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Established Goals

STAGE 1: DESIRED RESULTS
TRANSFER
The student will be able to independently use their learning to…

Heat, Work, and Efficiency
Electricity and magnetism
 Power generation and
energy losses
 Transmission and
distribution of electrical
energy from power plants
to homes

1. Use their awareness on the relationships among heat, work and efficiency in making an informed decision in choosing an energy
efficient device to become an Earth saver
2. Demonstrate awareness on the economic, political, environmental and social impact on the use of different sources of energy for
generating electricity to become a stewards of God’s creation
MAKE MEANING
Enduring Understandings
Essential Questions
Students will understand that…
Students will keep considering…
1. Heat flow and work are two forms of energy transfer between systems
1. How is heat converted to work?
2. Temperature and heat prescribe the activities of solids, liquids and
2. How is work related to energy?
gases in their applied states
3. Is there a 100% efficient machine?
3. Machines are never 100% efficient
4. Where does electricity come from and how does it
4. Electrical energy undergoes several processes before it can be brought
reach our home?
to our home for consumption
5. How does improper use of electricity affect nature?
5. Conserving energy does not only benefit use through a decrease of
energy cost but also through protecting the environment we live in
ACQUISITION OF KNOWLEDGE AND SKILLS
Students will know…
Students will be skilled at…
1. Heat, Work, and Efficiency
2. Power generation and energy losses
3. Transmission and distribution of electrical energy from power plants
to homes

1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that
work involves the release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make
heat engines like geothermal plants work; and
5. explain how electrical energy is generated, transmitted, and
distributed.

STAGE 2: EVIDENCES
Code

Evaluative Criteria
Pre-Assessment is evaluated
according to
- Number of correct
answer
A. Level of Understanding
- Accuracy/Correctness
- Completeness
B. Level of Product
- Engaging
- Skillful

Performance Task
Goal: Your challenge is to discuss how the world would be different if we could efficiently harness the energy of
fusion
Role: You are a fresh graduate who majored in Nuclear Physics in search of a job
Audience: Your paper or presentation will be submitted for evaluation and facts validation to the review
committee of the Human Resources Department in a multinational company
Situation: You are applying for a job in a multinational company that is conducting experimental research to
other possible applications of fusion in the world today. As part of the application process, you are requested to
present your ideas on the said topic before they could consider your application. Difficult as it may seem, but the
HR manager, hinted that if such output passes the review committee, then you are good as hired!
Product:
1. Write a research paper evaluating the role of nuclear fusion in today’s world situation
2. Create a PowerPoint presentation on “Our world with fusion”
Standard: product will be assed in terms of organization, idea development, content accuracy and grammar
OTHER EVIDENCES:
1. Pre-assessment Activities
2. On-going Assessment/ Formative Assessment
3. Authentic Assessment
 Performance Task (done at the end of the unit)

STAGE 3: LEARNING PLAN
Code

Original Plan

Remodeled Plan

Day 1

Day 1

Introduction of Performance Task, EU’s and EQ’s
Pre-assessment:

Introduction of Performance Task, EU’s and EQ’s
Pre-assessment:
Fill in the KWL chart below

Heat

Work

Related Vocabulary:

Related Vocabulary:

Description:

Description:

Sources:

Sources:

Day 2
Topic: Heat, Work, and Efficiency
Skills:
1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that work involves
the release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and

What do I KNOW
about Heat?

What do I WANT
to find out about
Heat?

What did I LEARN
about Heat?

Day 2
Topic: Heat, Work, and Efficiency
Skills:
1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that work involves the
release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and
Essential Questions:

 How is heat converted to work?

Essential Questions:

 How is heat converted to work?
 How is work related to energy?
 Is there a 100% efficient machine?
Essential Understandings:

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids
and gases in their applied states
 Machines are never 100% efficient
Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
Motivation:
What does temperature indicate?
What makes a hot body hot?
THINK OUTSIDE THE ENVELOPE:
Let the students complete the jumbled letters inside the
envelope. One of the letters is placed inside the envelope of the
other group.
 Thermodynamics
 Internal Energy
 Kinetic Energy
 Heat Transfer
 Thermal Equilibrium
Discussion:

 How is work related to energy?
 Is there a 100% efficient machine?
Essential Understandings:

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids and
gases in their applied states
 Machines are never 100% efficient
Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
Motivation:

Heat Cloze
Fill in the blanks with words from the box.
conduction
energy
rise

convection
kinetic
temperature

dense
liquids
thermometer

Earth
radiation
Vibrating

Heat is a form of _________________ that moves from hot things to cold
things. In other words, heat is energy that flows from objects with a high
_________________ to objects with a low temperature. Temperature is
the average _________________ energy of the particles in an object and
is measured using a _________________.
Heat can move from object to object in three ways. One way that heat
flows is called _________________, which occurs when two objects are
touching.
In conduction, the particles in the high temperature object are
_________________ quickly compared to the low temperature object.

