WEEK 1 8 FOURTH QUARTER G9 Edited

LEARNING ACTIVITY SHEET
FOURTH QUARTER
WEEKLY LEARNING PLAN
SCIENCE 9
GRADE 9
WEEK 1- QUARTER 4
LEARNING MODE OF
DAY& TIME LEARNING AREA LEARNING TASKS
COMPETENCY DELIVERY
7:00 -8:00 PRELIMINARIES (e.g. exercise, breakfast, meditation, getting ready for an awesome
day)
Refer to Science 9 Module

WEEK 1 SCIENCE 9 •MELC 19: for more details. Send output to
Describe the Week 1 : Pages 4-10 google
EVERY
horizontal and classroom
WEDNESDAY
vertical motions Note: All answers must be account
8:00 AM-12:00 PM of a projectile. written in the answer sheet provided by
provided below. the teacher or
You may add and attach any other
additional paper if needed. platform
recommended
1. Learning Task 1 by the school
2. Learning Task 2
3. Learning Task 3 Or
4. Learning task 4
5. Reflective Journal 1: Have the
Write your personal parent hand in
insights about the lesson the output to
using the prompts below. the catchment
area.
I understand that
________.
I realize that
____________.
6. Summative 1
7. Performance Task 1
1
Name: Section:
Science Teacher: Date Submitted:
WEEK 1: LEARNING TASKS ANSWER SHEET (SCIENCE)
Week 1 Learning Task No: ____ Week 1 Learning Task No.:

____
Parents’ Signature: ________________ Parents’ Signature: ________________
Week 1 Learning Task No.: ____ Week 1 Learning Task No.: ____
2
Name: Section:
Reflective Journal no. 1

I understand that ________. I realize that________.
.
Answer sheet for Summative Test no. 1
Outputs: Teachers’ Remarks
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
3
LEARNING ACTIVITY SHEET- FOURTH QUARTER
WEEK 1 : UNIFORMLY ACCELERATED MOTION (HORIZONTAL AND VERTICAL)
Most Essential Learning Competency:

• MELC 19: Describe the horizontal and vertical motions of a projectile.
Background Information for Learners
In Uniformly Accelerated Motion (UAM), the value of the acceleration is constant. It does not
change. The velocity changes but at a constant rate. An object with zero acceleration is said to be in
uniform motion. An object in uniformly accelerated motion has non-zero but constant acceleration.
Acceleration represents how velocity changes with time, velocity represents how position changes
with time.
Toss a coin upward. Does it stay up? What makes it go down? Gravity pulls the coin down.
Things that are thrown upward, will go down because of this force.
Gravity also pulls us towards the earth. That is why we are not being thrown outside space.
What floor was your classroom when you were in Grade 7 and 8? Was it on the 4th, 5th, or 6th floor
of the school building? Which is easier, climbing to your classroom or going down to the school
canteen? When you climb a high place, you go against gravity. When you are on a high place, and
you go down, you are moving toward gravity, so you use less force.
Same is true with freely-falling objects. Objects at free-fall also exhibit uniformly
accelerated motion. The acceleration due to gravity (9.8 m/s2) neglecting air resistance, is a
constant acceleration for all falling bodies, regardless of their mass and weight. All objects on the
earth’s surface are being accelerated toward the center of the earth at a rate of
9.8 m/s2. This means that if you raise an object above the surface of the earth and drop it, the object
will start from rest and its velocity will increase by 9.8 meters per second for each second it is falling
toward the earth’s surface until it strikes the ground.
In general, a uniformly accelerated motion is the one in which the acceleration
of a body throughout the motion is uniform. It can be observed in either vertical or
horizontal dimension, and in two dimensions.
In kinematics, there are various terminologies to be used in conceptual and computational physics.
These are the following:
• Initial velocity – the velocity at the starting point and represented by the symbol, vix
• Final velocity – the velocity at the final point of time and represented by the symbol, vfx
• Acceleration – the change of velocity of an object with respect to time and represented by the
symbol, ax
4
Remember the following kinematic equations and formulas:
Sample Problems:
• How long does it take to increase a car’s velocity from 10 m/s to 25 m/s if the car can accelerate
at a rate of 2 m/s 2?
Introduction to Free Fall

• A FREE FALLING object is an object that is falling under the sole influence of gravity.
• Any object that is being acted upon only by the force of gravity is said to be in a state of free
fall.
• There are two important motion characteristics that are true of free-falling objects:
➢ Free-falling objects do not encounter air resistance.
➢ All free-falling objects (on Earth) accelerate downwards at a rate of 9.8 m/s2
(9.8 m/s/s)
• Acceleration due to Gravity (g)
• The acceleration which is gained by an object because of gravitational force. Its SI unit is m/s2
• Acceleration due to gravity is a vector, which means it has both a magnitude and a direction.
• The acceleration due to gravity at the surface of Earth is represented as g.
• It has a constant value defined as 9.80665 m/s2 or 9.8 m/s2
LEARNING TASK 1
FACT or BLUFF. The following statements are about bodies and objects exhibiting Uniformly Accelerated
Motion (UAM). Write FACT if the statement is TRUE and write BLUFF if the statement is FALSE.
_______________ 1. Acceleration is constant in bodies in uniformly accelerated motion.

_______________ 2. UAM can only be observed along the horizontal line of action.
_______________ 3. Objects at free-fall exhibit uniformly accelerated motion.
_______________ 4. In UAM velocity changes but at a constant rate.
_______________ 5. An object in UAM has zero acceleration.
5
LEARNING TASK 2
You raise me up!

Objectives:
• Determine the initial velocity of a ball thrown upward;
• Record the time for the ball to reach the ground;
• Record the time for ball to reach its maximum height; and
• Calculate the maximum height reached by the ball thrown vertically upward.
Materials Needed:
Stopwatch
Ball
Procedure:
1. Throw the ball vertically upward in the air as hard as you can in an open space.
2. Using your stopwatch, record the total time the ball remains in the air. Get the time from point of release
of the ball until it reaches its maximum height by the dividing the total time into two. Record your data.
TABLE 1. Data on the Total Time and Time of the Ball in the Air
Q1. What do you think happens to the speed of the ball as it reaches its maximum height?
3. Calculate the initial velocity of the ball using the formula vi=vf -agt. Use -9.8m/s2 for a
4. Solve for the maximum height reached by the ball using h=vit + ½ agt2. Use -9.8m/s2 for ag
LEARNING TASK 3
Solve the following problem. Show your complete solution.
1. Compute for the initial velocity of an object that is accelerating at 5 m/s2 with a velocity of 30 m/s in 6
seconds.
Given:
Required:
Formula:
Solution:
2. How far does a moving object travel that accelerates at a rate of 3 m/s2 with a change of velocity from 3
m/s to 6 m/s?
Given:
Required:
Formula:
Solution:
LEARNING TASK 4
6
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Objects at free fall exhibit uniformly accelerated motion. What is the value of its acceleration due to
gravity?
A. 9.8 m/s B. 9.8 m/s2 C. 19.6 m/s D. 19.6 m/s2
2. Which of the following quantities changes at a constant rate in a body in

uniformly accelerated motion?
A. acceleration B. speed C. velocity D. time
3. Which of the following statements is TRUE about an object in uniformly
accelerated motion?
I. Velocity is constant.
II. Acceleration is not zero.
III. Acceleration changes slowly.
IV. Velocity changes at a constant rate.
A. I and II B. III and IV C. I and III D. II and IV
4. Which scenario or object DOES NOT exhibit uniformly accelerated motion?

A. a falling fruit C. a barking dog
B. a rolling ball on an inclined plane D. a car running with a constant acceleration
5. Speed limits are generally indicated on a traffic sign reflecting the maximum or minimum speed permitted
on a specific road. Which of the following statements is TRUE about speed limit?
A. It permits uniformly accelerated motion. C. It is the same in all types of roads.
B. It restricts the speed of vehicles. D. It is only beneficial to drivers.

Write your personal insights about the lesson using the prompts below.
• I understand that ____________________________________________________________.
• I realize that ________________________________________________________________.
References for Learners:

• LEARNER’S MATERIAL IN SCIENCE 9 pp. 233-242. First Ed. Pasig City, Philippines: Department
of Education, 2014
Prepared by:
ROENA MANZANILLA
7
SUMMATIVE ASSESSMENT 1
Grade Level/Learning Area Grade 9 - Science
Quarter/Week Fourth Quarter / Week 1
MELCs MELC 19: Describe the horizontal and vertical

motions of a projectile
Read the following questions carefully. Answer each item using the Zip grade answer sheet.
1. The motion of an object with constant acceleration is also known as _______________
A. constant motion
B. uniform accelerated motion
C. motion
D. uniform motion
2. What is the magnitude and direction of ag (acceleration due to gravity)?

A. 9.8m/s2 upward
B. 9.8m/s2 downward
C. 9.8m/s upward
D. 9.8m/s downward
3. Which of the following statements is TRUE about an object in uniformly accelerated motion?
I. Velocity is constant.
II. Acceleration is not zero.
III. Acceleration changes slowly.
IV. Velocity changes at a constant rate.
A. I and II C. III and IV

B. I and III D. II and IV
4. In free fall, the only force acting upon an object is ________.

A. Friction C. Unbalanced force
B. Gravity D. Balanced force
5. In freefall, the initial velocity of the object is always _____.

A. Zero C. No value
B. Depends on the problem D. It only has final velocity
6. When do we have a negative value of ag?

A. If the movement of object is upward C. If the movement of object is downward
B. If the movement of object is horizontal D. If the movement of object is sideward
7. The motion of an object is constantly accelerating vertically.

A. horizontal dimension C. vertical dimension
B. parallel dimension D. third dimension
8
For numbers 8 - 9 Mikka is playing with a ball on top of the building but the ball fell and hits the ground after
2.6 s?
8. What is the final velocity of the ball just before it hits the ground?
A. -3.76 m/s B. -25.48 m/s C. -35.88 m/s D. -17.65 m/s
9. How high is the building?

A. 25.48 m B. 12.74 m C. 66.45 m D. 33.12 m
10. The velocity of ball at highest point when it’s thrown vertically upward is _______.
A. 9.8 m/s B. -9.8 m/s C. zero D. cannot be
determined
11. A projectile has an initial horizontal velocity of 6 m/s. What will be its horizontal velocity after 4s?
A. 0 m/s B. 4.9 m/s C. 3 m/s D. 6 m/s
12. Gravitational acceleration is acceleration of bodies

A. on ground B. on air C. freely falling D. none of the
above
For number 13-14 : Jilian Mae throws a ball straight up with an initial velocity of 10 m/s.
13. What is the velocity at the highest point?

