SMILE

(SIMPLIFIED MODULE INTENDED FOR LEARNING ENCOUNTERS)

Learner’s Packet
Name:____________________________________________________________________
Section: _________________________________________ Date: ____________________

SCIENCE 9
(Q4_LP6)

BACKGROUND INFORMATION FOR LEARNERS:

Heat and work are two different ways of transferring energy from one system to
another. Heat (Q) is a form of energy that flows from one object to another by virtue of a
difference in temperature. It is also the quantity of thermal energy absorbed or given off by an
object. Since heat is a form of energy, it is measured in joules (J). On the other hand, work
(W) is the transfer of mechanical energy between two systems. Like heat, the unit
measurement for work is joules (J).

Heat is related to temperature. Temperature is the measure of the average kinetic

energy of the particles in an object. The SI unit for temperature is Kelvin which is represented
by the symbol K. When two systems are in contact, heat will be transferred from higher
temperature to lower temperature. When heat is transferred, the energy becomes part of the
total energy of the molecules of the object and this is called internal energy. Internal energy
of a substance is the sum of molecular kinetic energy (due to the random motion of the
molecules), the molecular potential energy (due to forces that act between the atoms of a
molecule and between the molecules), and other kinds of molecular energy. The internal
energy changes depending on whether heat is absorbed or released by a system, and if work
is done by a system to the environment, or if the environment has done work to the system.

Heat is energy in transit. According to the law of conservation of energy, energy cannot
be created nor destroyed, it can be changed from one form to another. This means that the
loss in one form of energy leads to the rise in the other form of energy. One of the daily life
activities in which we can easily observe this is when switching on the light bulb, the electrical
connection between the supply unit and the bulb gets established. The electrical energy gets
converted into light energy.

Work can be changed into heat – simply rub your hands together briskly. The heat is
created then adds to the internal energy of your hands, making them warmer. But the reverse
process, changing heat completely into work, can never occur without a heat engine. It is any
device that changes thermal energy into mechanical work. A turbine is a heat engine because
its mechanical work of rotating is obtained when high temperature steam passes the blades
of the turbine and to the water condenser that has low temperature.
LEARNING COMPETENCY WITH CODE:

Construct a model to demonstrate that heat can do work. (S9FE-IVe-42)

Specific Learning Objectives:
1. Relate heat and work as observed in the given situations
2. explain how heat does work using a model
3. Make a simple model that demonstrates heat can do work

ACTIVITIES/ EXERCISES:

ACTIVITY 1: LET’S REVIEW!

DIRECTION: Read and identify the terms being described in each statement below.

____________ 1. The energy that flows from one object to another by virtue of a
difference in temperature.
____________ 2. It is the measure of the average kinetic energy of the particles in an
object.
____________ 3. It refers to the sum of all kinetic and potential energies in a system.
____________ 4. It is the SI unit for temperature.
____________ 5. It is the transfer of mechanical energy between two systems. It is
measured in Joules (J).

ACTIVITY 2:

DIRECTION: Study the given situations below. Explain how heat and work are
observed in each situation.

1. Movement of the cover when boiling water

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https://tinyurl.com/yckw2ter

2. Inflated balloon on the top of a flask with hot

water

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https://tinyurl.com/3zvwh4dy
ACTIVITY 3: LET’S DO IT!

DIRECTION: Make a simple model that shows how heat can do work.
Materials:
Candle, match, cardboard, scissor, pointed stick, bond paper, glue
Procedure:
1. Cut a piece of cardboard to a circular shape.
2. Cut a circular piece of the bond paper and cut a spiral out of it as shown on
Figure 1.
3. Glue the stick to the cardboard so that it stands upright on the cardboard.
4. With the stick pointing upwards, make a crease on the top of the spiral cutout
and let the crease rest on the pointed end of the stick. Let the spiral fall. Refer
to Figure 2.
5. Put a candle below the spiral, resting in the cardboard. Light the candle using
the match. Make sure that the candlelight does not reach the bond paper.

Figure 1. Spiral pattern Figure 2. Setup for the experiment

https://tinyurl.com/5c6p5hbs

Source: Science 9, LeaP, Q4- Wk6, DepED-IVA-Calabarzon)

Guide Questions:

1. What happens to the spiral paper when you light the candle?
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2. What causes the spiral to behave that way?

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3. Based on your model, explain how heat does work on the spiral.
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 ANSWER KEY:

3.The heat produced thrust causing the spiral cardboard to spin.

2.The spiral cardboard started to spin due to the heat produced by the burning candle.
1.When I lit the candle, the spiral cardboard started to spin.
Activity 3

2.The hot water produced steam causing the balloon to inflate.

1.The heat was transferred to the liquid and produced pressure to the casserole making the cover move.
Activity 2

5.Work
4.Kelvin
3.Internal energy
2.Temperature
1.Heat
Activity 1

REFLECTION:

I learned that
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I enjoyed most on
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I want to learn more on
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REFERENCES FOR LEARNERS:

Analiza G.S. et al., Science 9 Q4M5: Heat and Work. Alternative Delivery Mode.
Department of Education
Barrera, Mary Jean B., Science Learner’s Packet, Grade 9, Q4-Week 6. Department of
Education-Region IV-A CALABARZON
Department of Education. (2013). Science Learner's Material (1st Edition). Philippines:
Deped-IMCS.
Department of Education. (2013). Science Teacher's Guide (1st Edition). Philppines:
DepEd-IMCS

DEVELOPMENT TEAM

Author/ Writer: Mariel Tuson

Content Editor/Team Leader: Rosylin S. Loria
Language Editor: Lisa L. Penaflor
Layout Editor: Marian C. Galoso
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