given and the given and
understanding understanding
the problem how the problem how
97
will we now solve will we now solve
the problem? the problem?
(Possible answer: we (Possible answer: we
can now choose which can now choose which
formula would give us formula would give us
the correct answer.) the correct answer.)
- What formula - What formula
should we use? should we use?
(Possible answer: the (Possible answer: the
formula that should be formula that should be
used is E=Pt). used is E=Pt).
- How much - How much
energy answers energy answers
the given the given
problem? problem?
(Possible answer: its - (Possible answer:
41.5kWh.) its 41.5kWh.)
F EVALUATE Let the learners answer Let the learners answer
. the problem below. the problem below.
1. How much does it 1. How much does it
cost to separate cost to separate
400W television 400W television
for eight hours if for eight hours if
costs 6.88 pesos costs 6.88 pesos
per kWh per kWh
(includes both (includes both
generation and generation and
distribution distribution
charges- Meralco charges- Meralco
rate as of rate as of
January, 2014)? January, 2014)?
2. How much
energy (in
kilowatts) is used
if you use 2kW
electric shower
during half an
hour?
G EXTEND
. How does power rating How does power rating
affect electrical cost and affect electrical cost and
consumption? consumption?
V. REMARKS
98
VI REFLECTION
.

lesson.
teachers?
99
I. OBJECTIVES
home.
C Learning Competency - Explain how electrical energy is generated,
. transmitted, and distributed
(S9FE-IVh-j-46)
1. Solve problems on power and electrical
consumption
2. Suggest ways on how to lessen power
consumption and save energy
.
A. References
2. 2.Learner’s Module pages pp. 332-333
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources https://www.sparkenergy.com/en/blog/archive/applia
. nce-electricity-usage-guide/
www.sci-
culture.com/advancedpoll/GCSE/electricenergy.html
IV PROCEDURE A B
.
A ELICIT - Let the learners - Let the learners
. perform a simple perform a simple
game: the name game: the name
of the game is of the game is
PASSWORD. PASSWORD.
- Divide the class - Divide the class
into two teams. into two teams.
- Prepare a chair in - Prepare a chair in
front of the board. front of the board.
The chair should The chair should
be placed in such be placed in such
a way that the a way that the
person sitting on person sitting on
the chair will not the chair will not
be able to see the be able to see the
board. board.
100
- A representative - A representative
from a team will from a team will
sit on the chair. A sit on the chair. A
word will be word will be
written on the written on the
board, the other board, the other
members of the members of the
one sitting on the one sitting on the
chair will try to chair will try to
explain the word explain the word
written on the written on the
board without board without
using any words. using any words.
Only body Only body
language is language is
allowed. allowed.
- If the one sitting - If the one sitting
on the chair is on the chair is
able to guess the able to guess the
word, then their word, then their
team gets a point. team gets a point.
- Each team is - Each team is
given 2 minutes given 2 minutes
to guess as many to guess as many
words possible. words possible.
The team with the The team with the
most points will most points will
be the winner. be the winner.
- Suggested - Suggested
words. words.
 Power  Power
 Electricity  Electricity
 Energy  Energy
 Electric bill  Electric bill
 Time - Time
B ENGAGE Ask the following Ask the following
. questions. questions.
- How do we solve - How do we solve
for power? for power?
- How do we - How do we
calculate for calculate for
electrical electrical
Ask the learners as to Ask the learners as to
how confident they are in how confident they are in
solving for power and solving for power and
electrical consumption. electrical consumption.
If they are confident If they are confident
enough proceed to the enough proceed to the
activity proper, if not give activity proper, if not give
a sample problem. a sample problem.
C EXPLORE Let the learners decode Let the learners decode
. the puzzle given at the the puzzle given at the
end of this dlp. You may end of this dlp. You may
101
assign two problems per assign two problems per
group to save time. group to save time.
D EXPLAIN Let the learners explain Let the learners explain
. their answers by their answers by
presenting it in front. presenting it in front.
E ELABORATE Ask the learners what the Ask the learners what the
. hidden message in the hidden message in the
puzzle was. puzzle was.
(#let’ssaveenergy) (#let’ssaveenergy)
Let the learners cite Let the learners cite
practical and simple practical and simple
ways on how they can ways on how they can
lessen their electrical lessen their electrical
consumption and save consumption and save
energy. energy.
F EVALUATE Checking of papers. Checking of papers.
.
G EXTEND What is power rating? What is power rating?
. How can it be used to How can it be used to
save energy? save energy?
V. REMARKS
VI REFLECTION
.

