LEARNING MODULE

Notre Dame of Masiag, Inc.

SY 2020-2021

SCIENCE
Grade 9
Quarter 4

Name ___________________________________________________
Section ST. PAUL
Subject Teacher MRS. ROSALIE E. CARMELO
Class Adviser MISS GRACE JOY C. OBUYES

For Private Use

In the The Notre Dame of Masiag, Inc.
Strictly not for Public Circulation
 Quarter 4

Force, Motion and Energy

LEARNING MODULE

Science G9| Q4
SCIENCE 9
Module 4: Force, Motion, And Energy
Lesson 1: Two Dimensional Motion

INTRODUCTION AND FOCUS QUESTION(S):

Everyday we encounter around us activities that depict two

dimensional motion like projectile motion for instance in the motion of
a ball or stone through the air after being thrown or hit, a bullet after
being fired from the barrel of a cannon or rifle and before it hits its
target, an athlete during a jump in the high-, long-, or pole vault
disciplines, or a parachutist after jumping from a plane. Have you
ever wondered why an object when thrown in the air follows a
curve/parabolic path? What makes a projectile’s trajectory appear the
way it does?

When we introduced the words “force”, “position”, “velocity”, and

“acceleration”, we found out that their precise physical definitions
were actually

quite close to their use in our everyday language. With the term
“momentum” the situation is more analogous to “energy”, another
term where one can make a vague connection between
conversational use and precise physical meaning.

In politics, one sometimes hears that the campaign of a particular

candidate gains momentum. With the momentum of the candidate, it
could become hard for the opposing candidate to stop it. And, of
course, sports teams or individual players can gain or lose
momentum. What one implies with these statements is that the
objects said to gain momentum are now harder to stop. In terms of
momentum and impulse, why do airbags in cars reduce the chances
in injury in accident? Why are nylon ropes (which stretch considerably
under tension) favored by mountain climbers? Why is a punch more
forceful with a bare fist than with a boxing gloves?

Have you at a certain time asked yourself can we predict the

outcome of object’s motion? How can we ensure safety if we can
predict the outcome of an object’s motion?

These are the questions you will find answers to as you go

through this module.

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON:

1. http://www.physicsclassroom.com/class/vectors/u3l2a.cfm -
Discussion on Two Dimensional motion
2. http://www.youtube.com/watch?v=tgRMAVoHRbk – Life on the
international space station
3. http://www.physicsclassroom.com/mmedia/vectors/hlp.cfm -
Multimedia presentation on projectile motion
4. http://phet.colorado.edu/sims/projectile-motion/projectile-moti
on_en.html - Simulation on projectile motion
5. http://www.ck12.org/physics/Projectile-Motion-Problem-Solvi
ng/ - Sample problem solving activity
6. http://eci.wrdsb.ca/sites/eci.wrdsb.ca/files/More%20Projectile%20
Motion%20Problems%20%28with%20Detailed%20Solutions%29
.pdf – Drills and exercises on projectile motion
7. http://www.nbclearn.com/portal/site/learn/nfl/cuecard/50689
/ - Video on Science of Football
8. http://www.youtube.com/watch?v=MbYoxTyKD28 – Maritx videos
 that shows collision of trucks
9. http://www.physicsclassroom.com/class/momentum/Lesson-1/
Momentum- Website for discussion of momentum, impulse
and conservation of momentum