A. 0 m/s B. 0 m/s2 C. 9.8 m/s 2 D. -9.8 m/s 2
14. What is its velocity when it is returned to the elevation from where it was thrown?
A. 0 m/s B. 0 m/s2 C. 10 m/s 2 D. -10 m/s 2
15. Dwayne throws a stone vertically upward in the air as hard as he can in an open space. What do you
think will happen to the speed of the stone as it reaches its maximum height?
A. increase B. remain the same C. stop D. none of the above
9
PERFORMANCE TASK 1
MELCs MELC 19: Describe the horizontal and vertical motions

of a projectile
“UAM (UNIFORMLY ACCELERATED MOTION) COMIC STRIP”
1. Construct a comic strip about uniformly accelerated motion on a bond paper. The comic strip should be
composed of at least six frames.
2. The setting of your comic strip must show a scenario or a situation exhibiting uniformly accelerated
motion.
3. Set the scene as if the characters are having a conversation describing uniformly accelerated motion
based on the scenario or situation.
The comic strip will be evaluated based on this scoring rubric:
10
SCIENCE 9
GRADE 9
WEEK 2- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 2 SCIENCE 9 • MELC 20: for more details. Send output to
Investigate the Week 2 : Pages 14-20 google
EVERY
relationship classroom
WEDNESDAY
between the Note: All answers must be account
8:00 AM-12:00 PM angle of release written in the answer sheet provided by
and the height provided below. the teacher or
and range of the You may add and attach any other
projectile. additional paper if needed. platform
recommended
2. Learning Task 2
4. Learning task 4
area.
I understand that
________.
I realize that
____________.
6. Summative 2
11
Name: Section:

__2_

12
Name: Section:
.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
13
WEEK 2: PROJECTILE MOTION (ANGLE, HEIGHT AND RANGE)
Most Essential Learning Competency

• MELC 20: Investigate the relationship between the angle of release and the height and range of the
projectile
Have you experienced throwing or kicking a ball? So,

what have you observed? Can you describe the path of
the ball? Projectile motion can apply to sports like
basketball, volleyball and football. These sports involve
throwing and kicking a ball. And they are all making a
curved path in mid-air. This curved path made by the
ball is called a projectile, a motion with two-
dimensions; the horizontal (range or distance) and
vertical (height) components.
A projectile is an object upon which the only force

acting is gravity. There are a variety of examples of
projectiles. An object dropped from rest is a projectile
(provided that the influence of air resistance is negligible). An object that is thrown vertically upward is also a
projectile (provided that the influence of air resistance is negligible).
PARTS OF PROJECTILE MOTION

1. PROJECTILE – is any object that is thrown or projected
upward.
2. TRAJECTORY – is the curved path traveled by a
projectile.
3. RANGE – is the horizontal distance traveled by the
projectile.
4. MAXIMUM HEIGHT – is the maximum vertical distance
achieved by a projectile.
5. ANGLE – represented by the Greek letter theta, θ
The angle of release affects the range and height of a

projectile. The maximum range is achieved if the projectile is
fired at an angle of 45o with respect to the horizontal as shown
in figure 2. An object launched at an angle of 30o will also be the
same if it is launched at 60o. The angles 30o and 60o are called
complementary angles because they add up to 90o. As the angle
of launch increases, the vertical displacement of the projectile
will also increase. At the highest point, the vertical component
of velocity is zero and the time to reach the maximum height is
half of the total time of flight.
Figure 2: Projectile motion
14
Sample Problem:
1. A baseball player leads off the game
and hits along home run. The ball leaves
the bat at an angle of 25o with a velocity
of 30 m/s.
a. What is the maximum height reached
by the ball?
b. What is the horizontal displacement
(range) of the ball?
LEARNING TASK 1
Direction: Identify the parts of the projectile motion illustration.
LEARNING TASK 2
Solve problems for projectiles launched horizontally and at various angles to the horizontal to calculate
maximum height, range, and overall time of flight of the projectile and complete the table below.
A football player kicked the ball at a speed of 27.0 m/s as shown in the figure. Determine the range and the
height achieved by the ball at a given angle. (Assume that the speeds are the same at a different angle).
Questions:
1. What is the distance traveled by the ball at 20o?
2. How would you compare the distance travelled by the ball at angles of 35o to 55o?
3. At what angle of projection is the distance travelled maximum?
4. Compare the height achieved by the ball projected at 35o to 55o.
5. Explain the relationship between the angle of projection to the range and height of a projection
15
LEARNING TASK 3
Read each statement below carefully and fill in the blank(s) with the correct answer. Answers may be more
than one word. Write your answer on a separate answer sheet.
1. As the angle of launch __________, the vertical displacement of the projectile will also ____________.
2. The ________________ is achieved if the projectile is fired at an angle of 45o with respect to the
horizontal.
3. At the highest point, the vertical component of velocity is ________ and the time to reach the maximum
height is _______ of the total time of flight.
4. An object launched at an angle of 15o will also be the same if it is launched at _____.
5. A ________________ is an example of projectile motion.
LEARNING TASK 4
Direction: Choose the letter of the correct answer. Write your answer on a separate answer sheet.
1. Four balls are thrown with the same initial velocity, but at different angles above the ground. Which
diagram represents the initial velocity of the projectile have the maximum range?
2. A basketball player throws the ball at different angles. At which of the following angles will the ball
achieve the maximum height?
A. 35.0o B. 45.0o C. 65.0o D. 70.0o
For nos. 3 and 4

A Ping-Pong ball is projected from the ground at an angle of 35o from the horizontal with an initial velocity
of 20 m/s.
3. What is the horizontal distance?
A. 13.78 m B. 19.66 m C. 27.55 m D. 39.31 m
4. What is the maximum height achieved by the ball?
A. 13.78 m B. 19.66m C. 27.55 m D. 39.31 m
5. Long jump sports require a firm body to be able to jump high and project their body perfectly to get the
longest distance for them to win. The following are some of the good qualities of a player except _______.
A. Good listener B. Cooperative C. Respectful D. Arrogant

I realize that ________________________________________________________________.

• LEARNER’S MATERIAL IN SCIENCE 9 pp. 242--255. First Ed. Pasig City, Philippines:
Department of Education, 2014
Prepared by:
ROENA MANZANILLA
16
SUMMATIVE ASSESSMENT 2
MELCs MELC 20: Investigate the relationship between the

angle of release and the height and range of the
projectile
1. Travel with a parabolic trajectory due to the influence of gravity

A. Free fall
B. Projectile Motion
C. Circular Motion
D. Impulse
2. The maximum horizontal distance travelled by the projectile

A. Range
B. Trajectory
C. Height
D. Time of flight
3. It is the entire duration while the projectile is in its trajectory

A. Range
B. Parabola
C. Time of flight
D. Height
4. Is the maximum vertical displacement travelled by the projectile in its trajectory

A. Range
B. Parabola
C. Time of flight
D. Height
5. A sepak takraw that is kicked from a height of two meters follows a path that is____________.
A. circular B. linear C. hyperbolic D. parabolic
6. A man wants to shoot an arrow so that it has the greatest range (horizontal distance). At what angle
should he shoot the arrow?
A. 10° B. 30 ° C. 45 ° D. 90 °
7. Janiya kicked ball on a level surface at 45 degrees and 60 degrees with the same total speed as shown
below.
Which launch angle causes the ball to be in the air for the longest time?
A. Times are the same C. 60 degrees
17
B. 45 degrees D. 35 degrees
8. Which of the following statements is NOT true about projectile motion?

A. The initial velocity of a projectile is equal to its final horizontal velocity.
B. Projectile motion is a combination of two independent motions- vertical and horizontal.
C. A projectile has a vertical acceleration equal to 9.8 m/s2
D. Both the horizontal and vertical velocities of a projectile are constant.
9. Four balls are thrown with the same initial velocity, but at different angles above the ground. Which
diagram represents the initial velocity of the projectile have the maximum range? ANSWER : C
10. At what angle should a water hose be aimed in order for the water to land with the greatest horizontal
range?
A. 0° B. 30° C. 45° D. 60°
11. Which of the following is NOT an example of object/activities undergoes projectile motion?
A. Drop ball
B. Volleyball
C. Basketball
D. Football
For nos. 12 and 13

A Ping-Pong ball is projected from the ground at an angle of 35o from the horizontal with an initial velocity
of 20 m/s.
12. What is the horizontal distance?

A. 19.66 m B. 39.31 m C. 27.55 m D. 13.78 m
13. What is the maximum height achieved by the ball?

A. 19.66 m B. 39.31 m C. 27.55 m D. 13.78 m
14. A basketball player throws the ball at different angles. At which of the following angles will the ball
achieve the maximum height?
A. 35.0o B. 45.0o C. 65.0o D. 70.0o
15. What is the relationship between angles and the height in projectile motion?
A. As the angle decreases, the height increases
B. As the angle increases, the height decreases
C. As the angle increases, the height also increases
D. As the angle increases, the height remains the same
18
PERFORMANCE TASK 2
MELCs MELC 20: Investigate the relationship between the angle of

release and the height and range of the projectile
WHAT IS MY FAVORITE SPORT?
Objectives:
• Investigate the relationship between the projection angle, the height and range of the
projectile
• Use examples derived from sports to show that the angle of release affects the range and
height of a projectile
➢ Mobile Legends, Wild Drift, Clash of Clans, and Minecraft are examples of mobile games
that are being played by children of all ages. There are now more people playing mobile
games than playing sports. Sports will make our body fit and healthy, unlike video games
where you will be more exposed to diseases such as high blood pressure because you will
gain weight.
Materials:
• Pen, coloring materials and short bond paper
Procedure:
• Draw your favorite sport(s) which shows that the angle of release affects the range and
height of a projectile and explain it in a short bond paper
Guide Questions:
1. What are the examples of sports that exhibits projectile motion?
2. Explain the relationship between the angle of projection to the range and height of a projection
in your drawing
Rubric for scoring:

CATEGORY 5 4 3 1
The student shows a The student shows a The student shows The student
CONTENT deep understanding considerable a shallow shows a limited
of the topic. The understanding of the understanding of understanding of
19
discussion about the topic. The discussion the topic. The the topic. The
relationship about the discussion about discussion about
between the angle relationship between the relationship the relationship
of projection to the the angle of between the angle between the
range and height of projection to the of projection to angle of
a projection was range and height of a the range and projection to the
discussed in detailed projection was height of a range and height
discussed in part projection was of a projection
lacking important was inaccurate
concepts
Performance or Performance or
Performance or
Performance or product is product is
product is highly
product is creative somewhat creative unpolished and
CREATIVITY creative and shows
and shows good but does not obviously with
unusual
preparation reflect good very little
craftmanship
preparation preparation
Easy to read and all Easy to read and Hard to read Unfinished or no
elements are clearly most elements are and output submitted
CLARITY AND
written, labeled and clearly written, understand
NEATNESS
illustrated labeled and
illustrated
20
SCIENCE 9
GRADE 9
WEEK 3- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 3 SCIENCE 9 • MELC 21 : for more details. Send output to
Week 3 : Pages 22-33 google
EVERY • Relate impulse
classroom
WEDNESDAY and momentum
Note: All answers must be account
to collision of
8:00 AM-12:00 PM written in the answer sheet provided by
objects
(vehicular You may add and attach any other
collision) S9FE- additional paper if needed. platform
IVb-36
recommended
2. Learning Task 2
4. Learning task 4
area.
I understand that
________.
I realize that
____________.
6. Summative 3
21

____

22
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
23
SCIENCE 9
WEEK 3 : IMPULSE, MOMENTUM & COLLISION
Most Learning Competency (MELC 21)

• Relate impulse and momentum to collision of objects (vehicular collision) S9FE-IVb-36
IMPULSE AND MOMENTUM
What makes things move? Why do some objects move continuously while some moving objects stop
suddenly? These might be some of the questions you had in mind but were not really answered in last year’s
science class. In grade 8, you learned that unbalanced forces cause stationary objects to move. In fact,
according to Newton’s Second Law of Motion, the greater the force applied, the larger the acceleration of an
object. It also stated that with the same force, heavier objects have smaller acceleration, thus, Force = mass
x acceleration or F=ma.
MOMENTUM
24
WHAT AFFECTS MOTION?
Consider a cargo truck with a mass of 10,000

kilograms traveling at a velocity of 40 kilometers per
hour and a small car with a mass of 2000 kilograms
traveling at the same velocity as shown below. If the two
vehicles suddenly lose their breaks and crash against the
brick wall, which do you think would be more damaging?
On what factor would the impact of collision depend if
their velocities are the same?
If you suggested that it would be the mass of the truck, then you are correct. Although the two vehicles
have the same velocities but different masses, the impact of the truck’s collision with the brick wall is far
damaging compared with the impact of the car’s collision with the brick wall.
LEARNING TASK 1 : WHAT AFFECTS MOTION
Direction:
Two cars of different masses are moving at the same velocities.
Complete each of the following statements by identifying the correct car being described.
1. Greater force is needed to stop car ___ because it has higher

inertia.
2. Bodies with higher momentum like car ____ is more difficult
to stop.
3. Car ___ has higher momentum than car ___ because it has a
higher mass.
4. Car A and B will only have the same momentum when Car ____ increases its velocity.
5. Car ___ has a momentum of 3,000 kgm/s
REMEMBER :
Momentum can simply be defined as the mass in motion. This tells us that object at rest has no
momentum. You will notice two quantities involved in this statement- the mass and the velocity. These
quantities are directly proportional to the magnitude of momentum. Increasing either the mass or velocity of
the object results in increasing the momentum.
On what two factors does momentum depend on? It depends on mass and velocity. Operationally,
momentum is defined as the product of mass and the velocity of an object. In equation,
p = mv
where
p = is the momentum
m = is the mass
v = is the velocity
Moving objects have velocities which can be measured directly or indirectly. For stationary objects where the
velocity is zero, the momentum is also zero.
Let us practice computing for momentum.
25
LEARNING TASK 2 : SOLVING MOMENTUM
A. Direction : Given the following data, solve for momentum using the formula p = mv
Object Mass (kg) Velocity (m/s) Momentum (kg-m/s)

