Grade 9, Quarter 4

Department of Education
Negros Island Region

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

Quarter 4 aily Lesson Log Junior Teacher Learning Area Force, Motion & Energy (Physics)
HS Science Teaching Dates Quarter Fourth Page 1
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 Standard Propose ways to enhance sports related to projectile.
Describe the horizontal and vertical motion of projectile. Investigate the relationship between the angle of release and the
Learning Competency
height and range of the projectile.
Code S9FE-IVa-34 S9FE-IVa-35
Pre-Test Describe the uniformly Describe the uniformly Describe the trajectory of Relate the angle of release
accelerated motion accelerated motion horizontally fired and the height and the
DAILY TASK qualitatively and qualitatively and projectile and the range of the projectile for
quantitatively in horizontal quantitatively in vertical projectiles fired at an the entire flight.
dimension. dimension. angle.
Motion In Two Dimensions: Motion In Two Dimensions: Projectile Motion Projectile Motion
Uniformly Accelerated Uniformly Accelerated
II. CONTENT:
Motion: Horizontal Motion: Vertical Dimension
Dimension
III. LEARNING RESOURCES
Teacher’s Guide: G9 TG, pp. 164-168 G9 TG, pp164-168 G9 TG, pp.170-173 G9 TG, pp.172-173
Learner’s Materials: G9 LM, pp. 233-240 G9 TG, 235 - 242 G9 LM, pp 242-245 G9 LM, PP. 246-248
Physics Exemplar LP, Chapter 2 Physics Exemplar LP, Physics Exemplar LP, Physics Exemplar LP,
Chapter 2 Chapter 2 Chapter 2
Physics(Modular Approach); Physics(Modular Approach); Physics(Modular Approach);
Additional Materials:
Alicia Padua and Ricardo M. Alicia Padua and Ricardo M. Alicia Padua and Ricardo M.
Crisostomo, 2nd Edition, Crisostomo, 2nd Edition, Crisostomo, 2nd Edition,
pp. 56-58 pp.60-62 pp. 60-62
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
IV. LEARNING TASKS Grade 9

Drill/Revisiting the prior Drill/ Recall their knowledge about A.Show the linear What makes the shape of the path Quarter 4
knowledge on speed, velocity free falling bodies. horizontal graph, v-t graph of the ball thrown horizontal Page 2
and acceleration. 1. What is gravity? for objects rolling projectile curved?
( Defining the word using Mix & 2. What is the acceleration due to horizontally and
Match strategy) gravity on earth? acceleration – time graph Are there other forces aside from
3. Is the rate of gravity for objects rolling down an gravity acting on the ball after it is
(acceleration) the same for all incline. released?
objects on earth? Complete the sentence: A
ball rolling horizontally
has a velocity that is
and an acceleration
ELICIT
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 diagram, Consider Figure 2 a stone dropped Improvised Dart Game
plot on the board the possible from a cliff. Mark a target on the board.
position of airplane for every What happen to the distance Challenge the students to hit
ENGAGE second. travelled of the stone for equal time the target by throwing chalk
1. What do you think should interval? to it from the back of the
be the position of the airplane In figure 3, the ball is thrown classroom.
preparing for takeoff? upward, what happen to the
2. How will you describe the ball when it reaches the maximum Allow 10 students to try. Grade 9
speed of the plane from rest height. Why? Quarter 4
until it takes off? Let us try to find out in the next After the activity, ask the Page 3
activity. 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 uniformly How will you describe the How does the angle of release
uniformly accelerated motion accelerated motion qualitatively and trajectory of horizontally relate to the height and range of
qualitatively and quantitatively in quantitatively in vertical fired projectile? the projectile for the entire
EXPLORE
horizontal dimension? dimension? What is the shape of the flight?
trajectory fired projectiles at
an angle along an incline plane?
Perform Activity no. 1 Perform Activity no 2 and 3. Demonstration Refer to Activity in Lesson Grade 9
Roll, Roll and Away! An Object Launched Exemplar Plan Quarter 4
horizontally and Projectile at an Projectile
Page 4
angle. (Firing Angle, Initial Velocity,
and Range)
See Attached Activity Sheet
A. Answer Guide Questions nos. A. Answers Guide Questions nos. Sketch the trajectory A. Fill in the tables in the
1-4. 5-9 horizontally fired projectile. activity sheet
How will you describe the
B. Show the derivation of B. How are equations involving trajectory fried projectile? Lecturette:
equations. UAM in vertical dimension The diagram of trajectory of
derived? Sketch the trajectory fired projectile projected at various
What are the derived projectile at an angle. angles with the same speed and
EXPLAIN equations for problems What is the shape of the trajectory of projectiles with
involving UMA in horizontal Illustrative Example:: trajectory for projectiles fired and without air resistance.
dimension? The acceleration of gravity on at an angle along?
C. Show illustrative example the moon is 1.62 m/𝑠2. A ball is
dropped on the moon from a Lecturette: Horizontal
height of 1.5m. Determine the projections and projections at
time for the ball to fall to the arbitrary angles
surface of the moon.
Let the students solve sample Bryan is bouncing in a Show some video clips on youth A baseball batter wants to hit the
problems relating to UMA in trampoline while holding a sports events. ball such that it would land as far
horizontal dimension. bowling ball. As his feet leave the Let the students observe the as possible. What factors
trampoline, he lets go of the different kind of motion Should he consider in order to
ELABORATE bowling ball. If Bryan held on to demonstrated. satisfy his goal?
the ball as his feet leave the What are the two-
trampoline, will he go higher, dimensional motions you have (The batter should aim to bat the
the same or at lower height? noticed from the sports events? ball at 450 and use the
Why? maximum force possible)
A.An object that is Maria throws the ball straight up Make a sketch and describe the Multiple Choice: Grade 9
accelerating uniformly the with an initial velocity of shape of the trajectory of the 1. At what firing angle does Quarter 4
velocity over time and 5m/s. following:( 5pts each) an object (projectile) travel the Page 5
the displacement is 1. What is its velocity at the 1. Horizontally fired longest distance or attain
. highest point? projectile maximum range?
2. What is its acceleration at 2. Projectiles fired at an a. 45̊ b. 40̊ c. 70̊ d. 65̊
B.A car has a uniformly the highest point? angle 2. How does the firing angle
accelerated motion of 5 m/s2. 3. What is its velocity when it influence the range?
Find the speed acquired and returned to the elevation from Rubrics: a. the greater is the firing
distance traveled in 4 seconds where it was thrown? 5 points – Made a correct angle, the shorter is the
from rest. (Vf = 20 m/s, d = 4. What is its acceleration just sketch and complete range.
40m) before it hits the ground? description of the trajectory 4 b. the less is the firing angle,
5. After 2 seconds, what is the points – Made a correct the shorter is the range.
acceleration of the ball? sketch but incomplete c. the greater is the firing
description of the trajectory 3 angle, the longer is the range.
EVALUATE
points – Made an incorrect d. both b & c
sketch but complete 3. At the same speed, which of
description of the trajectory. 2 the following firing angle will
points – Made an incorrect have the same range?
sketch and incomplete a. 70̊ & 10̊
description of the trajectory. 1 b. 20̊ & 80̊
point – tried to answer c. 30̊ & 60̊
d. 40̊ & 35̊
4. Which of the following firing
angle can reach the higher
peak?
a. 55̊
b. 40̊
c. 65̊
d. 75̊
5. Initial velocity affects the Grade 9