When the particles in the high temperature object bump into the particles
INTERNAL
ENERGY

in the low temperature object, the low temperature object’s particles begin
to vibrate more quickly. Another form of heat transfer is

HEAT

_________________, which occurs in _________________ and gases. In
convection, the part of the liquid or gas with high temperature is

TEMPERATURE

less_________________ than the part with low temperature so the high
temperature parts _________________ and the low temperature parts
sink.

Build students understanding about the following concepts:
1. Matter is made up of trillions upon trillions of molecules and
atoms. Each of these particles possesses potential energy and
kinetic energy
2. Internal energy refers to the total energy of all molecules in an
object.
3. Heat is the energy which is transferred from one body to
another due to the difference in temperature
4. The flow of thermal energy occurs continuously until two
bodies in contact acquire the same temperature. At this
condition, the two bodies are in thermal equilibrium.
5. Temperature is the measure of the average kinetic energy of the
vibrating molecules of the body
6. The greater the vibrational speed, the higher the temperature.
The lower the vibrational speed, the lower the temperature
Reflection: Proverbs 25:2-4
It is the glory of God to conceal a matter, To search out a matter is the
glory of Kings. As the heavens are high and the Earth is deep, So the
hearts of Kings are unsearchable. Remove the dross from the silver.
And out comes material for the silversmith.
Processing questions:
1. Why is God concealing matter?

In both conduction and convection, heat is transferred through a material.
However, heat energy can also travel through empty space in a third way
called _________________, which is how heat travels from the sun to the
_________________.
Heat and Internal Energy
Objective:
The learners will demonstrate how heat causes the internal energy
of the water increase.
Materials:
Pot Thermometer
500ml of water
stove
Procedure:
1. Put 500ml of water into a pot.
2. Place a pot of water into a stove. Measure the temperature of water.
3. Let it boil. Measure its temperature while boiling and after boiling.
Temperature before
Temperature while
Temperature after
boiling (°C)
boiling (°C)
boiling (°C)

Guide Questions:
Q1.Compare the temperature of water before it is boiled, while it is

2. What are the uses of things that God has created and concealed
to us?
3. How do people of God value this matter?
Synthesis: Force connection
Heat is like a __________.

Day 3
Topic: Heat, Work, and Efficiency
Skills:

boiling, and after it has boiled. .
Q2.What does the increase in temperature indicate?
Now that you have seen that heat can cause the internal energy of the
water increase, let us study a sample problem below:
Sample problem:
If 150J of energy is added to a system when no external work was done,
by how much will the thermal energy of the system raised?

Try this:
A 120J of energy is added to a system that does 40J of external work, by
1. make a model to demonstrate that heat can do work;
how much thermal energy of the system is raised?
2. infer that heat transfer can be used to do work, and that work involves
the release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and

Essential Questions:

 How is heat converted to work?
 How is work related to energy?
 Is there a 100% efficient machine?

Reflection: Psalms 19:6
It rises at one end of the heavens and makes its circuit to the other;
nothing is hidden from its heat
Synthesis: Force Connection
Heat is like _______________.

Essential Understandings:

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids
and gases in their applied states
 Machines are never 100% efficient
Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
CONDUCTION

Day 3
Topic: Heat, Work, and Efficiency
Skills:
1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that work involves the
release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and
Essential Questions:

 How is heat converted to work?
 How is work related to energy?

 Is there a 100% efficient machine?
Essential Understandings:

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids and
gases in their applied states
 Machines are never 100% efficient
CONVECTION:
Explain why freezer compartment is located at the top of
the refrigerator and why air conditioners are placed near
the ceiling.

Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
Motivation:
Thermodynamics Word Chop
Directions: The table below contains words that have been chopped in
half. Find the pieces that fit together and write them in the answer area
below.

RADIATION
Explain how heat transfer by radiation is affected by the
color and texture of the surface of a material

Reflection: Deuteronomy 28:22

vation
adia
kine
tem
inter
jo

ted
he
trans
ene
at
wo

tic
nal
rk
batic
des
form

troyed
sys
conser
crea
ule
rgy

Start the Engine!
Objective:
After the activity, the learners should be able to discuss
the four-cycle stroke of a gasoline engine.
Materials Needed:
Illustration of four-cycle stroke

"The LORD will smite you with consumption and with fever and with
inflammation and with fiery heat and with the sword and with blight
and with mildew, and they will pursue you until you perish.

Synthesis: Concept Connect
Let the students list down the significant terms that they had learned
from the discussion. Let them connect the terms by using them in a
sentence.

1. Study the illustration.
2. Fill in the table:
Cycle Stroke
Movement of the
Piston
Intake

What happened to
mixture of gases?

Compression

Power
Day 4
Topic: Heat, Work, and Efficiency
Skills:
1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that work involves
the release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and
Essential Questions:

 How is heat converted to work?
 How is work related to energy?
 Is there a 100% efficient machine?
Essential Understandings:

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids
and gases in their applied states
 Machines are never 100% efficient
Multiple Intelligence: Logical Mathematical
st

21 century Literacy: Academically Competent Learner

Exhaust

Guide Questions:
Q1.What happens to the gas if it is heated inside the engine’s cylinder? .
Q2.What happens to the piston and the gases during compression stroke?
Q3.What is the function of the spark plug? What is its effect to the
mixture’s temperature?
Q4.Describe the piston and the gases during power stroke.
Q5.In exhaust stroke, what happens to the piston and the mixture of gases?
Q6.What do you think is the effect of this exhaust gas into the
environment?
Q7.As a student, how can you help to minimize the effects of thermal
pollution?

Synthesis: RERUN
Reflect on their activity (by group) by writing a sentence for each of the

Subject Integration: Mathematics
Values Integration: Obedience

acronym, RERUN: RECALL (what you did), EXPLAIN (why you did it),
RESULTS (what you found out), UNCERTAINTIES (what remains
unclear), and NEW (what you learned)

Motivation: Fill in the gaps
The first law of thermodynamics states that the energy cannot be
_____________ or _____________, but can only be
_____________ from one form to another. Another name for this
law is the law of _____________ of energy. This means that the
total _____________ of a system plus its surroundings is
_____________ and does not change. Energy can, however, be
transferred in or out of the _____________ and to or from the
surroundings through work or _____________.
When the ___________________ is done BY the system, the
internal energy decreases; when work is done ON the system, the
internal energy __________________. Along the same lines, when
heat is added to the system, the _____________ energy increases;
when heat is ________________ the internal energy decreases.
PROBLEM SOLVING:

The first law of thermodynamics is expressed as:

Day 4
Topic: Heat, Work, and Efficiency
Skills:
1. make a model to demonstrate that heat can do work;
2. infer that heat transfer can be used to do work, and that work involves the
release of heat;
3. explain why machines are never 100-percent efficient;
4. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and
Essential Questions:

 How is heat converted to work?
 How is work related to energy?
 Is there a 100% efficient machine?
Essential Understandings:

ΔU = Q-W
where
Q = the amount of heat absorbed or released by the system
W = the work done by the system or work done on the system
ΔU = the change in the internal energy
NOTE:
When internal energy increases, U is positive; when the
internal energy decreases, U is negative
When heat is absorbed/added to the system, Q is positive;
when heat is released/removed to the system,
Q is negative.

 Heat flow and work are two forms of energy transfer between
systems
 Temperature and heat prescribe the activities of solids, liquids and
gases in their applied states
 Machines are never 100% efficient
Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
Motivation:
Is there a 100% efficient engine?
We can only have a 100% efficiency if there is no energy transferred away

When work is done BY the system, W is positive; when work
is done ON the system, W is negative.
SAMPLE PROBLEM:
A motor does 2,000 joules of work while releasing 3,000 joules
of heat. By how much does its internal energy change?
Reflection: Hebrew 11:3

By faith we understand that the universe was
created by the word of God, so that what is seen
was not made out of things that are visible.
1. Why do we need to conserve God’s creation?
2. In your own simple way, how can you conserve God’s creation?

Synthesis: Concept Connect
Let the students list down the significant terms that they have learned
from the discussion. Let them connect the terms by using them in a
sentence.

from the engine by heat. But in reality, there is no 100% efficient engine.
There will be other losses (to friction, for example) that will reduce the
efficiency.
Sample Problem 1
What is the efficiency of a gasoline engines that receives 192.75J of
energy from combustion and lose 125.25 J by heat to exhaust during one
cycle?
Sample Problem 2
Suppose a steam engine receives steam at 600K. The engine uses part of
this thermal energy for work. It exhausts the rest to a condenser at a
temperature of 350K. What is the maximum efficiency of this steam
engine?
Compute the efficiency, work input and work output of the given
machines below.
INPUT
OUTPUT
EFFICIENCY
MACHINES
WORK
WORK
(%)
(J)
(J)
Garbage Truck
1800
600
Racing Car
Tricycle
Airplane

PERFORMANCE TASK
G- Your goal is to design and develop a covering for a soda can that
will keep water warm even after one hour
R- Product specialist

900

Motorcycle

75%
110

4000

51%

3200
400

60%

Synthesis: Exit card
Write 3 things that you learned, 2 things that you ought to know and one

A- Industrial designer who develops and designs manufactured
products
S- The Coca cola company ask you to develop a container for their
newly developed beverage that will keep the liquid warm for a longer
period of time.
P- Using your knowledge in heat transfer design and develop a
covering for soda that would keep water warm even after one hour.
Indicate the parts of your container that reduce heat loss by conduction
convection or radiation.
S- To pass the test, you have to maintain the warm temperature of the
liquid inside your container. Your product must reduce heat loss for a
long period of time.

thing that you will never forget about the topic

Day 5-6
Topic: Power generation and energy losses
Skills:
1. explain how heat transfer and energy transformation make heat engines
like geothermal plants work; and
2. explain how electrical energy is generated, transmitted, and distributed.
Essential Questions:

1. Where does electricity come from and how does it reach our
home?
2. How does improper use of electricity affect nature?
Essential Understandings:

 Electrical energy undergoes several processes before it can be
brought to our home for consumption
 Conserving energy does not only benefit use through a decrease of
energy cost but also through protecting the environment we live in
Multiple Intelligence: Logical Mathematical

21st century Literacy: Academically Competent Learner
Subject Integration: Mathematics
Values Integration: Obedience
Motivation: Video presentation
Watch a news report about power plants in the Philippines.
Learning Activity: It’s more Power in the Philippines!
Objectives:
After performing this activity, you should be able to:
 identify the location of some power plants in the Philippine map;
 determine the Region in which the power plant belongs;
Materials Needed:
Pictures of power plants in the Philippines Philippine map Magnets or

pins
Procedure:
1. Using the Philippine map, identify the location of power plants based
on the tabulation below.
2. Write the region of the power plant’s location on the space provided in
the table.
3. Pin the pictures of the power plants on the map.
4. Fill in additional sources and types of power plants available in your
communities and supply the needed information. Also, cut-out pictures of
these power plants and pin them on the Philippine map.
Guide Questions:
Q1. Where is your place of residence?
Q2. What source of energy is nearest your place?
Q3. What electric power plants are present in your area?
Q4. Identify the location of these plants on the Philippine map.

Discussion on Power generation and distribution.
1. How electricity reaches us from the electric power plant?
2. What processes does electricity have to go through in order to reach our
home.
Tracing Power
Objectives:
After performing this activity, you should be able to:
 Trace the path of electricity from the generating station,
transmission station and residential areas.
 Differentiate between a step-up transformer and a step-down
transformer.
 Identify specific areas where step-up transformers and step-down
transformers are utilized.
Materials Needed:

Enlarged pictures of power transmission components Concept strips
Procedure:
1. Obtain from your science teacher an enlarged copy of the pictures
2. Carefully analyze the pictures and assign one picture to each member of
the group.
3. Match the descriptions to the pictures by laying them on top of the
table. The first group to finish wins.
Guide Questions:
Q1. What are the different stations in the transmission of energy?
Q2. What do you notice about the size of the transmission lines as it
reaches the consumers?
Q3. Does the size of wires and cables used matter in energy
transmission?.
Q4. What happens to the voltage that travels from the source to the
consumers?
Q5. What are step-up transformers? Step-down transformers?

Reflection: Jesus then took the loaves, gave thanks, and distributed to
those who were seated as much as they wanted. He did the same with the
fish.
Synthesis:
Think at right angle
List the facts that you have learned in the lesson in column A and write
what you learned about them in column B.

FACTS:
WHAT YOU
LEARNED ABOUT
THE GIVEN FACTS?

Day 7-8
Performance Task
Goal: Your challenge is to discuss how the world would be different if we
could efficiently harness the energy of fusion
Role: You are a fresh graduate who majored in Nuclear Physics in search
of a job
Audience: Your paper or presentation will be submitted for evaluation and
facts validation to the review committee of the Human Resources
Department in a multinational company
Situation: You are applying for a job in a multinational company that is
conducting experimental research to other possible applications of fusion
in the world today. As part of the application process, you are requested to
present your ideas on the said topic before they could consider your
application. Difficult as it may seem, but the HR manager, hinted that if
such output passes the review committee, then you are good as hired!
Product:
1. Write a research paper evaluating the role of nuclear fusion in
today’s world situation
2. Create a PowerPoint presentation on “Our world with fusion”
Standard: product will be assed in terms of organization, idea
development, content accuracy and grammar

Prepared by: Mr. Jayrald G. Romasanta
(Science Teacher)

Checked by: Mrs Cherrylyn Nitoral
(Science Coordinator)