Bird 0.03 18
Basketball player 100 5
Bullet .004 600
Baseball .14 30
Frog .9 12
B. Direction : From the concepts that you have learned, answer the check up questions:
1. Which has more momentum, a huge truck that is not moving or a small toy cart that is moving?
2. A moving car has momentum. If it moves twice as fast, its momentum would be __________ as
much.
3. Two cars, one twice as heavy as the other, moves down a hill at the same time. The heavier car
would have a _________ momentum.
C. Direction : Applying the equation learned, answer the following problems:
1. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What is its momentum?
2. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0 kgm/s. What is its mass?
3. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of 10 kgm/s. What is its velocity?
WHAT CAUSES CHANGES IN MOMENTUM?
Changes in momentum happen every time. A fast-moving car when suddenly stopped might have
damaging effects not only to the vehicle itself but also to the person riding it. Various devices have been
installed in vehicles in order to ensure the safety of the passengers. The use of seatbelts is even prescribed
by law in order to lessen injuries from car crashes. Inflatable airbags are also installed in most cars aimed to
increase the time of impact between the driver or passenger and the crashing vehicle in the event of an
accident. Can you think of some other safety devices installed on vehicles?
Driving your car with higher mass at a higher velocity gives your car a higher momentum. The more
momentum an object has, the more difficult it is to bring to a stop. Therefore, when someone suddenly crosses
the road while you are driving at a higher velocity, it would require you to apply greater force on the brake or
it takes you a longer amount of time or both to slow it down and bring it to a stop.
26
In this case, force and time are important to look at. The brake serves to apply a force to the car for a given
amount of time to change the car’s momentum. This amount of force applied multiplied by the duration of
time it was applied is called Impulse. And the greater the impulse, the greater the change in momentum. To
change the impulse, you can either increase or decrease the force applied and the time of contact.
Rearranging the equation above will help us understand how impact force is affected by the change in
momentum and the time of contact.
This shows that force of impact is directly proportional to the momentum of the body and
inversely proportional to the time of contact
The above equation shows that the impact force of a fast-moving car is higher and therefore it can cause
greater damage after the collision than the car moving at a lower velocity. On the other hand, the equation
tells us that the impact force could be decreased by extending the time of contact. Now, think about riding
in an out-of-control car. Would you prefer hitting a haystack or a brick wall? Your knowledge of physics will
help you save your life. Let us figure it out:
Since our goal is to make the force of impact lower to save ou r life, we need to extend the time. By hitting a
haystack instead of the brick wall, you are extending the contact time (during the time the momentum is
brought to zero). This results in lower force of impact. The law of physics tells us that if you are driving at a
high velocity and a crash causes the car to stop immediately, the driver and the passengers will be thrown
forward (Law of inertia!) at the same velocity causing major fatalities and death. This made the engineers
designed car’s crumple zones. These areas are built to bend or collapse because crumpling allows the vehicle
to take a little longer before coming to stop. Thus, impact forced is lowered and increasing the chance of
survival.
This is also the reason why the boxer often relaxes his neck and moves his head backward upon recognizing
that he will be hit in the head by the opponent. Moving backward
means extending the time of impact of the glove with his head thus,
decreasing the impact force during collision. The same principle is
applied in using parachute when jumping off a plane for example. The
air pushes the parachute upward making the time of contact of the
person and the ground longer. Extending the time of contact means
decreasing the impact force
27
LEARNING TASK 3 : KEEPING ME SAFE
Direction: Fill in the blanks with the correct word to complete the paragraph describing each of the given
picture.
1. I am gymnast. I need to _______________ my knees when landing from a certain

height to ____________________ the time of contact with the floor this _________________
the force of impact.
(reducing, increase, bend)
2. Cars are designed with __________ because it can lessen or prevent injuries in the
event of crash or collision. The inflation of the airbag is initiated by crash sensors. This
________the impact force by _______ the time of contact.
(airbags, decreases, increasing)
3. Car manufacturers design ____________ into cars so that car will likely be crumpled
rather than rebounded in a collision. When the car crumples, the change in the car’s
momentum happens over a ______ time. This _______ the force of impact on the passengers
and thereby increasing chances of survival.
(long, decreases, crumple zones)
4. Baseball players need to use__________. Its padding is slightly compressible thus

__________ the impact force on the player’s hand by _________ the time of contact.
(reducing, increasing, padded gloves)
5. When catching a baseball, the catcher pulls his hand ___________ with the moving
ball. This ___________ the impact of catching the fast-moving ball to your hand because by
doing so, time of contact was been _________.
(backwards, increased, decreases)
LEARNING TASK 4: CUSHION IT
Direction: Draw the material that reduces the force of impact in each of the following situations on each
opposite box.
1. There is a mechanical failure in the plane. I need

to jump off the plane before it crashes. What do I
need to land safely??
2. I got a head-on collision with an electrical post. I

was not thrown forward towards the windshield.
What keeps me from my seat?
3. My car is out of control. There are just two

options to collide with, mango tree or a banana
stalk. What will I choose?
28
4. My car gets a head-on collision, and our cars are
both crumpled instead of rebounding. Both of us are
not seriously harmed because crumpling increases
the time of changing our momentum thus reducing
the impact force. What did car manufacturers design
into our cars that reduces injury?
5. My car accidentally hit the motorcycle that was

trying to overtake me. The driver was knocked over
along with his motorcycle. What did he use to avoid
serious head injury
Guide Questions:
1. What do you need to do with the contact time during a collision so that the force of impact will be
reduced?
_________________________________________________________________________________
2. How could seatbelt apply the same principle of saving the passenger’s life during crash?
__________________________________________________________________________
Reflective Journal 3
• I realize that ________________________________________________________________.

• LEARNER’S MATERIAL IN SCIENCE 9 pp. 256-264-180. First Ed. Pasig City, Philippines:
Department of Education, 2014
Prepared by:
CECILLE K. CADIENTE
29
SUMMATIVE ASSESSMENT NO. 3

MELC MELC 21 :
• Relate impulse and momentum to
collision of objects (vehicular collision)
S9FE-IVb-36
1. Two identical cars are travelling along EDSA. Car A is travelling at 80 km/hr , while Car B is travelling at
60 km/hr. Which of the two cars would have a greater momentum?
A. Car A
B. Car B
C. both have the same momentum
D. cannot be determined
2. Two identical cars are travelling along EDSA. Which of two cars would have greater momentum?
A. the slower car
B. both have the same momentum
C. the faster car
D. cannot be easily determined
3. A bus and a car are travelling along EDSA having the same velocity. Which of the two vehicles would
have greater momentum?
A. the bus
B. the car
C. both have the same momentum
D. cannot be easily determined
For question number 4-5 Refer to the table below
4. In the table above, what is the momentum of the jeepney?
A. 6,000 kg m/s C. 20,000 kg m/s

B. 3,000 kg m/s D. 40,000 kg m/s
5. Which has a greater momentum?

A. jeepney C. both have same momentum
B. motorcycle D. cannot be determined
30
6. The impulse experienced by a body is equal to the change in its __________.
A. kinetic energy C. momentum
B. potential energy D. velocity
7. Which of the following is the product of force and time?

A. Acceleration C. Impulse
B. Force D. Momentum
8. A 20 kg boy is riding a 6 kg bicycle with a velocity of 4 m/s to the north. What is the total
momentum of the boy and the bike together?
A.104 kg m/s B. 100 kg m/s C. 109 kg m/s D. 120 kg
m/s
9. A 2500 kg bus from Laguna moves at 25 m/s to Makati? What is its momentum?
A. 62500 kg m/s B. 63400 kg m/s C. 64800 kg m/s D. 48400 kg

m/s
10. A 0.5 kg ball has a momentum og 0.05 kg m/s to the left. What is its velocity?
A. 0.1 m/s B. 0.01 m/s c. 1.1 m/s D. 1 m/s
11. A large mass and a small mass collide head-on. Which receives greater impulse?
A. The small mass
B. The large mass
C. The impulses are equal
D. There is not enough basis to answer the question.
12. Which of the following is an example of momentum in action?

A. A person jogging through the park
B. A bowling pool hitting pins
C. A person playing pool
D. Both B and C
13. How can you inrcease the momentum of an object?

A. By increasing its mass and velocity.
B. By increasing its acceleration and friction force
C. By increasing its friction force and mass
D. Both B and C
14. Which of the following statements correctly explain the relationship between momentum and
impulse?
A. Impulse could not change the object’s momentum.
B. Impulse is inversely proportional to the change of momentum.
C. Slow-moving baseball causes more injury than fast-moving baseball.
D. It requires greater force to stop a moving body with higher momentum
15. Why do you think mountain climbers use nylon rope?

A. To increase both the stopping force and time.
B. To decrease both the stopping force and time.
C. To increase the stopping time and decrease the stopping force.
D. To decrease the stopping time and increase the stopping force.
31
PERFORMANCE TASK 3
MELCs • MELC 21: Relate impulse and momentum to collision

of objects (vehicular collision) S9FE-IVb-36
INVESTIGATING MOMENTUM
Objective : Identify the factors that affect momentum

Materials :
➢ Board or plank ( atleast 1.0 m long)
➢ Books, block of wood
➢ Making tape
➢ Protractor
➢ Ruler/meter stick
➢ Toy cars (one atleast twice as heavy as the other)
Procedure :
1 . Place several books on top of a table and position the plane board at an angle of about 30o
from the horizontal.
2. Using masking tape and marker, label distances of every 10 cm starting from the lower portion of the
inclined plane up to the other edge of the inclined plane.
3. Place the block of wood about 10 cm from the foot of the inclined plane. Label this as the block’s
initial position.
Figure 1 : A toy car on an inclined plane
4. Measure how far the block moved. Record this as the stopping distance.
Table 1 : Stopping Distance of the toy cars . (10 pts for table)
32
5. Repeat steps 4 and 5 while varying only the initial position / distance for 40 cm, 60 cm, 80 cm, 100 cm. 7.
6. Do steps 4 to 6, this time using the bigger toy vehicle. Record your data in the table.
Guide Questions : (2 pts each)
2 points = if the concept is somewhat accurate and the idea is explain clearly and precisely.
1 point = if the concept is somewhat accurate and the idea is explain clearly.
1. How will you compare their stopping distances?
2. Did the two toy vehicles immediately stop as they hit the block of wood? Describe the stopping
distances of the two cars as their point of release increases?
3. What do you think happens to the velocity of the two cars as the point of release increases?
4. If momentum is a measure of how difficult it is to stop a moving object, which of the two cars had a
greater momentum for the same point of release?
5. How will it be possible for the two bodies of different masses to have equal momentum?

SCIENCE 9
GRADE 9
WEEK 4- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)
Refer to Science 9 Module for

WEEK 4 SCIENCE 9 • MELC 22 more details. Send output
Week 4 : Pages 36-45 to google
EVERY WEDNESDAY Infer that classroom
8:00 AM-12:00 PM
the total Note: All answers must be account
momentum written in the answer sheet provided by
before and provided below. the teacher
after You may add and attach or any other
collision is additional paper if needed. platform
equal. S9FE- recommende
1. Learning Task 1 d by the
IVb-37. 2. Learning Task 2
school
3. Learning Task 3
4. Reflective Journal 4: Or
Write your personal insights
about the lesson using the Have the
prompts below. parent hand
in the output
I understand that ________. to the
I realize that ____________. catchment
area.
5. Summative 4
33
Name: Section:

____
Parents’ Signature: ________________

34
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
35
SCIENCE 9
WEEK 4 : CONSERVATION OF MOMENTUM

• Infer that the total momentum before and after
collision is equal. S9FE-IVb-37
• In Grade 8, you have learned that an external force is

required to make an object accelerate. Similarly, if we
want to change the momentum of an object, an
Figure 1: A system is a group of objects that
external force is required. There will be no change in
interact and affect each other.
momentum if there is no external force.
• Let’s take this situation as an example. Two children
on skateboards are initially at rest. They push each
other so that eventually the boy moves to the right
while the girl moves in the opposite direction away
from each other. Newton’s Third Law tells us that the
force that the girl exerts on the boy and the force
that makes the girl move in the other direction are of
equal magnitude but opposite direction. The boy and
the girl make up a system – a collection of objects
that affect one another (Figure 1). No net/unbalanced
external force acts on the boy-girl system, thus, the
Figure 2: In this example, the total momentum of the
total momentum of the system does not change boy-girl system before pushing is zero. After pushing,
(Figure 2). the total momentum of the boy-girl system is still zero
• Remember that momentum, like velocity and force, is because the momentum of the girl is of equal
a vector quantity. The momentum gained by the girl magnitude but opposite direction ton the momentum
is of equal magnitude but opposite direction to the of the boy. Note that the momentum of the boy alone
momentum gained by the boy. In this system, no momentum is not the same before
is gained andWe
or lost. aftersay
pushing
that and the
momentum of the girl alone is not the same before
momentum is conserved.
and after pushing.
Conservation of Momentum
• The total momentum before the collision is equal to the total momentum after the collision – this is
known as conservation of momentum.
• Momentum is conserved for a system of objects pushing away from each other.
• Momentum is conserved when two or more interacting objects push away from each other.
• The total momentum of as system of interacting objects remains constant regardless of forces between
the objects.
36
• Momentum is a vector quantity. It must have both magnitude and direction.
• The direction of momentum vector is always in the same direction as the velocity vector.
• For situation in which the two vectors are in opposite directions, one vector is considered negative and
other positive.
• Using the equation above, try to solve the sample problem.
SAMPLE PROBLEM NO. 1 :
SAMPLE PROBLEM NO. 2 :
37
ELASTIC AND INELASTIC COLLISIONS
A collision is an encounter between two objects resulting in exchange of impulse and momentum.
Because the time of impact is usually small, the impulse provided by external forces like friction during this
time is negligible. If we take the colliding bodies as one system, the momentum of the system is therefore
approximately conserved
The total momentum of the system before the collision is equal to the total momentum of the
system after the collision.
total momentum before collision = total momentum after collision
Collisions are categorized according to whether the total kinetic energy of the system changes. Kinetic
energy may be lost during collisions when (1) it is converted to heat or other forms like binding energy,
sound, light (if there is spark), etc. and (2) it is spent in producing deformation or damage, such as when two
cars collide. The two types of collision are:
1. Elastic collision – one in which the total kinetic energy of the system does not change and colliding
objects bounce off after collision.
2. Inelastic collision – one in which the total kinetic energy of the system changes (i.e., converted to some
other form of energy). Objects that stick together after collision is said to be perfectly in
Can you identify which type of collision is shown in each situation?
(a) (b)
Figure 3 : Example of collisions (a) colliding pendulum (b) colliding cars
In Figure 3a, a moving steel ball pendulum collides head-on with another steel ball. The collision is
elastic, that is, the total kinetic energy of the system (2 steel balls) is the same before and after the collision.
The total momentum of the system before the collision is equal to the product of the first ball’s mass and
velocity. The total momentum of the system after the collision must be equal to the total momentum before
the collision. The first ball comes to rest while the second ball moves away with a velocity equal to the
velocity of the first ball. This is the case when the two balls have equal masses. The momentum of the first
ball is transferred to the second ball. The first ball loses its momentum while the second ball gains
momentum equal to that of the first ball’s momentum (Figure 3a).
38
LEARNING TASK 1 : ELASTIC OR INELASTIC
Direction : Identify the following pictures if they are example of elastic or inelastic collision.
1. ______________________________ 2. _________________________
3._______________________________ 4. _________________
5.___________________ 6._______________________________
Total momentum before collision= total momentum after collision
• Using the equation above, try to

solve the sample problem below.
39
SAMPLE PROBLEM NO. 3
SAMPLE PROBLEM NO. 4
Now, it’s your turn to solve problem.
40
LEARNING TASK 2 : PROBLEM SOLVING
Direction : Solve the following problem. Make sure to include your solution. Use this formula below
to solve the problem.
1. A large locomotive with a mass 4kg collides into a 1kg motionless railroad car collides and
couples together. What is their combined speed after collision? Show your solution.
2. . A 3000-kg truck moving rightward with a speed of 5 km/hr collides head-on with a 1000-kg car
moving leftward with a speed of 10 km/hr. The two vehicles stick together and move with the
same velocity after the collision. Determine the post-collision speed of the car and truck. Show
your solution.
41
LEARNING TASK 3: BOMB DETONATION
Direction : To denote the bomb 1, you will solve the problem about an elastic collision. Show your solution.
BOMB DETONATION 1
PROBLEM SOLVING 1 :
A 100g marble strikes 25 mg marble lying on a smooth

horizontal surface squarely. In the impact, the speed
of the larger marble is reduced from 100 cm/s to 60 cm/s.
What is the speed of the smaller marble?
Direction : To denote the bomb 2, you will solve the problem about an inelastic collision. Show your solution.
BOMB DETONATION 2
PROBLEM SOLVING 2 :
Two manned satellited approaching one another ,

at a relative speed of 0.250 m/s, intending to dock. The
first has a mass of 4000kg, and the second a mass of
7500kg. Calculate the final velocity (after docking) by using the
frame of reference in which the first satellite was originally
at rest.
• I realize that ________________________________________________________________.

of Education, 2014
Prepared by:
CECILLE K. CADIENTE
42

MELC MELC 22 :
• Infer that the total momentum before
and after collision is equal. S9FE-IVb-37
1. Which law of conservation that states that the total momentum of objects that collide is the same
before and after collision?
A. Law of Conservation of Energy
B. Law of Conservation of Mechanical Energy
C. Law of Conservation of Momentum
D. Law of Thermodynamics
2. Which of the following statements about conservation of momentum is NOT correct?
A. Momentum is conserved for a system of objects pushing away from each other.
B. Momentum is not conserved for a system of objects in a head-on collision.
C. Momentum is conserved when two or more interacting objects push away from each other.
D. The total momentum of as system of interacting objects remains constant regardless of forces
between the objects.
3. Two objects of equal mass and equal speed collide head on and stick together their final speed is
zero. In this case ________.
A. Momentum is not conserved but kinetic energy is conserved.
B. Momentum is not conserved but kinetic energy is not.
C. Both momentum and kinetic energy are conserved
D. Neither momentum nor kinetic energy are conserved
4. A 25 kg girl is riding a 5 kg bike with a velocity of 5 m/s going east. What is the total momentum of a
girl and a bike together?
A. 100 kg m/s B. 125 kg m/s C. 150 kg m/s D. 200 m/s
For number 5-6 : Two 0.5 kg balls approach each other with the same speed of 1.0 m/s.
5. What is the total momentum of the system before collision?

A. 0 B. 0.50 kg m/s C. 1.0 kg m/s D. -1.0 kg m/s
6. If there is no external force acting on the system, what is the total momentum of the system after
collision?
A. 0 B. 0.50 kg m/s C. 1.0 kg m/s D. -1.0 kg m/s
43
7. A 3000-kg truck moving rightward with a speed of 5 km/hr collides head-on with a 1000-kg car
moving leftward with a speed of 10 km/hr. The two vehicles stick together and move with the
same velocity after the collision. Determine the post-collision speed of the car and truck.
A. 0.75 m/s B. 1. 25 m/s C. 1.75 m/s D. 2.25 m/s
8. Extending the time of a collision allows you to _____________

A. change the impulse of the collision. C.increase the force of impact.
B. diffuse the collision. D. decrease the force of impact.
9. Two billiard balls approach each other at equal speed. If they collide in a perfectly elastic collision, what
would be their velocities after collision?
A. zero C. same in magnitude but opposite in

direction
B. same in magnitude and direction D. Different magnitude and opposite
direction
10. The condition necessary for the conservation of momentum is that:

A. Energy is conserved C. No external forces acts
B. Direction D. None of these is correct
11. In which of the following is momentum is conserved?

A. Elastic collision C. Collision between two automobiles
B. Inelastic Collision D. All of these
12. A big meteorite hits a planet. If no other celestial objects apply any external force on this system,
which of these statements is TRUE?
A. Total momentum of the planet and meteorite will decrease immediately after collision.
B. Total momentum of the planet and meteorite will increase and then decrease immediately after
collision.
C. Total momentum of the planet and meteorite will increase immediately after collision.
D. Total momentum of the planet and meteorite will remain the same before and immediately after
collision.
13. Two skaters stand facing each other. One skater’s mass is 60 kg, and the other’s mass is 72 kg.If the
skaters push away from each other without spinning, ___________.
A. The lighter skater has less momentum C.Their total momentum doubles
B. Their momenta are equal but opposite. D. Their total momentum decreases.
14. Two objects having equal masses and velocities collide with each other and come to a rest. What
type of a collision is this and why?
A. Elastic collision, because internal kinetic energy is conserved
B. Inelastic collision, because internal kinetic energy is conserved
C. Elastic collision, because internal kinetic energy is not conserved
D. Inelastic collision, because internal kinetic energy is not conserved
15. If two bowling balls were to collide head on, and bounce off one another, the collision would be
considered a(n) ___________ collision.
A. Inelastic B. Angular C. Explosive D. Elastic
44
PERFORMANCE TASK 4
MELCs •MELC 22- Infer that the total momentum before and
after collision is equal. S9FE-IVb-37
BALLOON ROCKET
Objectives:
• Describe how a balloon rocket works and how conservation of momentum explains rocket motion.
Materials Needed:
➢ balloon (long shape) string (nylon, if available) tape
Procedure:
1. Insert the string into the straw before stretching it over two posts. You can use chairs or iron stands as
posts. Make sure that the string is taut.
2. Put a pinch of starch inside the balloon before inflating it. Twist the opened end and temporarily secure
it with a paper clip.
3. Tape the straw to the balloon such that it is aligned with the balloon’s opening .
Figure 1: Balloon rocket set up

4. Position the balloon at the middle of the string.
5. Release the air from the balloon by removing the paper clip and observe carefully.
6. Draw a diagram showing the momentum vectors of your balloon rocket and the air.
45
GUIDE QUESTIONS:
1. What can you say about the initial momentum of the system before releasing the air from the balloon?
_________________________________________________________________________
2. What did you observe after releasing the air from the balloon?
_________________________________________________________________________
3. What is the direction of the balloon compared to the direction of air coming out from the balloon?
_________________________________________________________________________
4. How do their momenta compare after releasing the air?
_________________________________________________________________________
5. From your answer in 4, how does the velocity of the air that is pushed out of the rocket compare to the
velocity of the balloon rocket.
____________________________________________________________________
46
SCIENCE 9
GRADE 9
WEEK 5- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 5 SCIENCE 9 MELC 23- for more details. Send output to
Perform Week 5 : Pages 50-56 google
EVERY
activities to classroom
WEDNESDAY
demonstrate Note: All answers must be account
8:00 AM-12:00 PM conservation written in the answer sheet provided by
of mechanical provided below. the teacher or
energy (S9FE- You may add and attach any other
IVd-40) additional paper if needed. platform
. recommended
2. Learning Task 2
Write your personal
insights about the lesson Have the
using the prompts below. parent hand in
the output to
I understand that the catchment
________. area.
I realize that
____________.
4. Summative 5
47
Name: Section:

____

48
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
49
SCIENCE 9
WEEK 5 :
CONSERVATION OF MECHANICAL ENERGY
• Perform activities to demonstrate conservation of mechanical energy (S9FE-IVd-40)
What is energy?
The simplest definition of energy is "the ability to do work". Energy is how things change and
move. It's everywhere around us and takes all sorts of forms. It takes energy to cook food, to drive
to school, and to jump in the air.
In general, the energy acquired by objects upon which work is done is known as mechanical
energy. It has two categories:
1. Potential energy – it is commonly known as “energy at rest”. It is energy in matter due to
arrangements of its parts, its composition, location and structure.
Forms of Potential Energy
2. Kinetic energy - it is commonly known “energy in motion”. Energy in moving matter and wave.
Forms of Kinetic Energy
50
Energy Transformation
Energy transfer is the movement of energy
from one location to another. For example, when
electricity moves from a wall plug, through a
charger, to a battery.
Energy transformation is when energy changes
from one form to another – like in a hydroelectric
dam that transforms the kinetic energy of water into electrical energy.
LEARNING TASK 1: Energy Transformations
State the energy transformation from the given example below. Choose one from chemical, electrical, sound,
light, heat, elastic, solar or mechanical energy.
DIAGRAM Energy IN Energy OUT
Electrical energy Heat or thermal energy
1.
2.
3.
51
4.
POTENTIAL AND KINETIC ENERGY EQUATIONS

Mechanical work done when equated to changes in the mechanical energies resulted to operational
definitions of kinetic and potential energy in the following equations:
LAW CONSERVATION OF MECHANICAL ENERGY

In physics, law of conservation of energy states that energy cannot be created or destroyed,
but only changed from one form into another or transferred from one object to another. One way to
think of it is to picture a car on a roller coaster. As the car travels up the coaster it is gaining potential
energy. It has the most potential energy at the top of the coaster. As the car travels down the coaster,
it gains speed and kinetic energy. At the same time, it is gaining kinetic energy, it is losing potential
energy. At the bottom of the coaster the car has the most speed and the most kinetic energy, but
also the least potential energy.
Moreover, total energy of an object (both potential and kinetic) is called total mechanical
energy of an object. For instance, An apple falling off a cliff has gravitational potential and kinetic energy, so
it therefore has mechanical energy.
where:
Em = is the total mechanical energy of an object
Ek = kinetic energy of an object
Ep = potential energy of an object
Consider this example:
52
A 14 300 kg airplane is flying at an altitude of 497 m at a speed
of 59.44 m/s. Determine the airplane's total mechanical energy.
Notice that the calculation and the answer have nothing to do

with direction, since energy is scalar.
LEARNING TASK 2: TOTAL MECHANICAL ENERGY
Directions: Given below are some of the word problems on conservation of mechanical energy. Applying
what you have learned from this lesson. Try to answer the following questions below.
Please show your solution
1. A man is sitting on a 20 m height building and his mass is 50 kg.

a. What are the given?
m = ___________
h = ____________
b. What is the kinetic energy of the man? Why?
__________________________________________________________________________
c. What is the formula for mechanical energy?
__________________________________________________________________________
d. What is the total mechanical energy in the given scenario? (Show your computation)
__________________________________________________________________________________
__________________________________________________________________________________
2. A pendulum with a mass of 405kg reaches a maximum height of 2.4m.

a. What is the potential energy of the pendulum at the height of 2.4m? (Show your computation)
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
b. What is the maximum kinetic energy of the object?
__________________________________________________________________________________
__________________________________________________________________________________
c. What is its velocity at the bottommost point in its path?

__________________________________________________________________________________
__________________________________________________________________________________
• I realize that ________________________________________________________________.

of Education, 2014
Prepared by:
AMALIA PAGLINAWAN
53
SUMMATIVE ASSESSMENT NO.5

Quarter/Week Fourth Quarter / Week-5
MELCs MELC 23:
Perform activities to demonstrate conservation of
mechanical energy ( S9FE-IVd-40)
Direction: Read the following questions carefully. Answer each item using the Zip grade answer sheet.
1. What are the two major categories of Mechanical Energy? (ME)

a. Kinetic and Potential Energy
b. Kinetic and Nuclear Energy
c. Potential and Chemical Energy
d. Thermal and Kinetic Energy
2. The equation to find kinetic energy is
a. KE=1/2mv2
b. KE=mg
c. KE=1/2kx2
d. KE=Fd
3. A 70 kg runner has a velocity of 5 m/s. Her kinetic energy is
a. 875 J
b. 175 J
c. 1750 J
d. 350 J
4. Which of the following objects has the most kinetic energy?
a. A 20 kg toddler running at 5 m/s
b. A 50 kg toddler running at 30 m/s
c. A 90 kg toddler running at 30 m/s
d. A 100 kg toddler running at 2 m/s
5. You drop a 5 kg ball from a height of 2 m. Just before it reaches the ground, what type of energy does
it have?
a. Potential Energy
b. Kinetic Energy
c. Nuclear Energy
d. Chemical Energy
6. When a pendulum swings, at which point is potential energy at its
greatest?
a. 1
b. 2
c. 3
d. 5
7. What things affect the amount of kinetic energy an object has?
a. Distance and time
b. Weight and distance
c. Mass and height
d. Mass and velocity
8. When energy is converted from one form to another, this refers to:
a. Conservation of energy
54
b. Transformation of energy
c. Destruction of energy
d. Creation of energy
9. The picture shows a microwave oven. As a microwave oven is
operated, electrical energy is transformed into all of the
following types of energy EXCEPT —
a. solar
b. light
c. thermal
d. mechanical
10. During energy transformations, energy is never __________.
a. Released as heat
b. Used to increase an object's potential energy
c. Created or destroyed
d. Completely transformed
11. This flashlight uses three different forms of energy. Which of these shows the energy changes in the
correct order?
a. Mechanical → thermal → chemical
b. Thermal → chemical → electromagnetic
c. Chemical → mechanical → radiant
d. Electrical → mechanical → chemical
For questions 12-14, refer to the given scenario below

During a flood a tree trunk of mass 100 kg falls down a waterfall. The waterfall is 5 m high.
Note that resistance is ignored.
12. What is the potential energy of the tree trunk at the top of the waterfall?
a. 4000 J c. 4900 J
b. 4500 J d. 5200 J
13. What is the kinetic energy at the bottom of the waterfall?
a. 4000 J c. 4900 J
b. 4500 J d. 5200 J
14. What is the velocity of the tree trunk?
a. 92 m/s c. 94 m/s
b. 96 m/s d. 98 m/s
15. A 10 kg rock falls from a 20 m cliff. What is the kinetic and potential energy when the rock has fallen
10 m?
a. 980 J c. 890 J
b. 900 J d. 98 J
55
PERFORMANCE TASK 5

MELCs MELC 23:
Perform activities to demonstrate conservation of
mechanical energy ( S9FE-IVd-40)
BASHING BALL”
I. Objective: Perform activities to demonstrate conservation of mechanical energy
II. Materials: any kind of ball, mesh or rope, sturdy ceiling
III. Procedure: ceiling

a. Ask an adult to hang the ball using a mesh or rope
from the ceiling. Make sure that the ceiling is
stable and study
b. Grab the ball and walk backwards carefully until
the ball is level with your nose
c. Stand still while holding the ball against the tip of
his/her nose. Make sure the string is taut so the
ball will swing smoothly and evenly when it is
released.
d. Keep your head still and avoid unnecessary
movements
e. Release the ball freely without any additional pull
f. Observe the movement of the ball as it moves forwards and backward.
IV. Guide Questions

1. Provide at least three pictures of you while performing the activity. (6pts)
2. After the release of the ball, did it rise higher or lower than its original height? (3pts)
3. At what location(s) along the path of the ball is the ball’s kinetic energy highest? (3pts)
4. At what location(s) along the path of the ball is the ball’s gravitational potential energy
highest? (3pts)
56
SCIENCE 9
GRADE 9
WEEK 6- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 6 SCIENCE 9 MELC 24- for more details. Send output to
Construct a Week 5 : Pages 60-66 google
EVERY
model to classroom
WEDNESDAY
demonstrate account
8:00 AM-12:00 PM that heat can Note: All answers must be provided by
do work. S9FE- written in the answer sheet the teacher or
IVe-42 provided below. any other
You may add and attach platform
additional paper if needed. recommended
by the school
. 1. Learning Task 1
3. Learning Task 3
area.
I understand that
________.
I realize that
____________.
5. Summative 6
57
Name: Section:

____

Parents’ Signature: ________________ 58
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
59
SCIENCE 9
WEEK 6: HEAT CAN DO WORK
Most Learning Competency (MELC 24))

• Construct a model to demonstrate that heat can do work. S9FE-IVe-42
Heat and Internal Energy
Heat is a form of energy, as such, it may be transferred from one object to

another due to temperature difference. When heat is transferred, the energy becomes
part of the total energy of the molecules of the object and this is called internal energy.
Substances do not
contain heat. They contain
internal energy.
Does the glass of water
in Figure 1 have internal
energy? How do you say so?
Figure 1: Internal Energy in a glass of water
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. It is the energy stored in a system by the
particles.
Heat is a transfer of internal energy. Internal energy can increase due to heat transfer like in friction.
When two objects slide against each other, mechanical energy is transformed into thermal energy. The
internal energy is equal to the heat of the system. 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.
60 to gas
Figure 2: Phase Change from solid to liquid and
Phase change is also a change in internal energy. If a solid is heated, there is an increase in the internal
energy. At some point the solid can turn into a liquid (melting). If the liquid is continuously heated, there is
still an increase in the internal energy. At some point the liquid will turn to gas (evaporation). Internal energy
is an essential concept in the study of Thermodynamics.
Thermodynamics is the study of heat and temperature and their relation to energy
and work. The change in the internal energy of a system is evident in the First Law of Thermodynamics. The
Law of Conservation of Energy states that energy cannot be created nor destroyed; it can only be transformed
into one form to another or transferred from one system to another. This is the basis of the First Law of
Thermodynamics.
First Law of Thermodynamics: The change in the internal energy of a system is equal to the heat added
to the system minus the work done by the system.
This law may be expressed in this equation:

U=Q–W
Where:
U = change in internal energy

Q = heat absorbed or released by the system
W = work done by or to the system
Heat and Work may be positive or negative depending on various conditions:
Quantity and Symbol Sign Condition
+
Heat enters the system
Heat (Q)
-
Heat leaves the system
+ The system does work on the environment.

Work (W)
The environment does work on the system.
_
Table 1 Conventional Signs used for Heat and Work in determining the change
Sample Problem:
A 3500 J of heat is added to a system and 2000 J of work is done on the system. What is the change
in the internal energy of the system?
Given: Q = 3500 J (+ since heat was added or entered the system)

W = -2000 J (- since work is done on the system)
Find: ∆ U =?
Solution: ∆U = Q – W
= 3500 J – (-2000 J)
∆U = 5500 J
The change in the internal energy is 5500 J. What would be the change in the internal energy if, for
the same amount of heat added to the system, and 2000 J of work is done by the system?
Given: Q = 3500 J (+ since heat was added or entered the system)

W = 2000 J (+ since work is done by the system)
61
Find: ∆U = ?
Solution: ∆ U = Q – W
= 3500 J – (2000 J)
∆U = 1500 J
The change in the internal energy is 1500 J.
Learning Competency with Code
Construct a model to demonstrate that heat can do work (S9FE-IVe42)
Directions/Instructions
These activities are designed for you. The materials are easy to find and the procedures are easy to
follow. You can also do these simple activities at home with the help of any home companion.
LEARNING TASK 1: “The Heat is ON!”

Objective:
• Identify the effect of heat to the internal energy of a system.
Procedure:
Analyze the diagram below and answer the questions that follow..
Object A Object B
Guide Questions:
1. Which object is hotter? Object A or Object B? How do you say so?
___________________________________________________________________________
2. Which object has a higher kinetic molecular energy? Object A or Object B?

What do you think is the reason why it has a higher kinetic molecular energy?
___________________________________________________________________________
4. Which object has a higher internal energy? Object A or Object B? Why?
___________________________________________________________________________
Closure: How does the increase in temperature affect the internal energy of a system?
__________________________________________________________________________________
62
LEARNING TASK 2: “First Law of Thermodynamics “
Objective:
• Show the relationship of internal energy, heat and work by solving word problems.
Procedure:
Solve the following problems on heat, work done and internal energy.
1. A 150 J of energy is added to a system that 2. When 4500 J of heat is added to an engine,
does 50 J of work. By how much will the the engine does 1200 J of work. What is the
internal energy of the system be raised? change in the internal energy of the system?
GIVEN:
GIVEN:
FIND:
FIND:
SOLUTION:
SOLUTION:
ANSWER: ANSWER:
Closure: How can we determine the change in internal energy of a system?
________________________________________________________________________________________
_____________________________________________________________________
Reflection: Write your personal insights about the lesson using the prompts below.
I understand that
__________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________________________________
I realize that
__________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________________________________
Prepared by:
LENY D. SANTOS
63

MELCs MELC 24 : Construct a model to demonstrate that
heat can do work ( S9FE-IVe-42)
1. Heat and temperature are both essential in describing the internal energy of a system. Which of the
following best describes heat?
A. The degree of hotness or coldness of an object.
B. The degree or intensity of the PE and KE of molecules.
C. The measure of the total kinetic energy of atoms in an object.
D. The measure of the average kinetic energy of atoms in an object.
2. The First Law of Thermodynamics states that: “The change in the internal energy of a system is equal to
the heat added to the system minus the work done by the system”. Which of the following is the basis
of this law?
A. Law of Inertia
B. Law of Attraction
C. Law of Universal Gravitation
D. Law of Conservation of Energy
3. Which of the following statements is TRUE about internal energy?

I. Heat and internal energy are the same.
II. Phase change is also a change in internal energy.
III. Internal energy is the product of molecular PE and KE.
IV. When heat is added to a system, its internal energy increases.
A. I and III B. II and IV C. IV only D. I only
4. If 500 J of heat entered an engine that does not apply external work, by how much will the internal
energy of the engine be raised?
A. 500 J B. 1000 J C. 1500 J D. 2000 J
5. According to the National Weather Service, which of the following may be the effects to the human body
when the heat index reaches the classification DANGER with the range of 39°C-51°C?
A. Heat stroke highly likely.
B. Fatigue possible with prolonged exposure and/or physical activity.
C. Heat stroke, heat cramps, or heat exhaustion possible with prolonged exposure and/or physical
activity
D. Heat cramps or heat exhaustion likely, and heat stroke possible with prolonged exposure and / or
physical activities.
6. When you touch a piece of ice with your finger, energy flows_____.
A. both ways C. energy does not flow
B. from the ice to the finger D. from your finger to the ice.
64
For number 7-8. Refer to the situation. Containers A,B,C, and D are contained water of different
amount and were exposed to the same quantity of heat.
B C A
A
¼ cup ½ cup ¾ cup 1 cup
7. Which of the containers has the greatest temperature reading?

A. ¼ cup B. ½ cup c. ¾ cup D. 1 cup
8. How will you compare the temperature reading in A to that in C?
A. A has the temperature three times less than C
B. A has the temperature three times greater than C
C. A has the temperature greater than C
D. A has the same temperature than C
9. Why a can of soft drink remains at a constant cool temperature inside a refrigerator?
A. Because the amount of heat flowing into the can is exactly equal to the heat flowing out.
B. Because the amount of heat flowing into the can is greater than the heat flowing out.
C. Because the amount of heat flowing into the can is less than to the heat flowing out.
D. Because the amount of heat flowing into the can could not be determined since there is no
temperature installed in the refrigerator.
10. The internal energy of a system is initially 35J. The system does 34J of work. What is the system’s final
internal energy when a total of 46J of energy is added to the system by heat?
A. 47J B.26J C.37J D.36J
11.A block of wood and a block of metal is on a table for a long time. The block of metals feels colder to the
touch than the block of wood. Does this mean that the metal is actually at a lower temperature than
the wood?
A. Yes, because the heat flow more readily in denser material.
B. Yes, because the heat flow whenever it wants to flow.
C. No, because the heat flow more readily from your hand than for wood.
D. No, because the heat flow less readily from your hand than for wood.
12. While a gas does 400J of work on its surroundings, 900J of heat is added to the gas. What is the chang
the internal energy of the gas?
A. 500J B.400J C. 900J D.300J 5.
13. If 500calories of heat are added to a gas, and the gas expands doing 500J of work on its surroundings,
what is the change in the internal energy of the gas? 16
A. 1555J B. 5915J C. 5159J D.1595J
For numbers 14-15, consider this situation: A beaker containing 400g of water has 1200J of work done on it
by stirring and 200cal of heat added to it from a hot plate.
14.What is the change in the internal energy of the water in joules?

A.2038J B.3028J C.2308J D.3820J
15. Determine the change in the internal energy of the water in calories?
A. 684calories B.486calories C.648calories D.846calories
65
PERFORMANCE TASK NO.6

MELCs
Explain how heat causes the internal energy of a
system increase. S9FE-IVg-42.1
“HEAT INDEX INFOGRAPHIC”
II. Objective: Create an infographic on taking care of the human body when experiencing extreme
heat in the environment
V. Materials: short bond paper, marker, coloring materials / computer or cellphone
VI. Procedure:
1. On a short bond paper, construct your own

infographic using a marker and other coloring
materials. If available,
. you can also make use of
your computer or other electronic resources like
cellphone.
2. Your infographic must focus on the importance of
taking care of the body when feeling extreme heat
in the environment.
3. Have your output checked by your teacher. When it
is already approved, post your output on any of
your social media account (Facebook, Instagram,
Twitter etc.) and share it with your messenger class
group. Include the hashtag #beattheheat on your
post Figure 3. Earth Shaker Infographic on Human Discomfort Index
The infographic will be evaluated using this rubric:
66
SCIENCE 9
GRADE 9
WEEK 7- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 7 SCIENCE 9 • MELC 25 for more details. Send output to
Week 7: Pages 70-78 google
EVERY Explain how classroom
WEDNESDAY heat transfer
and energy
transformation
make heat
engines work
recommended
. 1. Learning Task 1 by the school
2. Learning Task 2
4. Reflective Journal 4:
Write your personal Have the
insights about the lesson parent hand in
using the prompts below. the output to
the catchment
I understand that area.
________.
I realize that
____________.
5. Summative 7
67
Name: Section:

____
68
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
69
LEARNING ACTIVITY SHEET- FOURTH
QUARTER SCIENCE 9
WEEK 7: HEAT TRANSFER
• Explain how heat transfer and energy transformation make heat engines work
In your Grade7, you have learned that heat is related to temperature. Heat transfer may change one’s
temperature or one’s phase. This change in temperature, either a decrease or an increase means that there is
an energy transfer in the form of heat.In this module it focuses on heat and work and how heat can be turned
into work and how work involves the release of heat.
From your previous lessons you learned that molecules exert force on one another. The closer the
molecules are to each other, the stronger the force between them like in solids and liquids. That is why, their
intermolecular forces are greater than those in gases. Because of these strong molecular forces, like in solids
and liquids particularly, separating these molecules requires work.
Heat and work are two different ways of how energy is transferred from one body to another but they
are closely related to each other. You don’t have to transfer heat to increase the thermal energy of a body.
For instance, if you rub your hands forcefully for a few seconds, they are warmed, but they were not brought
into contact with a hotter body. Work was done on your hands instead by means of friction.
In our everyday life, heat transfer is always evident. Many times we experience heat transfer when
we do majority of our household chores and even when we go on sports. But what is exactly is heat transfer?
Whenever there is a temperature change heat transfer takes place. It is the transfer of energy from a high
temperature object to a low temperature object. An example of heat transfer is boiling water. The hot stove
heats the kettle and the kettle heats the water inside. Once transferred, it can no longer be called heat; it
becomes the internal energy of the body. Transfer of energy from hot objects to cool objects stops when the
two attain the same temperature. The objects are said to be in thermal equilibrium. So many processes involve
heat transfer, so it is hard to imagine a situation where no heat transfer occurs.
38 °C 15 °C
Heat Flow
Hot object Cold object
70
There are three methods of heat transfer:
a. Conduction – is the transfer of heat due to direct contact between

two objects/materials with different temperatures. The process of
heat transfer in solids is called conduction.
Example: A pot on firewood
b. Convection – is the transfer of heat from one location to the other

by the movement of fluids.
Example: Boiling water
c. Radiation – is the transfer of heat by electromagnetic (EM) wave.

Example: microwave oven
When you rub your hands vigorously for a few second you will feel that it gets warmer. The same
happens when you hammer a nail, both tools become warmer. These are evidences that heat and work are
related.
LEARNING TASK 1a
I. Identify what method of heat transfer that takes place in each illustration. Write your answer below in
each illustration/picture.
____________________ _____________________ ___________________
71
LEARNING TASK 1b
II. Identify the method of heat transfer (conduction, convection or radiation) is/are taking place in each
of the following situation.
1. A certain type of stainless cookware has a coiled of copper applied to its bottom to help it heat
evenly. The coiled copper transfer heat to the cookware by _________________.
2. The cause of weather systems on earth is _________________.
3. A heater is placed under one corner of a water bed mattress. Warm water moves throughout the
mattress because of ________________.
4. The heat from a hot burner to a pot is transferred by _______________.
LEARNING TASK 2
A. In the table below, complete with your own definition on the three methods of heat transfer
and give a real-life example.
Methods of Heat Transfer Your Definition Real-life Example
Conduction
Convection
Radiation
72
LEARNING TASK 3
Choose the letter of the correct answer by writing it on the space blank provided.
___ 1. Francis stretched a rubber band five times after that the rubber band felt warmth. Did the rubber
band gain heat?
a) No, it is not evident.

b) Yes, the rubber band felt warmth means it gained heat.
c) Yes, the rubber band felt warmth means it loses heat.
d) No, temperature is not related to a gain or loss of heat.
___ 2. Is it possible to change the temperature of a glass of water by stirring the water, even though the
glass is insulated from its surroundings?
a) No, stirring will not affect the temperature of the water.

b) No, insulation prevents the change of temperature of the water.
c) Yes, stirring the water increases its internal energy causing the increase of its
temperature.
d) Yes, stirring the water decreases its internal energy causing the decrease of
its temperature.
___ 3. How does can water from the deep well move upward?
a) It occurs naturally.
b) It uses water heat pump.
c) It is spontaneous process.
d) It flows from higher temperature to cooler temperature.
___ 4. Two objects at different temperatures are in contact. Which of the following happens to their thermal
energy?
a) Their thermal energies remain the same.

b) Thermal energy passes from the cooler object to the warmer object
c) Thermal energy passes from the warmer object to the cooler object.
d) Thermal energy passes back and forth equally between the two objects.
___ 5. When you drag a box across a level floor, you do work on the box. After you stop, the work you did
has changed into _____.
a) kinetic energy b) potential energy c) thermal energy d) electrical energy

___ 6.Which statement describes the direction of spontaneous heat flow?
a) Heat flows in a vacuum by conduction

b) Heat flows between two objects at the same temperature
c) Heat flows from an object at high temperature to one at low temperature
d) Heat flows from an object at low temperature to one at high temperature
___ 7.Which of the following shows that work and heat are related?
a) Using a pulley and an inclined plane

b) Rubbing hands and hammering a nail
c) Evaporation and condensation
d) Carrying heavy loads and pushing the wall
___ 8.Which shows that there is heat transfer?
a) Change in size
b) Change in mass
c) Change in temperature
d) Change in color
___ 9.Which of these is the direction of heat transferred?
a) Hot to cold
b) Cold to hot
73
c) Both directions
d) None of these
___10. Wet shirt is put on a clothes line to dry on a sunny day. The shirt dries because water molecules
_____.
a) gain heat energy and condense

b) gain heat energy and evaporate
c) lose energy and condense
d) lose heat energy and evaporate.
Reflective Journal No. 7
• I realize that ________________________________________________________________.
References for learners
Bernido, Christopher C, Ph.D. and M. Victoria Carpio-Bernido, Ph.D.,Learning Physics As One Nation: Physics
Essentials Portfolio: Part II, Fund For Assistance To Private Education, Research Center for Theoretical
Physics, Central Visayan Institute Foundation, Jagna, Bohol, Philippines, pp. 232 – 235.
SCIENCE 9: Learner’s Module, Department of Education, pp. 302 – 319.
https://www.google.com/search?sxsrf=ALeKk01-hfTkv9BuXvfYDTENREBD-
Rb8XA%3A1590305360777&source=hp&ei=UCLKXqqMLZfXhwPlgbn4BA&q=heat+transfer+can+be+used+to
+do+work&oq=heat+&gs_lcp=CgZwc3ktYWIQARgAMgQIIxAnMgQIIxAnMgUIABCRAjIHCAAQgwEQQzIFCAAQk
QIyBAgAEEMyBAgAEEMyBAgAEEMyBAgAEEMyBAgAEEM6BQgAEIMBOgIIAFCWFlikG2DLL2gAcAB4AIABowGI
AZEGkgEDMC41mAEAoAEBqgEHZ3dzLXdpeg&sclient=psy-ab
https://www.physicsclassroom.com/class/thermalp/lesson-2/what-does-heat-do
Prepared by:
DANILO SAMSON JR.
74

MELCs
MELC 25 : Explain how heat transfer and energy
transformation make heat engines work
1. Why a can of soft drink remains at a constant cool temperature inside a refrigerator?
A. Because the amount of heat flowing into the can is exactly equal to the heat flowingout.
B. Because the amount of heat flowing into the can is greater than the heat flowing out.
C. Because the amount of heat flowing into the can is less than to the heat flowing out.
D. Because the amount of heat flowing into the can could not be determined since there
is no temperature installed in the refrigerator.
2. The internal energy of a system is initially 35J. The system does 34J of work. What is the system’s final
internal energy when a total of 46J of energy is added to the system by heat?
A. 47J B.26J C.37J D.36J
3. A block of wood and a block of metal is on a table for a long time. The block of metals feels colder to the
touch than the block of wood. Does this mean that the metal is actually at a lower temperature than the
wood?
A. Yes, because the heat flow more readily in denser material.
B. Yes, because the heat flow whenever it wants to flow.
C. No, because the heat flow more readily from your hand than for wood.
D. No, because the heat flow less readily from your hand than for wood.
4. While a gas does 400J of work on its surroundings, 900J of heat is added to the gas. What is the change in
the internal energy of the gas?
A. 500J B.400J C. 900J D.300J
5. If 500calories of heat are added to a gas, and the gas expands doing 500J of work on its surroundings,
what is the change in the internal energy of the gas?
A. 1555J B. 5915J C. 5159J D.1595J
For numbers 6-8, consider this situation: A beaker containing 400g of water has 1200J of work done
on it by stirring and 200cal of heat added to it from a hot plate.
6..What is the change in the internal energy of the water in joules?

A.2038J B.3028J C.2308J D.3820J
7.Determine the change in the internal energy of the water in calories?

A. 684calories B.486calories C.648calories D.846calories
8.What is the temperature change of the water?

A.1.2°C B.2.1°C C.1.4°C D.4.1°C
75
9..An ideal gas is compressed without allowing any heat to flow into or out of the gas.What will happen to
the temperature of the gas in this process?
A.The temperature increases since no heat flows during the process.
B. The temperature decreases since heat flows during the process
. C. The temperature remains the same since heat flows in and out on the process.
D. The temperature could not be determined since heat is absorbed during the process.
10. Is it possible to change the temperature of a glass of water by stirring the water, even though the glass is
insulated from its surroundings?
A.No, stirring will not affect the temperature of the water.
B.No, insulation prevents the change of temperature of the water.
C. Yes, stirring the water increases its internal energy causing the increase of its temperature.
D. Yes, stirring the water decreases its internal energy causing the decrease of its temperature.
11.Mang Fermin, a carpenter, is planning a piece of wood with his planar . After how many minutes, he
observed that it is hot. Do the wood gained heat?
A. No, it is not evident.
B. Yes, hotness means there is an increase in the temperature.
C. Yes, hotness means there is a decrease in the temperature
D. No, hotness is not related to a change in temperature
12Renzo observes the waterfalls used in hydroelectric power plant. He found out that it flows naturally that
makes the turbine rotates. What makes this so?
A. Spontaneous process occurs naturally.
B.Spontaneous process needs heat pump to exist.
C. Spontaneous process requires work to make it possible.
D. Spontaneous process tends the heat to flow from lower temperature tocooler temperature.
13How does water from the deep well move upward?
A. It occurs naturally.
B.It uses heat pump.
C. It is a spontaneous process.
D. It flows from higher temperature to cooler temperature.
14. Chef Mariel left a plate of chopped apple, a plate of lettuce and a cup of pineapple in the table to answer
a phone call. When she comes back, she found out that the fruit and vegetable discoloured into brown.
What phenomena explain this?
A. The browning of the fruit and the vegetable is a spontaneous process.
B. The browning of the fruit and the vegetable is due to the food color added into it?
C. The browning of fruit and vegetable is unexplainable.
D. The browning of fruit and vegetable is due to the tarnishing of the knife used in chopping.
15. What is the function of a 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 into chemical energy.
76
PERFORMANCE TASK NO. 7

Quarter/Week Fourth Quarter / Weeks 7
MELCs MELC : Explain how heat transfer and energy
Note: This activity uses fire and paper so please be careful.
Thermal-Powered Flower
Materials Needed:
4 small candles barbecue stick pencil
clay drinking straw scissors
ruler colored paper/cardboard
Procedure:
1. Draw and cut a flower out of your cardboard or colored paper. Twist each of the flower petals to
create a fan shape.
2. Cut the straw to 4 inches long and the barbecue stick to 5 inches from the pointed end.
3. Wrap the clay around the straw. Let it stand up vertically. You have to make sure that there is no
clay inside the straw.
4. Get a small piece of clay to attach the center of your flower to the flat end of the barbecue stick.
Then slip it inside the straw like in the Figure 1 below.
5. Place the small candles around the base of the straw and light them. See Figure 2 below. Observe
what happens.
77
Questions:
1. What is happening to your thermal-powered flower?

Answer:___________________________________________________________________________
_____________________________________________________
2. What causes the flower to spin? Why?

Answer:___________________________________________________________________________
_____________________________________________________
3. What can you infer in this activity?

Answer:___________________________________________________________________________
_____________________________________________________
Choose the letter of the correct answer by writing it on the space blank provided.
___ 1. How do molecules react when heat energy is added to them?
a) They feel warmer but stay in place.

b) They feel warmer and move faster.
c) They feel warmer and move slower.
d) Molecules do not react with heat energy only solar energy.
___ 2. A pan of water is set on a stove after the heat is turned on, the temperature of the water begins to
_____ and the thermal energy of the water _____.
a) decrease; decreases c) increase; increases

b) decrease; increases d) increase; decreases
___ 3. Which sentence explains why a cold metal spoon placed in a pot of boiling water becomes hot?
a) Thermal energy is transferred from the spoon to the water.

b) Thermal energy in the water is transformed into kinetic energy in the spoon.
c) Thermal energy is transferred from the water to the spoon.
d) Thermal energy in the spoon is transformed into kinetic energy in the water.
___ 4. What causes the circulation of air in the atmosphere?
a) Air in the atmosphere is heated by the sun and sinks to the ground.
b) Air loses heat to the ground and then rises upward to obtain more energy.
c) The ground is heated by the sun and then heats the air, causing the air to rise.
d) The sun heats the clouds which forces the cooler air to move away and sink.
___5. Wet shirt is put on a clothes line to dry on a sunny day. The shirt dries because water molecules _____.
a) gain heat energy and condense

b) gain heat energy and evaporate
c) lose energy and condense
d) lose heat energy and evaporate.
78
SCIENCE 9
GRADE 9
WEEK 8- QUARTER 4
LEARNING MODE OF
COMPETENCY DELIVERY
day)

WEEK 8 SCIENCE 9 • MELC 26 for more details. Send output to
Week 8 : Pages 82-88 google
EVERY .
classroom
WEDNESDAY
recommended
2. Learning Task 2
Write your personal
insights about the lesson Have the
using the prompts below. parent hand in
the output to
I understand that the catchment
________. area.
I realize that
____________.
4. Summative 8
79
Name: Section:

____
80
Name: Section:

.
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Learning Task No:

___
Reflective Journal
No: ___
Summative Test
No: ___
Performance Task
No: ___
81
LEARNING ACTIVITY SHEET- FOURTH
QUARTER SCIENCE 9
WEEK 8 :GENERATION, TRANSMISSION AND DISTRIBUTION OF ELECTRICAL ENERGY
Most Essential Learning Competency (MELC 26)
• Explain how electrical energy is generated, transmitted, and distributed (S9FE-IVh-j-46)

At the end of this lesson, you should be able to:
• explain how electricity is generated, transmitted and distributed;

• trace the energy transformation in electrical power plants; and,
• cite ways on how to conserve electrical energy.
Electricity – it is always there whenever you flip a switch or plug in a cord. Have you ever wondered how
electricity reaches us as you turn on the light switch? What processes does electricity have to go through to
reach us at home?
Here is a glimpse of how interesting electricity’s journey is from the generating station to your home.
LEARNING TASK 1: GENERATING ELECTRICITY
Objectives:
• Explain how electricity is generated

• Trace the energy transformation in
electrical power plants
Procedure:
1. Study the illustrations and read the passage

then answer the questions that follows.
82
Energy sources are either renewable or non-renewable. Renewable energy sources are those that can be
replaced faster than they are used. Non-renewable energy sources are those that are used faster than they
can be replaced. Therefore, non-renewable energy sources could be used up eventually. In most power plants,
electricity is generated by burning fuels. Coal, oil and natural gas are the common fuels for generating
electricity.
A power plant has three major parts: a boiler, a

turbine, and a generator. Fuels are burnt in the
boiler to boil water. The boiling water produces
steam. The steam drives the turbine. The turbine
rotates and drives the generator. Electricity is
produced when the generator rotates. During
this process, energy is converted from one form
to another. The chemical energy of the fuels is
changed into heat energy, which boils the water.
The heat energy in steam is changed into kinetic
energy in the turbine. Then the kinetic energy is
changed into electrical energy by the generator.
Renewable energy sources, on the other hand, include solar power, wind power, tidal power, hydroelectric
power and geothermal power. They can also be used to generate electricity:
• Solar power is the light and heat energy from the sun. Solar cells convert sunlight into electrical energy.
Solar cells can be found in calculators.
• Wind power is the kinetic energy of the wind. Wind turns large wind turbines. The wind turbines then
drive generators to generate electricity.
• Tidal power is found in the rise and the fall of tide. A dam is built across a river mouth. When the tide
rises and falls, water flows through water turbines in the dam. The water turbines then drive
generators to produce electricity.
• Hydropower is found in the water when it flows down from a high position. A dam is built at a high
position in a mountain to hold water. When water is released from the dam, water flows down quickly
and drives water turbines at the base of the dam, which in turn drive generators to produce electricity.
• Geothermal power is the heat energy in hot rocks under the surface of the earth. Water is pumped
down to the hot rocks. The heat turns water into steam. Steam is then used to turn steam turbines for
producing electricity.
Guide Questions:
1. Complete the diagram below by choosing the word from the box.
A B
Coal Heat energy Oil Generators Solar Tidal
Electricity Kinetic energy Steam Geothermal Solar cells Water turbines
Generator Natural gas Water Hydroelectric Steam Wind
a. Generation of electricity from non-renewable sources
83
b. Generation of electricity from renewable sources
Calculators
2. What is the difference between renewable energy sources and non-renewable energy sources?
3. What fuels are commonly used for generating electricity?
4. What is the name of the machine that generates electricity in a power plant?
5. Explain step by step how burning fuels in a power plant can generate electricity.
6. Explain step by step how the energy stored in fuels is changed to electrical energy in a power plant.
7. Choose one renewable source of energy and explain step by step how it can be used to generate
electricity.
8. Based on the renewable source of energy that you chose on Question 7, explain step by step how this
energy is changed to electrical energy in a power plant.
LEARNING TASK 2: TRACING POWER
Objective:
• trace the path of electricity from the generating station, transmission station and residential area
• differentiate between a step-up transformer and a step-down transformer
• identify specific areas where step-up transformers and step-down transformers are utilized.
84
Procedure:
1. Carefully analyze the pictures and descriptions below.
Guide Question:
1. Arrange the pictures in chronological order depicting the generation, transmission, and distribution of
electrical energy then write its corresponding description.
2. What are the different stations in the transmission of energy?
3. What do you notice about the size of the transmission lines as it reaches the consumers?
4. Does the size of wires and cables used matter in energy transmission?
5. What happens to the voltage that travels from the source to the consumers?
6. Differentiate step-up transformers from step-down transformers.
Indeed, electricity is essential to our daily lives. It has travelled a long way before it reaches your appliances
or gadgets at home so we should conserve and save it. Can you think of some ways on how we can save on
electrical energy consumption?
Reflective Journal No. 8
• I realize that ________________________________________________________________.
Prepared by:
ILYNE P. MATUTINA
85

Quarter/Week Fourth Quarter/Week 8
MELCs MELC 26: Explain how electrical energy is
generated, transmitted, and distributed
Read the following questions carefully. Answer each item using the Zipgrade answer sheet.
For questions 1-3: Electricity goes through three processes: generation, transmission, and distribution before
reaching us at home.
1. Which process involves extracting energy from renewable or non-renewable source and converting
it to electrical energy?
A. Generation B. Transmission C. Distribution D. All of them
2. Which process involves reducing the voltage of electricity for household consumption?
3. Which process involves raising the voltage of electricity so it can travel long distances?
4. All of the following power plants use steam to drive the turbines to produce electricity except?
A. Hydropower B. Geothermal C. Coal-fired D. Nuclear
5. Which one of the following is not a renewable source of energy?

A. Sun B. Wind C. Water D. Coal
6. What energy transformation takes place in a generator?

A. Electrical to mechanical C. Mechanical to electrical
B. Heat to mechanical D. Chemical to mechanical
7. Which part of the power plant converts mechanical energy into electrical energy?
A. Transformer B. Generator C. Turbine D. Power lines
8. In the Agus VI Hydroelectric Power (HEP) Plant, what energy transformation takes place?
A. electrical energy → mechanical energy → electrical energy
B. gravitational potential energy → kinetic energy → mechanical energy →electrical energy
C. heat → mechanical energy → electrical energy
D. nuclear energy → heat → mechanical energy → electrical energy
9. Which of the following types of powerplant can directly convert sunlight to electrical energy?
A. Solar B. Geothermal C. Nuclear D. Coal-fired
10. Transformers are used to raise the voltage along substations and lower it for residential
consumption. What kind of transformers are used to raise the voltage?
A. Step-up B. Step-up C. Neither D. Both
11. Shayne turned on a lamp switch in her room. Which of the following is the correct path of electrical
power that can be traced back to the source?
A. power plant → transmission substations → distribution substations → residences
86
B. transmission substations → power plants → residences → distribution substations
C. residences → distribution substations → power plants → transmission substations

D. distribution substations → transmission substations → power plants → residences
12. Trace the path of electricity from the generating station, transmission station and residential area.
I. The steam powers a turbine which spins a huge magnet inside a copper wire. Heat energy
converts to mechanical energy which then converts to electrical energy in the generator.
II. The electric current then runs through the power lines to the substation transformer where
voltage is lowered to between 2000 and 13000 volts.
III. From there, electricity comes into your home through a service box, where your meter is
located to measure how much you use. Wires take electricity around your home, powering
your lights and all your other electrical appliances.
IV. Electricity is then taken through the lines to a pole transformer – or a transformer box if
underground – and voltage is lowered again to 120 or 220 or 240 volts.
V. Steam is generated in the power plant by the burning of fossil fuels or by nuclear fission or
geothermal energy.
VI. Electricity flows from the power plant through wires to the step up transformer. The
transformer raises the voltage so it can travel long distances – it is raised to as high as
756,000 volts.
A. V, II, VI, IV, I, III B. V, I, VI, II, IV, III C. V, II, I, IV, VI, III D. V, IV, VI, I, II, III
13. Before electricity is transmitted through long transmission lines, it always goes through a step-up
transformer. Why is there a need for it to be always at a high voltage?
A. It is always at a high voltage so that t more people can benefit from it once it reaches the
transformers located at the poles.
B. It is always at a high voltage so that there is more energy that can be distributed throughout
different substations.
C. When electric current passes through the transmission cables, part of the energy is lost as heat.
Hence, it is always transmitted at a high voltage to reduce lost due to heat so it can travel long
distances.
D. Substations always require high voltage electricity because they also use part of it and that
several big industries require more electricity for operation.
14. To reduce your electric bill,
A. make use of limited appliances C. put off main switch during the day
B. put off appliances when not in use D. connect appliances in series
15. Which of the following does not conserve energy?

A. Turning off electrical appliances when not in use C. Use energy-efficient machines
B. Build more power plants to supply more electricity D. All of them
87
PERFORMANCE TASK 8
MELCs MELC : Explain how heat transfer and energy
You are a member of an organization which promotes electricity conservation. Your team leader assigned you
to create an ad that will educate the public about energy-saving practices or tips at home. Your ad should
include at least 3 ways on how to conserve electricity and its form should be based on your work modality:
Online – promotional video
Modular – flyer
You are given a week to conceptualize your work. Upon submission, your team leader will assess your work
based on the following rubric:
4 3 2 1
The ad The ad does not
The ad clearly The ad indirectly
communicates some sufficiently
communicates the communicates the
of the important communicate any
Presentation main idea and idea and hardly
ideas and slightly idea that can
strongly promotes promotes
promotes promote
awareness. awareness.
awareness. awareness.
The message was
Some key
Promotional thoroughly covered Minimal, if any,
information was not Weak, but adequate
Value in an interesting and effort
included
creative manner
The ad has
The ad has
exceptionally
Attractiveness attractive The ad has well- The ad’s formatting
attractive
and formatting and well- organized and organization
formatting and well-
Organization organized information. are confusing.
organized
information.
information.
All facts and Most facts and Some facts and The facts and
Accuracy and
graphics are graphics are graphics are graphics are neither
Relevance of
accurate and accurate and accurate and accurate nor related
the Content
related to the topic. related to the topic. related to the topic. to the topic.
88
89
Week 1 Week 2
Learning task 1 Learning task 1
1. FACT
2. BLUFF
3. FACT
4. FACT
5. BLUFF
Learning task 2
Answer may vary in Table 1
Question1: The ball stops momentarily at its
maximum height
# 3&4 Answer may vary 1. 48 m
2. The distance traveled by the ball at 35o and 55o are
the same, 71 m.
Learning Task 3 3. 45o
1. 4. The height achieved by the ball at 55o is higher than
the height 5. achieved at 35o.
5
2.
Learning task 3
1. increase, increase
2. maximum range
3. zero, half
4. 75o
Possible answer: 5.Basketball, Volleyball, soccer,
badminton, long jump, rugby, football
Learning task 4 Learning task 4
1. B 1. C
2. C 2. D
3. D 3. D
4. C 4. A
5. B 5. D
Answer Key – Week 1-2
90
Week 3 Week 4
Learning Task 1 Learning task 1
1. A 1. Elastic
2. A 2. Inelastic
3. A 3. Elastic
4. B 4. Inelastic
5. B 5. Elastic’
6. Inelastic
Learning Task 2 A
Bird -= 0.54 Learning task 2
Basketball player = 500 Problem no. 1
Bullet= 2.4
Baseball= 4.2
Frog= 10.8
Learning Task 2 B
1. huge
2. greater
3. greater
Problem no. 2
Learning task 2 c
1. 10 kg-m/s
2. 2 kg
3. 20 m/s
Learning Task 3
1. BEND, INCREASE, REDUCING Learning Task 3 Problem no. 1
2. AIRBAG, DECREASES, AIR INCREASING
3. CRUMPLE ZONES, LONG, DECREASES
4. PADDED GLOVES, REDUCING, INCREASING
5. BACKWARDS, DECREASES,INCREASED
Learning Task 4
Problem no. 2
Answer Key – Week 3-4
91
WEEK 5 WEEK
Learning task 1 Learning task 1a
1. radiation
DIAGRAM Energy IN Energy OUT
2. convection
1 Solar energy Electrical energy
3. conduction
2 Electrical Learning task 1b
Sound energy
energy 1. conduction
3 Chemical Mechanical 2. convection
energy energy 3. convection
4 Solar energy Chemical energy 4. conduction
Learning task 2
(Diagram to be checked individually by the
Learning task 2 teacher)
Learning Task 3
a. m = 50kg
1. B
2. C
h = 20m 3. B
b. kinetic energy is zero because 4. C
the man is not moving 5. C
6. C
7. B
c. 8. C
a. Em = 9810 J 9. A
10. B
2.
a. Ep = 9720J
b. Ek = 9720J
c. v = 6.9m/s
WEEK 6
Activity 1:
1. Object B is hotter than Object A because it has a higher temperature based i=on the diagram.
2. Object B has a higher molecular energy than object A because it is hotter. Its molecules are moving faster
or rapidly and behaves more randomly
3. Object B has a higher internal energy because it is hotter. As a result, it has higher kinetic molecular energy.
Closure: As a heat is added to a system its internal energy increases.
Activity 2:
1. GIVEN: Q= 150 J, W=50 J
FIND: ∆U=Q-W
SOLUTION: (150 J) – (50 J)
∆U= 100J
ANSWER: ∆U= 100J (The internal energy is raised by 100J)
2. GIVEN: Q= 4500 J, W=1200 J
FIND: ∆U=Q-W
SOLUTION: (4500 J) – (1200 J)
∆U= 3300J
ANSWER: ∆U= 3300J (The change in the internal energy is 3300J
Answer Key – Week 5,6,7
92
Learning Task 1
1a.
1b.
2. Renewable energy sources can be replaced faster than they are used, but non-renewable energy sources
are used faster than they can be replaced.
3. Oil, natural gas, and coal
4. Generator
5. In a power station, fuels are burnt to boil water. The boiling water produces steam. The steam drives a
turbine. The turbine then drives a generator. The generator then produces electricity.
6. When the fuels are burnt, chemical energy of the fuels is changed into heat energy. Then heat energy is
used to boil water to produce steam. Steam carries the heat energy to the turbine. Then the turbine
changes heat energy into kinetic energy. Finally, the generator changes kinetic energy into electricity
energy.
7. Answers may vary
8. Answer should be related to the student’s answer on Question 7.
Learning Task 2
1.
Answer Key- Week 8
Answer Key -Week 8
93

WEEK 1 8 FOURTH QUARTER G9 Edited

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WEEK 1 8 FOURTH QUARTER G9 Edited

Uploaded by

Copyright:

Available Formats

LEARNING ACTIVITY SHEET

Refer to Science 9 Module

WEEK 1: LEARNING TASKS ANSWER SHEET (SCIENCE)

Week 1 Learning Task No: ____ Week 1 Learning Task No.:

Parents’ Signature: ________________ Parents’ Signature: ________________

Parents’ Signature: ________________ Parents’ Signature: ________________

Reflective Journal no. 1

Answer sheet for Summative Test no. 1

Outputs: Teachers’ Remarks

Learning Task No:

Learning Task No:

Learning Task No:

Learning Task No:

WEEK 1 : UNIFORMLY ACCELERATED MOTION (HORIZONTAL AND VERTICAL)

Most Essential Learning Competency:

Background Information for Learners

Introduction to Free Fall

_______________ 1. Acceleration is constant in bodies in uniformly accelerated motion.

You raise me up!

Solve the following problem. Show your complete solution.

2. Which of the following quantities changes at a constant rate in a body in

A. I and II B. III and IV C. I and III D. II and IV

4. Which scenario or object DOES NOT exhibit uniformly accelerated motion?

Reflective Journal no. 1

References for Learners:

Quarter/Week Fourth Quarter / Week 1

MELCs MELC 19: Describe the horizontal and vertical

2. What is the magnitude and direction of ag (acceleration due to gravity)?

A. I and II C. III and IV

4. In free fall, the only force acting upon an object is ________.

5. In freefall, the initial velocity of the object is always _____.

6. When do we have a negative value of ag?

7. The motion of an object is constantly accelerating vertically.

9. How high is the building?

12. Gravitational acceleration is acceleration of bodies

13. What is the velocity at the highest point?

Grade Level/Learning Area Grade 9 - Science

Quarter/Week Fourth Quarter / Week 1

MELCs MELC 19: Describe the horizontal and vertical motions

“UAM (UNIFORMLY ACCELERATED MOTION) COMIC STRIP”

The comic strip will be evaluated based on this scoring rubric:

Refer to Science 9 Module

WEEK 2: LEARNING TASKS ANSWER SHEET (SCIENCE)

Week 2 Learning Task No: ____ Week 2 Learning Task No.:

Parents’ Signature: ________________ Parents’ Signature: ________________

Parents’ Signature: ________________ Parents’ Signature: ________________

Reflective Journal no. 2

Answer sheet for Summative Test no. 2

Outputs: Teachers’ Remarks

Learning Task No:

Learning Task No:

Learning Task No:

Learning Task No:

Most Essential Learning Competency

Background Information for Learners

Have you experienced throwing or kicking a ball? So,

A projectile is an object upon which the only force

PARTS OF PROJECTILE MOTION

The angle of release affects the range and height of a

Direction: Identify the parts of the projectile motion illustration.

For nos. 3 and 4

Reflective Journal no. 2

References for Learners:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature:

Parents’ Signature: Parents’ Signature: