Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf

Department of Education
Negros Island Region
DIVISION OF NEGROS OCCIDENTAL
Junior HS Science Weekly Lesson Log & Lesson Plan Exemplar First Version: November 2016
Grade 9
Quarter 4
Page 1
Grade 9
Daily Lesson Log
Junior HS Science
School Grade Level 9
Teacher Learning Area Force, Motion & Energy (Physics)
Teaching Dates Quarter Fourth
Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Content Standard
The Learners demonstrate an understanding of:
Projectile motion, impulse and momentum, and conservation of linear momentum.
Performance Standard Propose ways to enhance sports related to projectile.
Learning Competency
Describe the horizontal and vertical motion of projectile. Investigate the relationship between the angle of release
and the height and range of the projectile.
Code S9FE-IVa-34 S9FE-IVa-35
DAILY TASK
Pre-Test Describe the uniformly
accelerated motion
qualitatively and
quantitatively in horizontal
dimension.
Describe the uniformly
accelerated motion
qualitatively and
quantitatively in vertical
dimension.
Describe the trajectory of
horizontally fired
projectile and the
projectiles fired at an
angle.
Relate the angle of release
and the height and the
range of the projectile for
the entire flight.
II. CONTENT:
Motion In Two Dimensions:
Uniformly Accelerated
Motion: Horizontal
Dimension
Motion In Two Dimensions:
Uniformly Accelerated
Motion: Vertical Dimension
Projectile Motion Projectile Motion
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
Additional Materials:
Physics Exemplar LP,
Chapter 2
Chapter 2
Physics(Modular Approach);
Alicia Padua and Ricardo M.
Crisostomo, 2nd Edition,
pp. 56-58
Chapter 2
pp.60-62
Chapter 2
pp. 60-62

Grade 9
Quarter 4
Page 2
IV. LEARNING TASKS
ELICIT
Drill/Revisiting the prior
knowledge on speed, velocity
and acceleration.
( Defining the word using Mix
& Match strategy)
Drill/ Recall their knowledge
about free falling bodies.
1. What is gravity?
2. What is the acceleration due
to gravity on earth?
3. Is the rate of gravity
(acceleration) the same for all
objects on earth?
A. Show the linear
horizontal graph, v-t graph
for objects rolling
horizontally and
acceleration – time graph
for objects rolling down an
incline.
Complete the sentence:
A ball rolling horizontally
has a velocity that is
______ and an 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
_________.
What makes the shape of the
path of the ball thrown
horizontal projectile curved?
Are there other forces aside
from gravity acting on the ball
after it is released?
ENGAGE
Using a schematic diagram,
plot on the board the possible
position of airplane for every
second.
1. What do you think should
be the position of the airplane
preparing for takeoff?
Consider Figure 2 a stone
dropped from a cliff.
What happen to the distance
travelled of the stone for equal
time interval?
In figure 3, the ball is thrown
upward, what happen to the
Improvised Dart Game
Mark a target on the board.
Challenge the students to
hit the target by throwing
chalk to it from the back of
the classroom.

Grade 9
Quarter 4
Page 3
2. How will you describe the
speed of the plane from rest
until it takes off?
ball when it reaches the
maximum height. Why?
Let us try to find out in the next
activity.
Allow 10 students to try.
After the activity, ask 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.
EXPLORE
Essential Question:
How will you describe
uniformly accelerated motion
qualitatively and quantitatively
in horizontal dimension?
Essential Question:
How will you describe uniformly
accelerated motion qualitatively
and quantitatively in vertical
dimension?
Essential Questions:
How will you describe the
trajectory of horizontally
fired projectile?
What is the shape of the
trajectory fired projectiles at
an angle along an incline
plane?
Essential Question:
How does the angle of release
relate to the height and range
of the projectile for the entire
flight?

Grade 9
Quarter 4
Page 4
Perform Activity no. 1
Roll, Roll and Away!
Perform Activity no 2 and 3. Demonstration
An Object Launched
horizontally and Projectile at
an angle.
Refer to Activity in Lesson
Exemplar Plan
Projectile
(Firing Angle, Initial Velocity,
and Range)
See Attached Activity Sheet
EXPLAIN
A. Answer Guide Questions
nos. 1-4.
B. Show the derivation of
equations.
What are the derived
equations for problems
involving UMA in horizontal
dimension?
C. Show illustrative example
A. Answers Guide Questions
nos. 5-9
B. How are equations involving
UAM in vertical dimension
derived?
Illustrative Example::
The acceleration of gravity on
the moon is 1.62 m/𝑠2
. A ball
is dropped on the moon from a
height of 1.5m. Determine the
time for the ball to fall to the
surface of the moon.
Sketch the trajectory
horizontally fired projectile.
How will you describe the
trajectory fried projectile?
Sketch the trajectory fired
projectile at an angle.
What is the shape of the
trajectory for projectiles fired
at an angle along?
Lecturette: Horizontal
projections and projections
at arbitrary angles
A. Fill in the tables in the
activity sheet
Lecturette:
The diagram of trajectory of
projectile projected at various
angles with the same speed
and trajectory of projectiles
with and without air
resistance.
ELABORATE
Let the students solve sample
problems relating to UMA in
horizontal dimension.
Bryan is bouncing in a
trampoline while holding a
bowling ball. As his feet leave
the trampoline, he lets go of
the bowling ball. If Bryan held
on to the ball as his feet leave
the trampoline, will he go
higher, the same or at lower
height? Why?
Show some video clips on
youth sports events.
Let the students observe
the different kind of motion
demonstrated.
What are the two-
dimensional motions you
have noticed from the sports
events?
A baseball batter wants to hit
the ball such that it would land
as far as possible. What
factors
Should he consider in order to
satisfy his goal?
(The batter should aim to bat
the ball at 450 and use the
maximum force possible)

Grade 9
Quarter 4
Page 5
EVALUATE
A. An object that is
accelerating uniformly the
velocity ______over time and
the displacement is
____________.
B. A car has a uniformly
accelerated motion of 5 m/s2.
Find the speed acquired and
distance traveled in 4 seconds
from rest. (Vf = 20 m/s, d =
40m)
Maria throws the ball straight
up with an initial velocity of
5m/s.
1. What is its velocity at the
highest point?
2. What is its acceleration at
the highest point?
3. What is its velocity when it
returned to the elevation from
where it was thrown?
4. What is its acceleration just
before it hits the ground?
5. After 2 seconds, what is the
acceleration of the ball?
Make a sketch and describe
the shape of the trajectory
of the following:( 5pts each)
1. Horizontally fired
projectile
2. Projectiles fired at an
angle
Rubrics:
5 points – Made a correct
sketch and complete
description of the trajectory
4 points – Made a correct
sketch but incomplete
description of the trajectory
3 points – Made an incorrect
sketch but complete
description of the trajectory.
2 points – Made an incorrect
sketch and incomplete
description of the trajectory.
1 point – tried to answer
Multiple Choice:
1. At what firing angle does
an object (projectile) travel the
longest distance or attain
maximum range?
a. 45̊ b. 40̊ c. 70̊ d. 65̊
2. How does the firing angle
influence the range?
a. the greater is the firing
angle, the shorter is the
range.
b. the less is the firing angle,
the shorter is the range.
c. the greater is the firing
angle, the longer is the range.
d. both b & c
3. At the same speed, which
of the following firing angle will
have the same range?
a. 70̊ & 10̊
b. 20̊ & 80̊
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

Grade 9
Quarter 4
Page 6
5. Initial velocity affects the
range such that the 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
EXTEND
Solve the problem:
A train accelerates to a speed
of 20m/s over a distance of
150m. Determine the
acceleration (assume
uniformly of the train.
( a = 1.3 m/s )
Solve the problem:
A carpenter on the roof
accidentally drops a nail that
hits the ground after 2.5
seconds.
1. How high is the roof?
( d=31m)
2. What is the velocity of the
nail just before hitting the
ground?
( 𝑣𝑓 = 25m/s )
What are the projectile
motions in the sports events
like basketball, volleyball
and baseball you have
noticed?
(Making free throws, serving
a volleyball and batting a
baseball)
Showing the graphs:
a. Height of Fall vs Average
Range
b. Height of Fall vs Time of
Fall
c. Average range vs Time of
fall
d. Height of fall vs square time
of Fall
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%

Grade 9
Quarter 4
Page 7
Grade 9, Quarter 4
Daily Lesson Log
Week No. 1
Prepared by: Checked by:
Teacher: School Head:
Signature: Signature:
Date Submitted: Date:
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?

Grade 9
Quarter 4
Page 8
Grade 9, Week 1, Day 5
Activity Sheet
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).
Angle
Horizontal Distance (cm) (Range) Average 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
Pressing the
Trigger
Horizontal Distance (cm) (Range)
Average Range (cm)
Trial 1 Trial 2 Trial 3
Light and Slow
Strong and
Sudden

Grade 9
Quarter 4
Page 9
Grade 9
Daily Lesson Log
Junior HS Science
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 height and range of
the projectile.
Relate impulse and momentum to collision of objects (e.g.,
vehicular collision).
Code S9FE-IVa -35 S9FE-IVb -36
DAILY TASK
Solve problems involving
projectile motion:
Launched horizontally
and projectile at an angle.
Solve problems on
projectile motion:
Launched horizontally and
projectile at an angle.
Summative Test Define momentum and
impulse conceptually and
operationally; and
Investigate the factors
that affect momentum and
the force of impact on
moving object.
Solve problems on
momentum.
II. CONTENT:
Problems involving in Projectile Motion Momentum & Impulse Problems involving
Momentum
Teacher’s Guide: G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
Learner’s Materials: G9 LM, pp. 176-183 G9 LM, pp 256-264 G9 LM, pp.259-256
Exemplar Physics LP,
Chapter 2, Projectile Motion
Physics (Modular
Approach); Alicia Padua
and Ricardo M. Crisostomo,
2nd Edition, pp 60-62.
Chapter 2
Physics (Modular
2nd Edition, pp76-78.
Chapter 2
Physics (Modular
2nd Edition. p76

Grade 9
Quarter 4
Page 10
IV. LEARNING TASKS
ELICIT
Review trigonometric
functions (SOH- CAH-TOA)
in resolving X and Y
components.
Recall the Laws of Motion,
Law of Inertia and Law of
Acceleration.
Which of the two balls of the
same masses is hard to
stop? A. A ball thrown with
high 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
Recall the factors that affect
the momentum of the
objects.
Define momentum
operationally.
ENGAGE
Projectile Motion in Sports
Show picture of sports
where projectile motion is
manifested.
Refer to Exemplar LP ,
Chapter 2, Projectile
Motion.
Showing two vehicles
moving of the same velocity
but having different masses.
If the two vehicles suddenly
lose their breaks and crash
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?
EXPLORE
Essential Question:
How will you solve
problems on Projectile
Motion?
Essential Questions:
What is momentum?
What is the operational
meaning of Momentum?
What is impulse?
Essential Question:
How do you solve the
momentum of the object?

Grade 9
Quarter 4
Page 11
meaning of impulse?
What are the factors that
may affect the motion of
objects?
Lecturette:
Formulae for Projectile
Motion:
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
Perform Activity no.6
Investigating Momentum
Let the students complete
the table of the exercises.
LM, p. 259

Grade 9
Quarter 4
Page 12
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--
EXPLAIN
A. Ask some volunteers to
solve the problems on the
board.
B. Check the solutions given
by the students
What is the formula in
calculating the range of a
projectile? The total time of
flight? The highest point in its
trajectory? Horizontal
What is momentum of
object referred to?
meaning of momentum?
What is Impulse?
How I does the formula of
impulse is derived from
Based on the table, answer
the following questions:
1. Which of the objects has
more momentum? Less
momentum?
2. What are the 2 factors
does momentum depends
on?
3. How do you solve the
momentum of the objects

Grade 9
Quarter 4
Page 13
component of the velocity?
Vertical component of the
velocity?
Newton’s Law of
Acceleration?
meaning of impulse?
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?
ELABORATE
Anton claims that he can
throw a dart of dashboard
from a distance of 20 m and
hit the 5.0 cm wide bull’s eye
if he throws the dart
horizontally with a speed of
20 m/s. He starts the throw at
the same height as the top of
the bull’ eye. Will Anton hits
the bull’s eye? (dy = 4.9cm)
Consider the two identical
cars. Car A travels 80km/h
and Car B is traveling at
39km/h. Which of the two
cars is difficult to stop?
Which has more
momentum?
The two 50 kg cars is
traveling along a straight
path. Car A is travelling
100km/h and car B is
travelling 40km/h. Which of
the two identical cars
has more momentum?
Why?
EVALUATE
Solve the problem :
An arrow is shot into the air
with a velocity of 100 m/s at
an elevation of 450. Find the
arrow’s:
a. time of flight
A. Multiple Choice:
1. Which of the following is
the formula for momentum?
A.
1
2
𝑚𝑣2
B. 𝑚𝑎
C.
𝑚𝑑
𝑡
D. 𝐹𝑡
Solve the following
problems
1. A 2500 kg bus from
Laguna moves at 25 m/s to
Makati. What is the
momentum of the bus?

Grade 9
Quarter 4
Page 14
b. maximum height reached
c. range
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?
EXTEND
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
.040 s.
How do we relate the mass
and velocity of objects to its
momentum and impulse?
Solve problems no. 1-2,
LM, p. 259

Grade 9
Quarter 4
Page 15
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?
V. REMARKS
Discussion of the students’
responses will be taken up
next meeting.
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with
the lesson
 Continue to
require
Remediation
Why did these work?

Grade 9
Quarter 4
Page 16
Grade 9, Quarter 4
Daily Lesson Log
Week No. 2
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 17
Grade 9
Daily Lesson Log
Junior HS Science
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 (e.g., vehicular collision).
Infer that the total momentum before and after collision is equal.
Code S9FE-IVb -36 S9FE-IVb -37
DAILY TASK
Solve problems on force of
impact.
Summative
Test
State the law of
Conservation of Momentum.
Explain the Law of
Apply the Law of
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);
Crisostomo, 2nd Edition. p77
Exemplar LP, Chapter 2
Crisostomo, 2nd Edition. p.79
Exemplar LP, Chapter2
https://www.youtube.com/watc
h?v=AYgSVipnzl
h?v=2E9fy8h6o1g
Crisostomo, 2nd Edition. p.79
Exemplar LP, Chapter2
http://www.chez.com
h?v=AYgSVi_pnzI
h?v=2E9fY8H6O1g
Crisostomo, 2nd Edition. p79-
80
Exemplar LP , Chapter 2
h?v=3WX7bweJK-k
h?v=LMaiVL8wQCc

Grade 9
Quarter 4
Page 18
IV. LEARNING TASKS
ELICIT
Review: Newton’s 2nd Law of
Motion (Law of Acceleration)
and the Impulse-Momentum
Theorem, deriving the formula
of Impulse.
Review: Definition of
Momentum and Types of
Collision
State the Law of Conservation
of Momentum
Types of Collisions
Can you identify which type of
collision is shown in each
situation of figure 22
LM, p.269
ENGAGE
Looking at figure 17a and 17b,
Why can you not throw a raw
eggs against a wall without
breaking it, but you can through
it with the same speed on a
piece of cloth without breaking
it?
Using Meter Sticks and
marbles, show to the students
the possible outcome of the
collision.
Position 2 Meter Sticks in such
a way that it will serve as a
track for marbles to move and
place 5 marbles such that they
form a 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.
Showing the video clip of 2
vehicle that stick together after
collision.
Is momentum conserved after
collision?
Source: http://www.chez.com
Demonstrate the collision of 2
balls of equal mass.
What happen to the
momentum of ball A and B
after collision assuming no
external force is applied?
EXPLORE
Essential Question:
How do you solve the change in
momentum of the object,
Impulse?
Essential Question:
What is Law of Conservation
of Momentum?
Essential Question:
What is the condition for the
total momentum of a system to
be conserved?
Essential Question:
How will you apply the Law of
Conservation of momentum to
practical situations like
sports?

Grade 9
Quarter 4
Page 19
Let the students solve problem
in pairs showing the application
of Impulse-Momentum
Theorem.
Fernando hits a .05kg golf ball,
giving it a speed of 65 m/s. What
is the impulse doe he impart to
the ball?
Let the students to perform
Activity No. 8: Balloon Rocket.
Refer to Guide Questions of
Activity No. 8
Showing a Video clip on the
application of the Law of
Conservation of Momentum
on a rocket, jet plane and jelly
fish.
Source:
h?v=LMaiVL8wQCc`
EXPLAIN
How do you solve problems of
Force of Impact?
Let the students answer
questions nos. 41-45
State the Law of Conservation
of Momentum.
When the total momentum of
the system before and after
collision is equal, what is the
change of momentum is equal
to?
Use the mathematical equation
on Law of Conservation of
Momentum.
What is the necessary
condition for the system to be
conserved?
1. What makes the rockets, jet
plane and jelly fish move?
2. How does the principle of
applied to Rockets, Jet plane
and Jelly Fish motion?
ELABORATE
Have you experienced riding in
a fast running vehicle and
suddenly stops? What is the
damaging effect on the vehicle
itself and the passengers?
What are the different devices
should be installed in vehicles
B. Fernando Jose hits a .05 kg golf ball, giving its speed of 65m/s
every
Why do fireworks explode
symmetrically?
Suppose the entire world
population gathers in one spot
and at the sounding of a
prearranged signal, everyone
jumps up. While all the people
are in the air, does Earth gain
momentum in the opposite
direction?
What are the situations in the
different sports like Dart,
Table Tennis, Billiard or Gun
firing applies the Law of
Conservation of Momentum?

Grade 9
Quarter 4
Page 20
to ensure the safety of the
passengers?
EVALUATE
Solve the problem:
Automobile companies often
test the safety of cars by putting
them through crash tests to
observe the integrity of the
passenger compartment. If a
1100kg car is sent toward
cement with wall with a speed
of 15 m/s and the impact stops
the car in 0.09 s, with what
average force is it brought to
stop?
Fill up the missing word/s to
complete the statement.
1 momentum of the system
before 2 is 3 to the Total 4 of
the system 5.
Supply the missing word/s:
In the 1 of external 2, the total
3 of a 4 is 5.
Tell whether each of the
statement is True or False:
1. A bug and a windshield of a
fast-moving car collide. Tell
whether each of the statement
is true or false.
A. The change in the speed
of the car and the bug are the
same.
B. The change in the
momentum of the car and of
the bug is the 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
Quarter 4
Page 21
Grade 9, Quarter 4
Daily Lesson Log
Week No. 3
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with
the lesson
 Continue to
require
Remediation
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 22
Grade 9
Daily Lesson Log
Junior HS Science
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
DAILY TASK
Solve problems involving the
Law of Conservation of
Momentum.
Differentiate elastic collision
from inelastic collision.
Develop and demonstrate a fun five-minute team drill
applying project concepts and principles to the learning
and development of three motor skills in volleyball.
Summative
Test
II. CONTENT:
Problems Involving on Law of
Difference between elastic
collision and inelastic
Development and Demonstration of a Volleyball Team Drill
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
Crisostomo, 2nd Edition. pp.80-83
Exemplar Physics LP, Chapter 2
Crisostomo, 2nd Edition, pp 79-80

Grade 9
Quarter 4
Page 23
IV. LEARNING TASKS
ELICIT
1. State the Law of Conservation
of Momentum.
2. Translate the statement in an
equation form.
3. Give the relationship among
mass and velocity of an object
before and after collision.
Recall the factors that may affect
the motion of the objects?
Projectile motion concepts and
principle:
1. angle of release
2. range
3. height of Fall
ENGAGE
If you are chased by a carabao,
what is the best way so that you
can safely escape from it?
Show a Video clip on collision
between two cars in which both
stick together:
1. What happened to the two
cars?
2. What happened to the two
cars after the impact?
(Source: http://www.chez.com.)
EXPLORE
Essential Question:
How will you solve problems on
Momentum?
Essential Question:
What is the difference between
elastic collision and inelastic
collision?
Essential Question:
How do you develop and
demonstrate the three motor
skills in five- minute team drill
of volleyball applying the
concepts and principle of
projectile motion?
Analyze and solve problems on
Momentum:
1. A 0.25-kg arrow with a velocity
of 15 m/s to the east strikes and
pierces the bull’s-eye of a 7.0-kg
Activity Sheet
Elastic and Inelastic Collision
Materials: 2 Marbles, Modeling
Clay
A. Elastic Collision
1. Place one marble on a flat
surface (preferably smooth)
Performance Task
LM, pp 271- 273
--End of Session--

Grade 9
Quarter 4
Page 24
target. What is the final velocity of
the combined mass?
2. A 50-kg astronauts eject 100g
of gas from his propulsion pistol at
a velocity of 50 m/s. What is his
resulting velocity?
Note: The teacher may give
illustrative sample problem prior to
the activity /problems given
above.
2. Hit the marble that is at rest
with the other marble (give it
enough initial velocity).
3. Note what happens before and
after the collision.
B. Inelastic Collision
1. Stick modeling clay on one
marble and place it on a flat
surface.
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
EXPLAIN
1. What difficulty did you
encounter in solving the
problems?
2. Does your knowledge on Law
of Conservation of Momentum
help you in solving the problems?
3. How will you solve the total
momentum before and after
collision?
Answer the following questions:
1. What happens to the colliding
marbles in an elastic collision?
2. What happens to the colliding
marbles in an inelastic collision?
3. What is the difference between
elastic and inelastic collision?
Lecturette: The three types of
collision and the behavior of
objects before and after collision.
How will you apply the
concepts and principle of
projectile motion in
learning, developing, and
demonstrating the three
motor skills in volleyball?

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

Grade 9
Quarter 4
Page 26
3. Which of the following is True
about perfectly inelastic collision?
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
EXTEND
A 25 kg girl is riding a 5 kg bike
with the velocity of 5 m/s going
east. What is the total momentum
of a girl and a bike together?
Plan for the Demonstration of a
5- minute Volleyball Team Drill.
Write the group proposal.
Assign materials to bring for the
said task.
Study for the Summative
Test.
Read on the
Different
Forms of
Energy and
its
resources.
V. REMARKS
Group discussion for the
activity will be taken in the next
day.
VI. REFLECTION
 80% and above
 Below 80%

Grade 9
Quarter 4
Page 27
Grade 9, Quarter 4
Daily Lesson Log
Week No. 4
 Have caught up
with
the lesson
 Continue to
require
Remediation
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 28
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard Conservation of Mechanical Energy
Performance Standard Create a device that shows conservation of mechanical energy.
Learning Competency
Explain energy transformation
in various activities/ events
(e.g., waterfalls, archery,
amusement rides)
Perform activities to demonstrate Conservation of Mechanical
Energy.
Infer that the total
mechanical energy remains
the same during any
process.
Code S9FE-IVc-39 S9FE-IVd-40 S9FE-IVe-41
DAILY TASK
Trace and explain the energy
transformation in various
activities.
Construct a simple turbine
unit.
Perform the activities
using the turbine unit to
demonstrate mechanical
energy transformation.
Explain how mechanical
energy is conserved.
Summative Test
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 Explorational Physics
Physics LP Exemplar;
Practical and Explorational
Physics
IV. LEARNING TASKS
ELICIT
Recall on the different forms of
Mechanical energy. (Refer to
table 1 and 2 of the LM).
Check on the activity materials
assigned to construct a simple
turbine unit.
Show a short video on how to
construct a simple turbine unit.
Check the finished turbine
model.
Recall on Potential and
Kinetic Energy; examples of
Energy Transformations.

Grade 9
Quarter 4
Page 29
ENGAGE
When you plug on the electric
fan, what will happen? (List
down students responses.)
Remind students about the
danger of the materials they
will be using in this activity.
 Glue may burn, bond
skin or release gas
that may irritate the
eye.
 Danger of injury from
the pair of scissors and
cutter.
With the use of the finished
Turbine Model, tell the
students that electricity is
generated in hydropower
plant by connecting the
turbine’s shaft to a dynamo…
Show students a
PENDULUM. Let it oscillate
for some time and ask them
what happens as the
pendulum swings to and fro.
(Any suspended object may
be used).
EXPLORE
Essential Question:
How will you trace and explain
energy transformation in various
activities?
Essential Question:
How to construct a simple
turbine unit?
Essential Question:
How does the turbine unit
demonstrates mechanical
energy transformation?
Essential Question:
How is mechanical energy
conserved?
Perform Activity on LM pages
283-284 and answer the Guide
Questions.
Perform Activity on LM pages
283-284 and answer the Guide
Questions.
Perform the Activity LM
pages 285-287.
Perform the Activity LM
pages 294-297and answer
the Guide Questions.
EXPLAIN
 Identify all forms of energy
involved in each of the
processes in the activity?
 Trace the energy
transformations by
sketching and labelling the
objects while in motion.
 Explain the energy
transformation in each
process.
 Show students the teacher-
made simple turbine unit.
 Guide students in
constructing their own
simple turbine unit by
following the procedure on
the LM.
 From our recent activity,
what machine can transfer
the motion of water into a
mechanical form?
 What part of the
machine/device catches
the water’s motion?
 As the turbine catches the
naturally moving water in
its blades and rotates, the
generator receives the
necessary force end
 Did the bowling ball
reach the tip of the nose
of the student volunteer?
Did it rise higher or lower
than its original height?
 At what location(s) along
the path of the bowling
ball is the ball’s kinetic
energy the greatest?
Why?
 At what location(s) along
the path of the bowling
ball is the ball’s

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

Grade 9
Quarter 4
Page 31
with 2 deviations
 2 or 1 points- if the
construction of the turbine
model is patterned from the
with more than 2 deviations
EXTEND
List at least 5 energy
transformation that occurs in
your home. Bring the materials
needed for activity 2.(LM p.282)
Cite the applications of the
turbine model in demonstrating
mechanical energy
transformations.
Read on the Law of
Conservation of Mechanical
Energy
Consider the rising and
falling of a roller coaster and
apply the Law of
Conservation of Mechanical
Energy.
Construct a
model to
demonstrate that
heat can do work.
Model
presentation
would be done
next meeting.
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation

Grade 9
Quarter 4
Page 32
Grade 9, Quarter 4
Daily Lesson Log
Week No. 5
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 33
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard The relationship among heat, work and efficiency.
Performance Standard Analyze how power plants generate and transmit electrical energy.
Learning Competency
Construct a model to
demonstrate that heat can
do work.
Infer that heat transfer can be used to do work, and that work involves the release of heat.
Code S9FE-IVe-42 S9FE-IVf-43
DAILY TASK
Presentation of Models Explain the relationship between heat, internal energy
and work.
Explain that when work
is done heat is involve.
Elaborate the first law of
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
Matter)
Physics Exemplar
(Chapter 3 LP9)
IV. LEARNING TASKS
ELICIT
Unlock difficulties with the use
of Mix and Match game like
heat, work, temperature,
internal energy.
When can we say work is
done?
What happened if a body
does work? Like for
example the human body
did work? Recall the
previous activity.
Ask: How are work, heat
and internal energy
related?

Grade 9
Quarter 4
Page 34
ENGAGE
Introduce a game – LET’S
GET MOVING.
Let the students pretend to be
molecules of an object which
is a classroom.
Say: “No energy has entered
the room.” (Students should
stand still and close together.)
“Energy has entered the
room.” (Students should
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.
Show the set up of activity 1
“Heat and Internal Energy”
in module 3 p.306
What would make the
alcohol/mercury in the
laboratory thermometer go
up? Is there any work done
in the set up?
Show the Phet simulation
set up.
When will the lid or cover
be displaced? If the cover
will be displaced what
causes the displacement?
Show an improvised set
up of cooking rice.
Which represents internal
energy in the set up?
Which represents work?
Which represents heat?
EXPLORE
Presentation of outputs
and discussion of the
following:
a) Materials used
b) Procedure
Essential Question:
How does heat causes the
increase in the internal energy
of water?
Essential Question:
How are heat, internal
energy and work related?
Essential Question:
How are heat and work
related?
Essential Question:
What does the first law of
thermodynamic says
about heat, work and
internal energy?

Grade 9
Quarter 4
Page 35
*How does your model
demonstrate that heat
can do work?
Perform the Activity in the LM
pages 306-307 and answer
the Guide Questions.
Students will perform
activity 1 “Heat and Internal
Energy” of module 3 p. 306
Show the Phet simulation
(States of Matter)
Students will perform the
“Intuitive Introduction to
the First Law of
Thermodynamics”
(Physics Exemplar)
EXPLAIN
 How would you compare
the temperature of water
before it is boiled, while it
is boiling and after it is
boiled?
 Which pot contains water
molecules with greater
Kinetic Energy?
 Which pot has a higher
temperature?
 What does the increase in
temperature in the boiling
pot indicate?
 What causes the
change in temperature
of the water?
 What causes the rising
of the mercury in the
thermometer?
 Is there work done?
 What did work?
 To whom was work
done?
 What is internal energy?
Lecturette: Heat, internal
energy and work
relationship.
 When did the
displacement of the lid
or cover happen?
 What displaced the
cover or lid?
 How it is possible to
displace the cover?
 When can an object do
work?
 Explain that when work
is done on/by the
object heat is involved.
Lecturette: Positive and
negative work or heat and
its effect on the internal
energy of the system
Discuss students’
responses on the activity.
ELABORATE
Discuss the game the
students had played in the
beginning of the class relating
it on how heat causes the
increase in the internal energy
of water.
Cite situations that internal
energy of the body
increases due to heat and
when internal energy
increases work can be
done. (steam engines,
human body, electric
machineries)
Give examples of
instances that heat can do
work (e.g. internal or
external combustion
engines, electric heater).
Cite applications of the
first law of
thermodynamics (e.g.
ironing clothes).

Grade 9
Quarter 4
Page 36
EVALUATE
Rubric:
A. Construction
1. Sturdiness and
neatness
2. Creativity
B. Presentation
1. Justification
2. Physics principle
is applied
3. Communication
skill is
manifested
SCORING:
5- if all criteria are met
4-if 4 criteria are met
3-if 3 criteria are met
2- if 2 criteria are met
1-if 1 criterion is met
Modified True or False.
1. Temperature is the
measure of the average
kinetic energy of
molecules.
2. Heat is the process of
energy transfer.
3. One calorie of heat is
required to raise the
temperature of one
gram of water by one
degree Celsius.
4. 80 degree Celsius is the
boiling point of water.
5. Increase in temperature
means an increase in
the internal energy of
the water.
True/False
1. The more heat the body
absorb the higher its internal
energy.
2. At constant temperature,
the internal energy of the
system decreases as more
work is done by the system.
3. Heat is added to a
system which does no work,
thus its internal energy
decreases.
4. Work is done by the
system which does not gain
nor loss heat, its internal
energy decreases.
5. The internal energy of the
system increases as the
system do more heat is
absorb than the work done
by the system.
Explain how heat can do
work in an electric heater.
Rubric
5 - Answer is appropriate
to the question. Content is
factually correct.
to the question.
Content have one factual
error.
to the question.
Content have two factual
errors.
to the question.
Content have significant
factual errors.
1 - Content unrelated to
question.
Complete the Statement:
The change in a system's
__1__ is equal to the
__2__ between heat
__3__ the system from its
surroundings and work
__4__ the __5__ on its
surroundings.
EXTEND
Read pp. 304 – 305:
Heat and Work
Do you think heat is needed
to do work? Why or why
not?
State the first law of
thermodynamics. Compare
it to the law of conservation
of energy. Read about the
different thermodynamic
processes.
Read pages 306-307 of
the Learner’s Module.

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
Why did these work?
encounter which my
help me solve?

Grade 9
Quarter 4
Page 38
Grade 9, Quarter 4
Daily Lesson Log
Week No. 6
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 39
Grade 9
Daily Lesson Log
Junior HS Science
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
DAILY TASK
Solve problems involving the
first law
Summative
Assessment
Explain the second law of
thermodynamics.
Explain the stroke cycle of
gasoline engine and the
efficiency of an engine.
Discuss heat pump.
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 LP9)
Practical and Explorational
Physics
Physics Exemplar
(Chapter 3, LP10)
Physics Exemplar Physics Exemplar
IV. LEARNING TASKS
ELICIT
Who can write the mathematical
expression of the first law of
thermodynamics and tell what do
the different symbols or letters
mean?
State the first law of
thermodynamics.
Gather ideas on students’
assignment on heat engine and
the four-cycle stroke of a
gasoline engine.
Recall on the difference
between a spontaneous and
a non-spontaneous process.

Grade 9
Quarter 4
Page 40
ENGAGE
Show a picture of a complete diet
breakfast. Ask: How much work
can you do in eating this?
How much is the internal energy
of your Body in eating this?
Show to the class a glass of
hot water. Ask questions like:
1. If we leave this glass for
some time, what will happen to
the water?
2. Will heat move from hot
water to the surrounding or
from the surrounding to the hot
water?
Show students an animated
slide show of the four-cycle
stroke of a gasoline engine
(www.animatedengines.com).
Show students an enlarged
picture of a refrigerator with
its detailed cross-section.
EXPLORE
Essential Question:
How much work is done by an
object which absorbs a certain
amount of heat?
Essential Question:
What do you think is the
natural tendency (direction) of
heat flow?
Essential Question:
What are the stroke cycle of
gasoline engine and the
efficiency of the engine?
Essential Question:
What is a heat pump?
Student will analyse the sample
problem given on page 306 and
answer TRY THIS on page 307.
Students will perform activity
“2nd Law of Thermodynamics
(b)” from Physics Exemplar
Perform Activity in the LM
pages 313-314 and answer the
Guide Questions.
Perform the Activity in the
LM pages 309-311 and
answer the Guide
Questions.
EXPLAIN
Explain the answer to the
seatwork problem.
W = 40J
Q = 120J
U =?
U=Q – W
= 120J – 40J
= 80J
Discuss student’s responses to
the guide questions in the
activity.
Lecturette: Entropy
 What happens to the gas if
it is heated inside the
engine’s cylinder?
 What happens to the piston
and gases during
compression stroke?
 What is the function of the
spark plug? What is its
effect to the mixture’s
temperature?
 Describe the piston and the
gases during the power
stroke.
 How does a refrigerator
work?
 Describe a compressor?
How does it work? What
gas is inside the
compressor which has a
low boiling point?
 What happened to the
hot gas produced by
compression?
 How does a condenser
function?

Grade 9
Quarter 4
Page 41
 In exhaust stroke, what
happens to the piston and
the mixture of gases?
 What happens to the
pressure and heat in the
evaporator?
 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?
ELABORATE
Printed on the
containers/wrappers of instant
food are nutritional facts. What
do these facts tell you?
When you are in an air
conditioned room you are
always told to close the door
because the “cold” will go out.
Why?
Discuss the animation shown
in the beginning of the class
explaining further the strokes of
gasoline engine and its
efficiency.
Discuss the essential parts
of the refrigerator and how it
function as heat pump
EVALUATE
Solve the following problems:
1. The internal energy of a
system is initially 25J. the system
does 24J of work. What is the
system’s final internal energy
when a total of 36J of energy is
added to the system by heat?
2. While a gas does 400J of work
on its surroundings, 900J of heat
is added to the gas. What is the
A. Fill in the blanks with the
correct answer.
Unless ___1___is done, heat
can only be transferred from a
body or place of
__2___temperature to a body
or place of
____3___temperature.
1. What is the function of a
heat engine?
2. What is the correct
sequence of four-cycle stroke
of gasoline engine?
3. Why is heat engine not
100% efficient?
A. Because all mixture of
gases is converted into
work
1.A _______ is a device
which reverses the
direction of the heat flow
from a _______ to a
________.
2.Give two examples of
heat pump.

Grade 9
Quarter 4
Page 42
change in the internal energy of
the gas?
B. Tell whether the following
sentences is TRUE or FALSE:
4. The second law of
thermodynamics constrains the
operation of a heat engine
such that it sets limits on the
possible efficiency of the
machine and determines the
direction of energy flow.
5. The efficiency of heat
engines is maximized when the
cold reservoir is as cold as
possible, and the hot
temperature is as hot as
possible.
B. Because engine needs to
be cooled down
C. All of the gases are used
up by the engine
D. Some of the gases are
taken up by the piston
4. What causes thermal
pollution?
A. Exhaust of different
vehicles
B. Exhaust from different
industrial engines
C. Degradation of water
D. All of them
EXTEND
Study the second law of
thermodynamics.
Can the natural process of heat
flow be reversed? If yes, in
what way? If no why?
Point out to students that
THERMAL POLLUTION can
be lessened by developing
alternative energy sources…
The second law of
thermodynamics states that
heat will never by itself flow
from a cold temperature to a
hot temperature. Apply this
to heat pump.
V. REMARKS

Grade 9
Quarter 4
Page 43
Grade 9, Quarter 4
Daily Lesson Log
Week No. 7
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 44
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Learning Competency
Infer that heat transfer can be used to do work, and that
work involves the release of heat.
Explain why machines are never 100-percent efficient.
Code S9FE-IVf-43 S9FE-IVf-44
DAILY TASK
Investigate if the reverse of the
second law happens.
Summative
Assessment
Define thermal efficiency and solve
problems involving it.
Explain why machines are
never 100% efficient.
Summative
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
ELICIT
State the Second Law of
thermodynamics.
Recall the concepts on gasoline and
diesel engines.
Recall the equation of efficiency.
ENGAGE
Which is easier to do: make a glass of
warm water cold to room temperature
or to make a glass of water at room
temperature become hot? Why?
Which is more efficient a gasoline
engine or a diesel engine? Why?
Are you 100% efficient worker?
Why or why not? Can you
convert all the energy of your
body to work? Why or why not?
EXPLORE
Essential Question:
What is needed in order to reverse the
natural process of heat flow?
Essential Question:
How efficient are the engines of the
cars?
Essential Question:
Why don’t we have 100%
efficient machine?

Grade 9
Quarter 4
Page 45
Students will perform Activity 3 “ The
Reverse of It” on page 309-311 of
Learner’s Module
Students will analyse the sample
problems in page 315 and solve the
seatwork.
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?
Students will perform activity 5
“Fill Me In” on page 316 of the
Learner’s Module
EXPLAIN
1. How was the refrigerator able to
remove heat from the fridge?
2. How was the air condition unit able
to remove heat from the room?
Lecturette:
Spontaneous and Non- spontaneous
process
Discuss the answer of the sample
problems and the seatwork.
a. QH = 9000J
Qc = 1700J
𝐸𝑓𝑓.
= 1 −
𝑄𝐶
𝑄𝐻
𝑥 100%
= 1 −
1700𝐽
9000𝐽
𝑥 100%
= 1 − 0.18 𝑥 100%
= 82%
When do machines have the
least thermal efficiency?
When do machines have the
highest thermal efficiency?
Can a machine attain 100%
efficiency? Why or why not?
ELABORATE
What appliances contribute more to
the electrical consumption of the
household?
Why do we have super coolant fluid
for the cooling system of the cars?
Have you heard of super coolant
liquid used in the cooling system
of motor vehicles? Why do you
think mechanical engineers
invented as such?
Have you seen drivers putting
water into their cooling system as
they hike up a mountainous trail?

Grade 9
Quarter 4
Page 46
Why do you think they are doing
that?
EVALUATE
A. Fill in the blanks with the correct
answer.
1. _______ is needed for heat to flow
from higher temperature environment
to lower temperature environment.
2. ________ is a device that transfers
heat from cold reservoir to hot
reservoir.
3. ________ is the fluid that absorbs
the heat from the interior part of the
refrigerator.
4. The fluid used in air conditioned
unit and refrigerator can easily be
_________ so that it can be
repeatedly used.
5. ________ is the part of the air
conditioned unit that transfers heat
from refrigerant to the surrounding air.
Fill in the blank.
Thermal efficiency is the ratio of the
______ done to the _______ provided.
Solve.
An engine takes in 9000J and does
1700J of work each cycle while
operating at temperatures 6500C and
3700C.what is the maximum efficiency
of the engine?
True/ False
1. There is a 100% efficient
machine if friction is eliminated.
2. The closer the temperature of
the cooling system of a vehicle to
the temperature of the motor the
more efficient the vehicle.
3. If more water is added to the
cooling system of a motor vehicle
it will attain 100% efficiency.
4. The farther the values of
temperature of the cooling
system and the operating system
of the vehicle the more efficient
the vehicle.
5. Thermal efficiency is the ratio
of the amount of work done using
the heat provided to a machine.
EXTEND
What device that is very useful today
which works with similar principle of
the heat pump?
Do we have cars with 100%
efficiency? Why or why not?
Compare heat engines and
geothermal power plants.
V. REMARKS

Grade 9
Quarter 4
Page 47
Grade 9, Quarter 4
Daily Lesson Log
Week No. 8
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9
Quarter 4
Page 48
Grade 9
Daily Lesson Log
Junior HS Science
I. OBJECTIVES
Content Standard
The relationship among heat,
work and efficiency.
Generation, transmission and distribution of electrical energy from power plants (hydroelectric, geothermal, wind,
nuclear) to home.
Performance Standard
Analyze how power plants
generate and transmit
electrical energy.
Making a diorama of power generation, transmission and distribution.
Learning Competency
Explain how heat transfer and
energy transformation make
heat engines like geothermal
plants work.
Explain how electrical energy is generated, transmitted and distributed.
Code S9FE-IVg-45 S9FE-IVh-j-46
DAILY TASK
Discuss how heat transfer
and energy transformation
make heat engines like
geothermal plants work.
Explain how electrical energy
is generated, transmitted and
distributed from power plants.
Compute the cost of
electrical energy
consumption.
Discuss how magnetism
produces electricity.
Summative
Assessment
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?v=WRR7yL3bbGY
Physics Lesson Exemplar
Navaza, D C. and Valdez, B J.
Physics
(Chapter 6, LP9)
(Chapter 6, LP15)

Grade 9
Quarter 4
Page 49
IV. LEARNING TASKS
ELICIT
What are heat engines?
What are geothermal power
plants?
Recall the differences and
similarities of heat engines and
geothermal power plants. What
is the important end product of
each?
Review how electrical energy is
generated, transmitted and
distributed from power plants.
What electric cooperative is
responsible for distributing
electrical energy to your
household? In exchange of it
we pay the agency for our
electrical energy consumption
stated in our electric bill.
Recall how power plant works.
What device is common among
power that converts the stored
energy of the source to
electrical energy?
ENGAGE
Present pictures or illustration
of heat engines (preferably
those of motor vehicle or ICE)
and geothermal power plants.
Ask: Are these two the same?
Why or why not?
Show pictures of water falls and
volcanoes.
Do this water form and land
form possessed energy? Why or
why not?
How can the energies of these
reach our home?
Let students compare their
electric bills.
Do you pay the same amount
for your electric bill? What
makes the difference?
What “magic” does a generator
have that it was able to convert
the different forms of energy
stored at the source into
electrical energy?
EXPLORE
Essential Question:
What are the similarities and
differences of heat engines
and geothermal power
plants?
Essential Question:
How is electrical energy
generated, transmitted and
distributed from power plants?
Essential Question:
How is the cost of electrical
energy computed?
Essential Question:
How does magnetism produce
electricity?
Students will view a video
which shows how a
geothermal power plant
works.
Students will perform activity 2
“Tracing Power” on pages 328-
330 of the Learner’s Module
Students will perform activity
“Electrical Energy
Consumption” from Physics
Exemplar Chapter 3 LP9.
Students will observe a
teacher’s demonstration on
setting up a simple electric
generator and working electric
generator.

Grade 9
Quarter 4
Page 50
Students will answer the guide
questions in the activity 3 “Light
Me Up” on page 335-336 after
reading the concepts about
generator.
EXPLAIN
How do heat engines work?
How does a geothermal
power plant works?
What is/are the similarities
between the two?
What is/are the differences
between the two?
Discussion of student’s
responses on the activity.
Lecturette: Power transmission
and generation including
electrical energy consumption.
Discussion of student’s
responses on the activity
1. Enumerate the factors that
affect the electrical energy
consumption of an appliance.
2. How will you solve for this
amount of energy?
3. Give ways that would help
save electrical energy.
Lecturette: Distribution charge,
generation charge and system
loss.
Discuss student’s responses to
the guide questions.
Lecturette: Working principle of
generators (Electromagnetic
induction)
ELABORATE
Do you think human body is
similar to heat engines? Why
or why not
What kind of power plant is built
in Negros? Why?
Which place/ province in the
Philippines uses wind power?
Why?
Which place/ province in the
Philippines uses nuclear power?
Why?
A classroom has four-40W
fluorescent lamps. If these are
used for 8 hours, how much
energy is consumed and how
much will it cost the school if
the rate is P10/kWh, the
electric cooperative charges
P8/kWh for generation and
10% for transmission.
What is usually used as
temporary power source when
there is power interruption?

Grade 9
Quarter 4
Page 51
EVALUATE
Complete the table below:
Heat
engine
Geothermal
power plant
Source of
energy
Form of
energy at
the
source
How it
works
Form of
energy
produced
Draw flow chart showing how
energy from the earth’s interior,
waterfalls, wind and nucleus of
the atom able to reach the
household in the form of
electrical energy.
Solve the problem:
A household consumed
240kWh of electrical energy,
how much will have to pay at
the rate of P15.50/kWh for a
month if electric cooperative
charges P5.00/kWh for
generation and 8% for
transmission.
Explain how magnetism
produces electricity.
Rubric
to the question. Content is
factually correct.
to the question.
Content have one factual error.
to the question.
Content have two factual
errors.
to the question.
Content have significant factual
errors.
1 - Content unrelated to
question.
EXTEND
Read how electrical energy is
generated from geothermal
power plants and other
sources.
Bring your household’s latest
electric bill.
Read and discuss among your
group mates the “Performance
Task Diorama Making”. Make
one diorama for each group to
be passed next week.
Answer TAKE HOME TASK on
page 334 of Learner’s Module
Prepare and finalize your
diorama for evaluation next
week.

Grade 9
Quarter 4
Page 52
Grade 9, Quarter 4
Daily Lesson Log
Week No. 9
V. REMARKS
VI. REFLECTION
 80% and above
 Below 80%
 Have caught up
with the lesson
 Continue to
require
Remediation
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

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