range such that the greater the Quarter 4
initial velocity, the Page 6
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: What are the projectile Showing the graphs:
A train accelerates to a speed of A carpenter on the roof motions in the sports events like a. Height of Fall vs Average
20m/s over a distance of accidentally drops a nail that hits basketball, volleyball and Range
150m. Determine the the ground after 2.5 seconds. baseball you have noticed? b. Height of Fall vs Time of
acceleration (assume 1. How high is the roof? Fall
uniformly of the train. ( d=31m) (Making free throws, serving a c. Average range vs Time of
EXTEND
( a = 1.3 m/s ) 2. What is the velocity of the volleyball and batting a fall
nail just before hitting the baseball) d. Height of fall vs square time of
ground? Fall
( 𝑣𝑓 = 25m/s ) What can you infer from graph
a,b,c and d.
Refer to TG, pp.174-175
V. REMARKS
VI. REFLECTION
From the evaluation,
No. of learners who earned:
 80% and above
 Below 80%
Did the remedial lessons Grade 9

Work? No. of learners who:
Quarter 4
 Have caught up
with Page 7
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?
Prepared by: Checked by:

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

Grade 9
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).
Horizontal Distance (cm) (Range) Average Range
Angle Trial 1 Trial 2 Trial 3 (cm)
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)

Pressing the Trial 1 Trial 2 Trial 3 Average Range (cm)
Trigger
Light and Slow
Strong and
Sudden
I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standard The Learners shall be able to propose ways to enhance sports related to projectile motion.
Learning Competency Investigate the relationship between the angle of release and the Relate impulse and momentum to collision of objects (e.g.,
height and range of the projectile. vehicular collision).
Code S9FE-IVa -35 S9FE-IVb -36
 Solve problems involving projectile motion:  Define momentum and impulse conceptually
Launched horizontally and projectile at an angle. and operationally; and Investigate the factors
that affect momentum and the force of impact
DAILY TASK
on moving object.
 Solve problems on momentum.
Problems involving in Projectile Motion Momentum & Impulse CATCH -UP FRIDAY
II. CONTENT:
Problems involving Momentum
Teacher’s Guide: G9 LM, pp. 176-183 G9 LM, pp 256-264
Learner’s Materials: G9 LM, pp. 176-183 G9 LM, pp 256-264
Exemplar Physics LP, Chapter 2, Projectile Motion Exemplar Physics LP, Chapter 2
Physics (Modular Approach); Alicia Padua and Ricardo M. Physics (Modular Approach); Alicia Padua and Ricardo
Additional Materials: Crisostomo, M. Crisostomo,
2 Edition, pp 60-62.
nd 2nd Edition, pp76-78.
GRADE 1 to 12
School AGUSAN NATIONAL HIGH SCHOOL Grade Level 9
DAILY LESSON Teacher Mrs. LETECIA S. VILLANUEVA Learning Area SCIENCE
LOG Teaching Dates and Time April 22-25, 2024
(MW- 12:00 – 6:00 PM) Quarter FOURTH QUARTER
(TTHF – 8:40-10:00, 1:20- 4:00 PM)
IV. LEARNING TASKS
Review trigonometric functions (SOH- CAH-TOA) in resolving X Recall the Laws of Motion, Law of Inertia and Law of
and Y components. Acceleration.
Which of the two balls of the same masses is hard to stop?

A. A ball thrown with high speed.
ELICIT 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 Sports Show picture of sports where  Showing two vehicles moving of the same
projectile motion is manifested. velocity but having different masses. If the two
Refer to Exemplar LP , Chapter 2, Projectile Motion. vehicles suddenly lose their breaks and crash
ENGAGE against the brick wall, which do you think be more
damaging?
 Considering the two identical cars. Car A is
travelling 100km/h and Car B is travelling at 40
km/h.
 Ask the students to predict which of the two cars
has more momentum?
Essential Question: Essential Questions:

EXPLORE How will you solve problems on Projectile Motion? What is momentum? What is the operational meaning of
Momentum? What is impulse?
How do you solve the momentum of the object?
What is the operational
meaning of impulse? What
are the factors that may affect
the motion of objects?
Lecturette: Perform Activity no.6

Formulae for Projectile Motion: Investigating Momentum
a. Horizontal 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 ground is level,
a. In how many seconds
will the
stone reach the
ground?
b. How far on the
ground will it reach?
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--
Ask some volunteers to solve the problems on the board.  What is momentum of object referred to?
Check the solutions given by the students  What is the operational meaning of momentum?
What is Impulse?
What is the formula in calculating the range of a projectile?  How I does the formula of impulse is derived from
The total time of flight? The highest point in its trajectory? Newton’s Law of Acceleration?
EXPLAIN Horizontal component of the velocity? Vertical component of the  What is the operational meaning of impulse?
velocity? 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 can throw a dart of Consider the two identical cars. Car A travels
dashboard from a distance of 20 m and hit the 5.0 80km/h and Car B is traveling at 39km/h.
cm wide bull’s eye if he throws the dart Which of the two cars is difficult to stop?
horizontally with a speed of 20 m/s. He starts the Which has more momentum?
throw at the same height as the top of the bull’ eye. The two 50 kg cars is traveling along a
ELABORATE
Will Anton hits straight path. Car A is travelling 100km/h
the bull’s eye? (dy = 4.9cm) and car B is travelling 40km/h. Which of the
two identical cars
has more momentum? Why?
Solve the problem : A. Multiple Choice:
An arrow is shot into the air with a velocity of 100 1. Which of the following is the formula for
m/s at an elevation of 450. Find the arrow’s: momentum?
EVALUATE a. time of flight A.1 𝑚𝑣2 B. 𝑚𝑎
b. maximum height reached 2
𝑚𝑑
c. range C. D. 𝐹𝑡
𝑡
2. Which of the following is true for 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 Test Solve the problem: Carol who weighs 60 kg is driving her
car at a speed of 25m/s. She sees a dog crossing the road
so she steps on the break to avoid hitting it. Her
seatbelt bring her body to stop in
EXTEND .040 s.
How do we relate the mass and velocity of objects to its
momentum and impulse?
a. What is the average force does the seatbelt exert on
her?
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 will be taken up next meeting.
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
Did the remedial lessons Work? No. of
learners who:
 Have caught up with
the lesson
 Continue to
require Remediation
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?

Grade 9, Quarter 3
Teacher: Mrs. LETECIA S. VILLANUEVA, MT-II Science Dept. Head: Mr. NASRODEN M. ALA, SSHT-III
Daily Lesson Log
Week No. __ Signature: Signature:
Date Submitted: April 22, 2024 Date: April 22, 2024
Quarter 4 Daily Lesson Log Teacher Learning Area Force, Motion & Energy (Physics)
Junior HS Science Teaching Dates Quarter Fourth Page 17

I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standard The Learners shall be able to propose ways to enhance sports related to projectile motion.
Learning Competency Relate impulse and momentum to collision of objects Infer that the total momentum before and after collision is equal.
(e.g., vehicular collision).
Code S9FE-IVb -36 S9FE-IVb -37
Solve problems on force of Summative State the law of Explain the Law of Apply the Law of
DAILY TASK impact. Test Conservation of Momentum. Conservation of Momentum. Conservation of Momentum.
II. CONTENT: Problems involving Impact Force Law of Conservation of Momentum
Teacher’s Guide: TG, p 185 TG, pp. 186-187 TG, pp. 186-187 G9 TG ,pp. 186-187
Learner’s Materials: G9 LM, pp.263-264 G9 LM, pp.264-266 G9 LM, pp.264-266 G9 TM, pp.266-267
Physics (Modular Approach); Physics (Modular Approach); Physics (Modular Approach); Physics (Modular Approach);
Alicia Padua and Ricardo M. Alicia Padua and Ricardo M. Alicia Padua and Ricardo M. Alicia Padua and Ricardo M.
Crisostomo, 2nd Edition. p77 Crisostomo, 2nd Edition. p.79 Crisostomo, 2nd Edition. p.79 Crisostomo, 2nd Edition. p79- 80
Exemplar LP, Chapter 2 Exemplar LP, Chapter2 Exemplar LP, Chapter2 Exemplar LP , Chapter 2
Additional Materials: https://www.youtube.com/watc h? http://www.chez.com https://www.youtube.com/watc h?

v=AYgSVipnzl v=3WX7bweJK-k
https://www.youtube.com/watc h?
https://www.youtube.com/watc h? v=AYgSVi_pnzI https://www.youtube.com/watc h?
v=2E9fy8h6o1g v=LMaiVL8wQCc
https://www.youtube.com/watc h?
v=2E9fY8H6O1g

Review: Newton’s 2nd Law of Review: Definition of Momentum State the Law of Conservation of Types of Collisions Quarter 4
Motion (Law of Acceleration) and Types of Collision Momentum Can you identify which type of Page 18
ELICIT and the Impulse-Momentum collision is shown in each
Theorem, deriving the formula situation of figure 22
of Impulse. LM, p.269
Looking at figure 17a and 17b, Using Meter Sticks and Showing the video clip of 2 Demonstrate the collision of 2
Why can you not throw a raw marbles, show to the students the vehicle that stick together after balls of equal mass.
eggs against a wall without possible outcome of the collision.
breaking it, but you can through it collision. Is momentum conserved after What happen to the
with the same speed on a piece collision? momentum of ball A and B after
of cloth without breaking it? Position 2 Meter Sticks in such a collision assuming no external
way that it will serve as a track Source: http://www.chez.com force is applied?
for marbles to move and place 5
marbles such that they form a
ENGAGE train.
Ask students to predict how

many marbles will be dislodges is
you hit the 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 change in What is Law of Conservation of What is the condition for the How will you apply the Law of
EXPLORE momentum of the object, Momentum? total momentum of a system to be Conservation of momentum to
Impulse? conserved? practical situations like sports?
Let the students solve problem in Let the students to perform Refer to Guide Questions of Showing a Video clip on the Grade 9
pairs showing the application of Activity No. 8: Balloon Rocket. Activity No. 8 application of the Law of Quarter 4
Impulse-Momentum Theorem. Conservation of Momentum on Page 19
a rocket, jet plane and jelly
fish.
Fernando hits a .05kg golf ball,
giving it a speed of 65 m/s. What Source:
is the impulse doe he impart to the https://www.youtube.com/watc
ball? h?v=LMaiVL8wQCc`
How do you solve problems of Force Let the students answer questions When the total momentum of 1. What makes the rockets, jet
of Impact? nos. 41-45 the system before and after plane and jelly fish move?
collision is equal, what is the
State the Law of Conservation of change of momentum is equal to? 2. How does the principle of
Momentum. Conservation of Momentum
Use the mathematical equation on applied to Rockets, Jet plane
EXPLAIN Law of Conservation of and Jelly Fish motion?
Momentum.
What is the necessary condition

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

passengers? Quarter 4
Solve the problem: Fill up the missing word/s to Tell whether each of the Page 20
Automobile companies often test complete the statement. Supply the missing word/s: statement is True or False:
the safety of cars by putting them 1. A bug and a windshield of a
through crash tests to observe the 1 momentum of the system before In the 1 of external 2, the total fast-moving car collide. Tell
integrity of the passenger 2 is 3 to the Total 4 of 3 of a 4 is 5. whether each of the statement is
compartment. If a 1100kg car is the system 5. true or false.
sent toward cement with wall A. The change in the speed of
with a speed of 15 m/s and the the car and the bug are the same.
impact stops the car in 0.09 s, B.The change in the
with what average force is it momentum of the car and of
brought to stop? the bug is the same.
EVALUATE 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
VI. REFLECTION Grade 9

Quarter 4
Page 21
 80% and above
 Below 80%
Did the remedial lessons
 Have caught up
with
the lesson
 Continue to
require
Remediation
did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?



I. OBJECTIVES
Content Standard The Learners demonstrate an understanding of
projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standard The Learners shall be able to
propose ways to enhance sports related to projectile motion.
Learning Competency The Learners should be able to
examine effects and predict causes of collision-related damages/injuries.
Code S9FE-IVc -38
Solve problems involving the Differentiate elastic collision Develop and demonstrate a fun five-minute team drill Summative
DAILY TASK Law of Conservation of from inelastic collision. applying project concepts and principles to the learning Test
Momentum. and development of three motor skills in volleyball.
Problems Involving on Law of Difference between elastic Development and Demonstration of a Volleyball Team Drill
II. CONTENT: Conservation of Momentum collision and inelastic
Teacher’s Guide: G9 TG, pp. 186-187 G9 TG, p. 187 G9 TG ,pp. 188-189
Learner’s Materials: G9 LM, pp. 267-270 G9 LM, pp268-270 G9 TM, p271-274
Exemplar LP , Chapter 2 Exemplar Physics LP, Chapter 2
Physics (Modular Approach); Alicia Physics(Modular Approach);

Padua and Ricardo M. Crisostomo, Alicia Padua and Ricardo M.
Additional Materials: 2nd Edition. pp.80-83 Crisostomo, 2nd Edition, pp 79-80

1. State the Law of Conservation of Recall the factors that may affect the Projectile motion concepts and Quarter 4
Momentum. motion of the objects? principle: Page 23
2. Translate the statement in an 1. angle of release
ELICIT equation form. 2. range
3. Give the relationship among 3. height of Fall
mass and velocity of an object
before and after collision.
If you are chased by a carabao, Show a Video clip on collision
what is the best way so that you can between two cars in which both stick
safely escape from it? together:
1. What happened to the two
ENGAGE cars?
2. What happened to the two
cars after the impact?
(Source: http://www.chez.com.)
Essential Question: Essential Question: Essential Question:
How will you solve problems on Law What is the difference between elastic How do you develop and
of Conservation of Momentum? collision and inelastic collision? demonstrate the three motor
skills in five- minute team drill of
volleyball applying the
concepts and principle of
projectile motion?
EXPLORE
Analyze and solve problems on Law Activity Sheet Performance Task LM,
of Conservation of Momentum: Elastic and Inelastic Collision pp 271- 273
1. A 0.25-kg arrow with a velocity Materials: 2 Marbles, Modeling Clay
of 15 m/s to the east strikes and A. Elastic Collision
pierces the bull’s-eye of a 7.0-kg 1. Place one marble on a flat surface --End of Session--
(preferably smooth)
target. What is the final velocity of 2. Hit the marble that is at rest with Grade 9
the combined mass? the other marble (give it enough Quarter 4
initial velocity).
Page 24
2. A 50-kg astronauts eject 100g of 3. Note what happens before and after
gas from his propulsion pistol at a the collision.
velocity of 50 m/s. What is his
resulting velocity? B. Inelastic Collision
1. Stick modeling clay on one
Note: The teacher may give marble and place it on a flat
illustrative sample problem prior to surface.
the activity /problems given above. 2. Hit the marble that is 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 did you Answer the following questions: How will you apply the
encounter in solving the 1. What happens to the colliding concepts and principle of
problems? marbles in an elastic collision? projectile motion in learning,
2. Does your knowledge on Law of 2. What happens to the colliding developing, and
Conservation of Momentum help marbles in an inelastic collision? demonstrating the three motor
you in solving the problems? 3. What is the difference between skills in volleyball?
EXPLAIN 3. How will you solve the total elastic and inelastic collision?
momentum before and after
collision? Lecturette: The three types of
collision and the behavior of objects
before and after collision.
Show a video clip of Fish-Lunch Giving the Rubrics for Grade 9

Problem  Communication of Quarter 4
Source: Proposal Page 25
https://www.youtube.com/watch?v  Physics of Sports
ELABORATE =MK0B5hEU7OI Justification
 Movement
composition
 Performance
Solve the following problems: Multiple Choice: Checking their performance
1. Two .5 kg balls approach each 1. Which of the following based on the rubrics for
other with the same speed of 1.0 illustrates elastic collision? development and
m/s. What is the momentum of the A.a rolling metal ball the stuck to demonstration of a
Ball A and Ball B before collision a clay ball volleyball team drill.
and after collision? B.a bullet embedding itself in
the trunk of a tree
2. Alfred is 60 kg whizzes around C. two cars that were damaged
the ice skating rink with a velocity after crashing against each
of 3 m/s and suddenly sees his 35 kg other
small brother Aldrich at rest directly D.a billiard ball initially at rest
EVALUATE in his path. Rather than knock him moved after it was hit by a
over, he picks Aldrich up and speeding cue ball which in
continues in motion without turn stopped
stopping. Consider both as a part of 2. What happens to the
one system and no external force s momentum of the system after an
acting on them. What is the new inelastic collision?
speed of both boys after collision A.increases
B.decreases
C. becomes zero
D.stays the same
3. Which of the following is True Grade 9

about perfectly inelastic collision? Quarter 4
A.The objects stick together Page 26
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 bike Plan for the Demonstration of a 5- Study for the Summative Test. Read on the
with the velocity of 5 m/s going east. minute Volleyball Team Drill. Different
What is the total momentum of a girl Write the group proposal. Forms of
EXTEND
and a bike together? Assign materials to bring for the Energy and its
said task. resources.
Group discussion for the activity

will be taken in the next day.
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
Did the remedial lessons Grade 9

Quarter 4
 Have caught up
with Page 27
the lesson
 Continue to
require
Remediation
did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?



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

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

2 deviations Quarter 4
 2 or 1 points- if the Page 31
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 the Read on the Law of Consider the rising and falling Construct a model
transformation that occurs in turbine model in demonstrating Conservation of Mechanical of a roller coaster and apply the to demonstrate that
your home. Bring the materials mechanical energy Energy Law of Conservation of heat can do work.
needed for activity 2.(LM p.282) transformations. Mechanical Energy. Model presentation
EXTEND
would be done
next meeting.
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
Which of my teaching Grade 9

strategies worked well
Why did these work? Quarter 4
What difficulty did I Page 32
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?



I. OBJECTIVES
Content Standard The relationship among heat, work and efficiency.
Performance Standard Analyze how power plants generate and transmit electrical energy.
Construct a model to Infer that heat transfer can be used to do work, and that work involves the release of heat.
Learning Competency demonstrate that heat can do
work.
Code S9FE-IVe-42 S9FE-IVf-43
Presentation of Models Explain the relationship between heat, internal energy Explain that when work Elaborate the first law of
DAILY TASK and work. is done heat is involve. thermodynamics.
II. CONTENT: Heat, Work and Efficiency
Teacher’s Guide: pp. 209-210 pp. 209-210 pp. 209-210 pp. 209-210
Learner’s Materials: pp. 306-307 pp. 304-305 (First Edition) pp. 304-305 (First Edition) pp. 304-305 (First Edition)
Physics Exemplar Phet Simulations (States of Physics Exemplar
Matter) (Chapter 3 LP9)
IV. LEARNING TASKS
Unlock difficulties with the use of When can we say work is done? What happened if a body Ask: How are work, heat and
Mix and Match game like does work? Like for internal energy related?
heat, work, temperature, example the human body did
internal energy. work? Recall the previous
ELICIT activity.
Introduce a game – LET’S GET Show the set up of activity 1 Show the Phet simulation set Show an improvised set up Grade 9
MOVING. “Heat and Internal Energy” in up. of cooking rice. Quarter 4
Let the students pretend to be module 3 p.306
Page 34
molecules of an object which is When will the lid or cover Which represents internal
a classroom. What would make the be displaced? If the cover energy in the set up?
alcohol/mercury in the will be displaced what Which represents work?
Say: “No energy has entered the laboratory thermometer go up? causes the displacement? Which represents heat?
room.” (Students should stand Is there any work done in the
still and close together.) set up?
“Energy has entered the

room.” (Students should
ENGAGE
wiggle and then walk and
move around to demonstrate
energy entering the system.)
“More energy enters the room.”

(Students should move faster
and jump up and down to
demonstrate energy
entering the system.)
Then have the students stop and

notice where they are.
Presentation of outputs and Essential Question: Essential Question: Essential Question: Essential Question:
discussion of the How does heat causes the How are heat, internal How are heat and work What does the first law of
EXPLORE following: increase in the internal energy of energy and work related? related? thermodynamic says about
a) Materials used water? heat, work and
b) Procedure internal energy?
*How does your model Perform the Activity in the LM Students will perform Show the Phet simulation Students will perform the Grade 9
demonstrate that heat pages 306-307 and answer the activity 1 “Heat and Internal (States of Matter) “Intuitive Introduction to Quarter 4
can do work? Guide Questions. Energy” of module 3 p. 306 the First Law of Page 35
Thermodynamics”
(Physics Exemplar)
 How would you compare  What causes the  When did the Discuss students’ responses
the temperature of water change in temperature of displacement of the lid on the activity.
before it is boiled, while it the water? or cover happen?
is boiling and after it is  What causes the rising of  What displaced the
boiled? the mercury in the cover or lid?
 Which pot contains water thermometer?  How it is possible to
molecules with greater  Is there work done? displace the cover?
Kinetic Energy?  What did work?  When can an object do
EXPLAIN  Which pot has a higher  To whom was work work?
temperature? done?  Explain that when work
 What does the increase in  What is internal energy? is done on/by the object
temperature in the boiling heat is involved.
pot indicate? Lecturette: Heat, 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 students Cite situations that internal Give examples of instances Cite applications of the first
had played in the beginning of energy of the body increases that heat can do work (e.g. law of thermodynamics
the class relating it on how heat due to heat and when internal internal or external (e.g. ironing clothes).
causes the increase in the energy increases work can be combustion engines,
ELABORATE
internal energy of water. done. (steam engines, human electric heater).
body, electric
machineries)
Rubric: Modified True or False. True/False Explain how heat can do work Complete the Statement: Grade 9
A. Construction 1. Temperature is the 1. The more heat the body in an electric heater. Quarter 4
1. Sturdiness and measure of the average absorb the higher its internal The change in a system's Page 36
neatness kinetic energy of energy. Rubric 1 is equal to the
2. Creativity molecules. 2. At constant temperature, 5 - Answer is appropriate to 2 between heat
B. Presentation 2. Heat is the process of the internal energy of the the question. Content is 3 the system from its
1. Justification energy transfer. system decreases as more factually correct. surroundings and work
2. Physics principle 3. One calorie of heat is work is done by the system. 4 the 5 on its
is applied required to raise the 3. Heat is added to a system 4 - Answer is appropriate to surroundings.
3. Communication temperature of one which does no work, thus its the question.
skill is gram of water by one internal energy decreases. Content have one factual error.
manifested degree Celsius. 4. Work is done by the
EVALUATE 4. 80 degree Celsius is the system which does not gain 3 - Answer is appropriate to
SCORING: boiling point of water. nor loss heat, its internal the question.
5- if all criteria are met 5. Increase in temperature energy decreases. Content have two factual
4-if 4 criteria are met means an increase in 5. The internal energy of the errors.
3-if 3 criteria are met the internal energy of system increases as the
2- if 2 criteria are met the water. system do more heat is 2 - Answer is appropriate to
1-if 1 criterion is met absorb than the work done by the question.
the system. Content have significant
factual errors.
1 - Content unrelated to
question.
Read pp. 304 – 305: Heat Do you think heat is needed to State the first law of Read pages 306-307 of the
and Work do work? Why or why not? thermodynamics. Compare it Learner’s Module.
to the law of conservation of
EXTEND
energy. Read about the
different thermodynamic
processes.
Grade 9
Quarter 4
Page 37
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
did these work?
encounter which my
Principal/Supervisor can help
me solve?
What9innovation or
Grade
Quarter 4
use/discover?
Which I wish to share with Page 38
other teachers?



I. OBJECTIVES
Learning Competency Infer that heat transfer can be used to do work, and that work involves the release of heat.
Code S9FE-IVf-43
Solve problems involving the Summative Explain the second law of Explain the stroke cycle of Discuss heat pump.
DAILY TASK first law Assessment thermodynamics. gasoline engine and the
efficiency of an engine.
Teacher’s Guide: pp. 209-210 p. 211 pp. 212-214 pp. 211-212
Learner’s Materials: pp. 304-307 (First Edition) p. 307 (First edition) pp.312-314 pp.309-311
Physics Exemplar (Chapter 3 Physics Exemplar (Chapter Physics Exemplar Physics Exemplar
LP9) 3, LP10)
Practical and Explorational
Physics
IV. LEARNING TASKS
Who can write the mathematical State the first law of Gather ideas on students’ Recall on the difference
expression of the first law of thermodynamics. assignment on heat engine and the between a spontaneous and a
thermodynamics and tell what do the four-cycle stroke of a gasoline non-spontaneous process.
different symbols or letters mean? engine.
ELICIT
Show a picture of a complete diet Show to the class a glass of hot Show students an animated slide Show students an enlarged Grade 9
breakfast. Ask: How much work water. Ask questions like: show of the four-cycle stroke of picture of a refrigerator with Quarter 4
can you do in eating this? 1. If we leave this glass for a gasoline engine its detailed cross-section.
Page 40
How much is the internal energy of some time, what will happen to (www.animatedengines.com).
ENGAGE your Body in eating this? the water?
2. Will heat move from hot
water to the surrounding or
from the surrounding to the hot
water?
How much work is done by an What do you think is the natural What are the stroke cycle of What is a heat pump?
object which absorbs a certain tendency (direction) of heat flow? gasoline engine and the
amount of heat? efficiency of the engine?
EXPLORE Students will perform activity Perform Activity in the LM pages Perform the Activity in the
Student will analyse the sample “2nd Law of Thermodynamics 313-314 and answer the Guide LM pages 309-311 and
problem given on page 306 and (b)” from Physics Exemplar Questions. answer the Guide
answer TRY THIS on page 307.
Questions.
Explain the answer to the seatwork Discuss student’s responses to  What happens to the gas if it  How does a refrigerator
problem. the guide questions in the activity. is heated inside the work?
engine’s cylinder?  Describe a compressor?
W = 40J  What happens to the piston How does it work? What
Q = 120J Lecturette: Entropy and gases during gas is inside the
U =? compression stroke? compressor which has a
EXPLAIN U=Q – W  What is the function of the low boiling point?
= 120J – 40J spark plug? What is its  What happened to the
= 80J effect to the mixture’s hot gas produced by
temperature? compression?
 Describe the piston and the  How does a condenser
gases during the power function?
stroke.
 In exhaust stroke, what  What happens to the Grade 9

happens to the piston and pressure and heat in the Quarter 4
the mixture of gases? evaporator? Page 41
 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 containers/wrappers When you are in an air Discuss the animation shown in Discuss the essential parts of
of instant food are nutritional facts. conditioned room you are always the beginning of the class the refrigerator and how it
ELABORATE What do these facts tell you? told to close the door explaining further the strokes of function as heat pump
because the “cold” will go out. gasoline engine and its efficiency.
Why?
Solve the following problems: A. Fill in the blanks with the 1. What is the function of a 1. A is a device
1. The internal energy of a system correct answer. heat engine? which reverses the
is initially 25J. the system does 24J 2. What is the correct direction of the heat flow
of work. What is the system’s Unless 1 is done, heat sequence of four-cycle stroke of from a to a
final internal energy when a total can only be transferred from a gasoline engine? .
EVALUATE of 36J of energy is added to the body or place of 3. Why is heat engine not 2. Give two examples of
system by heat? 2 temperature to a body or 100% efficient? heat pump.
place of A.Because all mixture of
2. While a gas does 400J of work on 3 temperature. gases is converted into
its surroundings, 900J of heat work
is added to the gas. What is the
change in the internal energy of the B. Tell whether the following B. Because engine needs to be Grade 9
gas? sentences is TRUE or FALSE: cooled down Quarter 4
4. The second law of C. All of the gases are used up Page 42
thermodynamics constrains the by the engine
operation of a heat engine such D. Some of the gases are taken
that it sets limits on the possible up by the piston
efficiency of the machine and 4. What causes thermal
determines the direction of pollution?
energy flow. A.Exhaust of different
vehicles
5. The efficiency of heat B.Exhaust from different
engines is maximized when the industrial engines
cold 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 of heat flow Point out to students that The second law of
thermodynamics. be reversed? If yes, in what way? THERMAL POLLUTION can thermodynamics states that heat
If no why? be lessened by developing will never by itself flow from a
EXTEND
alternative energy sources… cold temperature to a hot
temperature. Apply this
to heat pump.
V. REMARKS

Quarter 4
Page 43
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?



I. OBJECTIVES
Infer that heat transfer can be used to do work, and that work Explain why machines are never 100-percent efficient.
Learning Competency
involves the release of heat.
Code S9FE-IVf-43 S9FE-IVf-44
Investigate if the reverse of the Summative Define thermal efficiency and solve Explain why machines are Summative
DAILY TASK second law happens. Assessment problems involving it. never 100% efficient. Assessment
Teacher’s Guide: pp. 211-214 pp. 214-215 pp. 214-215
Learner’s Materials: pp. 309-313 (First Edition) pp. 314-315 (First Edition) pp. 316-317 (First Edition)
Additional Materials: Physics Exemplar (Chapter 3, LP10) Practical and Explorational Physics
IV. LEARNING TASKS
State the Second Law of Recall the concepts on gasoline and Recall the equation of efficiency.
ELICIT thermodynamics. diesel engines.
Which is easier to do: make a glass of warm Which is more efficient a gasoline engine Are you 100% efficient worker? Why
water cold to room temperature or a diesel engine? Why? or why not? Can you
ENGAGE
or to make a glass of water at room convert all the energy of your body
temperature become hot? Why? to work? Why or why not?
Essential Question: Essential Question: Essential Question:
EXPLORE What is needed in order to reverse the How efficient are the engines of the cars? Why don’t we have 100% efficient
natural process of heat flow? machine?
Students will perform Activity 3 “ The Students will analyse the sample problems Students will perform activity 5 Grade 9
Reverse of It” on page 309-311 of in page 315 and solve the seatwork. “Fill Me In” on page 316 of the Quarter 4
Learner’s Module Learner’s Module
Page 45
An engine takes in 9000J and does 1700J
of work each cycle while operating at
temperatures 6500C and 3700C. What is the
engines’ actual
efficiency?
1. How was the refrigerator able to Discuss the answer of the sample problems When do machines have the least
remove heat from the fridge? and the seatwork. thermal efficiency?
a. QH = 9000J
2. How was the air condition unit able to Qc = 1700J When do machines have the highest
remove heat from the room? 𝐸𝑓𝑓. thermal efficiency?
𝑄𝐶
EXPLAIN Lecturette: =1− 𝑥 100% Can a machine attain 100% efficiency?
𝑄𝐻
Spontaneous and Non- spontaneous process Why or why not?
1700𝐽
=1− 𝑥 100%
9000𝐽
= 1 − 0.18 𝑥 100%
= 82%
What appliances contribute more to the Why do we have super coolant fluid for Have you heard of super coolant
electrical consumption of the the cooling system of the cars? liquid used in the cooling system of
household? motor vehicles? Why do you think
mechanical engineers invented as
ELABORATE such?
Have you seen drivers putting

water into their cooling system as they
hike up a mountainous trail?
Why do you think they are doing that? Grade 9

Quarter 4
A. Fill in the blanks with the correct Fill in the blank. True/ False Page 46
answer. Thermal efficiency is the ratio of the 1. There is a 100% efficient
1. is needed for heat to flow done to the provided. machine if friction is eliminated.
from higher temperature environment to 2. The closer the temperature of the
lower temperature environment. Solve. cooling system of a vehicle to the
2. is a device that transfers An engine takes in 9000J and does 1700J temperature of the motor the more
heat from cold reservoir to hot of work each cycle while operating at efficient the vehicle.
reservoir. temperatures 6500C and 3700C.what is the 3. If more water is added to the
3. is the fluid that absorbs maximum efficiency of the engine? cooling system of a motor vehicle it
EVALUATE will attain 100% efficiency.
the heat from the interior part of the
refrigerator. 4. The farther the values of
4. The fluid used in air conditioned temperature of the cooling system
unit and refrigerator can easily be and the operating system of the
so that it can be vehicle the more efficient the
repeatedly used. vehicle.
5. is the part of the air 5. Thermal efficiency is the ratio of
conditioned unit that transfers heat from the amount of work done using the
refrigerant to the surrounding air. heat provided to a machine.
What device that is very useful today Do we have cars with 100% efficiency? Compare heat engines and geothermal
EXTEND which works with similar principle of the Why or why not? power plants.
heat pump?
V. REMARKS

Quarter 4
Page 47
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?



I. OBJECTIVES
The relationship among heat, Generation, transmission and distribution of electrical energy from power plants (hydroelectric, geothermal, wind,
Content Standard work and efficiency. nuclear) to home.
Analyze how power plants
Performance Standard generate and transmit Making a diorama of power generation, transmission and distribution.
electrical energy.
Explain how heat transfer and
energy transformation make
Learning Competency Explain how electrical energy is generated, transmitted and distributed.
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 magnetism Summative
and energy transformation is generated, transmitted and electrical energy produces electricity. Assessment
DAILY TASK
make heat engines like distributed from power plants. consumption.
geothermal plants work.
II. CONTENT: Heat, Work and Efficiency Electricity and Magnetism
Teacher’s Guide: pp. 218-220 p. 222 pp.223-224
Learner’s Materials: pp. 322-330 (First Edition) pp. 332-334 (First Edition) pp.334-337 (First Edition)
https://www.youtube.com/wat ch? Physics Lesson Exemplar Navaza, Physics Lesson Exemplar (Chapter Physics Lesson Exemplar (Chapter
v=WRR7yL3bbGY D C. and Valdez, B J. Physics 6, LP9) 6, LP15)

What are heat engines? What Recall the differences and Review how electrical energy is Recall how power plant works. Quarter 4
are geothermal power plants? similarities of heat engines and generated, transmitted and What device is common among Page 49
geothermal power plants. What is distributed from power plants. power that converts the stored
the important end product of What electric cooperative is energy of the source to
each? responsible for distributing electrical energy?
ELICIT
electrical energy to your
household? In exchange of it we
pay the agency for our
electrical energy consumption
stated in our electric bill.
Present pictures or illustration of Show pictures of water falls and Let students compare their electric What “magic” does a generator
heat engines (preferably those volcanoes. bills. have that it was able to convert the
of motor vehicle or ICE) and different forms of energy stored
geothermal power plants. Ask: Do this water form and land form Do you pay the same amount for at the source into electrical
ENGAGE Are these two the same? Why or possessed energy? Why or why not? your electric bill? What makes energy?
why not? the difference?
How can the energies of these reach
our home?

What are the similarities and How is electrical energy How is the cost of electrical energy How does magnetism produce
differences of heat engines and generated, transmitted and computed? electricity?
geothermal power distributed from power plants?
plants?
EXPLORE
Students will view a video which Students will perform activity 2 Students will perform activity Students will observe a
shows how a geothermal “Tracing Power” on pages 328- “Electrical Energy teacher’s demonstration on
power plant works. 330 of the Learner’s Module Consumption” from Physics setting up a simple electric
Exemplar Chapter 3 LP9. generator and working electric
generator.
Students will answer the guide Grade 9

questions in the activity 3 “Light Quarter 4
Me Up” on page 335-336 after Page 50
reading the concepts about
generator.
How do heat engines work? How Discussion of student’s responses Discussion of student’s responses Discuss student’s responses to the
does a geothermal power plant on the activity. on the activity guide questions.
works? 1. Enumerate the factors that
Lecturette: Power transmission and affect the electrical energy Lecturette: Working principle of
What is/are the similarities generation including electrical consumption of an appliance. generators (Electromagnetic
between the two? energy consumption. 2. How will you solve for this induction)
EXPLAIN
amount of energy?
What is/are the differences 3. Give ways that would help
between the two? save electrical energy.
Lecturette: Distribution charge,
generation charge and system
loss.
Do you think human body is What kind of power plant is built in A classroom has four-40W What is usually used as
similar to heat engines? Why or Negros? Why? fluorescent lamps. If these are temporary power source when there
why not used for 8 hours, how much is power interruption?
Which place/ province in the energy is consumed and how
Philippines uses wind power? Why? much will it cost the school if
ELABORATE the rate is P10/kWh, the
Which place/ province in the electric cooperative charges
Philippines uses nuclear power? P8/kWh for generation and
Why? 10% for transmission.
Complete the table below: Draw flow chart showing how Solve the problem: Explain how magnetism produces Grade 9
Heat Geothermal energy from the earth’s interior, A household consumed electricity. Quarter 4
engine power plant waterfalls, wind and nucleus of the 240kWh of electrical energy, how
Source of Page 51
atom able to reach the much will have to pay at the rate Rubric
energy
Form of
household in the form of of P15.50/kWh for a month if 5 - Answer is appropriate to
energy at electrical energy. electric cooperative charges the question. Content is
the source P5.00/kWh for generation and factually correct.
8% for transmission.
How it 4 - Answer is appropriate to
works
Form of
the question.
energy Content have one factual error.
produced
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 energy is Bring your household’s latest Answer TAKE HOME TASK on Prepare and finalize your
generated from geothermal electric bill. page 334 of Learner’s Module diorama for evaluation next
power plants and other sources. Read and discuss among your week.
EXTEND group mates the “Performance
Task Diorama Making”. Make
one diorama for each group to be
passed next week.
Grade 9
V. REMARKS
Quarter 4
VI. REFLECTION Page 52
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
did these work?
encounter which my
Principal/Supervisor can help
me solve?
What innovation or
use/discover?
other teachers?


Grade 9, Quarter 4

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Grade 9, Quarter 4

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Department of Education

Negros Island Region

Grade 9 Grade 9 School Grade Level 9

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING TASKS Grade 9

Guide students to realize that

Essential Question: Essential Question: Essential Questions: Essential Question:

5. Initial velocity affects the Grade 9

Did the remedial lessons 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)

Which of the two balls of the same masses is hard to stop?

Which of the two balls of the same velocity is hard to

Essential Question: Essential Questions:

Lecturette: Perform Activity no.6

What innovation or localized materials

Prepared by: Checked by:

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Additional Materials: https://www.youtube.com/watc h? http://www.chez.com https://www.youtube.com/watc h?

IV. LEARNING TASKS Grade 9

Ask students to predict how

What is the necessary condition

to ensure the safety of the Grade 9

EXTEND Study for Summative Test

VI. REFLECTION Grade 9

Prepared by: Checked by:

Grade 9 Grade 9 School Grade Level 9

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Physics (Modular Approach); Alicia Physics(Modular Approach);

IV. LEARNING TASKS Grade 9

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

3. Which of the following is True Grade 9

Group discussion for the activity

Did the remedial lessons Grade 9

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Grade 9 Grade 9 School Grade Level 9

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

begins to generate gravitational potential Grade 9

prescribed procedure but with Grade 9

Which of my teaching Grade 9

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Grade 9 Grade 9 School Grade Level 9

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

“Energy has entered the

“More energy enters the room.”

Then have the students stop and

Prepared by: Checked by:

Grade 9 Grade 9 School Grade Level 9

Week No. 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

 In exhaust stroke, what  What happens to the Grade 9

VI. REFLECTION Grade 9

Prepared by: Checked by:

Grade 9 Grade 9 School Grade Level 9

Week No. 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Have you seen drivers putting

Why do you think they are doing that? Grade 9

VI. REFLECTION Grade 9

Prepared by: Checked by:

Grade 9 Grade 9 School Grade Level 9

Week No. 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY