Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF ANTIPOLO CITY
MAXIMO L. GATLABAYAN MEMORIAL NATIONAL HIGH SCHOOL
Sitio Paenaan, Brgy. San Jose, Antipolo City

SCIENCE 9 – PHYSICS
CO1
School Maximo L. Gatlabayan Memorial Grade 9
National High School Level
LESSON Teacher Apolonio M. Pamittan Jr. Learning Science
Area
EXEMPLAR Teaching May 8, 2022 Quarter 4th
Date
Teaching 7:15AM—8:15AM No. of
Time Days

Heat Engine and Thermal Efficiency
Daily Lesson Log
Objective 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
 Teacher-made DLL
Objective 3: Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning.
 DLL—mode of instruction is English

WEDNESDAY
I. OBJECTIVES
A. Content The Learners demonstrate an understanding of: Heat, Work and Efficiency
Standards
B. Performance
Standards
C. Learning Infer that heat transfer can be used to do work, and that work involves the
Competencies or release of heat
Objectives  Explain how heat transfer and energy transformation make heat engines like
geothermal plants work
D. Most Essential Explain how heat transfer and energy transformation make heat engines like
Learning geothermal plants work (S9FE-IVg-45)
Competencies
(MELC)
E. Enabling
Competencies
II. CONTENT Heat, Work and Efficiency: Heat Engine and Thermal Efficiency
III. LEARNING
RESOURCES
A. References Science 9 Week 8 Learner’s Packet
a. Teacher’s Guide
Pages
b. Learner’s 1-4
Material Pages
c. Textbook
Pages
d. Additional 4 stroke gasoline engines: https://www.youtube.com/watch?v=QWhireBv3hg
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities

IV. PROCEDURES Preliminaries

Before the class starts, Objective 5: Established safe and secure
the teacher learning environment to enhance learning
shall check the through the consistent implementation of
following: policies, guidelines and procedures.
 Checks on whether the learners are
Checking of feeling symptoms of cough, cold
Attendance
and fever or anything that could be
Rapid Testing
Safety Protocol a Covid-19 symptom.
Reminders Objective 6: Maintained learning
Class rules reminders environments that promote fairness,
respect and care to encourage learning.
 Class rules reminders

A. Introduction Picture Analysis

Review: Picture Analysis

Objective 2: Used research-based knowledge and principles of teaching

and learning to enhance professional practice.
Principle 2: Learner’s Prior Knowledge
 Review the previous topic will help the learners to prepare to the
next topic and sometimes what they know is incorrect and may
need to be replaced with new, evidence-based information.

The
students will describe how heat pump works.

The reverse can be done, i.e., heat

flows from a colder object to a
hotter object, with the use of a heat
pump. It is a device that allows heat
to transfer from a colder reservoir to
a warmer reservoir which is not a
natural process. Work is required for
the heat to flow from a lower to
higher temperature. This work is
provided by the motor of heat
pump.

Motivation
The students will study the objects below can be considered a heat engine.
B. Development Discussion

What is a heat Objective 1: Applied knowledge of content

engine? within and across curriculum teaching areas.
A heat engine is a device Heat
which converts thermal (Grade 7 3rd quarter)
energy to mechanical energy.  Infer the conditions necessary for heat
A very important component transfer to occur. (S7LT - IIIh - i -12)
of heat engines then is that
high temperatures are
involved. In one round of a cycle, the system is heated, at another is cooled. Three
things happen in a full cycle of a heat engine:
1. Heat is added. It is an input heat which is relatively high temperature.
2. Some of that energy from that input heat is used to do work.
3. The rest of the heat is removed at a relatively cold temperature.

A common type of heat engine is called the combustion engine. In a combustion

engine, heat is produced using a combustion process, which in turn makes use of a
fuel and an oxidizer for that fuel like air. There are two classes of combustion
engines External combustion engine – burning of fuel takes place outside the engine.
Examples are steam, piston engine and the atmosphere. Internal combustion engine
– burning of fuel takes place inside the cylinder or turbine engine. Examples are
gasoline, diesel engine and our human body. Most automobiles make use of either a
diesel engine or a gasoline engine. In the case gasoline engines, most have four
cylinders, each containing a piston. Each piston undergoes a series of four
movements or strokes.