lesson.
teachers?
102
Puzzle (Explore):
Show me how you #ashtag

Decode the puzzle below by solving the problems that follow. The answers for each problem
correspond to a letter in the box found at the foot of the work sheet. Place the corresponding
letter to the box in the puzzle that matches the number of the problem.
# 4 2 8 7 7 1 9 2 2 5 2 6 3 10
1. How much does it cost to separate 500W television for 6 hours if electrical energy
costs 6.88 pesos per kWh (includes both generation and distribution charges-
Meralco rate as of January, 2014)?
2. How much energy (in kilowatts) is used if you use 2kW electric shower in 10 mins.?
3. All of the computers in the ICT room are in use for 4 hours every day and together
use 9kW. How much energy is used in a day?
4. How much will it cost you is your 350 W refrigerator is turned on for 24 hours in a
month if electrical energy costs 6.88 pesos per kWh (includes both generation and
distribution charges- Meralco rate as of January, 2014)?
5. How long should a 9W bulb be in use in a month if you only want your bill to be 25
Php. assuming that it is the only electrical appliance in use? (1kWh costs 11 pesos)
6. How many horsepower is a 1400 W blow dryer?
7. How many watts is a 3.5hp lawnmower?
8. A refrigerator has a power rating of 350 W how much energy does the fridge use in
one day?
9. A refrigerator has a power rating of 350 W how much energy does the fridge use in
one year?
10. The current rate in your area is about 10.5 Php. for every kilowatt hour. Calculate the
electricity cost of a refrigerator with a power rating of 350W used in a day.
A. 3.44 Php. Y. 88.2 Php.
E. 0.33kW V. 3068.1kWh
G. 36kW T. 8.4kWh
L. 1733.76 Php. S. 2609.95W
N. 8.42hrs. R. 1.88Php.
103
I. OBJECTIVES
home.
. transmitted, and distributed (S9FE-IVh-j-46)
1.Relate an appliance power rating to the amount of
electrical energy consumed and electrical cost.
2.Suggest simple ways on how we can lower energy
consumption of some common appliances.
.
A. References
2. Learner’s Module pages pp. 334
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources www.sci-
. culture.com/advancedpoll/GCSE/electricenergy.html
https://www.rapidtables.com/calc/electric/electricity-
calculator.html
https://www.sparkenergy.com/en/blog/archive/applia
nce-electricity-usage-guide/
IV PROCEDURE A B
.
. - What is power? - What is power?
- Using the power - Using the power
of an appliance of an appliance
how will we how will we
compute for the compute for the
used? used?
B ENGAGE Ask: Ask:
. - What is the - What is the
difference difference
between power between power
and energy and energy
104
C EXPLORE Take a look at the Take a look at the
. electric bills that you electric bills that you
have brought. have brought.
- How much - How much
energy was energy was
consumed by the consumed by the
household? household?
(Answers may vary) (Answers may vary)
- How much were - How much were
the family made the family made
to pay? Why the to pay? Why the
cost did cost did
increased so increased so
much despite the much despite the
little amount of little amount of
energy used? energy used?
Answer: aside from the Answer: aside from the
energy consumed by the energy consumed by the
household to be payed, household to be payed,
there are still other there are still other
amounts that were amounts that were
enumerated in the enumerated in the
electrical bill that may electrical bill that may
have been neglected by have been neglected by
some such as the some such as the
distribution charge, distribution charge,
generation charge and generation charge and
etc. etc.
D EXPLAIN Since in our electric bill Since in our electric bill
. there is not just the there is not just the
energy consumption that energy consumption that
is to be paid, what must is to be paid, what must
we do to somehow we do to somehow
lessen the expense on lessen the expense on
electrical consumption? electrical consumption?
E ELABORATE Most appliances have Most appliances have
. some sort of label that some sort of label that
goes with them when goes with them when
bought. One of the bought. One of the
information that is information that is
included in that label is included in that label is
the power rating the power rating
Present Table 1, Present Table 1,
(inserted at the last part (inserted at the last part
of the lesson plan) of the lesson plan)
showing the power rating showing the power rating
of some appliances with of some appliances with
the energy consumption the energy consumption
and cost. and cost.
Ask: Ask:
- How will you - How will you
relate the power relate the power
rating of an rating of an
appliance to the appliance to the
105
amount of energy amount of energy
consumed at a consumed at a
given time and given time and
the cost? the cost?
F EVALUATE A. List down at least A. List down at least

. 3 energy-saving 3 energy-saving
tips for each tips for each
appliance below. appliance below.
1. Washing 1. Washing
Machine Machine
2. Refrigerator 2. Refrigerator
3. Clothes Iron 3. Clothes Iron
4. Lights and 4. Lights and
Lamps Lamps
5. Electric Fans 5. Electric Fans
6. Television 6. Television
B. Answer the B. Answer the
question below question below
briefly and briefly and
correctly. correctly.
“What factors must you “What factors must you
consider in buying consider in buying
appliances? Why?” appliances? Why?”
G EXTEND Assignment: Assignment:
. 1. Can electricity be 1. Can electricity be
produced using produced using
magnetism? If magnetism? If
not, why? If yes not, why? If yes
how? how?
V. REMARKS
VI REFLECTION
.
lesson.
teachers?
106
Table 1:
Typical Consumed energy Cost per hour
Appliance
per hour (at P10 per kwh)
32” LED Television 60W ₱0.60
Desktop Computer 400W ₱4.00
Electric Fan 70W ₱0.70
Clothes Iron 1000W ₱10.00
LED Light bulb 12W ₱0.12

The Power rating of some common appliances with its typical consumed energy per hour
and cost per hour.
107
I. OBJECTIVES
home.
. transmitted, and distributed (S9FE-IVh-j-46)
1.Describe electromagnetic induction and how it can
be done.
2.Explain how generators produce electricity.
II. CONTENT Electricity from Magnetism
.
A. References
2. Learner’s Module pages pp. 334
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources https://www.youtube.com/watch?v=yA8gZM3fghc
. http://www.hk-
phy.org/energy/power/elect_phy/images/AC_generat
or.jpg
IV PROCEDURE A B
.
A ELICIT In the previous lessons, In the previous lessons,
. we have clearly we have clearly
described how the heat described how the heat
from within the Earth is from within the Earth is
used to make turbines used to make turbines
work that is then work. This is then
connected to a generator connected to a generator
that will convert that will convert
mechanical energy to mechanical energy to
electricity. electricity.
- How is a
generator able to How is a generator able
convert to convert mechanical
mechanical energy to electricity?
energy to
electricity?
B ENGAGE Show a diagram of a Show a diagram of a
. simple electric generator. simple electric generator.
(If the apparatus is (If the apparatus is
108
available within the available within the
school, Show the actual school, Show the actual
apparatus) apparatus)
- What - What components

components make up a
make up a generator?
generator?
C EXPLORE Let the learners observe Let the learners observe
. how electromagnetic how electromagnetic
induction makes induction makes
generators produce generators produce
electricity electricity
Play the video Play the video
presentation about presentation about
electromagnetic electromagnetic induction
induction from from
https://www.youtube.com https://www.youtube.com
/watch?v=yA8gZM3fghc. /watch?v=yA8gZM3fghc.
- How can - How can
electricity be electricity be
produced though produced though
magnetism? magnetism?
D EXPLAIN Use a loop of wire Use a loop of wire
. connected to a connected to a
galvanometer and a U galvanometer and a U
magnet in this part. magnet in this part.
- What indicates - What indicates

that current is that current is
generated in this generated in this
setup? setup?
(Answer: Galvanometer) (Answer: Galvanometer)
Move the magnet over Move the magnet over
the wire the wire
- What happened - What happened
to the needle to the needle
when the magnet when the magnet
is moved? is moved?
Move the wire between Move the wire between
the magnet’s poles. the magnet’s poles.
- What can be - What can be
observed in the observed in the
galvanometer? galvanometer?
109
- When can - When can
produced using produced using
magnetism? magnetism? What
What condition condition must be
must be met? met?
E ELABORATE Ask: Ask:

. - Which famous - Which famous
scientist scientist
discovered that discovered that
magnetism can magnetism can
produce produce
- What inspired - What inspired him
him to study this? to study this?
Aside from Michael
faraday, the teacher may
include other scientists
involved in the study
such as Joseph Henry,
Hans Christian Oersted
and etc.
F EVALUATE Ask: Ask:
. - How can - How can
produced though produced though
- How is a How is a generator able
generator able to to convert mechanical
convert energy to electricity?
mechanical
energy to
electricity?
G EXTEND Bring the following Bring the following
. materials: materials:
- 2 discarded - 2 discarded
compact disc compact disc
(CD) (CD)
- Round disc - Round disc
magnets magnets
- Copper wire - Copper wire
- LEDs - LEDs
- Glue - Glue
- Toothpaste cap - Toothpaste cap
- Wooden stand - Wooden stand
- 2-3 inch wood - 2-3 inch wood
screw. screw.
V. REMARKS
110
VI REFLECTION
.

lesson.
teachers?
111
I. OBJECTIVES
home.
. transmitted, and distributed(S9FE-IVh-j-46)
1.Build a model of a simple electric generator.
2.Discuss how electricity is generated from the
interaction between coils and magnets.
3.Relate the motion of a simple electric generator to
the motion of an actual generator being used in a
real electric power plant.
II. CONTENT Activity 3: Light Me Up!
.
A. References
1. Teacher’s Guide pages Unit 4 module 4 page 13-14
2. 2.Learner’s Module pages pp. 335-337
3. Textbook pages
from Learning
Resource(LR) Portal
B Other learning resources https://m.youtube.com/watch?v=d_aTC0iKo68
. https://www.youtube.com/watch?v=yA8gZM3fghc
http://www.hk-
phy.org/energy/power/elect_phy/images/AC_generat
or.jpg
IV PROCEDURE A B
.
. - What is - What is
electromagnetic electromagnetic
induction? induction?
- How does this - How does this
enable enable
generators to generators to
produce produce
B ENGAGE Ask: Ask:
. - Given a strand of - Given a strand of
copper wire copper wire
connected to a connected to a
112
galvanometer galvanometer
and a U magnet, and a U magnet,
how can current how can current
be induced using be induced using
the said set-up? the said set-up?
- What conditions - What conditions
must be met in must be met in
order for current order for current
to be induced to be induced
using using
Share the objectives for Share the objectives for

the day. the day.
C EXPLORE Distribute the activity Distribute the activity
. sheets by group for the sheets by group for the
procedure. procedure.
Let the learners prepare Let the learners prepare

the materials for the said the materials for the said
activity. activity.
Guide questions: Guide questions:

- Why did the LED - Why did the LED
light up when the light up when the
magnet CD was magnet CD was
made to turn made to turn
around the axis? around the axis?
- Why was it - Why was it
possible to possible to
produce produce
electricity without electricity without
an energy an energy
source? source?
- In electric power - In electric power
plants, turbines plants, turbines
are actually are actually
connected to connected to
generators which generators which
are composed of are composed of
magnets and magnets and
coils. How do coils. How do
turbines help the turbines help the
generator generator
produce produce
D EXPLAIN Let the learners explain Let the learners explain
. among themselves the among themselves the
procedure by group while procedure by group while
doing the said activity. doing the said activity.
For each step the For each step the
learners must draw the learners must draw the
set-up that they are set-up that they are
doing. doing.
113
E ELABORATE Reiterate that though the Reiterate that though the
. activity is by group, the activity is by group, the
write up should be done write up should be done
individually (to assure individually (to assure
individual accountability individual accountability
and participation) and participation)
Remind them to keep in Remind them to keep in
mind the basic principle mind the basic principle
on how generators work on how generators work
for them to carry out the for them to carry out the
activity. activity.
F EVALUATE Checking of outputs and Checking of outputs and
. actual model. actual model.
Let the learners answer Let the learners answer
the following questions the following questions
and see if other students and see if other students
agree with the response. agree with the response.
Guide questions: Guide questions:
- Why did the LED - Why did the LED
light up when the light up when the
magnet CD was magnet CD was
made to turn made to turn
around the axis? around the axis?
(Current was induced in (Current was induced in
the coils of copper wire the coils of copper wire
due to the changing due to the changing
magnetic field.) magnetic field.)
- Why was it - Why was it
possible to possible to
produce produce
electricity without electricity without
an energy an energy
source? source?
(A changing magnetic (A changing magnetic
field induces current in field induces current in
coils of wire. This is also coils of wire. This is also
known as known as
induction.) induction.)
- In electric power - In electric power
plants, turbines plants, turbines
are actually are actually
connected to connected to
generators which generators which
are composed of are composed of
magnets and magnets and
coils. How do coils. How do
turbines help the turbines help the
generator generator
produce produce
(Turbines are connected - (Turbines are
to generators consisting connected to
of large magnets and generators
conductors. Turbines are consisting of
114
rotated either large magnets
mechanically or by and conductors.
means of steam from Turbines are
boiling water which is rotated either
heated by the fuel mechanically or
source. Turbines by means of
produce a changing steam from
magnetic field inside the boiling water
generator which in turn which is heated
produces electricity) by the fuel
source. Turbines
produce a
changing
magnetic field
inside the
generator which
in turn produces
electricity)
G EXTEND Take home task: Take home task:
. Using the concept of Using the concept of
induction, design a induction, design a
working model of a working model of a
simple electric generator simple electric generator
using recycled materials using recycled materials
that can be found at that can be found at
home. home.
V. REMARKS
VI REFLECTION
.

lesson.
teachers?
115

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PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS IN GRADE 9

Content Page No.

LC 3. Relate impulse and momentum to collision of objects

LC13. Explain how electrical energy is generated, transmitted, and distributed

C. Learning Competency Describe the horizontal and vertical motions of a

Consider the gravity-free

D. EXPLAIN Presentation of the results Presentation of the results

Describe the position at

Remember that range is

(Please refer to graph of

What do these graphs

the square of time). In

If yi and viy are zero, the

Which means that the

acceleration ax = 0 zero ay =-ag constant

B.True or false B.True or false

C.A cannonball is fired C.A cannonball is fired

G. EXTEND When you play basketball, When you play basketball,

C. Learning Competency Investigate the relationship between the angle of release

B. Other learning resources

Did he throw the ball Did he throw the ball

What is common between What is common between

C. EXPLORE Make use of the projectile Make use of the projectile

Part B: investigates how Part B: investigates how

Note: Making use of the Note: Making use of the

D. EXPLAIN Guide Questions given in Guide Questions given in

/𝑣/= √𝑣𝑥2 + 𝑣𝑦2

Maximum height reached:

total time of flight:

F. EVALUATE A. From the equations A. From the equations

B. Go back to the B. Go back to the

C. A bullet is fired with C. A bullet is fired with

C. Learning Competency Investigate the relationship between the angle of

II. CONTENT Projectile Motion

Determine if there could be Determine if there could be

D. EXPLAIN NOTE: NOTE:

Students will be needing Students will be needing

Students will be needing Students will be needing

C. Learning Competency The learners should be able to relate impulse and

II. CONTENT Momentum

B. Other learning resources

Why do some objects Why do some objects

Clip hanger to be used as Clip hanger to be used as

* Equal number of clips, * Equal number of clips,

Can you recall Newton’s Can you recall Newton’s

State the Second Law of State the Second Law of

*Acceleration is directly *Acceleration is directly

Force is directly Force is directly

C. EXPLORE Learners will study the Learners will study the

If the two vehicles If the two vehicles

Show Figure 12. A cargo Show Figure 12. A cargo

On what factor would the On what factor would the

On what factor would the On what factor would the

Let’s investigate further. Let’s investigate further.

Perform activity 6: Perform activity 6:

board/plank (1m long) board/plank (1m long)

block of wood block of wood

Acceleration is directly Acceleration is directly

Velocity changes. Velocity changes.

Acceleration occurs. Acceleration occurs.

The equation implies that The equation implies that