Grade 9, Quarter 4 PDF

Department of Education
Negros Island Region

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

Daily Lesson Log Teacher Learning Area Force, Motion & Energy (Physics) Quarter 4
Junior 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
Learning Competency
and the height and range of the projectile.
Code S9FE-IVa-34 S9FE-IVa-35
Pre-Test Describe the uniformly Describe the uniformly Describe the 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, Physics Exemplar LP, Physics Exemplar LP, Physics Exemplar LP,
Chapter 2 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 A. Show the linear What makes the shape of the Quarter 4
knowledge on speed, velocity about free falling bodies. horizontal graph, v-t graph path of the ball thrown Page 2
and acceleration. 1. What is gravity? for objects rolling horizontal projectile curved?
( Defining the word using Mix 2. What is the acceleration due horizontally and
& Match strategy) to gravity on earth? acceleration – time graph Are there other forces aside
3. Is the rate of gravity for objects rolling down an from gravity acting on the ball
(acceleration) the same for all incline. after it is 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 Improvised Dart Game
plot on the board the possible dropped from a cliff. Mark a target on the board.
position of airplane for every What happen to the distance Challenge the students to
ENGAGE second. travelled of the stone for equal hit the target by throwing
1. What do you think should time interval? chalk to it from the back of
be the position of the airplane In figure 3, the ball is thrown the classroom.
preparing for takeoff? upward, what happen to the
2. How will you describe the ball when it reaches the Allow 10 students to try. Grade 9
speed of the plane from rest maximum 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 trajectory of horizontally relate to the height and range
qualitatively and quantitatively and quantitatively in vertical fired projectile? of the projectile for the entire
EXPLORE
in 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 Projectile Page 4
an angle. (Firing Angle, Initial Velocity,
and Range)
See Attached Activity Sheet
A. Answer Guide Questions A. Answers Guide Questions Sketch the trajectory A. Fill in the tables in the
nos. 1-4. nos. 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
EXPLAIN equations for problems What is the shape of the and trajectory of projectiles
involving UMA in horizontal Illustrative Example:: trajectory for projectiles fired with and without air
dimension? The acceleration of gravity on at an angle along? resistance.
C. Show illustrative example the moon is 1.62 m/𝑠 2 . A ball
is dropped on the moon from a Lecturette: Horizontal
height of 1.5m. Determine the projections and projections
time for the ball to fall to the at arbitrary angles
surface of the moon.
Let the students solve sample Bryan is bouncing in a Show some video clips on A baseball batter wants to hit
problems relating to UMA in trampoline while holding a youth sports events. the ball such that it would land
horizontal dimension. bowling ball. As his feet leave Let the students observe as far as possible. What
the trampoline, he lets go of the different kind of motion factors
the bowling ball. If Bryan held demonstrated. Should he consider in order to
ELABORATE
on to the ball as his feet leave What are the two- satisfy his goal?
the trampoline, will he go dimensional motions you
higher, the same or at lower have noticed from the sports (The batter should aim to bat
height? Why? events? the ball at 450 and use the
maximum force possible)
A. An object that is Maria throws the ball straight Make a sketch and describe Multiple Choice: Grade 9
accelerating uniformly the up with an initial velocity of the shape of the trajectory 1. At what firing angle does Quarter 4
velocity ______over time and 5m/s. of the 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 b. the less is the firing angle,
5. After 2 seconds, what is the 4 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 angle, the longer is the range.
EVALUATE
3 points – Made an incorrect d. both b & c
sketch but complete 3. At the same speed, which
description of the trajectory. of the following firing angle will
2 points – Made an incorrect have the same range?
sketch and incomplete a. 70̊ & 10̊
description of the trajectory. b. 20̊ & 80̊
1 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 Quarter 4
the 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 A carpenter on the roof motions in the sports events a. Height of Fall vs Average
of 20m/s over a distance of accidentally drops a nail that like basketball, volleyball Range
150m. Determine the hits the ground after 2.5 and baseball you have b. Height of Fall vs Time of
acceleration (assume seconds. noticed? Fall
uniformly of the train. 1. How high is the roof? c. Average range vs Time of
EXTEND
( a = 1.3 m/s ) ( d=31m) (Making free throws, serving fall
2. What is the velocity of the a volleyball and batting a d. Height of fall vs square time
nail just before hitting the baseball) of Fall
ground? What can you infer from graph
( 𝑣𝑓 = 25m/s ) 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 height and range of Relate impulse and momentum to collision of objects (e.g.,
the projectile. vehicular collision).
Code S9FE-IVa -35 S9FE-IVb -36
Solve problems involving Solve problems on Summative Test Define momentum and Solve problems on
projectile motion: projectile motion: impulse conceptually and momentum.
Launched horizontally Launched horizontally and operationally; and
DAILY TASK and projectile at an angle. projectile at an angle. Investigate the factors
that affect momentum and
the force of impact on
moving object.
Problems involving in Projectile Motion Momentum & Impulse Problems involving
II. CONTENT:
Momentum
Teacher’s 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, Exemplar Physics LP, Exemplar Physics LP,
Chapter 2, Projectile Motion Chapter 2 Chapter 2
Additional Materials: Physics (Modular Physics (Modular Physics (Modular

Approach); Alicia Padua Approach); Alicia Padua Approach); Alicia Padua
and Ricardo M. Crisostomo, and Ricardo M. Crisostomo, and Ricardo M. Crisostomo,
2nd Edition, pp 60-62. 2nd Edition, pp76-78. 2nd Edition. p76

Review trigonometric Recall the Laws of Motion, Recall the factors that affect Quarter 4
functions (SOH- CAH-TOA) Law of Inertia and Law of the momentum of the Page 10
in resolving X and Y Acceleration. objects.
components. Define momentum
Which of the two balls of the operationally.
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 Showing two vehicles Considering the two
Show picture of sports moving of the same velocity identical cars. Car A is
where projectile motion is but having different masses. travelling 100km/h and Car
manifested. If the two vehicles suddenly B is travelling at 40 km/h.
ENGAGE
Refer to Exemplar LP , lose their breaks and crash
Chapter 2, Projectile against the brick wall, which Ask the students to predict
Motion. do you think be more which of the two cars has
damaging? more momentum?
Essential Question: Essential Questions: Essential Question:
How will you solve What is momentum? How do you solve the
EXPLORE problems on Projectile What is the operational momentum of the object?
Motion? meaning of Momentum?
What is impulse?
What is the operational Grade 9

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

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

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

c. range true for an object travelling Quarter 4
at constant velocity? Page 14
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: How do we relate the mass Solve problems no. 1-2,
Carol who weighs 60 kg and velocity of objects to its LM, p. 259
is driving her car at a momentum and impulse?
speed of 25m/s. She
sees a dog crossing the
EXTEND
road so she steps on
the break to avoid
hitting it. Her seatbelt
bring her body to stop in
.040 s.
a. What is the average Grade 9

force does the Quarter 4
seatbelt exert on Page 15
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
V. REMARKS
next meeting.
VI. REFLECTION
 80% and above
 Below 80%
Did the remedial lessons
 Have caught up
with
the lesson
 Continue to
require
Remediation
Why did these work?
What difficulty did I Grade 9

encounter which my
Quarter 4
help me solve? Page 16
What innovation or
use/discover?
other teachers?

Grade 9, Quarter 4
Daily Lesson Log
Week No. 2


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 Infer that the total momentum before and after collision is equal.
objects (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 http://www.chez.com
h?v=AYgSVipnzl https://www.youtube.com/watc
https://www.youtube.com/watc h?v=3WX7bweJK-k
https://www.youtube.com/watc h?v=AYgSVi_pnzI
h?v=2E9fy8h6o1g https://www.youtube.com/watc
https://www.youtube.com/watc h?v=LMaiVL8wQCc
h?v=2E9fY8H6O1g

Review: Newton’s 2nd Law of Review: Definition of State the Law of Conservation Types of Collisions Quarter 4
Motion (Law of Acceleration) Momentum and Types of of Momentum Can you identify which type of Page 18
ELICIT and the Impulse-Momentum Collision 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 vehicle that stick together after balls of equal mass.
eggs against a wall without the possible outcome of the collision.
breaking it, but you can through collision. Is momentum conserved after What happen to the
it with the same speed on a collision? momentum of ball A and B
piece of cloth without breaking Position 2 Meter Sticks in such after collision assuming no
it? a way that it will serve as a Source: http://www.chez.com external force is applied?
track for marbles to move and
place 5 marbles such that they
ENGAGE 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.
Essential Question: Essential Question: Essential Question: Essential Question:
How do you solve the change in What is Law of Conservation What is the condition for the How will you apply the Law of
EXPLORE momentum of the object, of Momentum? total momentum of a system to Conservation of momentum to
Impulse? be conserved? practical situations like
sports?
Let the students solve problem Let the students to perform Refer to Guide Questions of Showing a Video clip on the Grade 9
in pairs showing the application Activity No. 8: Balloon Rocket. Activity No. 8 application of the Law of Quarter 4
of Impulse-Momentum Conservation of Momentum Page 19
Theorem. on 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 https://www.youtube.com/watc
the ball? h?v=LMaiVL8wQCc`
How do you solve problems of Let the students answer When the total momentum of 1. What makes the rockets, jet
Force of Impact? questions nos. 41-45 the system before and after plane and jelly fish move?
collision is equal, what is the
State the Law of Conservation change of momentum is equal 2. How does the principle of
of Momentum. to? Conservation of Momentum
applied to Rockets, Jet plane
EXPLAIN Use the mathematical equation and Jelly Fish motion?
on Law of Conservation of
Momentum.
What is the necessary

condition for the system to be
conserved?
B. Fernando Jose hits a .05 kg golf
Haveball,
yougiving
experienced
its speedriding
of 65m/s
in Why do fireworks explode Suppose the entire world What are the situations in the
a fast running vehicle and symmetrically? population gathers in one spot different sports like Dart,
suddenly stops? What is the and 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 Conservation of Momentum?
are in the air, does Earth gain
What are the different devices momentum in the opposite
every should 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 complete the statement. Supply the missing word/s: statement is True or False:
test the safety of cars by putting 1. A bug and a windshield of a
them through crash tests to 1 momentum of the system In the 1 of external 2, the total fast-moving car collide. Tell
observe the integrity of the before 2 is 3 to the Total 4 of 3 of a 4 is 5. whether each of the statement
passenger compartment. If a the system 5. is true or false.
1100kg car is sent toward A. The change in the speed
cement with wall with a speed of the car and the bug are the
of 15 m/s and the impact stops same.
the car in 0.09 s, with what B. The change in the
average force is it brought to momentum of the car and of
EVALUATE stop? 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
VI. REFLECTION Grade 9

From the evaluation, Quarter 4
Page 21
 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
Daily Lesson Log
Week No. 3


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); Physics(Modular Approach);

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

1. State the Law of Conservation Recall the factors that may affect Projectile motion concepts and Quarter 4
of Momentum. the 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 between two cars in which both
can safely escape from it? stick 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 What is the difference between How do you develop and
Law of Conservation of elastic collision and inelastic demonstrate the three motor
Momentum? collision? skills in five- minute team drill
of volleyball applying the
concepts and principle of
projectile motion?
EXPLORE
Analyze and solve problems on Activity Sheet Performance Task
Law of Conservation of Elastic and Inelastic Collision LM, pp 271- 273
Momentum: Materials: 2 Marbles, Modeling
1. A 0.25-kg arrow with a velocity Clay
of 15 m/s to the east strikes and A. Elastic Collision --End of Session--
pierces the bull’s-eye of a 7.0-kg 1. Place one marble on a flat
surface (preferably smooth)
target. What is the final velocity of 2. Hit the marble that is at rest Grade 9
the combined mass? with the other marble (give it Quarter 4
enough initial velocity). Page 24
2. A 50-kg astronauts eject 100g 3. Note what happens before and
of gas from his propulsion pistol at after the collision.
a 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 2. Hit the marble that is at rest
above. 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
2. Does your knowledge on Law 2. What happens to the colliding learning, developing, and
of Conservation of Momentum marbles in an inelastic collision? demonstrating the three
help you in solving the problems? 3. What is the difference between motor 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
1. Two .5 kg balls approach each 1. Which of the following performance based on the
other with the same speed of 1.0 illustrates elastic collision? rubrics for development
m/s. What is the momentum of the A. a rolling metal ball the stuck and demonstration of a
Ball A and Ball B before collision to 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 other
kg small brother Aldrich at rest D. a billiard ball initially at rest
EVALUATE directly in his path. Rather than moved after it was hit by a
knock him over, he picks Aldrich speeding cue ball which in
up and continues in motion turn stopped
without stopping. Consider both 2. What happens to the
as a part of one system and no momentum of the system after an
external force s acting on them. inelastic collision?
What is the new speed of both A. increases
boys after collision 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 Study for the Summative Read on the
with the velocity of 5 m/s going 5- minute Volleyball Team Drill. Test. Different
east. What is the total momentum Write the group proposal. Forms of
EXTEND
of a girl and a bike together? Assign materials to bring for the Energy and
said task. its
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
Why did these work?
encounter which my
help me solve?
What innovation or
use/discover?
other teachers?

Grade 9, Quarter 4
Daily Lesson Log
Week No. 4


I. OBJECTIVES
Content Standard Conservation of Mechanical Energy
Performance Standard Create a device that shows conservation of mechanical energy.
Explain energy transformation Perform activities to demonstrate Conservation of Mechanical Infer that the total
in various activities/ events Energy. mechanical energy remains
Learning Competency
(e.g., waterfalls, archery, the same during any
amusement rides) process.
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 Physics LP Exemplar;
Additional Materials: and Explorational Physics Practical and Explorational
Physics
IV. LEARNING TASKS
Recall on the different forms of Check on the activity materials Check the finished turbine Recall on Potential and
Mechanical energy. (Refer to assigned to construct a simple model. Kinetic Energy; examples of
ELICIT table 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 Remind students about the With the use of the finished Show students a Grade 9
fan, what will happen? (List danger of the materials they Turbine Model, tell the PENDULUM. Let it oscillate Quarter 4
down students responses.) will be using in this activity. students that electricity is for some time and ask them Page 29
 Glue may burn, bond generated in hydropower what happens as the
skin or release gas plant by connecting the pendulum swings to and fro.
ENGAGE
that may irritate the turbine’s shaft to a dynamo… (Any suspended object may
eye. be used).
 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
processes in the activity?  Guide students in the motion of water into a of the student volunteer?
 Trace the energy constructing their own mechanical form? Did it rise higher or lower
transformations by simple turbine unit by  What part of the than 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 Test the functionality and Explain the students’ Discuss the short activity in
the beginning of the class. durability of the turbine model responses to the Guide the beginning of the class
ELABORATE Explain the energy of the students. Questions. about the oscillating
transformation involved in the pendulum.
electric fan.
What energy transformation Rubrics Hydropower plants capture Energy cannot be
takes place in:  5 points- if the construction the energy of falling ___(1)_____ nor
a. Hydroelectric power plant of 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 _____(3)________ into all the energies in the
EVALUATE of 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 _____(5)_________. the sum of GPE and KE is
of the turbine model is ___(5)_______.
patterned from the
prescribed procedure but Grade 9

with 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 Construct a
transformation that occurs in turbine model in demonstrating Conservation of Mechanical falling of a roller coaster and model to
your home. Bring the materials mechanical energy Energy apply the Law of demonstrate that
needed for activity 2.(LM p.282) transformations. Conservation of Mechanical heat can do work.
EXTEND
Energy. 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
Which of my teaching Grade 9

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

Grade 9, Quarter 4
Daily Lesson Log
Week No. 5


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 When can we say work is What happened if a body Ask: How are work, heat
of Mix and Match game like done? does work? Like for and internal energy
heat, work, temperature, example the human body related?
internal energy. did work? Recall the
ELICIT previous activity.
Introduce a game – LET’S Show the set up of activity 1 Show the Phet simulation Show an improvised set Grade 9
GET MOVING. “Heat and Internal Energy” set up. up of cooking rice. Quarter 4
Let the students pretend to be in module 3 p.306 Page 34
molecules of an object which When will the lid or cover Which represents internal
is 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 laboratory thermometer go causes the displacement? Which represents heat?
the room.” (Students should up? Is there any work done
stand still and close together.) in the 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 Essential Question: Essential Question: Essential Question: Essential Question:
and 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 energy and work related? related? thermodynamic says
a) Materials used of water? about 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 activity 1 “Heat and Internal (States of Matter) “Intuitive Introduction to Quarter 4
can do work? the 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’
the temperature of water change in temperature displacement of the lid responses on the activity.
before it is boiled, while it of the water? or cover happen?
is boiling and after it is  What causes the rising  What displaced the
boiled? of 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
temperature in the boiling object heat is involved.
pot indicate? Lecturette: Heat, internal
energy and work Lecturette: Positive and
relationship. negative work or heat and
its effect on the internal
energy of the system
Discuss the game the Cite situations that internal Give examples of Cite applications of the
students had played in the energy of the body instances that heat can do first law of
beginning of the class relating increases due to heat and work (e.g. internal or thermodynamics (e.g.
it on how heat causes the when internal energy external combustion ironing clothes).
ELABORATE
increase in the internal energy increases work can be engines, electric heater).
of water. done. (steam engines,
human body, electric
machineries)
Rubric: Modified True or False. True/False Explain how heat can do Complete the Statement: Grade 9
A. Construction 1. Temperature is the 1. The more heat the body work 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 __2__ between heat
B. Presentation 2. Heat is the process of the internal energy of the to 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 4 - Answer is appropriate surroundings.
3. Communication temperature of one system which does no work, to the question.
skill is gram of water by one thus its internal energy Content have one factual
manifested degree Celsius. decreases. error.
EVALUATE 4. 80 degree Celsius is the 4. Work is done by the
SCORING: boiling point of water. system which does not gain 3 - Answer is appropriate
5- if all criteria are met 5. Increase in temperature nor loss heat, its internal to the question.
4-if 4 criteria are met means an increase in energy decreases. Content have two factual
3-if 3 criteria are met the internal energy of 5. The internal energy of the errors.
2- if 2 criteria are met the water. system increases as the
1-if 1 criterion is met system do more heat is 2 - Answer is appropriate
absorb than the work done to the question.
by the system. Content have significant
factual errors.
1 - Content unrelated to
question.
Read pp. 304 – 305: Do you think heat is needed State the first law of Read pages 306-307 of
Heat and Work to do work? Why or why thermodynamics. Compare the Learner’s Module.
not? it to the law of conservation
EXTEND
of 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
Why did these work?
encounter which my
help me solve?
What innovation or Grade 9

Quarter 4
use/discover?
Which I wish to share with Page 38
other teachers?

Grade 9, Quarter 4
Daily Lesson Log
Week No. 6


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 Physics Exemplar Physics Exemplar Physics Exemplar
(Chapter 3 LP9) (Chapter 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 between a spontaneous and
thermodynamics and tell what do the four-cycle stroke of a a non-spontaneous process.
the different symbols or letters gasoline engine.
ELICIT
mean?
Show a picture of a complete diet Show to the class a glass of Show students an animated Show students an enlarged Grade 9
breakfast. Ask: How much work hot water. Ask questions like: slide show of the four-cycle picture of a refrigerator with Quarter 4
can you do in eating this? 1. If we leave this glass for stroke of a gasoline engine its detailed cross-section. Page 40
How much is the internal energy some time, what will happen to (www.animatedengines.com).
ENGAGE of 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 What are the stroke cycle of What is a heat pump?
object which absorbs a certain natural tendency (direction) of gasoline engine and the
amount of heat? heat flow? efficiency of the engine?
EXPLORE
Students will perform activity Perform Activity in the LM Perform the Activity in the
Student will analyse the sample “2nd Law of Thermodynamics pages 313-314 and answer the LM pages 309-311 and
problem given on page 306 and (b)” from Physics Exemplar Guide Questions. answer the Guide
answer TRY THIS on page 307. Questions.
Explain the answer to the Discuss student’s responses to  What happens to the gas if  How does a refrigerator
seatwork problem. the guide questions in the it is heated inside the work?
activity. 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 When you are in an air Discuss the animation shown Discuss the essential parts
containers/wrappers of instant conditioned room you are in the beginning of the class of the refrigerator and how it
ELABORATE food are nutritional facts. What always told to close the door explaining further the strokes of function as heat pump
do these facts tell you? because the “cold” will go out. gasoline engine and its
Why? efficiency.
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 correct answer. heat engine? which reverses the
system is initially 25J. the system 2. What is the correct direction of the heat flow
does 24J of work. What is the Unless ___1___is done, heat sequence of four-cycle stroke from a _______ to a
system’s final internal energy can only be transferred from a of gasoline engine? ________.
EVALUATE when a total of 36J of energy is body or place of 3. Why is heat engine not 2. Give two examples of
added to the system by heat? __2___temperature to a body 100% efficient? heat pump.
or place of A. Because all mixture of
2. While a gas does 400J of work ____3___temperature. gases is converted into
on its surroundings, 900J of heat work
is added to the gas. What is the
change in the internal energy of B. Tell whether the following B. Because engine needs to Grade 9
the gas? sentences is TRUE or FALSE: be cooled down Quarter 4
4. The second law of C. All of the gases are used Page 42
thermodynamics constrains the up by the engine
operation of a heat engine D. Some of the gases are
such that it sets limits on the taken up by the piston
possible efficiency of the 4. What causes thermal
machine and determines the pollution?
direction of 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 Point out to students that The second law of
thermodynamics. flow be reversed? If yes, in THERMAL POLLUTION can thermodynamics states that
what way? If no why? be lessened by developing heat will never by itself flow
EXTEND
alternative energy sources… from a cold temperature to a
hot temperature. Apply this
to heat pump.
V. REMARKS

Page 43
 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
Daily Lesson Log
Week No. 7


I. OBJECTIVES
Infer that heat transfer can be used to do work, and that Explain why machines are never 100-percent efficient.
Learning Competency
work 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 Which is more efficient a gasoline Are you 100% efficient worker?
warm water cold to room temperature engine or a diesel engine? Why? Why or why not? Can you
ENGAGE
or to make a glass of water at room convert all the energy of your
temperature become hot? Why? body 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 Why don’t we have 100%
natural process of heat flow? cars? efficient machine?
Students will perform Activity 3 “ The Students will analyse the sample Students will perform activity 5 Grade 9
Reverse of It” on page 309-311 of problems in page 315 and solve the “Fill Me In” on page 316 of the Quarter 4
Learner’s Module seatwork. 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 When do machines have the
remove heat from the fridge? problems and the seatwork. least thermal efficiency?
a. QH = 9000J
2. How was the air condition unit able Qc = 1700J When do machines have the
to remove heat from the room? 𝐸𝑓𝑓. highest thermal efficiency?
𝑄𝐶
EXPLAIN Lecturette: =1− 𝑥 100% Can a machine attain 100%
𝑄𝐻
Spontaneous and Non- spontaneous efficiency? Why or why not?
process 1700𝐽
= 1− 𝑥 100%
9000𝐽
= 1 − 0.18 𝑥 100%
= 82%
What appliances contribute more to Why do we have super coolant fluid Have you heard of super coolant
the electrical consumption of the for the cooling system of the cars? liquid used in the cooling system
household? of motor vehicles? Why do you
think mechanical engineers
ELABORATE invented as 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 Grade 9

that? 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 2. The closer the temperature of
to lower temperature environment. Solve. the cooling system of a vehicle to
2. ________ is a device that transfers An engine takes in 9000J and does the temperature of the motor the
heat from cold reservoir to hot 1700J of work each cycle while more efficient the vehicle.
reservoir. operating at temperatures 650 C and
0 3. If more water is added to the
3. ________ is the fluid that absorbs 3700C.what is the maximum efficiency cooling system of a motor vehicle
EVALUATE
the heat from the interior part of the of the engine? it will attain 100% efficiency.
refrigerator. 4. The farther the values of
4. The fluid used in air conditioned temperature of the cooling
unit and refrigerator can easily be system and the operating system
_________ so that it can be of the vehicle the more efficient
repeatedly used. the vehicle.
5. ________ is the part of the air 5. Thermal efficiency is the ratio
conditioned unit that transfers heat of the amount of work done using
from refrigerant to the surrounding air. the heat provided to a machine.
What device that is very useful today Do we have cars with 100% Compare heat engines and
EXTEND which works with similar principle of efficiency? Why or why not? geothermal power plants.
the heat pump?
V. REMARKS

Page 47
 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
Daily Lesson Log
Week No. 8


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 Physics Lesson Exemplar Physics Lesson Exemplar Physics Lesson Exemplar
ch?v=WRR7yL3bbGY Navaza, D C. and Valdez, B J. (Chapter 6, LP9) (Chapter 6, LP15)
Physics

What are heat engines? Recall the differences and Review how electrical energy is Recall how power plant works. Quarter 4
What are geothermal power similarities of heat engines and generated, transmitted and What device is common among Page 49
plants? geothermal power plants. What distributed from power plants. power that converts the stored
is 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 Show pictures of water falls and Let students compare their What “magic” does a generator
of heat engines (preferably volcanoes. electric bills. have that it was able to convert
those of motor vehicle or ICE) the different forms of energy
and geothermal power plants. Do this water form and land Do you pay the same amount stored at the source into
ENGAGE Ask: Are these two the same? form possessed energy? Why or for your electric bill? What electrical energy?
Why or why not? why not? makes 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 How does magnetism produce
differences of heat engines generated, transmitted and energy computed? electricity?
and geothermal power distributed from power plants?
plants?
EXPLORE
Students will view a video Students will perform activity 2 Students will perform activity Students will observe a
which shows how a “Tracing Power” on pages 328- “Electrical Energy teacher’s demonstration on
geothermal power plant 330 of the Learner’s Module Consumption” from Physics setting up a simple electric
works. 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? Discussion of student’s Discussion of student’s Discuss student’s responses to
How does a geothermal responses on the activity. responses on the activity the guide questions.
power plant works? 1. Enumerate the factors that
Lecturette: Power transmission affect the electrical energy Lecturette: Working principle of
What is/are the similarities and generation including consumption of an appliance. generators (Electromagnetic
between the two? electrical 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 A classroom has four-40W What is usually used as
similar to heat engines? Why in Negros? Why? fluorescent lamps. If these are temporary power source when
or why not used for 8 hours, how much there is power interruption?
Which place/ province in the energy is consumed and how
Philippines uses wind power? much will it cost the school if
ELABORATE Why? the rate is P10/kWh, the
electric cooperative charges
Which place/ province in the P8/kWh for generation and
Philippines uses nuclear power? 10% for transmission.
Why?
Complete the table below: Draw flow chart showing how Solve the problem: Explain how magnetism Grade 9
Heat Geothermal energy from the earth’s interior, A household consumed produces electricity. Quarter 4
engine power plant waterfalls, wind and nucleus of 240kWh of electrical energy,
Source of Page 51
the atom able to reach the how much will have to pay at Rubric
energy
household in the form of the rate of P15.50/kWh for a 5 - Answer is appropriate
Form of
energy at electrical energy. month if electric cooperative to the question. Content is
the charges P5.00/kWh for factually correct.
source generation and 8% for
How it transmission. 4 - Answer is appropriate
works to the question.
Form of
energy Content have one factual error.
EVALUATE produced
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 Read and discuss among your week.
EXTEND sources. group mates the “Performance
Task Diorama Making”. Make
one diorama for each group to
be passed next week.
V. REMARKS Grade 9
Quarter 4
VI. REFLECTION Page 52
 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
Daily Lesson Log
Week No. 9

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Department of Education

Negros Island Region

Grade 9 School Grade Level 9 Grade 9

Week No. 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING TASKS Grade 9

Guide students to realize

5. Initial velocity affects the Grade 9

Did the remedial lessons Grade 9

Prepared by: Checked by:

Grade 9, Week 1, Day 5 Grade 9

A. Range vs. Firing Angle

B. Range vs. Initial Velocity

Manner of Horizontal Distance (cm) (Range)

Grade 9 School Grade Level 9 Grade 9

Week No. 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Additional Materials: Physics (Modular Physics (Modular Physics (Modular

IV. LEARNING TASKS Grade 9

Which of the two balls of the

What is the operational Grade 9

stone reach the Grade 9

component of the velocity? Newton’s Law of Grade 9

Answer guide questions

What are the factors that

What causes the changes in

b. maximum height reached 2. Which of the following is Grade 9

B. Fill in the missing word/s

a. What is the average Grade 9

What difficulty did I Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

IV. LEARNING TASKS Grade 9

Ask students to predict how

What is the necessary

to ensure the safety of the Grade 9

VI. REFLECTION Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Physics (Modular Approach); 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

Did the remedial lessons Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

begins to generate gravitational potential Grade 9

prescribed procedure but Grade 9

Which of my teaching Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9

Week No. 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

“Energy has entered the

“More energy enters the

Then have the students stop

What innovation or Grade 9

Prepared by: Checked by:

Grade 9 School Grade Level 9 Grade 9