11/12

Physical Science
Quarter 1 Week 7 – Module 11:
How Energy is Harnessed from
Different Sources
Physical Science – Grade 11/12
Self-Learning Module (SLM)
Quarter 1 Week 7 – Module 1: How Energy is Harnessed from Different Sources
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Richard V. Denila, PhD, MT- II Laarni A. Pabiona, MT – I
Lani L. Cordero MT- 1 Kimberly B. Palang, MST
Roselyn C. Benitez Louilla C. Defiño
Gaylord L.Dela Cruz Marissa H. Gregorio
Mary Grace F. Macawile Marian Mae G. Santos
Annie Lee H. Selorio Farrah Mae E. Inamarga
Editors: Richard V. Denila, PhD, MT- II Laarni A. Pabiona, MT – I Lani L. Cordero MT- I
Christine Joy G. Sua Doreen Lou S. Aguilar Blissyl G. Hablan
Reviewers: Lily Rose Y. Rafaila, Blessy Mae M. Cabayao, , Jay Sheen A. Molina
Murdy F. Bautista ,Jay Sheen A. Molina
Illustrators: Richard V. Denila, PhD, MT-II Tracy Joy D. Palmares
Layout Artists: Clark Heiron O. Valencia
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Dr. Allan G. Farnazo, CESO IV - Regional Director
Atty. Fiel Y. Almendra, CESO IV – OIC - Asst. Regional Director
Dr. Ruth L. Estacio, CESO VI – OIC-Schools Division Superintendent
Dr. Carlos G. Susarno, - Assistant to the Schools Division Superintendent
Gilbert B. Barrera – Chief - CLMD
Arturo D. Tingson Jr. - Regional EPS, LRMS
Peter Van C. Ang-ug – REPS, ADM, Science
Dr. Lalaine SJ. Manuntag - CID Chief
Dr. Nelida S. Castillo - EPS LRMS
Dr. Marichu Jean R. De la Cruz – Science and ADM Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 11/12

Physical Science
Quarter 1 Week 7 – Module 11:
How Energy is Harnessed from
Different Sources
Introductory Message
For the facilitator:

Welcome to the Physical Science Grade 11/12 Self-Learning Module (SLM) on How
Energy is Harnessed from Different Sources.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Physical Science 11/12 Self-Learning Module (SLM) on How Energy
is Harnessed from Different Sources.

Electricity had always been part of our life and almost everything that we do. Without
electricity as our energy source, we should have to rely on fire and sun to illuminate
us and we should only rely on our muscle power to do the hard job for us. It is very
hard to imagine life without it.

In this module, you will learn that there are various sources of energy and how they
are harnessed from their sources, for consumers’ utilization. Not only that, you will
also develop in your own simple ways some knowledge on how to harness this energy
from their sources, and also to manage and conserve them for the future generation.

This module will guide you to perform different activities for you to answer. Check-
up test is provided to measure how far you have learned about harnessing energy.

In Activity 1, you will construct a simple turbine which will later be used to
demonstrate how mechanical energy is converted to electrical energy. Furthermore,
Activities 2 and 3, will utilize the use of improvised turbine, but this time you will
be using charcoal and rice hull as substitute source of energy to boil water that will
eventually produce steam.

To further enhance your learning, Activity 4 will be given to you, to illustrate

harnessing energy and its products.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

iii
 What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Hi! How are you today? What are you doing right now? Watching TV?
Watching K-Drama? Playing Mobile Legends? Scrolling your cellphone? Playing
Basket Ball? Cooking?

Did you know that those activities involve the use of different sources of
Energy? Can you name the different sources of energy? In this module will help you
understand how energy is harnessed from different sources.

At the end of this module, you are expected to:

a. differentiate renewable and non-renewable sources of energy;
b. describe how energy is harnessed from different sources;
c. give a brief summary of how energy is produced from different
sources; and
d. outline the pros and cons of different sources of energy.
(S11/12PS-IIIi-29)

What I Know

To start with, we will check your prior knowledge on the topic that we will
discuss today. I am giving you a 15 item check-up test. Read and understand the
questions given and choose the letter of the best answer. Write your answer on the
separate sheet of paper.