Video Analysis
https://www.youtube.com/watch?v=QWhireBv3hg

Objective 7:
Maintained learning environments that nurture and inspire learners to
participate, cooperate
and collaborate in continued learning.
Objective 8:
Applied a range of successful strategies that maintain learning
environments that motivate learners to work productively by assuming
responsibility for their own learning.
 Video lesson
Objective 3: Displayed proficient use of Mother Tongue, Filipino
and English to facilitate teaching and learning.
 Video Lesson—mode of instruction is TagLish

Four Stroke Cycle in a Gasoline Engine

1. INTAKE STROKE The intake valve opens, allowing the cylinder to receive the
fuel-air mixture as the piston moves downward.
2. COMPRESSION STROKE The piston moves up compressing the fuel-air mixture.
3. POWER STROKE The spark plug at the top of the cylinder causes the mixture to
ignite and combust making its temperature high. With this increase in temperature,
the pressure inside the cylinder increases causing the piston to go down and perform
mechanical work
4. EXHAUST STROKE The combusted gases are pushed out of the opened exhaust
valve through an upward motion on the piston. The intake valve opens and the cycle
repeats.
Learning Task 1:
Start the Engine Fill in the table below.
Four Stroke Cycle Movement of the piston What happened to the
mixture of gases?
Intake
Compression
Power
Exhaust

Guide Questions:
1. How does the piston behave during intake stroke? What happens to the gas
mixture?
2. What happens to the piston and gases during compression stroke?
3. What is the function of the spark plug? What is its effect to the gas mixture’s
temperature?
4. Describe the piston and gases during power stroke.
5. In the exhaust stroke, what happens to the piston and mixture of gases? 6. What
do you think is the effect of this exhaust gases into the environment? 7. Can you
consider the heat engine to be 100% efficient?

Objective 8:
Individual Worksheet Applied a range of successful strategies
(printed) is
that maintain learning environments that
provided for the
learners with visual motivate learners to work productively by
impairment. assuming responsibility for their own
learning.
Objective 9: Designed, adapted and
implemented teaching strategies that are
responsive to learners with disabilities,
giftedness and talents.
 Printed activity sheet

Thermal Efficiency The thermal energy produced from the combustion of fuel-air
mixture is transformed into mechanical energy which moves the car. However, not all
thermal energy is converted into useful work. Parts of the engine itself, the cooling
water in the radiator and the surrounding air will absorb the heat and will not be
available to perform work. This thermal energy which is not converted to useful work
is called waste heat. These heat losses are unavoidable and greatly limit the
efficiency of heat engines. For example, the engines of a cars are only 30% efficient.
This means that for every 100 joules of thermal energy produced by the combustion
of gasoline, only 30 joules are used to actually move the car. Therefore, it is
impossible to construct a heat engine that is 100% efficient which can fully convert
all the heat into useful work. An engine that converts energy into more work and less
waste is said to be more efficient. However, Sadi Carnot have found out that while it
is true that we can express efficiency in terms of work, the efficiency of ideal heat
engines depends only on the temperatures of the hot and cold reservoir. According
to him, an engine operating between two reservoirs of higher temperature difference
is more efficient than an engine operating between reservoirs of nearly the same
 temperatures.

The efficiency is calculated as:

Work done
Efficiency x 100%
Input heat
But since work is just the input heat minus the exhaust heat, the equation becomes

QH−Qc Qc
Efficiency x 100% = (1- ) x 100%
QH QH
Where:
QC = energy removed by heat/ energy in cold reservoir
QH = energy added by heat / energy in hot reservoir

The equation for efficiency can also be modified to use temperature measurements
instead of the energy values.
Tc
Efficiency = (1- ) x 100%
TH
Where:
TC = absolute temperature in cold reservoir
TH = absolute temperature in hot reservoir
Note: The temperatures are the absolute temperatures on the Kelvin scale.
Studying our equation, we can only have a 100 % efficiency if there is no energy
transferred away from the engine by heat. In reality, there is no 100% efficient
engine as there will always be waste heat.
C. Engagement Problem Solving
1. What is the efficiency of a gasoline engine that receives 193 J of energy from
combustion and lose 125 J by heat to exhaust during one
cycle?
Given: QC = 125 J
QH = 193 J Objective 2: Used research-based
Required: Efficiency knowledge and principles of teaching and
Equation: learning to enhance professional practice.
Qc Principle 6: Practice
=(1- )x
QH  Acquiring long-term knowledge and
100%
skills is largely dependent on practice.

Solution:
125 J
=(1- ) x 100%
193 J
Answer : =35.23%

Reminders:
 Raise your right
hand to be
called to answer
the question. Objective 4: Use effective verbal and non-
 Wait for your turn verbal classroom communication strategies to
to be called. Avoid support learner understanding, participation,
butting in. engagement and achievement.
 If you can’t
answer, politely tell
the teacher and ask
help from your classmates.

2. Suppose a steam engine receives steam at 600 K. The engine uses a part of
this thermal energy for work. It exhausts the rest to a condenser at a
 temperature of 350 K. What is
the maximum efficiency of
this steam engine? Objective 8:
Given: TC = 350 K Applied a range of successful
TH = 600 K strategies that maintain learning
Required: Efficiency environments that motivate
Equation: learners to work productively by
Tc assuming responsibility for their
= (1- ) x 100% own learning.
TH
Solution: Objective 9: Designed, adapted
= (1- ) and implemented teaching
350 K strategies that are responsive to
600 K learners with disabilities,
giftedness and talents.
x 100%  Printed activity sheet
Answer =41.67%

Individual Worksheet (printed) is provided for the learners with visual

impairment.
Learning Task 2:
Solve the following problems on efficiency.
1. A hot gas is injected into an engine at 573 K and exhausts at 343 K. What is the
highest efficiency of this engine?
2. What is the efficiency of a gasoline engine that receives 185 J of energy from
combustion and lose 130 J by heat to exhaust during one cycle?
D. Assimilation Situation Analysis
In 3 to 4 sentences, answer the following questions. Write your answer on a paper.

As a student, how can you help minimize the effects of thermal pollution in your
locality?

Assessment
Multiple Choice: Write only the letter of the correct answer.
1. Which is the correct sequence of the four-stroke cycle?
A. Intake, Compression, Power and Exhaust Stroke
B. Power, Intake, Exhaust, and Compression Stroke
C. Compression, Power, Intake, and Exhaust Stroke
D. Power, Compression, Intake and Exhaust Stroke

2. What is the function of heat engine?

A. It converts chemical energy to mechanical energy.
B. It converts thermal energy to mechanical energy.
C. It converts mechanical energy to chemical energy.
D. It converts thermal energy to chemical energy.

3. Why is heat engine not 100% efficient?

A. Because all mixture of gases is converted into work.
B. Because engine needs to be cooled down.
C. All the gases are used up by the engine.
D. Some of the gases is taken up in the piston.
4. What causes thermal energy?
A. exhaust of different vehicles.
B. exhaust from different industrial engines.
C. degradation of water.
D. All of them

5. What is the function of the spark plug?

A. The spark plug ignites the mixture making it temperature high.
B. The spark plug pushes the piston down
C. The spark plug pushes the piston up.
 D. The spark plug pushes the gases out of the cylinder.
V. REFLECTION Valuing

The students will reflect on the question. They will answer based on their experience
and point of view.
As a student, what are the ways to become more efficient and productive in doing
your module?

Objective 1: Applied knowledge of content within and across

curriculum teaching areas.
Mga Talento at Kakayahan (Grade 7 3rd quarter)
 Napatutunayan na ang pagtuklas at pagpapaunlad ng mga
angking talento at kakayahan ay mahalaga sapagkat ang mga ito
ay mga kaloob na kung pauunlarin ay makahuhubog ng sarili
tungo sa pagkakaroon ng tiwala sa sarili, paglampas sa mga
kahinaan, pagtupad ng mga tungkulin, at paglilingkod sa
pamayanan (EsP7PSId-2.3)

Application Objective 10:

Adapted and used culturally appropriate
Below are teaching strategies to address the needs of
the simple methods learners from indigenous groups.
of old-fashioned
 simple methods of old-fashioned fire
fire starting.
starting.

1. Hand drill
One of the simplest friction methods, but high
speed can be difficult to maintain because only
the hands are used to rotate the spindle. It
woks best in dry climates.

1. Two-man friction drill

Two people can do a better job of
maintaining the speed and pressure
needed to create an ember using this
string vibration of a friction drill.

2. Fire Plow
This produces its own tinder by pushing
out particles of wood ahead of the friction.
A. No. of
learners
who earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
n who
scored
below 80%
C. Did the
remedial
lesson
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
works?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?
Prepared by: Checked by: Noted by:

APOLONIO M. PAMITTAN JR. NENITA A. MARTINEZ ANA MARIA G. RIVAS

Physics Teacher Science Dept. Chairperson Principal II

HEAT ENGINE AND THERMAL EFFICIENCY WORKSHEET

Learning Task 1:
Start the Engine Fill in the table below.
Four Stroke Cycle Movement of the piston What happened to the
mixture of gases?
Intake
Compression
Power
Exhaust

Guide Questions:
1. How does the piston behave during intake stroke? What happens to the gas mixture?
2. What happens to the piston and gases during compression stroke?
3. What is the function of the spark plug? What is its effect to the gas mixture’s temperature?
4. Describe the piston and gases during power stroke.
5. In the exhaust stroke, what happens to the piston and mixture of gases? 6. What do you think is the effect
of this exhaust gases into the environment? 7. Can you consider the heat engine to be 100% efficient?

Learning Task 2:
Solve the following problems on efficiency.
1. A hot gas is injected into an engine at 573 K and exhausts at 343 K. What is the highest efficiency of
this engine?
Given:

Required:

Equation:

Solution:

Answer:

2. What is the efficiency of a gasoline engine that receives 185 J of energy from combustion and lose 130 J by
heat to exhaust during one cycle?
Given:

Required:

Equation:

Solution:

Answer: