Grade 9, Quarter 4

Department of Education
Negros Island Region

DIVISION OF NEGROS OCCIDENTAL
Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Force, Motion & Energy Quarter 4
Junior HS Science (Physics) Page 1
Teaching Dates Quarter Fourth
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
The Learners demonstrate an understanding of:
Content Standard Projectile motion, impulse and momentum, and conservation of linear
momentum.
Performance Propose ways to enhance sports related to projectile.
Standard
Learning Describe the horizontal and vertical motion of Investigate the relationship between the angle of
Competency projectile. release and the height and range of the projectile.
Code S9FE-IVa-34 S9FE-IVa-35
Pre-Test Describe the uniformly Describe the uniformly Describe the Relate the angle of
accelerated motion accelerated motion trajectory of release and the height
qualitatively and qualitatively and horizontally fired and the range of the
DAILY TASK
quantitatively in quantitatively in vertical projectile and the projectile for the entire
horizontal dimension. dimension. projectiles fired at an flight.
angle.
Motion In Two Motion In Two Projectile Motion Projectile Motion
Dimensions: Dimensions:
II. CONTENT: Uniformly Accelerated Uniformly Accelerated
Motion: Horizontal Motion: Vertical
Dimension Dimension
III. LEARNING RESOURCES
Teacher’s G9 TG, pp. 164-168 G9 TG, pp164-168 G9 TG, pp.170-173 G9 TG, pp.172-173
Guide:
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
DIVISION OF NEGROS
IV. LEARNING OCCIDENTAL
TASKS
Drill/Revisiting the prior Drill/ Recall their A. Show the linear What makes the shape of
knowledge on speed, knowledge about free horizontal graph, v-t the path of the ball Grade 9
velocity and acceleration. falling bodies. graph thrown horizontal
Learner’s (G9 LM, pp.the
Defining 233-240
word using G9 TG,
1. 235is- 242
What G9 objects
for
gravity? LM, pp rolling
242-245 G9 LM, PP.
projectile 246-248
curved?
Materials: Mix 2. What is the horizontally and
&Physics
Match Exemplar
strategy) LP, Physics Exemplar
acceleration due toLP,
Physics Exemplar
acceleration – timeLP, Physics
Are Exemplar
there LP,
other forces
Chapter 2 Chapter 2 Chapter 2
graph for objects
gravity on earth? 3. Is the Chapter
aside 2from gravity
Physics(Modular
rate of gravity Physics(Modular
rolling down an incline. Physics(Modular
acting on the ball after it
Additional
Approach);
(acceleration)Alicia Approach);
Complete the
the same Alicia Approach);
is released? Alicia
Materials:
Padua
for and Ricardo
all objects on M.
Padua andARicardo
sentence:
earth? ball M. Padua and Ricardo M.
Crisostomo, 2nd Crisostomo,
rolling 2nd Edition, Crisostomo, 2nd
horizontally
Edition, pp. 56-58 pp.60-62
has a velocity that is Edition, pp. 60-62
______ and an Quarter 4
ELICIT acceleration that is
_____.
B. Refer to Linear
motion down an incline
plane, v-t graph and a-t
graph for objects rolling
straight down an
incline.
Complete the sentence:
A ball rolling straight
down an incline has a
velocity that is
___________ and an
acceleration that is
_________.
Using a schematic Consider Figure 2 a stone Improvised Dart Game
diagram, plot on the dropped from a cliff. Mark a target on the
board the possible What happen to the board. Challenge the
position of airplane for distance travelled of the students to hit the
ENGAGE every second. stone for equal time target by throwing
1. What do you
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar think interval? chalk to it from the First Version: November 2016
should be the position of In figure 3, the ball is back of the classroom.
the airplane preparing for thrown upward, what
takeoff? happen to the
Grade 9
Page 2
2. How will you ball when it reaches the Allow 10 students to try. Grade 9
describe the speed of maximum height. Why? Quarter 4
the plane from rest Let us try to find out in the After the activity, ask
until it takes off? next activity. the students about the
manner of throwing the
chalk so that they can
hit the target.
Guide students to
realize that in order to
hit the target the chalk
must be thrown slightly
higher than target
because as it flies, it
will be affected by
gravity thus instead of
going straight to the
target, it will trace a
path curving
downward. Tell the
students that this is an
example of projectile
motion.
Essential Question: Essential Question: Essential Questions: Essential Question:
How will you describe How will you describe How will you describe How does the angle of
uniformly accelerated uniformly accelerated the trajectory of release relate to the
motion qualitatively and motion qualitatively and horizontally fired height and range of the
EXPLORE quantitatively in quantitatively in vertical projectile? projectile for the entire
horizontal dimension? dimension? What is the shape of flight?
the trajectory fired
projectiles at an angle
along an incline plane?
Grade 9
Page 3
DIVISION OF NEGROS OCCIDENTAL Perform Activity no. 1 Perform Activity no 2 and Demonstration Refer to Activity in
Roll, Roll and Away! 3. An Object Launched Lesson
horizontally and Exemplar Plan Grade 9
Projectile at an angle. Projectile
Quarter 4
(Firing Angle, Initial
Velocity, and Range)
See Attached Activity
Sheet
A. Answer Guide A. Answers Guide Sketch the trajectory A. Fill in the tables in the
Questions nos. 1-4. Questions horizontally fired activity sheet
nos. 5-9 projectile. How will you
B. Show the describe the trajectory Lecturette:
derivation of equations. B. How are equations fried projectile? The diagram of trajectory
involving UAM in vertical of projectile projected at
What are the derived dimension derived? Sketch the trajectory various angles with the
equations for problems fired projectile at an same speed and
involving UMA in angle. What is the trajectory of projectiles
EXPLAIN
horizontal dimension? Illustrative Example:: shape of the trajectory with and without air
C. Show illustrative The acceleration of for projectiles fired at resistance.
example gravity on the moon is an angle along?
1.62 m/𝑠2. A ball is
dropped on the moon Lecturette: Horizontal
from a height of 1.5m. projections and
Determine the time for the projections at arbitrary
ball to fall to the surface of angles
the moon.
Let the students solve Bryan is bouncing in a Show some video clips A baseball batter wants
sample problems relating trampoline while holding on youth sports to hit the ball such that it
to UMA in horizontal a bowling ball. As his feet events. Let the would land as far as
dimension. leave the trampoline, he students observe the possible. What
lets go of the bowling different kind of motion factors
ball. If Bryan held on to demonstrated. What Should he consider in
ELABORATE
the ball as his feet leave are the two- order to satisfy his goal?
the trampoline, will he go dimensional motions
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar higher, the same or at you have noticed from (The batter should
First Version: aim 2016
November to
0
lower height? Why? the sports events? bat the ball at 45 and
use the maximum force
possible)
Grade 9
Page 4
A. An object that is Maria throws the ball Make a sketch and Multiple Choice: Grade 9
accelerating uniformly straight up with an initial describe the shape of 1. At what firing angle Quarter 4
the velocity ______over velocity of 5m/s. the trajectory of the does an object
time and the 1. What is its velocity following:( 5pts each) (projectile) travel the
displacement is at the highest point? 1. Horizontally fired longest distance or attain
____________. 2. What is its projectile maximum range?
acceleration at the highest 2. Projectiles fired a. 45̊ b. 40̊ c. 70̊ d.
B. A car has a point? at an 65̊
uniformly accelerated 3. What is its velocity angle 2. How does the firing
2
motion of 5 m/s . Find when it returned to the angle influence the
the speed acquired and elevation from where it Rubrics: range?
distance traveled in 4 was thrown? 5 points – Made a a. the greater is the
seconds 4. What is its correct sketch and firing angle, the shorter is
from rest. (Vf = 20 m/s, d acceleration just before it complete description of the range.
= hits the ground? the trajectory 4 points – b. the less is the
40m) 5. After 2 seconds, Made a correct sketch firing angle, the shorter is
what is the acceleration of but incomplete the range.
EVALUATE the ball? description of the c. the greater is the
trajectory 3 points – firing angle, the longer is
Made an incorrect the range. d. both b & c
sketch but complete 3. At the same speed,
description of the which of the following
trajectory. 2 points – firing angle will have the
Made an incorrect same range?
sketch and incomplete a. 70̊ & 10̊
description of the b. 20̊ & 80̊
trajectory. 1 point – c. 30̊ & 60̊
tried to answer d. 40̊ & 35̊
4. Which of the following
firing angle can reach the
higher peak?
a.55̊
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar b.40̊
First Version: November 2016
c. 65̊
d.75̊
Grade 9
Page 5
5. Initial velocity affects Grade 9

the range such that the Quarter 4
greater the initial
velocity, the ______
range is covered by the
object for the entire
flight. a. shorter
b.longer
c. the same
d.can’t be determined
Solve the problem: Solve the problem: A What are the projectile Showing the graphs:
A train accelerates to a carpenter on the roof motions in the sports a. Height of Fall vs
speed of 20m/s over a accidentally drops a events like basketball, Average
distance of 150m. nail that hits the volleyball and baseball Range
Determine the ground after 2.5 you have noticed? b. Height of Fall vs
acceleration (assume seconds. Time of
uniformly of the train. 1. How high is the (Making free throws, Fall
EXTEND
( a = 1.3 m/s ) roof? serving a volleyball and c. Average range vs
( d=31m) batting a baseball) Time of fall
2. What is the velocity d. Height of fall vs
of the nail just before square time of Fall
hitting the ground? What can you infer from
( 𝑣𝑓 = 25m/s ) graph a,b,c and d.
Refer to TG, pp.174-175
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of learners who
Junior
earned:HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
• 80% and above
• Below 80%
Grade 9
Page 6
Did the remedial
lessons Work? No. of
learners who:
• Have caught up
with
the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
What difficulty did I
encounter which my
Principal/Supervisor
can help me solve?
What innovation or
localized materials did
I use/discover?
Which I wish to share
with other teachers?
Quarter 4
Page 7
Grade 9
Prepared by: Checked by:

Teacher: School
Grade 9, Quarter 4 Head:
Daily Lesson Log
Week No. 1 Signature: Signature:
Date Date:
Submitted:
Grade 9, Week 1, Day 5

Activity Sheet Quarter 4
Page 8
Activity Sheet
Projectile
(Firing Angle, Initial Velocity, and Range)
A.Range vs. Firing Angle

1. Position the water gun at 250 with the horizontal (use the arm of your chair or any flat surface as reference).
2. Press the water out of the gun and take note of the horizontal distance covered by it using a meter stick. Make 3 trials and record the
measurements on the data table.
3. Repeat steps 1and 2 for angles 300, 450, 600, and 750(Be sure that the amount of force in pressing the gun is kept constant).
Grade 9
Horizontal Distance (cm) (Range) Average
Angle Range (cm)
Trial 1 Trial 2 Trial 3
250
300
450
600
750
B.Range vs. Initial Velocity

1. Fix the water gun at 450 and press the water out lightly and slowly. Record the horizontal distance covered by water. Do this thrice. Record the
measurement on the data table.
2. Press the trigger of the water gun with a strong sudden force. Take not of the horizontal distance covered by water. Do this thrice.
Manner of Horizontal Distance (cm) (Range)

Average Range
Pressing the Trial 1 Trial 2 Trial 3 (cm)
Trigger
Light and Slow
Strong and
Sudden
Grade 9 School Grade Level 9 Grade 9

Daily Lesson Log Teacher Learning Area Force, Motion & Energy Quarter 4
Junior HS Science (Physics) Page 9
I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear
momentum.
Performance The Learners shall be able to propose ways to enhance sports related to projectile motion.
Standard
Learning Investigate the relationship between the angle of release and the height Relate impulse and momentum to collision of
Competency and range of the projectile. objects (e.g., vehicular collision).
Code S9FE-IVa -35 S9FE-IVb -36
Solve problems Solve problems on Summative Test Define momentum Solve problems on
involving projectile projectile motion: and impulse momentum.
motion: Launched Launched horizontally conceptually and
horizontally and and projectile at an operationally; and
DAILY TASK projectile at an angle. angle. Investigate the
factors that affect
momentum and the
force of impact on
moving object.
Problems involving in Projectile Motion Momentum & Impulse Problems involving
II. CONTENT:
Momentum
Teacher’s G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
Guide:
Learner’s Materials: G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
IV. LEARNING TASKS Grade 9

Exemplar
Review Physics LP,
trigonometric Exemplar
Recall Physics
the Laws of LP, Exemplar
Recall Physicsthat
the factors LP,
Chapter (SOH-
functions 2, Projectile
CAH- ChapterLaw
Motion, 2 of Inertia Chapter
affect the 2momentum
Motion
TOA) and Law of of the objects.
in resolving X and Y Physics
Acceleration. (Modular Physics
Define momentum (Modular
Physics (Modular
Additional Materials: components. Approach); Alicia Approach);
operationally. Alicia
Approach); Alicia Which of the two ballsM.
Padua and Ricardo Padua and Ricardo M.
Padua and Ricardo M. ofCrisostomo,
the same masses is 2nd Crisostomo,
Crisostomo, 2nd Edition,
hard pp76-78.
to stop? A. A ball 2nd Edition. p76
Edition, pp 60-62. thrown with high
ELICIT Quarter 4
speed.
B. A ball thrown with
low speed.
Which of the two balls

of the same velocity is
hard to stop?
A.a baseball
B.a Ping-Pong ball
Projectile Motion in Showing two vehicles Considering the two
Sports Show picture of moving of the same identical cars. Car A is
sports where projectile velocity but having travelling 100km/h and
motion is manifested. different masses. If the Car B is travelling at 40
Refer to Exemplar LP , two vehicles suddenly km/h.
ENGAGE
Chapter 2, Projectile lose their breaks and
Motion. crash against the brick Ask the students to
wall, which do you predict which of the two
think be more cars has more
damaging? momentum?
Essential Question: Essential Questions: Essential Question:
How will you solve What is momentum? How do you solve
Junior
EXPLOREHS Science Weeklyproblems
Lesson Logon& Lesson Plan Exemplar What is the operational First
the Version:
momentum of
November 2016
Projectile Motion? meaning of the object?
Momentum?
What is impulse?
Grade 9
Page 10
DIVISION OF NEGROS OCCIDENTAL What is the operational
meaning of impulse?
What are the factors
that may affect the Grade 9
motion of objects? Quarter 4
Lecturette: Perform Activity no.6 Let the students
Formulae for Projectile Investigating complete the table of
Motion: Momentum the exercises.
a. Horizontal LM, p. 259
Component or x-
Component
b. Vertical
Component or y-
Component
c. Formulae for Time
(t)
d. Formula for
Calculating the Range
of a Projectile
.
Solve the following
problems involving
projectile motion:
a.Launched
horizontally
b.Launched at an
angle
Problem # 1. A stone
is thrown from a
window with an initial
horizontal velocity of
10m/s. If the window is
20 m high, and the
Junior HS Science Weeklyground
Lesson Log & Lesson Plan Exemplar First Version: November 2016
is level,
a. In how many
seconds will the
Grade 9
Page 11
Negros Island Region stone reach the
ground?
b. How far on the
ground will it
reach? Grade 9
Quarter 4
Problem 2
A bullet is fired from
gun mounted at an
angle of 300. If the
muzzle velocity is 400
m/s, calculate
a. vertical velocity
component
b. horizontal
velocity
component
c. maximum height
reached
d. time of flight
e. range
--End of Session--
A. Ask some What is momentum of Based on the table,
volunteers to solve the object referred to? answer the following
problems on the board. questions:
B. Check the What is the operational 1. Which of the
solutions given meaning of objects has more
by the students momentum? momentum? Less
momentum?
What is the formula in What is Impulse? 2. What are the 2
EXPLAIN
calculating the range of factors does
a projectile? The total How I does the formula momentum depends
time of flight? The of impulse is derived on?
highest point in its from 3. How do you
Junior HS Science Weekly Lesson Log & Lesson Plan trajectory?
Exemplar Horizontal solve
First the November 2016
Version:
momentum of the
objects
Grade 9
Page 12
component of the Newton’s Law of
DIVISION OF NEGROS OCCIDENTAL velocity? Vertical Acceleration?
component of the
velocity? What is the operational
Grade 9
meaning of impulse?
Quarter 4
Answer guide
questions nos. 32- 40.
What are the factors

that affect the
momentum of the
object?
What causes the

changes in momentum
of the object?
Anton claims that he Consider the two The two 50 kg cars is
can throw a dart of identical cars. Car A traveling along a
dashboard from a travels 80km/h and Car straight path. Car A is
distance of 20 m and hit B is traveling at travelling 100km/h
the 5.0 cm wide bull’s 39km/h. Which of the and car B is travelling
eye if he throws the dart two cars is difficult to 40km/h. Which of the
ELABORATE horizontally with a stop? two identical cars
speed of 20 m/s. He Which has more has more
starts the throw at the momentum? momentum?
same height as the top Why?
of the bull’ eye. Will
Anton hits the bull’s
eye? (dy = 4.9cm)
Solve the problem : A. Multiple Choice: Solve the following
An arrow is shot into 1. Which of the problems
the air with a velocity of following is the formula 1. A 2500 kg bus from
100 m/s at an elevation for momentum? Laguna moves at 25
EVALUATE of 450. Find the arrow’s: A. 𝑚𝑣2 B. m/s to Makati. What is
a. time of flight
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar the momentum
First of the 2016
Version: November
𝑚𝑎 𝑚𝑑 bus?
C. D. 𝐹𝑡
𝑡
Grade 9
Page 13
b.maximum height 2. Which of the Grade 9

reached following is true for Quarter 4
c. range an object travelling at
constant velocity?
A. the impulse is zero
B. the momentum is
zero C. the
momentum is
increasing
D. the impulse is
constant with a non-
zero value
B. Fill in the missing

word/s to complete the
sentence. A net 3
applied to an object for
a certain 4 will cause
the change in the
object’s 5 C. 4-5 What
are the factors that
affect the momentum
and impulse of the
object in motion?
Study for Summative Solve the problem: How do we relate the Solve problems no. 1-
Test Carol who weighs mass and velocity of 2, LM, p. 259
60 kg is driving her objects to its
car at a speed of momentum and
25m/s. She sees a impulse?
dog crossing the
EXTEND
road so she steps
on the break to
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar avoid hitting it. Her First Version: November 2016
seatbelt bring her
body to stop in .040
s.
Grade 9
Page 14
DIVISION OF NEGROS OCCIDENTAL a. What is the
average force
does the
seatbelt exert on Grade 9
her? Quarter 4
b. If she has no
seatbelt, and the
windshield stops
her head
in .001s, what
average force
would the
windshield exert
on her?
Discussion of the
students’ responses
V. REMARKS will be taken up next
meeting.
VI. REFLECTION
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with
the lesson
• Continue to
require
Remediation
Which of my
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
teaching First Version: November 2016
strategies worked
well Why did
these work?
Grade 9
Page 15
encounter which my
can help me solve?
What innovation or
localized materials
did I use/discover?
Quarter 4
Page 16

Teacher: School
Daily Lesson Log
Date Date:
Submitted:
Grade 9
Grade 9 School Grade Level 9

Daily Lesson Log Teacher Learning Area Force, Motion & Energy
Junior HS Science Quarter 4
(Physics)
Page 17
Week No. 3 MONDAY TUESDA WEDNESDAY THURSDAY FRIDAY
Y
I. OBJECTIVES
Content The Learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear
Standard momentum.
Performance The Learners shall be able to propose ways to enhance sports related to projectile motion.
Standard
Learning Relate impulse and momentum Infer that the total momentum before and after collision is equal.
Competency to collision of objects (e.g.,
vehicular collision).
Code S9FE-IVb -36 S9FE-IVb -37
Solve problems Summative State the law of Explain the Law of Apply the Law of
DAILY TASK
on force of Test Conservation of Momentum. Conservation of Momentum. Conservation of Momentum.
Grade 9
IV. LEARNING TASKS impact.
II. CONTENT: Problems
Review:involving
Newton’s Impact
2nd Law Law of Conservation of Momentum
Review: Definition of State the Law of Types of Collisions
Force
of Motion (Law of Momentum and Types of Conservation of Can you identify which
Acceleration) and the
III. LEARNING RESOURCES Collision Momentum type of collision is shown
ELICIT
Teacher’s TG,Impulse-Momentum
p 185 TG, pp. 186-187 TG, pp. 186-187 in each
G9 TG ,pp. 186-187
Guide: Theorem, deriving the situation of figure 22
formula of Impulse. LM, p.269
Learner’s G9 LM, pp.263- G9 LM, pp.264-266 G9 LM, pp.264-266 G9 TM, pp.266-267
Materials: 264Looking at figure 17a and Using Meter Sticks and Showing the video clip of Demonstrate the
17b, Why can you not marbles, show to the 2 vehicle that stick collision of 2 balls of
Physics (Modular Physics (Modular Approach); Physics (Modular Approach); Physics
throw a raw eggs against students the possible together after collision. equal(Modular
mass. Approach);
Approach); Alicia Alicia Padua and Ricardo M. Alicia Padua and Ricardo M. Alicia Padua and Ricardo M.
a wall without breaking it, outcome of the collision. Is momentum conserved
Padua and Crisostomo, 2nd Edition. p.79 Crisostomo, 2nd Edition. p.79 Crisostomo, 2nd Edition.
but you can through it with after collision? What happen to the p7980
Ricardo M.
the same speed on a Position 2 Meter Sticks in momentum of ball A and
Crisostomo, 2nd Exemplar LP, Chapter2 Exemplar LP, Chapter2 Exemplar
piece of cloth without such a way that it will Source: B afterLP , Chapter 2
collision
Edition. p77
Additional breaking it? serve as a track for http://www.chez.com assuming no external
https://www.youtube.com/watc http://www.chez.com https://www.youtube.com/watc
Materials: marbles to move and force is applied?
Exemplar LP, h?v=AYgSVipnzl h?v=3WX7bweJK -k
place 5 marbles such that
Chapter 2 https://www.youtube.com/watc
they form a train.
ENGAGE https://www.youtube.com/watc h?v=AYgSVi_pnzI https://www.youtube.com/watc
h?v=2E9fy8h6o1g h?v=LMaiVL8wQCc
Ask students to predict
https://www.youtube.com/watc
how many marbles will be
h?v=2E9fY8H6O1g
dislodges is you hit the
Quarter 4
train with 1 marble.
Consider all answers but
withhold explanation and
invite students to perform
the activity in order to find
out why the marbles
behave that way.
Essential Question: Essential Question: Essential Question: Essential Question:
How do you solve the
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar What is Law of What is the condition for How will you November
First Version: apply the 2016
EXPLORE change in momentum of Conservation of the total momentum of a Law of Conservation of
the object, Impulse? Momentum? system to be conserved? momentum to practical
situations like sports?
Grade 9
Page 18
Let the students solve Let the students to Refer to Guide Showing a Video clip on the
problem perform Questions of application of the Law of
Grade 9
in pairs showing the Activity No. 8: Balloon Activity No. 8 Conservation of Momentum
Quarter 4
application of Impulse- Rocket. on a rocket, jet plane and jelly
Momentum Theorem. fish.
Fernando hits a .05kg Source:

golf ball, giving it a https://www.youtube.com/watc
speed of 65 m/s. What is h?v=LMaiVL8wQCc`
the impulse doe he
impart to the ball?
How do you solve Let the students answer When the total 1. What makes the
problems of Force of questions nos. 41-45 momentum of the rockets, jet plane and jelly fish
Impact? system before and after move?
State the Law of collision is equal, what is
Conservation of the change of 2. How does the principle
Momentum. momentum is equal to? of Conservation of Momentum
applied to Rockets, Jet plane
EXPLAIN Use the mathematical and Jelly Fish motion?
equation on Law of
Conservation of
Momentum.
What is the necessary

condition for the system
to be conserved?
Have you experienced Why do fireworks Suppose the entire world What are the situations in the
riding in a fast running explode symmetrically? population gathers in different sports like Dart,
vehicle and suddenly one spot and at the Table Tennis, Billiard or Gun
stops? What is the sounding of a firing applies the Law of
damaging effect on the prearranged signal, Conservation of Momentum?
ELABORATE vehicle itself and the everyone jumps up.
passengers? While all the people are
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar in the air, does Earth First Version: November 2016
What are the different gain momentum in the
devices should be opposite direction?
installed in vehicles
Grade 9
Page 19
to ensure the safety of the

Grade 9
passengers?
Quarter 4
Solve the problem: Fill up the missing word/s Tell whether each of the
Automobile companies to complete the Supply the missing statement is True or
often test the safety of statement. word/s: False:
cars by putting them 1. A bug and a
through crash tests to 1 momentum of the In the 1 of external 2, the windshield of a fast-
observe the integrity of system total 3 of a 4 is 5. moving car collide. Tell
the passenger before 2 is 3 to the Total whether each of the
compartment. If a 1100kg 4 of the system 5. statement is true or false.
car is sent toward cement A. The change in the
with wall with a speed of speed of the car and the
15 m/s and the impact bug are the same.
stops the car in 0.09 s, B. The change in the
with what average force is momentum of the car
it brought to stop? and of the bug is the
EVALUATE
same.
2. A firecracker placed in
a stationary object will
cause the object to
explode. Upon
explosion, the object will
break into a variety of
fragments.
A. Before the explosion,
total system momentum
is zero. B. The vector
sum of the momenta of
the individual fragments
is zero
EXTEND Study for Summative Test
V. REMARKS
Grade 9
Page 20
VI. REFLECTION Grade 9

From the evaluation, Quarter 4
No. of learners who Page 21
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with
the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
I use/discover?
Grade 9

Teacher: School
Daily Lesson Log
Date Date:
Submitted:
Quarter 4
Junior HS Science (Physics)
Page 22
I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of projectile motion,
impulse and momentum, and conservation of linear momentum.
Performance The Learners shall be able to propose ways to
Standard enhance sports related to projectile motion.
Learning The Learners should be able to examine effects and predict
Competency causes of collision-related damages/injuries.
Code S9FE-IVc -38
Solve problems involving Differentiate elastic Develop and demonstrate a fun five-minute Summative
the collision from inelastic team drill applying project concepts and Test
DAILY TASK
Law of Conservation of collision. principles to the learning and development of
Momentum. three motor skills in volleyball.
II. CONTENT: Problems Involving on Difference between Development and Demonstration of a Volleyball Team Drill
IV. LEARNING TASKS
Department of Education 1. State the Law of Recall the factors that may Projectile motion
Negros Island Region Conservation of affect the motion of the concepts and principle:
Momentum. objects? 1.angle of release
2. Translate the 2.range
statement in an equation 3.height of Fall
ELICIT Grade 9
form.
3.Law ofGive the relationship
Conservation of elastic collision and
among
Momentummass and velocity of inelastic
III. LEARNING RESOURCES an object before and after
collision.
Teacher’s G9 TG, pp. 186-187 G9 TG, p. 187 G9 TG ,pp. 188-189
Guide: If you are chased by a Show a Video clip on
Learner’s Materials: carabao, what is the best collision between two
G9 LM, pp. 267-270 G9 LM, pp268-270 G9 TM, p271-274
way so that you can safely cars in which both stick
Exemplar
escape fromLPit?, Chapter 2 Exemplar Physics LP,
together:
Chapter
1. 2 happened to
What
Physics (Modular the two cars?
ENGAGE Approach); Alicia Padua Physics(Modular
2. What happened to
and Ricardo M. Approach);
the two cars Alicia Padua
after the
Additional
Crisostomo, 2nd Edition. and Ricardo M.
impact?
Materials:
pp.80-83 Crisostomo, 2nd Edition, pp
79-80
(Source:
http://www.chez.com.)
Essential Question: Essential Question: Essential Question:
How will you solve What is the difference How do you develop Quarter 4
problems on between elastic collision and demonstrate the
Law of Conservation of and inelastic collision? three motor skills in
Momentum? five- minute team drill of
volleyball applying the
concepts and principle
of projectile motion?
EXPLORE Analyze and solve Activity Sheet Performance Task
problems on Elastic and Inelastic LM, pp 271- 273
Law of Conservation of Collision
Momentum: Materials: 2 Marbles,
1. A 0.25-kg arrow with a Modeling --End of Session--
velocity of 15 m/s to the Clay
east strikes and pierces the A. Elastic Collision
bull’s-eye of a 7.0-kg 1. Place one marble on a
flat surface (preferably
smooth)
Grade 9
Page 23
target. What is the final 2. Hit the marble that is
velocity of the combined at rest with the other marble
mass? (give it enough initial
velocity).
2. A 50-kg astronauts eject 3. Note what happens Grade 9
100g of gas from his before and after the Quarter 4
propulsion pistol at a collision.
velocity of 50 m/s. What is
his resulting velocity? B. Inelastic Collision
1. Stick modeling clay
Note: The teacher may give on one marble and place it
illustrative sample problem on a flat surface.
prior to the activity 2. Hit the marble that is
/problems given above. at rest with the other marble
aiming at side where the
modeling clay is stuck (give
it enough initial velocity).
3. Note what happens
before and after the
collision.
Refer to Exemplar LP,
chapter 2
1. What difficulty Answer the following How will you apply the
did you encounter in questions: concepts and principle
solving the problems? 1. What happens to the of projectile motion in
2. Does your colliding marbles in an learning, developing,
knowledge on Law of elastic collision? and demonstrating the
Conservation of 2. What happens to the three motor skills in
Momentum help you in colliding marbles in an volleyball?
solving the problems? inelastic collision?
3. How will you solve 3. What is the
EXPLAIN
the total momentum difference between elastic
before and after and inelastic collision?
collision?
Lecturette: The three types
of collision and the
behavior of objects before
and after collision.
Grade 9
Page 24
Show a video clip of Fish-Lunch Giving the Rubrics for Grade 9

Problem Source: • Communication of Quarter 4
https://www.youtube.com/watch?v Proposal
=MK0B5hEU7OI • Physics of Sports
ELABORATE
Justification
• Movement
composition
• Performance
Solve the following problems: Multiple Choice: Checking their
1. Two .5 kg balls approach 1. Which of the following performance based
each other with the same speed of illustrates elastic collision? on the rubrics for
1.0 m/s. What is the momentum of A. a rolling metal ball the development and
the Ball A and Ball B before stuck to a clay ball demonstration of a
collision and after collision? B. a bullet embedding volleyball team drill.
itself in the trunk of a
2. Alfred is 60 kg whizzes tree
around the ice skating rink with a C.two cars that were
velocity of 3 m/s and suddenly damaged after
sees his 35 kg small brother crashing against each
Aldrich at rest directly in his path. other
Rather than knock him over, he D.a billiard ball initially at
EVALUATE
picks Aldrich up and continues in rest moved after it was
motion without stopping. Consider hit by a speeding cue
both as a part of one system and ball which in turn
no external force s acting on stopped
them. What is the new speed of 2. What happens to the
both boys after collision momentum of the system
after an inelastic collision?
A. increases
B. decreases
C.becomes zero
D.stays the same
Grade 9
Page 25
3. Which of the following is
True about perfectly
Grade 9
inelastic collision?
Quarter 4
A. The objects stick
together after the
collision and momentum
is lost.
B. The objects stick
together afterwards and
a maximum amount of
kinetic energy is lost.
C. Two objects deformed
after collision and
kinetic energy
decreases.
D. Two
A 25 kg girl is riding a 5 kg Plan for the Demonstration Study for the Read on
bike with the velocity of 5 of a 5- minute Volleyball Summative Test. the
m/s going east. What is the Team Drill. Different
total momentum of a girl and Write the group proposal. Forms of
EXTEND
a bike together? Assign materials to bring Energy
for the said task. and
its
resources.
Group discussion for the
activity will be taken in the
next day.
V. REMARKS
VI. REFLECTION
No. of learners
Junior who
HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
earned:
• 80% and above
• Below 80%
Grade 9
Page 26
Did the remedial
learners who:
• Have caught up
with
the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
I use/discover?
Quarter 4
Page 27
Grade 9

Teacher: School
Daily Lesson Log
Date Date:
Submitted:

(Physics)
Page 28
I. OBJECTIVES
Content Standard Conservation of Mechanical Energy
Performance Create a device that shows conservation of mechanical energy.
Standard
Explain energy Perform activities to demonstrate Conservation of Infer that the total
transformation in various Mechanical Energy. mechanical energy
Learning
activities/ events (e.g., remains the same
Competency
waterfalls, archery, during any process.
amusement rides)
When you plug on the Remind students about With the use of the Show students a
electric fan, what will the danger of the finished Turbine Model, PENDULUM. Let it Grade 9
Code happen? (List down
S9FE-IVc-39 materials they will be
S9FE-IVd-40 tell the students that oscillate for some time
S9FE-IVe-41
students responses.)
Trace and explain the using simple
in this aactivity.
Construct electricity
Perform is generated
the activities and
Explain howwhat
ask them Summative
energy transformation in Glue
turbine unit. bond
may burn, inusing
hydropower plant unit
the turbine by happens
mechanicalas the
energy is Test
ENGAGE skin or release gas that connecting the turbine’s pendulum swings to
DAILY TASK various activities. to demonstrate conserved.
may irritate the eye. shaft to a dynamo…
mechanical energy and fro. (Any
transformation. suspended object may
 Danger of injury
be used).
II. CONTENT: Work, Power and Energy from the pair of
III. LEARNING RESOURCES scissors and cutter.
Teacher’s Essential Question:
pp. 193-194 Essential
pp. 196-197Question: Essential
pp. 196-197 Question: Essential
p. 203 Question:
Guide: How will you trace and How to construct a How does the turbine How is mechanical
Learner’s Materials: explain energy
pp. 282-284 simple turbine unit? unit demonstrates
pp.287-288 energy conserved?
pp. 292-293
transformation in various mechanical energy
Physics LP Exemplar; Physics LP Exemplar;
EXPLORE activities? transformation?
Practical and Explorational Practical and
Additional Materials: Perform Activity on LM Perform Activity on LM Perform the Activity LM Perform the Activity
Physics Explorational
pages 283-284 and pages 283-284 and pages 285-287. LM
Physicspages 294-
answer the Guide answer the Guide 297and answer the
IV. LEARNING TASKS
Questions. Questions. Guide Questions.
Recall on the different Check on the activity Check the finished Recall on Potential and
• Identify all forms of •materials
Show students the to • From our recent • Did the bowling ball
forms of Mechanical assigned turbine model. Kinetic Energy;
energy involved in teachermade simple activity, what machine reach the tip of the
energy. (Refer to table 1 construct a simple examples of Energy
each of the processes turbine unit. can transfer the nose of the student
ELICIT and 2 of the LM). turbine unit. Transformations.
in the activity? •Show
Guidea students in
short video on motion of water into a volunteer? Did it rise
• Trace the energy constructing
how to constructtheir own
a simple mechanical form? higher or lower than
transformations by simple
turbine turbine unit by
unit. • What part of the its original height?
sketching and labelling following the machine/device • At what location(s) Quarter 4
the objects while in procedure on the LM. catches the water’s along the path of the
EXPLAIN
motion. motion? bowling ball is the
• Explain the energy • As the turbine ball’s kinetic energy
transformation in each catches the naturally the greatest?
process. moving water in its Why?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar blades and rotates, • At what location(s)
the generator along the path of the
receives the bowling ball is the
necessary force end ball’s
Grade 9
Page 29
begins to generate gravitational potential Grade 9

___________? energy the greatest? Quarter 4
 What mechanical Why?
energy transformation • At any given
occur in a turbine position, how do the
unit? loss in GPE compare
with the gain in KE?
• At any given
position, what is the
sum of GPE and KE
of the bowling ball?
Discuss students’ Test the functionality and Explain the students’ Discuss the short
responses in the durability of the turbine responses to the Guide activity in the beginning
beginning of the class. model of the students. Questions. of the class about the
ELABORATE
Explain the energy oscillating pendulum.
transformation involved in
the electric fan.
What energy Rubrics Hydropower plants Energy cannot be
transformation takes place • 5 points- if the capture the energy of ___(1)_____ nor
in: construction of the falling ___(2)_____ but
a. Hydroelectric power turbine model is ___(1)_____ to ____(3)_____ from
plant patterned from the generate one form to another.
b. Pendulums prescribed procedure _____(2)________. A The sum of all the
c. Roller coasters • 4 points- if the turbine energies in the system
d. A battery-run radio construction of the converts the is ___(4)_______. The
EVALUATE turbine model is _____(3)________ into Law of Conservation of
patterned from the mechanical energy. Mechanical Energy
prescribed procedure Then a generator states
but converts the that if friction is
with 1 deviation ____(4)________ from negligible,
the turbine into the sum of GPE and
• 3 points- if the
_____(5)_________. KE is ___(5)_______.
construction of the
turbine model is
patterned from the
Grade 9
Page 30
prescribed procedure but

Grade 9
with 2 deviations
Quarter 4
 2 or 1 points- if the
construction of the
turbine model is
patterned from the
prescribed procedure
but with more than 2
deviations
List at least 5 energy Cite the applications of Read on the Law of Consider the rising Construct a
transformation that occurs the turbine model in Conservation of and falling of a roller model to
in your home. Bring the demonstrating mechanical Mechanical coaster and apply the demonstrate
materials needed for energy transformations. Energy Law of that heat can
EXTEND activity 2.(LM p.282) Conservation of do work.
Mechanical Model
Energy. presentation
would be done
next meeting.
V. REMARKS
VI. REFLECTION
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with
Junior HS the lesson
Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
• Continue to
require
Remediation
Grade 9
Page 31
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
localized materials
did I use/discover?
Quarter 4
Page 32
Grade 9, Quarter 4 Prepared by: Checked by:

Daily Lesson Log Teacher: School
Week No. 5 Head:
Grade 9
Signature: Signature:
Date Date:
Submitted:

(Physics)
Page 33
I. OBJECTIVES
Content Standard The relationship among heat, work and efficiency.
Performance Analyze how power plants generate and transmit electrical energy.
Standard
Construct a model to Infer that heat transfer can be used to do work, and that work involves the
Learning
demonstrate that heat release of heat.
Competency
can do work.
Introduce a game – Show the set up of Show the Phet Show an improvised
LET’S GET MOVING. activity 1 “Heat and simulation set up. set up of cooking
Grade 9
Let the students pretend Internal Energy” in rice.
Code S9FE-IVe-42 toS9FE-IVf-43
be molecules of an module 3 p.306 When will the lid or
Presentation of Explain which
object the relationship
is a between heat, internal Explain
cover that when If
be displaced? Which
Elaborate
represents
the first
DAILY TASK Models energy and work.
classroom. What would make the work
the is done
cover will beheat is internal
law of energy in the
alcohol/mercury in the involve. what causes
displaced set
thermodynamics.
up?
II. CONTENT: Say: “No energy has laboratory thermometer
Heat, Work and Efficiency the displacement? Which represents
III. LEARNING RESOURCES entered the room.” go up? Is there any work?
(Students should work done in the set Which represents
Teacher’s pp. 209-210
stand still and close pp. 209-210 pp. 209-210 pp. 209-210
heat?
up?
Guide: together.)
Learner’s Materials: pp. 306-307 pp. 304-305 (First pp. 304-305 (First pp. 304-305 (First
“Energy has entered the Edition) Edition) Edition)
room.” (Students
Physics Exemplarshould Phet Simulations Physics Exemplar
Additional Materials:
ENGAGE wiggle and then walk (States of Matter) (Chapter 3 LP9)
IV. LEARNING TASKS and move around to
demonstrate
Unlock difficulties with When can we say work What happened if a Ask: How are work,
energy entering the
the use of Mix and Match is done? body does work? Like heat and internal
system.)
game like heat, work, for example the energy related?
temperature, internal human body did work?
“More energy enters the
energy. Recall the previous
ELICIT room.” (Students should activity.
move faster and jump up
and down to
demonstrate energy
entering the system.)
Quarter 4
Then have the students
stop and notice where
they are.
Presentation of Essential Question: Essential Question: Essential Question: Essential Question:
outputs and How does heat causes How are heat, How are heat and What does the first
discussion of the the increase in the internal energy and work related? law of
Junior
EXPLOREHS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
following: internal energy of water? work related? thermodynamic says
a) Materials used about heat, work and
b) Procedure internal energy?
Grade 9
Page 34
*How does your Perform the Activity in Students will perform Show the Phet Students will perform Grade 9
model demonstrate the LM pages 306-307 activity 1 “Heat and simulation (States of the “Intuitive Quarter 4
that heat can do and answer the Guide Internal Energy” of Matter) Introduction to the
work? Questions. module 3 p. 306 First Law of
Thermodynamics”
(Physics Exemplar)
• How would you • What causes the • When did the Discuss students’
compare the change in displacement of the responses on the
temperature of water temperature of the lid or cover activity.
before it is boiled, water? happen?
while it is boiling and • What causes the • What displaced the
after it is boiled? rising of the mercury cover or lid?
• Which pot contains in the thermometer? • How it is possible
water molecules with • Is there work done? to displace the
greater Kinetic • What did work? cover?
Energy? • To whom was work • When can an
EXPLAIN • Which pot has a done? object do work?
higher temperature? • What is internal • Explain that when
• What does the energy? work is done on/by
increase in the object heat is
temperature in the Lecturette: Heat, involved.
boiling pot indicate? internal energy and
work relationship. Lecturette: Positive
and negative work or
heat and its effect on
the internal energy of
the system
Discuss the game the Cite situations that Give examples of Cite applications of
students had played in internal energy of the instances that heat the first law of
the beginning of the body increases due to can do work (e.g. thermodynamics (e.g.
class relating it on how heat and when internal internal or external ironing clothes).
ELABORATE
Junior HS Science Weekly Lesson Log & Lesson Planheat causes the increase
Exemplar energy increases work combustion engines, First Version: November 2016
in the internal energy of can be done. (steam electric heater).
water. engines, human body,
electric machineries)
Grade 9
Page 35
Rubric: Modified True or False. True/False Explain how heat can Complete the
A. Construction 1. Temperature is the 1. The more heat do work in an electric Statement:
1. Sturdiness and measure of the the body absorb the heater.
neatness average higher its internal The change in a Grade 9
2. Creativity kinetic energy of energy. Rubric system's Quarter 4
B. Presentation molecules. 2. At constant 5 - Answer is __1__ is equal to the
2. Heat is the process temperature, the appropriate to the __2__ between heat
1. Justification
of energy transfer. internal energy of the question. Content is __3__ the system
2. Physics
3. One calorie of heat system decreases as factually correct. from its surroundings
principle is
is required to raise more work is done by and work __4__ the
applied
the temperature of the system. 3. Heat is 4 - Answer is __5__ on its
3. Communication added to a system appropriate to the surroundings.
skill is one gram of water
by one degree which does no work, question.
manifested thus its internal energy Content have one
Celsius.
decreases. factual error.
EVALUATE SCORING: 4. 80 degree Celsius is
4. Work is done by
5- if all criteria are the boiling point of 3 - Answer is
the system which does
met water. appropriate to the
not gain nor loss heat,
4-if 4 criteria are 5. Increase in its internal energy question.
met temperature means decreases. Content have two
3-if 3 criteria are an increase in the 5. The internal factual errors.
met internal energy of energy of the system
2- if 2 criteria are the water. increases as the 2 - Answer is
met system do more heat is appropriate to the
1-if 1 criterion is absorb than the work question.
met done by the system. Content have
significant factual
errors.
1 - Content unrelated
to question.
Read pp. 304 – 305: Do you think heat is State the first law of Read pages 306-307
Heat and Work needed to do work? thermodynamics. of the Learner’s
Why or why not? Compare it to the law Module.
of conservation of
EXTEND
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar energy. Read about First Version: November 2016
the different
thermodynamic
processes.
Grade 9
Page 36
Grade 9
Quarter 4
V. REMARKS
VI. REFLECTION
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help
Junior HSme solve?
Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 9
Page 37
What innovation or
localized materials
did I use/discover?
Quarter 4
Page 38

Teacher: School
Daily Lesson Log
Date Date:
Submitted:
Grade 9

(Physics)
Page 39
I. OBJECTIVES
Standard
Learning Infer that heat transfer can be used to do work, and that work involves the release of heat.
Competency
Code S9FE-IVf-43
Solve problems involving Summative Explain the second law Explain the stroke cycle Discuss heat pump.
the first law Assessment of thermodynamics. of gasoline engine and
DAILY TASK
the efficiency of an
engine.
II. CONTENT: Heat, Work and Efficiency
Teacher’s pp. 209-210 p. 211 pp. 212-214 pp. 211-212
Guide:
Show a picture of a Show to the class a Show students an animated Show students an
complete diet breakfast. glass of hot water. Ask slide show of the four-cycle enlarged picture of a
Ask: How much work can questions like: 1. If we stroke of a gasoline engine refrigerator with its
you do in eating this? How leave this glass for some (www.animatedengines.com). detailed cross- Grade 9
much is the internal time, what will happen to section.
Learner’s Materials: energy
ENGAGE pp. 304-307
of your(First
BodyEdition)
in the p. 307 (First edition)
water? pp.312-314 pp.309-311
Physics
eating this? Exemplar Physics
2. Will heat moveExemplar
from Physics Exemplar Physics Exemplar
Additional (Chapter 3 LP9) hot (Chapter 3, LP10)
water to the
Materials: Practical and Explorational surrounding or from the
Physics surrounding to the hot
IV. LEARNING TASKS water?
Essential
Who canQuestion:
write the Essential Question:
State the first law of Essential
GatherQuestion:
ideas on students’ Essential Question:
Recall on the difference
How much workexpression
mathematical is done by of What do you think is
thermodynamics. What are the stroke
assignment cycle
on heat What is a aheat pump?
between
anthe
object which
first law of absorbs a the natural tendency of gasoline engine and
engine and the four-cycle spontaneous and a
certain amount of heat?
thermodynamics and tell (direction) of heat flow? the efficiency
stroke of aofgasoline
the non-spontaneous
ELICIT what do the different engine?
engine. process.
symbols or letters mean? Students will perform Perform Activity in the LM Perform the Activity in
EXPLORE
activity pages 313-314 and answer the LM pages 309-311
Student will analyse the
“2nd Law of the Guide Questions. and answer the Guide
sample problem given on
Thermodynamics Questions.
page 306 and answer TRY Quarter 4
(b)” from Physics
THIS on page 307.
Exemplar
Explain the answer to the Discuss student’s • What happens to the gas • How does a
seatwork problem. responses to the guide if it is heated inside the refrigerator work?
questions in the activity. engine’s cylinder? • Describe a
W = 40J • What happens to the compressor? How
Q= Lecturette: Entropy piston and gases during does it work? What
120J U compression stroke? gas is inside the
=? • What is the function of the compressor which
EXPLAIN U=Q – W spark plug? What is its has a low boiling
= 120J – 40J effect to the mixture’s point?
= 80J temperature? • What happened to
• Describe the piston and the hot gas
the gases during the produced by
power stroke. compression?
• How does a
condenser function?
Grade 9
Page 40
 In exhaust stroke, what • What happens to the
happens to the piston pressure and heat in Grade 9
and the mixture of the evaporator?
Quarter 4
gases? • When does the cycle
repeat?
• The compressor,
condenser and
evaporator are the
essential parts of
what home
appliance?
• An air conditioner is
an example of a
_________?
• What is a heat
pump?
Printed on the When you are in an air Discuss the animation Discuss the essential
containers/wrappers of conditioned room you are shown in the beginning of parts of the refrigerator
instant food are nutritional always told to close the the class explaining and how it function as
ELABORATE
facts. What do these facts door because the “cold” further the strokes of heat pump
tell you? will go out. gasoline engine and its
Why? efficiency.
Solve the following A. Fill in the blanks with 1. What is the 1. A _______ is a
problems: 1. The internal the correct answer. function of a heat device which
energy of a system is engine? reverses the
initially 25J. the system Unless ___1___is done, 2. What is the correct direction of the heat
does 24J of work. What is heat can only be sequence of four-cycle flow from a _______
the system’s final internal transferred from a body stroke of gasoline to a ________.
energy when a total of 36J or place of engine? 2. Give two
EVALUATE
of energy is added to the __2___temperature to a 3. Why is heat engine examples of heat
system by heat? body not 100% efficient? pump.
or place of A. Because all mixture
Junior HS Science Weekly2.Lesson
WhileLog
a gas does 400J
& Lesson Plan Exemplar ____3___temperature. of gases is converted First Version: November 2016
of work on its surroundings, into work
900J of heat is added to
the gas. What is the
Grade 9
Page 41
change in the internal B. Tell whether the B. Because engine Grade 9

energy of the gas? following sentences is needs to be cooled Quarter 4
TRUE or FALSE: down
4. The second law of C.All of the gases are
thermodynamics used up by the
constrains the operation engine
of a heat engine such that D.Some of the gases
it sets limits on the are taken up by the
possible efficiency of the piston 4. What
machine and determines causes thermal
the direction of energy pollution?
flow. A. Exhaust of different
vehicles
5. The efficiency of B. Exhaust from
heat engines is different industrial
maximized when the cold engines
reservoir is as cold as C.Degradation of water
possible, and the hot D.All of them
temperature is as hot as
possible.
Study the second law of Can the natural process Point out to students that The second law of
thermodynamics. of heat flow be reversed? THERMAL thermodynamics states
If yes, in what way? If no POLLUTION can be that heat will never by
EXTEND why? lessened by itself flow from a cold
developing alternative temperature to a hot
energy sources… temperature. Apply this
to heat pump.
V. REMARKS
Grade 9
Page 42
VI. REFLECTION
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
I use/discover?
Quarter 4
Grade 9
Page 43

Teacher: School
Daily Lesson Log
Date Date:
Submitted:
Grade 9

Quarter 4
Page 44
I. OBJECTIVES
Standard
Infer that heat transfer can be used to do Explain why machines are never 100-percent efficient.
Learning
work, and that work involves the release of
Competency
heat.
Code S9FE-IVf-43 S9FE-IVf-44
Investigate if the reverse of Summative Define thermal efficiency and Explain why machines Summative
DAILY TASK
the second law happens. Assessment solve problems involving it. are never 100% efficient. Assessment
II. CONTENT: Heat, Work and Efficiency
Teacher’s pp. 211-214 pp. 214-215 pp. 214-215
Guide:
Learner’s Materials: pp. 309-313 (First Edition) pp. 314-315 (First Edition) pp. 316-317 (First Edition)
Additional Physics Exemplar (Chapter 3, Practical and Explorational
Materials: LP10) Physics
IV. LEARNING TASKS
State the Second Law of Recall the concepts on Recall the equation of
ELICIT
thermodynamics. gasoline and diesel engines. efficiency.
Grade 9
Students
Which is will perform
easier to do:Activity
make a3 Students
Which is will
more analyse thea
efficient Students will perform
Are you 100% efficient
“glass
The of warm water cold to sample problems in page
gasoline engine or a diesel 315 activity
worker?5Why or why not?
Reverse of It” on page
room temperature or to309-311
make a and solveWhy?
engine? the seatwork. “Fill
CanMe youIn” on page
convert all 316
the of
ENGAGE
ofglass of water at room the
energy of your body to
Learner’s
temperatureModule
become hot? An engine takes in 9000J and Learner’s
work? Why Module
or why not?
Why? does 1700J of work each cycle
Essential Question: while operating
Essential at temperatures
Question: Essential Question:
0 0
What is needed in order to 650 C and 370 C. What
How efficient are the is the of
engines Why don’t we have
EXPLORE engines’
reverse the natural process of the cars?actual efficiency? 100% efficient
1.heat flow?
How was the refrigerator Discuss the answer of the When
machine?do machines have
able to remove heat from the sample problems and the the least thermal Quarter 4
fridge? seatwork. a. QH = 9000J efficiency?
Qc = 1700J
2. How was the air 𝐸𝑓𝑓. When do machines have
condition unit able to remove 𝑄𝐶 the highest thermal
heat from the room? =1− 𝑥 100% efficiency?
EXPLAIN
𝑄𝐻
Lecturette: Can a machine attain 100%
Spontaneous and Non- 1700𝐽 efficiency? Why or why
spontaneous process =1− 𝑥 100% not?
9000𝐽
= 1 − 0.18 𝑥 100% =
82%
What appliances contribute Why do we have super coolant Have you heard of super
more to the electrical fluid for the cooling system of coolant liquid used in the
consumption of the household? the cars? cooling system of motor
vehicles? Why do you think
mechanical engineers
ELABORATE invented as such?
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar Have you seen drivers
putting water into their
cooling system as they hike
up a mountainous trail?
Grade 9
Page 45
Why do you think they are Grade 9

doing that? Quarter 4
A. Fill in the blanks with the Fill in the blank. True/ False
correct answer. Thermal efficiency is the ratio of 1. There is a 100%
1. _______ is needed for the ______ done to the _______ efficient machine if friction is
heat to flow from higher provided. eliminated.
temperature environment to 2. The closer the
lower temperature environment. Solve. temperature of the cooling
2. ________ is a device that An engine takes in 9000J and system of a vehicle to the
transfers heat from cold does 1700J of work each cycle temperature of the motor the
reservoir to hot reservoir. while operating at temperatures more efficient the vehicle.
3. ________ is the fluid that 6500C and 3700C.what is the 3. If more water is
absorbs the heat from the maximum efficiency of the added to the cooling system
EVALUATE
interior part of the refrigerator. engine? of a motor vehicle it will
4. The fluid used in air attain 100% efficiency. 4.
conditioned unit and refrigerator The farther the values of
can easily be _________ so that temperature of the cooling
it can be repeatedly used. system and the operating
5. ________ is the part of system of the vehicle the
the air conditioned unit that more efficient the vehicle.
transfers heat from refrigerant to 5. Thermal efficiency is the
the surrounding air. ratio of the amount of work
done using the heat
provided to a machine.
What device that is very useful Do we have cars with 100% Compare heat engines and
EXTEND today which works with similar efficiency? Why or why not? geothermal power plants.
principle of the heat pump?
V. REMARKS
Grade 9
Page 46
VI. REFLECTION
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
I use/discover?
Quarter 4
Grade 9
Page 47

Teacher: School
Daily Lesson Log
Date Date:
Submitted:
Grade 9

Quarter 4
Page 48
I. OBJECTIVES
The relationship among heat, Generation, transmission and distribution of electrical energy from power plants
Content Standard
work and efficiency. (hydroelectric, geothermal, wind, nuclear) to home.
Analyze how power plants
Performance
generate and transmit Making a diorama of power generation, transmission and distribution.
Standard
electrical energy.
Explain how heat transfer
Learning and energy transformation
Explain how electrical energy is generated, transmitted and distributed.
Competency make heat engines like
geothermal plants work.
Code S9FE-IVg-45 S9FE-IVh-j-46
Discuss how heat transfer Explain how electrical energy Compute the cost of Discuss how
and energy transformation magnetism Summative is generated, transmitted and
DAILY TASK
make heat engines like electrical energy produces electricity. Assessment
geothermal plants work. distributed from power plants. consumption.
II. CONTENT: Heat, Work and Efficiency Electricity and Magnetism
Teacher’s pp. 218-220 p. 222 pp.223-224
Guide:
Learner’s Materials: pp. 322-330 (First pp. 332-334 (First pp.334-337 (First
Edition) Edition) Edition)
IV. LEARNING TASKS Grade 9

https://www.youtube.com/wat
What are heat engines? Recall Physics Lesson Exemplar
the differences and ReviewPhysics
how electricalLessonRecall
Physics
how power plant Lesson
ch?v=WRR7yL3bbGY
What are geothermal Navaza,
similarities of D C. and
heat Valdez,
engines Exemplar
energy (Chapter 6,works.
is generated, Exemplar (Chapter
What device is 6,
B J. LP9) LP15) among power
Additional power plants? and geothermal power transmitted and common
Physics
plants. What is the distributed from power that converts the stored
Materials:
important end product of plants. What electric energy of the source to
each? cooperative is responsible electrical energy?
ELICIT for distributing electrical
energy to your Quarter 4
household? In exchange
of it we pay the agency
for our electrical energy
consumption stated in our
electric bill.
Present pictures or Show pictures of water Let students compare What “magic” does a
illustration of heat falls and volcanoes. their electric bills. generator have that it was
engines (preferably able to convert the
those of motor vehicle or Do this water form and Do you pay the same different forms of energy
ENGAGE ICE) and geothermal land form possessed amount for your electric stored at the source into
power plants. energy? Why or why not? bill? What makes the electrical energy?
Ask: Are these two the difference?
same? How can the energies of
Why or why not? these reach our home?
Essential Question: Essential Question: Essential Question: Essential Question:
What are the similarities How is electrical energy How is the cost of How does magnetism
and differences of heat generated, transmitted electrical energy produce electricity?
engines and geothermal and distributed from computed?
power plants? power plants?
EXPLORE Students will view a Students will perform Students will perform Students will observe a
video which shows how activity 2 “Tracing Power” activity teacher’s demonstration
a geothermal power on pages 328330 of the “Electrical Energy on setting up a simple
Junior HS Science Weeklyplant works.
Lesson Learner’s
Log & Lesson Plan Exemplar Module Consumption” from electric generator
Firstand
Version: November 2016
Physics Exemplar working electric
Chapter 3 LP9. generator.
Grade 9
Page 49
Students will answer the Grade 9

guide questions in the Quarter 4
activity 3 “Light Me Up” on
page 335-336 after
reading the concepts
about generator.
How do heat engines Discussion of student’s Discussion of student’s Discuss student’s
work? How does a responses on the activity. responses on the responses to the guide
geothermal power plant activity 1. Enumerate questions.
works? Lecturette: Power the factors that affect
transmission and the electrical energy Lecturette: Working
What is/are the generation including consumption of an principle of generators
similarities between the electrical energy appliance. 2. How will (Electromagnetic
EXPLAIN two? consumption. you solve for this induction)
amount of energy?
What is/are the 3. Give ways that would
differences between the help save electrical
two? energy.
Lecturette: Distribution
charge, generation
charge and system loss.
Do you think human What kind of power plant is A classroom has four- What is usually used as
body is similar to heat built in Negros? Why? 40W fluorescent lamps. If temporary power source
engines? Why or why these are used for 8 when there is power
not Which place/ province in hours, how much interruption?
the Philippines uses wind energy is consumed
power? and how much will it
Why? cost the school if the
ELABORATE
rate is P10/kWh, the
Which place/ province in electric cooperative
the Philippines uses charges P8/kWh for
nuclear power? generation and 10% for
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar
Why? transmission. First Version: November 2016
Grade 9
Page 50
Complete the table below: Draw flow chart showing Solve the problem: Explain how magnetism
Heat Geothermal how energy from the A household consumed produces electricity.
engine power plant earth’s interior, waterfalls, 240kWh of electrical Grade 9
Source wind and nucleus of the energy, how much will Rubric Quarter 4
of atom able to reach the have to pay at the rate of 5 - Answer is
energy
household in the form of P15.50/kWh for a month if appropriate to the
Form of
electrical energy. electric cooperative question. Content is
energy
at the charges P5.00/kWh for factually correct.
source generation and 8% for
How it transmission. 4 - Answer is
works appropriate to the
Form of question.
energy Content have one factual
produce error.
d
EVALUATE
3 - Answer is
appropriate to the
question.
Content have two factual
errors.
2 - Answer is
appropriate to the
question.
Content have significant
factual errors.
1 - Content unrelated to
question.
Read how electrical Bring your household’s Answer TAKE HOME Prepare and finalize your
energy is generated from latest electric bill. TASK on diorama for evaluation
geothermal power plants Read and discuss among page 334 of Learner’s next week.
and other sources. your group mates the Module
EXTEND “Performance Task
Diorama Making”. Make
one diorama for each
group to be passed next
week.
Grade 9
Page 51
V. REMARKS Grade 9
Quarter 4
VI. REFLECTION Page 52
No. of learners who
earned:
• 80% and above
• Below 80%
Did the remedial
learners who:
• Have caught up
with the lesson
• Continue to
require
Remediation
Which of my
teaching
strategies worked
well Why did
these work?
encounter which my
can help me solve?
What innovation or
I use/discover?
Grade 9

Teacher: School
Daily Lesson Log
Date Date:
Submitted:

Grade 9, Quarter 4

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Department of Education

Negros Island Region

Grade 9 School Grade Level 9 Grade 9

5. Initial velocity affects Grade 9

Prepared by: Checked by:

Grade 9, Week 1, Day 5

A.Range vs. Firing Angle

B.Range vs. Initial Velocity

Manner of Horizontal Distance (cm) (Range)

Grade 9 School Grade Level 9 Grade 9

IV. LEARNING TASKS Grade 9

Which of the two balls

What are the factors

What causes the

b.maximum height 2. Which of the Grade 9

B. Fill in the missing

Prepared by: Checked by:

Grade 9 School Grade Level 9

Fernando hits a .05kg Source:

What is the necessary

to ensure the safety of the

VI. REFLECTION Grade 9

Prepared by: Checked by:

Show a video clip of Fish-Lunch Giving the Rubrics for Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9

begins to generate gravitational potential Grade 9

prescribed procedure but

Grade 9, Quarter 4 Prepared by: Checked by:

Grade 9 School Grade Level 9

Prepared by: Checked by:

Grade 9 School Grade Level 9

change in the internal B. Tell whether the B. Because engine Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9

Why do you think they are Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9

IV. LEARNING TASKS Grade 9

Students will answer the Grade 9

Prepared by: Checked by:

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