1. Which fossil fuel is considered least polluting to the environment?

A. Coal B. Crude Oil C. Natural Gas D. Petroleum
2. Which of the following is NOT a fossil fuel?
A. Alcohol B. Coal C. Crude oil D. Natural gas
3. The solar cells are made from the element called ________.
A. Copper B. Hydrogen C. Iron D. Silicon
4. Which of the following forms of renewable energy directly uses the sun’s energy?
A. Biomass B. Geothermal energy C. Hydrogen fuel cell D. Solar
5. Which of the following energy sources is nonrenewable?
A. Coal B. Hydroelectric C. Methane D. Solar
6. A solar energy stored in materials such as wood, grain, sugar and municipal
waste is called _______.
A. Biomass B. Fossil Fuels C. Geothermal Energy D. Natural Gas

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7. Using a biomass as a source of energy involves heating _______.
A. Coal B. Natural gas C. Petroleum D. Wood
8. Which is best to describe BIOMASS?
A. It is an inorganic matter that can be converted to fuel.
B. It is a massive living things.
C. It is an organic matter that can be converted to fuel.
D. It is a petroleum.
9. Why fossil fuels are considered non-renewable resources despite of its
continuous formation beneath the earth’s surface?
A. Fossil fuels are formed as type of methane which cannot be used.
B. Fossil fuels are being formed too far beneath the surface of the ocean.
C. Fossil fuels are being broken down by a natural process faster than they
can form.
D. Fossil fuels are depleting much faster that they can form.
10. Which of the following illustrations shows energy being generated when moving
water turns turbines?

A B C D
11. Which of the following illustrations shows source of energy beneath the Earth’s
surface and is used to produce steam by burning?

A B C D
12. Methane as a fuel gas is produced from garbage by ______.
A. action of bacteria B. electrolysis C. fermentation D. photosynthesis
13. How do hydrothermal resources arise? They arise when ______.
A. area is prone to volcanic eruptions
B. movement of tectonic plates occur
C. temperature has access to high temperature
D. temperature on earth surface is very high
14.What energy conversion is produced electricity from a hydroelectric plant?
A. Electrical to Mechanical C. Solar energy to Electrical
B. Mechanical to Electrical D. Solar energy to Mechanical
15. Hot water or steam escapes out of the earth surface through _______.
A. fissures B. hot holes C. water bodies D. wells

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 Lesson How Energy is Harnessed
1 from Different Sources
Energy is a bit of mystery. Most of the time we can’t see it, yet it is everywhere around
us. Revving car engines burn energy, hot cups hold energy, street light that shine at
nights are using energy. Sleeping cats are using energy too - absolutely everything
you can think of is using energy or one way or another.

Have you ever wondered where the energy came from? How is this generated? What
is the main source of energy in the Philippines? These are just some of the many
questions that we need to study in this module.

What’s In

Going back to the mentioned activities you are doing at home, can you cite
possible sources of energy?

Notes to the Teacher

This contains helpful and innovative activities using different
materials available in your locality that will help you in guiding the
learners to identify the sources of energy and on how to harness it.
Encourage students to cite alternative energy sources.

3
 What’s New

This time, we will perform series of activities on how the sources of energy are
harnessed.

ACTIVITY 1. ROUND AND ROUND YOU GO!

Improvised Turbine Unit Using Water

Objectives
At the end of the activity, you should be able to:
a. construct a simple turbine unit; and
b. demonstrate how falling water transforms mechanical energy using
water reservoir system.

Materials
o Disposable spoons
o 1 Plastic bottle cap
o Cutter
o Stick glue
o Clay pot (paso/kaang)
o Rubber stopper
o Popsicle stick / Bamboo stick
o Bending straw
o Water
o Nail / Screwdriver
o Basin / Any related container
o Tire wire / Plastic straw (lollipop stick)
o 500 mL plastic bottle of any size with cap

CAUTION!!
1. Be careful in handling sharp and pointed
objects.
2. Avoid skin contact with hot object.
3. Follow all safety procedures.

4
Procedure
1. Prepare the needed materials.
2. Make slits on the side of the bottle cap enough to hold the handle of the
disposable spoons similar to the illustration below.

Illustration 1.1. Making of slits

3. Bore a hole in the center of the cap enough to hold the tire wire / plastic straw
(lollipop stick).

Illustration 1.2. Boring of hole

4. Cut the handle of the disposable spoon into half.

Illustration 1.3. Cutting of spoon

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5. Insert the shaft of the disposable spoon on the slit of the bottle cap
until all slits are filled. Secure each spoon on the slit using stick glue.

Illustration 1.4. Assembly of the turbine blades

6. Make an improvised stand to serve as the pedestal of the set up. (You can also
use tin can or any available material that may serve the same purpose). See the
illustration below.

Illustration 1.5. Assembly of the stand

Illustration 1.6. Attachment of turbine to the stand

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7. Make holes using heated nail or screwdriver on the opposite sides of the container,
5cm from the top and 2cm from the bottom. Insert the straw and secure it with
stick glue. Make sure it is air tight to avoid water and air leakage.

Illustration 1.7. Boring of holes and inserting of straws

8. Fill the bottle with water. Make sure that the water level will not go beyond the
opening of the top straw. Hold the end of the shorter straw to avoid water from
leaking while positioning the bottle on the stand inside the container. Make sure
the bottom end of the upper straw is immersed in the water. See the illustration
below.

Illustration 1.8. Positioning of the reservoir on the stand

9. Examine the water reservoir with the turbine model assembly. Remove your
finger from the shorter straw to allow the water to flow hitting the blades of the
improvised turbine.

Illustration 1.9. Complete set-up

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GUIDE QUESTIONS

1. What does the bottle with water represent?

2. What happened when the water hit the blade of the improvised turbine?
3. How would you explain the rotation of the blades in terms of energy
transformation?
4. Why the water level inside the bottle remained the same all throughout the
activity?
5. Relate how falling water is harnessed based on the performed activity.

Now that you know the basics of technology, it’s time to apply your knowledge
to test. I hope you saved your energy for the next task. Are you ready? Let us proceed
to our next activity! Here we go!

Activity 2. USE ME WHEN YOU’RE READY!

In this activity, we will use again the improvised turbine made in Activity 1.
Instead of using water, the source of energy that we will use is charcoal.

Objectives
At the end of the activity, you should be able to:
a. demonstrate energy transformation using charcoal;
b. explain the effect of steam on the improvised turbine; and
c. appreciate the importance of energy conservation.

Materials

o Tin Can or Kettle (Takuri)

o Water
o Improvised turbine
o Charcoal (worth P10.00)
o Match / Lighter

CAUTION!!

1. Be careful in handling sharp and pointed objects.

2. Avoid skin contact with hot objects.
3. Use pot holder in handling tin can and/or kettle.

8
Procedure

1. Fill the kettle with water half-full to the lid.

2. Let the water boil using charcoal.
3. Place the assembled turbine directly on the kettle’s spout. Make sure that the
steam will hit the turbine’s blade. Refer to the illustration below.

Illustration 2. Steam generated using charcoal as substitute for coal

4. Observe what happens to the improvised turbine
Guide Questions:

1. What causes the rotation of the improvised turbine?

2. What is the effect of heat on the improvised turbine?
3. What energy source is being described based on the activity?
4. What have you observed on the improvised turbine when the charcoal was
totally consumed?
5. How do you relate charcoal as a source of non-renewable energy to fossil fuel
like coal?

Activity 3. GET ME FROM YOUR SCRAP!

Objectives
At the end of the activity, you should be able to:
a. demonstrate energy transformation using rice hull;
b. explain the effect of steam on the improvised turbine; and
c. appreciate the importance of energy conservation.

Materials
o Tin Can or Kettle (Takuri)
o Water
o Improvised turbine
o Rice hull (labhang)
o Match / Lighter

9
Procedure
1. Fill the kettle with water half-full to the lid.
2. Let the water boil using rice hull (labhang).
3. Place the assembled turbine directly on the kettle’s spout. Make sure that the
steam will hit the blade of the turbine. Refer to the illustration below.

Illustration 3. Steam generated using rice hull (biomass)

4. Observe what happens to the improvised turbine.

Guide Questions:
1. What causes the rotation of the improvised turbine?
2. What energy source is being described based on the activity?
3. What have you observed on the improvised turbine when the rice hull was
totally consumed?
4. How do you relate rice hull as a source of renewable energy to biomass?

CAUTION!!
1. Be careful in handling sharp and pointed
objects.
2. Avoid skin contact with hot object.
3. Use pot holder in handling tin can or kettle.

What is It

Energy is everywhere. There are many sources of energy and some of these
are considered renewable and non-renewable. Renewable sources are those that can
be used and constantly renewed or restored such as solar, geothermal,
hydrothermal, electrochemical and biomass. Non-renewable sources are those that
cannot be easily replenished like fossil fuels (coal, petroleum and natural gas).

10
 In Activity 1, you have observed that the falling water makes the turbine
continuously rotate. This action is due to the gained potential energy of the water
which was converted into kinetic energy the moment water hits the blade of the
turbine.
If the turbine is connected to a generator, it could potentially be a source of
mechanical energy to run the generator which will eventually produce electrical
energy.
On the other hand, Activity 2 illustrated the use of charcoal as a substitute
of coal (fossil fuel). Being used as a source of energy, a steam was produced when
the water reached the boiling point.
Diagram 1. Process of harnessing fossil fuel (charcoal as substitute of coal) to generate
electricity.

Charcoal Heated Heated water Steam turns Turbine turns

Electricity
Kettle to make steam the turbine the generator

In Activity 3, rice hull was used as source of energy (biomass). The process
of generating energy is similar to Diagram 1. Biomass can be burned directly or
converted to liquid biofuels or biogas that can be used as fuels.
Biogas is a gas produced from anaerobic (absence of oxygen) decomposition
of organic matter.
Aside from the activities performed, there are other ways on harnessing
energy from other sources. These include hydrothermal, geothermal, solar cell,
biogas and batteries.
Hydrothermal energy refers to the heat obtained from hot water produced
by hydrothermal vents or seawater in contact with hot rock beds.
Hot water from hydrothermal vents is collected into a heat exchanger. The
heat from the water is transferred to another fluid which evaporates and drives the
turbines to generate electricity.
Geothermal energy refers to the heat produced inside the Earth. This energy
is harnessed from the molten rocks near volcanic regions.
The molten rocks heat the groundwater to steam which drives the turbines to
generate electricity.
Batteries are also called electrochemical cells. These are devices that store
and convert chemical energy into electrical energy. Batteries are disposable and/or
rechargeable. The energy from batteries comes from a chemical reaction.
When a battery is connected to an external circuit, electrolytes move within
the battery and chemical reactions are completed at the two terminals of the battery.
The flows of electrons in the reactions generate the current (flowing charges) and
delivers electricity to the external circuit.
Solar energy from the sun is stored in solar panels which contain
photovoltaic cells made from silicon, transforms the incoming sunlight into
electricity. It is then stored in batteries or can be directly converted to electricity.

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 What’s More

To enhance further your learning, you will perform the succeeding activity.

Activity 4. COMPLETE ME!

Materials

activity sheets, writing materials

Direction
Fill in the boxes with the correct processes on how energy is harnessed and
its end product based on the illustration. An example is done for you.
Picture Process of Harnessing Energy
Example

Solar Solar cells Electricity

Biogas
Generator/
Digester

1.

Plants/
Agricultural
wastes
2.

Electricity

3.

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Activity 5: KNOW ME AND MY IMPORTANCE

Materials: activity sheets, writing materials

Direction: Identify the source of energy and illustrate the process of harnessing
energy into its end product based on the given picture. An example is done for you.

Picture Process of Harnessing Energy

Example

Solar Solar cells Electricity

1.

2.

3.

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 What I Have Learned

Are you still feeling okay? I know you are. I’m sure that you have performed
and answered correctly all the activities given to you. Let us now check the things
you have learned. Are you ready?

Direction: Read the passage below and fill in the blanks with the correct word/s to
complete the statement. Choose your answer from the set of words found inside the
box. Write your answer on a separate sheet of paper.

sunlight methane thermal batteries biomass

electricity fossil fuels kinetic energy heat solar cell

Energy can be harnessed from other sources such as fossil fuels, biogas,
geothermal, batteries, solar cells, biomass and hydrothermal. (1) ___________ are
buried combustible geologic deposits of organic materials formed from decayed
plants and animals that have been converted to crude oil, coal, natural gas or heavy
oils by exposure to (2) ________ and pressure in the earth’s crust over a hundreds of
millions of years.
(3) _________ is usually equated with garbage. Sometimes it is tapped directly
at the landfill with decaying waste products which gives of (4) _________ gas used to
make (5) __________.

The word geothermal came from geo which means earth and (6) ________
which refers to heat coming from the earth.

Another source of energy is water. It is the (7) __________ of a moving water

that generates electricity.

Chemical energy can be stored in (8)_________. When connected in a circuit,

these batteries can produce electricity.

Another source of energy is when the electron in a (9) _______ become loose when hit
by (10) __________.

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 What I Can Do

Do you find energy important? If you say yes, then you’re correct! In the next
activity you will present the importance of energy in your day to day activities by
creating any of the following: song, poem, collage, slogan and poster. Use a long-
sized bond paper.

Rubrics for Collage and Poster Making

4 3 2 1
Category Very Good Good Fair Poor
Pictures/ Most of the Few of the The student’s
graphics are pictures/ pictures/ pictures are not
Pictures/ clear and graphics are graphics are clear and
Graphics relevant clear and clear and relevant
relevant relevant

All of the Most of the Few of the Missing most or

required required required all of the
elements are elements are elements are required
Required clearly clearly visible, clearly elements
elements visible, organized and visible,
organized and well placed organized
well placed and well
placed
The project The project The project The project’s
has an has a good needs design and
excellent design and improvement layout is not
Visual
design and layout. It is in design, clear and
clarity
layout. It is neat and easy layout and neatness is not
and
neat and the to understand neatness observed
appeal
content is
easy to
understand

15
 Rubrics for Song, Poem and Slogan Making

Category 5 (Excellent) 3 (Average) 1(Poor)

Words go perfectly Words somewhat Words do not go

together. There is go together but together. The lines
unity between the need more and stanzas go
Cohesiveness lines and stanzas cohesiveness. The away from the
which connect lines and stanzas topic
with the topic sometimes go away
from the topic

Uses three or Uses one or two Uses no

more elements to elements but they elements
Use of elements enhance the task sometimes
and catches the distract the
reader’s emotion
readers

Uses three or Uses one or two Does not use

more unique unique unique
Creativity metaphors and metaphors and metaphors and
similes to similes to similes
describe describe
situations, situations,
objects and objects and
people people

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 Assessment

EXCELLENT! You have reached this far. Before we end up, I want you to
answer the questions given below.

Direction: Read and understand the questions below. Write the letter of the
best answer on a separate sheet of paper.

1. What does sustainable geothermal energy mean?

A. It can be used anywhere on Earth. C. It will not be used up.
B. It generates greenhouse gases. D. There is a limited supply.
2. Which of the following will result in the withdrawal of large amount of steam
from a hydrothermal reservoir?
A. Landslides C. Loss of land fertility
B. Light Surface D. Surface Subsidence
3. Using a biomass as a source of energy involves heating ____________.
A. coal B. natural gas C. petroleum D. wood
4. Which best describes BIOMASS?
A. It is an inorganic matter that can be converted to fuel.
B. It is a massive living things.
C. It is an organic matter that can be converted to fuel.
D. It is a petroleum.
5. Why are fossil fuels considered nonrenewable resources, if they are still forming
beneath the surface today?
A. They are formed as type of methane which cannot use.
B. They are being formed too far beneath the surface of the ocean.
C. The fossil fuels are being broken down by a natural process faster than
they can form.
D. We are depleting the fossil fuels much faster that they can form.
6. Which of the following illustrations shows energy being generated when moving
water turns turbines?

A B C D

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7. Which fossil fuel is often used in transportation in the Philippines?
A. Coal C. Natural Gas
B. Hydroelectric D. Petroleum

8. What will happen to our sources of energy supply when the world’s population
increases?
A. become plentiful C. increase twofold
B. depleted D. increase to infinity

9. Which of the following problems is immediately observed with the burning of coal?
A. Acid rain C. Carbon dioxide emission
B. Ash with toxic metal impurities D. Smog

10. Which of the following forms of renewable energy directly uses the sun’s energy?
A. Biomass C. Geothermal energy
B. Hydrogen fuel cell D. Solar

11. Which of the following energy sources is nonrenewable?

A. Coal C. Methane
B. Hydroelectric D. Solar

12. Hot water or steam escapes out of the earth surface through ___________.
A. fissures C. water bodies
B. hot holes D. Wells

13. Methane as a fuel gas is produced from garbage by __________.

A. action of bacteria C. fermentation
B. Electrolysis D. photosynthesis

14. How do hydrothermal resources arise? They arise when ____________.

A. area is prone to volcanic eruptions
B. movement of tectonic plates occur
C. temperature has access to high temperature
D. temperature on earth surface is very high

15. What natural disaster geothermal power plant could create?

A. Earthquake C. Forest fire
B. Flood D. Typhoon

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 Additional Activities

Congratulations! However, you still need to do the concluding activity. Make a

diorama of energy source. Use the rubrics provided below as guide.
CATEGORY 4 (Very Good) 3 (Good) 2 (Fair) 1 (Poor)
Quality of The diorama The diorama The diorama The diorama
Construction shows shows attention shows some was put
considerable to construction. attention to together
attention to The items are construction. sloppily. Items
construction. neatly trimmed. Most items are appear to be
The items are All items are securely just “slapped
carefully and carefully and attached to the on”. Pieces may
securely attached securely attached backing. It has be loose or
to the backing. to the backing. It few marks and hanging over
It is very neat is neat and stains and the edges.
and nothing is nothing is nothing is Stains are
hanging over the hanging over the hanging over the evident.
edges edges edges
Creativity Objects used in One or two of the One or two of the The student did
the diorama objects used in objects were not make or
reflect an the diorama made by the customize any
exceptional reflect student student, but the of the items on
degree of student creativity in their ideas were the diorama
creativity in their creation and/or typical rather
creation and/or display than creative
display
Design Objects’ size and Objects’ size and Some objects’ Objects’ size
shape are well shape are size and shape and shape are
arranged. Care arranged. The are arranged. not arranged.
has been taken diorama however Item placement Item placement
to balance the does not appear is not planned is not planned
diorama scene balanced
Number of The diorama The diorama The diorama The diorama
Items includes 10 or includes 7 to 9 includes 5 to 6 contains fewer
more items, each different items different items than 5 different
content items
Accuracy Diorama is an Diorama is a Diorama has Diorama has
excellent good more than a few many errors
representation of representation of errors and does and does not
the scene that the scene that not fully represent the
has been chosen has been chosen represent the scene that has
but with a few scene been chosen
errors

19
 20
Activity 3 Activity 2 Activity 1
1. The bottle with water
1. The steam coming from 1. The steam causes the represents water reservoir.
the source (hot water) rotation of the blades of 2. The blades of improvised
causes the rotation of the the improvised turbine. turbine turn/move.
blades 2. The heat turns the 3. The blades are used to
of the improvised turbine. blades of the improvised harness the water’s energy.
2. The energy source is turbine. The rotation of the blades
biomass. 3. Charcoal was used as transformed mechanical into
3. The improvised turbine an energy source that hydroelectricity.
gradually slowed down serves as a substitute of 4. The water source inside
until it stopped. coal (fossil fuel). the bottle remains the same
4. Rice hull can be 4. The improvised turbine because it is being
associated to biomass, gradually slowed down replenished by absorbing
because it can be replaced until it stopped. water from the basin through
or 5. Like charcoal, fossil fuel the straw.
replenished sources are limited. Once 5. The water energy from the
it is consumed it can no falling water is being
longer be replaced. harnessed by the improvised
turbine. The kinetic energy of
the falling water is converted
into mechanical, electrical
and heat energy.
Answers to Guide Questions
What I Have Learned What I Know
Assessment 1. Fossil Fuels 1. C
2. Heat 2. A
1. C 3. Biomass 3. D
2. D 4. Methane 4. D
3. D 5. Electricity 5. A
4. C 6. Thermal 6. A
5. B 7. Kinetic Energy 7. D
6. D 8. Batteries 8. C
7. D 9. Solar Cell 9. C
8. B 10. Sunlight 10. D
9. C 11. B
10. D 12. A
11. A 13. C
12. A 14. B
13. A 15. A
14. C
15. A
Answer Key
What’s More
ANSWERS TO ACTIVITIES 4 and 5

21
22
References
BOOKS

Licuanan, Patricia. 2016. Teaching Guide for Senior High School: Physical Science.
Edited by Nathaniel Hermosa and Clarisa Aguila. 4th Floor Commission on
Higher Education, Garcia Avenue, Diliman, Quezon City: Commission on
Higher Education.

Magleo, Lucy, and Veronica Bernas. 2011. Exploring the Realms of Science:
Integrated Science. 388 Mc Arthur Highway, Dalandanan, Valenzuela City:
JO-ES Publishing House Inc.

Shipman, James. 2016. An Introduction to Physical Science. 14th ed. 856 Nicanor
Reyes Sr. St. Sampalok, Manila, Philippines: Rex Book Store Inc.

Villa, Rocelia de. 2016. Exploring Natural Science: Physical Science Senior High
School. Edited by Delfin Angeles. Antonio Arnaiz cor. Chino Roses Avenues,
Makati City: Don Bosco Press.

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 DISCLAIMER
This Self-Learning Module (SLM) was developed by DepEd
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the new normal. Contents of this module were based on DepEd’s Most
Essential Learning Competencies (MELCs). This is a supplementary material
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