10. http://www.youtube.com/watch?v=3g4v8x7xggU – Videos for

momentum, impulse discussion

https://www.youtube.com/watch?v=kLqduWF6GXE –
Thermodynamics and kinetics lecture from MIT
https://www.youtube.com/watch?v=3NdCQpSmZN4 – video on the
Zeroth law of thermodynamics
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/firlaw.html -
gives a brief discussion on the first law of thermodynamics
http://www.physicsplanet.com/articles/three-laws-of-thermodynami
cs - gives a brief discussion on the three laws of thermodynamics
https://www.youtube.com/watch?v=kLqduWF6GXE –
Thermodynamics and kinetics lecture from MIT
https://www.youtube.com/watch?v=Xb05CaG7TsQ – from Khan
Academy on the first law of thermodynamics
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/seclaw.html -
discussion of the Second law of thermodynamics
https://www.grc.nasa.gov/www/k-12/airplane/thermo2.html -
discussion of the second law of thermodynamics and entropy
https://www.youtube.com/watch?v=DHUwFuHuCdw – animation on
the second law of thermodynamics from tutorvista.com
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/carnot.html -
discussion of the Carnot cycle
https://www.boundless.com/physics/thermodynamics--3/the-sec
ond-law-of- thermodynamics/carnot-cycles/ - discussion of the
Carnot cycle
https://www.youtube.com/watch?v=kLqduWF6GXE –
Thermodynamics and kinetics lecture from MIT
http://news.bbc.co.uk/dna/place-lancashire/plain/A780266 -
discussion on the laws of thermodynamics
https://www.youtube.com/watch?v=_b29-MrNL38 – American air
force video on the principles of mechanical refrigeration
https://www.youtube.com/watch?v=ASJmVNcJqk4 – video on the heat engines
https://www.youtube.com/watch?v=g39nM7GbSJA – how a heat pump
works
http://www1.eere.energy.gov/vehiclesandfuels/pdfs/basics/jtb_diesel_engine.pdf
- discussion on the diesel engine and its advantages against gasoline
http://www.rcfb.org/images/How_Diesel_Engines_Work.pdf -
discussion on how diesel engines work

https://www.youtube.com/watch?v=s2WGFELXPNg – diesel engine animation

https://www.youtube.com/watch?v=5WGUbfzr31s – a National
Geographic Channel video on the Chernobyl explosion
http://www.youtube.com/watch?v=JMaEjEWL6PU – shows what
happened during the Fukushima nuclear plant meltdown
http://www.youtube.com/watch?v=PKNbwcIaGng – shows how a
nuclear power plant works in Canada
http://www.os.is/gogn/unu-gtp-sc/UNU-GTP-SC-12-35.pdf - text on
the basic principles of thermodynamics to be treated in lectures
“Steam cycles for geothermal power production”, “Design of the main
components of a steam cycle power plant”, “Binary cycles for
geothermal power production” and “Design of the main components
of a binary cycle power plant”
http://geoheat.oit.edu/bulletin/bull20-2/art1.pdf - gives a brief
history of geothermal power generation
http://www.doe.gov.ph/renewable-energy-res/geothermal - shows
the different benefits which the Philippines has reaped from
geothermal power plants
Definition of Terms:
Projectile motion is motion with a constant horizontal velocity
combined with a constant vertical acceleration caused by gravity.
Horizontal displacement dx is called the horizontal range of the projectile.
Momentum can be defined as "mass in motion."
Impulse is the quantity Force multiplied by time
air conditioner a heat pump that absorbs heat from an already cold
region and dumps this heat into a hot region
adiabatic process a thermodynamic process in which no heat enters
or leaves a system
coefficient of performance a measure of the efficiency of a heat
pump calculated in terms of the amount of heat taken over the work
done in extracting the heat
efficiency (thermal) for heat engines is the amount of work done
over the heat absorbed
entropy a measure of the disorder of a system
generation the process of producing electricity
heat energy in motion and is produced by the movement or
jostling of the molecules of a substance
heat engine a machine that absorbs heat and uses this heat to do
mechanical work
heat pump a machine that uses mechanical work in extracting
heat from an already cold area and expelling this into a hot area
ideal efficiency the efficiency of a machine in terms of the
temperature differences, in Kelvin, between the hot and cold
reservoirs
internal energy the sum total of all the energies in a substance
isobaric process a thermodynamic process where the pressure on
a system is kept constant
isochoric or isovolumetric process a thermodynamic process
where the volume of a system is kept constant
isothermal process a thermodynamic process where the
temperature of a system is kept constant
nuclear fission the breaking down of an atom’s nucleus
due to the bombardment of particles
radioactive element an unstable element that constantly emits radiation
refrigerator a heat pump that absorbs heat from its internal
compartment and dumps it into its surroundings
thermodynamics the branch of physics that deals with the interactions of heat
transmission the process of carrying electricity through wires and
cables into substations
work the product of an applied force and the distance traveled
by an object where the force is applied
air conditioner a heat pump that absorbs heat from an already cold
region and dumps this heat into a hot region
adiabatic process a thermodynamic process in which no heat enters
or leaves a system
coefficient of performance a measure of the efficiency of a heat
pump calculated in terms of the amount of heat taken over the work
done in extracting the heat
efficiency (thermal) for heat engines is the amount of work done
over the heat absorbed
entropy a measure of the disorder of a system
generation the process of producing electricity
heat energy in motion and is produced by the movement or
jostling of the molecules of a substance
heat engine a machine that absorbs heat and uses this heat to do
mechanical work
 heat pump a machine that uses mechanical work in extracting
heat from an already cold area and expelling this into a hot area
ideal efficiency the efficiency of a machine in terms of the
temperature differences, in Kelvin, between the hot and cold
reservoirs
internal energy the sum total of all the energies in a substance
isobaric process a thermodynamic process where the pressure on
a system is kept constant
isochoric or isovolumetric process a thermodynamic process
where the volume of a system is kept constant
isothermal process a thermodynamic process where the
temperature of a system is kept constant
nuclear fission the breaking down of an atom’s nucleus
due to the bombardment of particles
radioactive element an unstable element that constantly emits radiation

LESSONS AND COVERAGE:

In this module, you will examine this question when you take
the following lessons:
Lesson 1.1 – Projectile Motion
Lesson 1.2 – Conservation of Linear Momentum
In these lessons, you will learn the following:
Lesson ● Cite examples of projectile motion 3hour
1.1 ● Describe the horizontal and vertical motions of
projectile 3hour
● Recognize that vertical and horizontal components of 3hour
projectile motion are independent from each other.
● Compute the values of different components in 3hour
projectile motion
● Investigate the relationship between the angle of 3hour
release and the height and range of the projectile
Lesson ● Relate impulse and momentum to collision of objects 3hour
1.2 ● Infer that the total momentum before and after collision 3hour
is equal
● Examine effects and predict causes of collision 3hour
 –related damages/injuries

MODULE MAP:

Here is a simple map of the above lessons you will cover:

EXPECTED SKILLS:
To do well in this module, you need to remember and do the following:
1. Read the all instructions carefully before starting anything.
2. Complete all the activities and worksheets. Follow instructions
on how to submit them.
3. Look up the meaning of words that you do not know.
4. You will frequently come across process questions as you go
through different lessons. Keep a notebook (or use the Notepad)
where you can write (and revise) your answers to these
questions. Use also the notebook to jot down short notes, draw
diagrams, and summarize what you have just read.
5. For worksheets and reports that need to be submitted, use
the provided checklist and rubric to evaluate your work
before submission.
6. Allow time for relaxation and recreation when you are mentally
tired. Make a time table to schedule your study and recreation.
PRE-ASSESSMENT: Write your answer in your activity Notebook,Q4 Lesson 1-Pre
Assessment
1. Airbags in automobiles have saved countless lives in
accidents. Airbags would be safer because they .

http://www.electron.rmutphysics.com/physics/charud/scibook/P
hysics-for-Scientists-and-
Engineers-Serway-Beichne%206edr-4/9%20
%20Linear%20Momentum%20and%20Collisions.pdf

a.increase the impact force c. decrease an occupant’s impulse

b. increase the impact force d. none of the above
2. During a tennis serve, the racket of a tennis player continues
forward after it hits the ball. Is momentum conserved in the
collision?
a. No, because the mass of the racket is much larger than that
of the ball, it is being held by a massive moving arm which is
in contact with Earth.
b. Yes, because of the interaction of racket and tennis player.
c. No, because the system involve is the player and the tennis ball.
d. Yes, because the tennis player is able to hit the tennis ball.
3. Assume that air resistance is
negligible, what is the ball’s total
hang time?
a. 2.76 s
b. 7.2 s
c. 6.2 s
d. 6.0 s
4. How far from the player will the ball reach?
a. 65.5 m c. 65.4 m
b. 56.4 m d. 64.5 m
5. How will horizontal velocity change?
a. will not change c. will decrease
b. remain the same d. cannot be determined

Lesson 1.1: Projectile Motion

EXPLORE

Projectile motions are integral parts of our daily lives. From

kicking a soccer ball to picking up shoes to wear to dropping a pair
of slippers, force and motion are always at play. Objects moves in
predictable ways, as described with accepted principles of force
and motion. Everything is always in constant motion because
forces are always at work. By learning about force and motion, you
will understand how force and motion can be used to produce
motions that allow you to be safe and sound

Activity 1. Picture Analysis

Observe and analyze the pictures below

Questions to answer: Write your answer in your activity notebook.Q4 Lesson 1

Activity 1
1. What do you notice in each of the pictures?
2. How do you describe motion of each object in the pictures?
3. Why do objects in the pictures follow a curve path?
4. What concepts do you think are depicted by the pictures?
5. Can we predict the motion of a moving object? Explain.

You just gave your thoughts about the preceding questions. Let us
check your answers by doing the next activity.

END OF EXPLORE

FIRM-UP

Your goal in this section is to learn and understand key concepts

about projectile motion. The competencies you are to learn are listed
in the checklist below. Monitor your accomplishment in these
competencies.

CHECKLIST OF COMPETENCIES

Describe the horizontal and vertical motions of projectile

Recognize that vertical and horizontal components of

projectile motion are independent from each other.

Compute the values of different components in projectile

motion

Your goal in this section is to learn and understand some key concept
by answering this question: How can we ensure safety if we can
predict the outcome of object’s motion?

A projectile has a motion which is both horizontal and vertical

at the same time. These two components of motion can be described
by kinematic equations. The perpendicular components of motion are
independent of each other, any motion in the horizontal direction is
unaffected by a motion in a vertical direction (and vice versa). As
such, two separate sets of equations are used to describe the
horizontal and the vertical components of a projectile's motion. Read
the website below and organize quantities in the table provided.
http://www.physicsclassroom.com/calcpad/vecproj

Quantity Symbol Formula Involve

(Horizontal Motion)
 Quantity
(Vertical Motion)

You have already familiarized the key terms of projectile

motion. Remember that familiarization of key terms will help you start
learning the concept of projectile motion. In the next activity you will
use the terms in describing projectile motion.
Click the site below and analyze the different components of
projectile motion that is launch horizontally. What will be the path of
the cannonball and how can the motion of the cannonball be
described? Use the table below to describe the horizontal and vertical
components.
http://www.physicsclassroom.com/mmedia/vectors/hlp.cfm
Fill in the table with the necessary information.

Quantity Horizontal Vertical

Motion Motion
Forces
(Present?-Yes or No)
(If present, what
direction)
Acceleration
(Present?- Yes or No
(If present, what
direction)
 Velocity
Constant or Changing

Now that you have described and dissected the different

components of motion for an object that is launched horizontally, you
are going to do the same for an object that is launched at an angle.

Watch the video below and observe the motion of object without the
influence of the force of gravity.
http://www.youtube.com/watch?v=tgRMAVoHRbk
The video is about life in outer space where there is no force of gravity.

Process Questions:
1. What do you observe in the video presentation?
2. Why do you think objects follow a horizontal direction in the video?
3. How does gravity affect the motion of object?
4. Why does object follow a parabolic path in projectile motion?
5. What are the factors that influence object’s motion in projectile motion?
6. How would you describe motion of object if without gravity?
7. How would you describe an object’s motion if the object is in
zero gravity condition?
8. How would our life be without the force of gravity? Cite
situations and explain.
9. How can we ensure safety if we can predict the outcome of an
object’s motion?

END OF FIRM-UP
Since you have understood the basic concept of different
type of projectile motion, you will go deeper into the how to compute
the different components of projectile motion. Your goal in this section
is to take a closer look at some aspects of projectile motion. You are
going to use what you have learned in our previous activities.

In the next activity, you are going to use your knowledge of different
components of projectile motion in analyzing and computing its
values.
 DEEPEN

Click the site below and examine the presentation.

http://www.physicsclassroom.com/mmedia/vectors/hlp.cfm
The website is a simulation of projectile that launch horizontally

Process Questions
1. What is the path of cannon ball?
2. How can the cannon ball’s motion be described?
3. What velocity component of the motion is constant?
Explain why this component is
constant.
4. At the moment the cannon ball is released, what is the value of
initial vertical velocity?
5. What do the arrows signify?

How can we ensure safety if we can predict the outcome of

an object’s motion?

Use the table below for you to make a generalization about

projectile motion. Answer the following problems and construct
your conclusion.

Human Stunt Motorcylist Tennis

Cannonball. A stunt motorcyclist A tennis player plays a
A circus performer is takes off at a speed ball with speed 20 m/s
launched from a of 35 m/s up a ramp horizontally straight
cannon and lands in a down the court from the
of 30° to the
net. Your tabletop ball backline.
launcher represents a horizontal to clear a
small-scale working river 50 m wide.
model of this human
cannonball system.
Your goal is to figure
out what angle to
 launch the ball and
where to place the net 1. Does the cyclist
so that the flight time succeed in doing
of the ball is equal to this?
0.50 seconds and the 2. What determines
ball lands in the net. the motion of a
1. What angle must projectile? 1. What is the least
be the ball 3. What must be height at which she
launcher be set predicted to can play the ball to
to make sure the ensure the clear the net?
human will safety of stunt 2. How far behind the
exactly at the motorcyclist? net does the ball land
net? when it is played at
2. What distance this height?
from the ball
launcher must the
net be placed to
ensure exact
landing of human
cannonball?
ANSWER ANSWER ANSWER

GENERALIZATION: How can we ensure safety if we can predict the

outcome of an object’s motion?

Write your final answers to these questions in the response after

lesson column of the ARG. Compare your new answers with your
answers in the previous columns.

Instruction: Respond to each statement twice (once before the

lesson and again after covering it). Answer only the first column and
after the topic has covered you will answer the third column.
● Write A if you agree with the statement
● Write B if you disagree with the statement
 Respon Respon
se PROJECTILE MOTION se After
Before Lesson
Lesson
1. In projectile motion, the horizontal
displacement of an object is called
range.
2. At the top of the object’s flight, the
velocity of the object in projectile motion
is zero.
3. The path of the object in projectile
motion is parabola.
4. Projectile motion consists of two
independent vertical and horizontal
motions.
5. An object that is in projectile motion
is only affected by the force of
gravity.
6. All projectiles experience acceleration
due to the force of gravity.
7. The trajectory of projectile motion
depends only on vertical motion.
8. A projectile lunched horizontally has no
initial vertical velocity.
9. Horizontal velocity of projectile
decreases as the projectile moves.
10. Horizontal forces are required to
keep a projectile moving
horizontally.

How did you compare your answer of the first column and the third
column? Are there changes in your answer? Now in the next activity
you are going to write your learning from previous activities.

In this section, you have acquired deep understanding on projectile

motion. You have found out that motion of an object can be
 predicted through analysis of components.

END OF DEEPEN
Your goal in this section is apply your learning to real life situations.
You will be given a practical task which will demonstrate your
understanding.
VALUES INTEGRATION
Being a Notre Damean, we are expected to do what is right and just. In our
lesson we must apply our values which enlightened us to deeper understanding of the
topic. How would you apply honesty and accountability in getting the result of your
activity.

TRANSFER

The Scenario:

It is the morning of January 1, 2014, during the new year

celebration, you heard gun shots at a distant. Mang Ernesto your
neighbor, woke up to find his five year old bulldog dead of a gunshot
wound. You begin to think that the gun shots heard the night before
may have something to do with the incident. The local barangay
tanod is intrigued by your theory and introduce you to the crime
scene investigators on the case. The barangay police are taking the
incident very seriously because these random gunshots could have
killed anyone. It is your job to help the crime scene investigators to
pinpoint the location at which the shots originated.

Crime Scene Notes:

The bullet extracted from the dog has been matched to a .45 caliber
pistol. This gun releases bullets with an exit velocity of 380 m/s. The
bullet entered the dog at an angle of 700 from the horizontal.

There are three suspects in the neighborhood that are registered

owners of .45 pistol:

Arthur Alpore
 Arthur has a record of noise violations for loud parties he
frequently holds at his residence.

Carlos Baloy
Has no criminal record

Ramon Reyes
Ramon has a record that includes possession of prohibited
drugs. He served time in prison and released after the
completion of sentence.

The dog was lying on Mang Ernesto’s deck when it was shot. The
deck is 1.75 m above the ground.

Investigate It
Click the site below for you to be guided on how to conduct
investigation. After reading the article you can start conducting your
own investigation based on the given scenario.
http://www.oceg.org/resources/illustration-how-should-w
e-conduct- investigations/#fullcontent

END OF TRANSFER:
In this section, your task was to investigate on a problem or
issue related to projectile motion.
How did you find the previous activity? How did the task help you
see the real world use of the topic?

You have completed this lesson. You may now proceed to the next lesson.

Lesson 1.2 Conservation of Momentum

Have you heard a sports analyst saying “Going into game

seven San Mig Coffee has the momentum”? or during time out of
UAAP Women’s Volleyball one coach said “ You have the momentum
of the game, use that momentum to defeat your opponents”. We
could say that a team that has the momentum is really on the move
and is going to be hard to stop. What is meant by momentum in
sports? Is it related to momentum in Physics? How does momentum
be conserved? In this lesson you will learn about momentum, impulse
and how momentum is conserved. You will start the lesson by doing
next activity.

Click the video below

http://www.youtube.com/watch?v=MbYoxTy
KD28

Process Questions
1. What do you observe in the video?
2. How does the trailer truck manage to dampen car?
3. What makes the trailer truck a devastating force in the street?
4. In the collision of trailer truck and car, why is trailer truck
possess more momentum than the car? Explain.
5. How is momentum conserved when two trailer trucks collide heads on?
6. How can we ensure safety if we can predict the outcome of
an object’s motion?

To begin, complete the first column by supplying your initial thoughts

about how momentum is conserved? Can one predict the motion of
an object? How can your knowledge of motion help us solve
problems in daily life? (Initial Thoughts) in the table below. We shall
return to this table as we go along understanding this lesson.
END OF EXPLORE:
You just tried to identify momentum, impulse and how
momentum is conserved. Now, let’s find out in the next lesson how
speed and velocity be expressed in quantifiable values. In the next
activity, you are going to encounter the basic concept of
momentum-impulse relationship and how momentum is conserved in
a system.

FIRM-UP

Activity 9: Web Page Reading

Click the website below
http://www.physicsclassroom.com/class/momentum/Lesson-1/
Momentum
The site is about the basic concept of momentum, impulse and
conservation of momentum

Term Description Equation

1. Momentum
2. Impulse
3. Elastic Collision
4. Inelastic Collision
5. Conservation
of
momentum

How did you fare in the previous activity? Did website help you
identify the basic concept of conservation of momentum? Now that
you have identified the different terms involve in conservation of
momentum, you will now use your knowledge in solving problems
related to momentum.

Click the site and watch the presentation.

http://www.youtube.com/watch?v=3g4v8x7xggU
Youtube presentation is about the relationship between momentum and impulse.
Process Questions: Write your answer in your Activity Notebook. Q4 lesson 1.2
Activity 10.
1. What is momentum?
2. How does momentum differ from the word momentum used in sports?
3. What is impulse?
4. How does momentum relate to impulse?
5. Why does a 80,000 pound big rig traveling at 2 mph have the
same momentum as a 4,000 pound sport utility vehicle (SUV)
traveling at 40 mph? Explain
6. What determines if one car has more momentum than another
in a two-car collision? Illustrate your answer.

In the next activity you will analyze pictures that would help you
understand the relationship between impulse and momentum. You
will encounter in this activity the importance of time of impact in
impulse-momentum relationship

Two sets of picture below depict the impulse-momentum relationship.

http://www.finneytown.org/Dow
nloads/te_ch06.pdf
https://www.google.com.ph/sear
ch?q=momentum Pictures show
an egg
 falling to a plate and a
pillow.
The pictures depict the impact of a punch, one is able to ride away
from punch and while the other

Process Questions: Write your answer in your Activity Notebook, Q4 Lesson 1 Activity
12

1. What do you observe in the pictures?

2. Which of the pictures depicts a greater impact? Explain

3. Explain the momentum-impulse relationship shown in the

pictures.
4. Does increasing an object’s mass increase its momentum?

5. How can people survive a major collisions?

6. How does physics explain the effectiveness of seat belts and

airbags?
7. List other vehicle safety devices that reduce the impact force by
increasing the time of impact.

Did the previous activity help you understand the

momentum-impulse relationship? The next activity will guide you
comprehend the lesson through simulation activity

Instruction: Analyze the following problems and write your answer

on the given table.

1. A 12-kg medicine ball is thrown at a velocity of 10 km/hr to a

50-kg skater who is at rest on ice. The skater catches the ball
and subsequently slides with the ball across the ice. Consider the
 skater and the ball as two separate parts of an isolated system.
(no external forces). Fill in the before- and after- collision table
below.
http://www.physicsclassroom.com/class/momentum/Lesson
-2/Using-Equations-as-a- Recipe-for-Algebraic-Problem

Before After

Person/Object Momentu Momentu Momentum

m before m after Change
Collision Collision
Ball
Skater
Total

2. A 0.120-kg baseball moving at a speed of 40.0 m/s crosses the

plate and strikes the 0.250-kg catcher's mitt (originally at rest).
The catcher's mitt immediately recoils backwards (at the same
speed as the ball) before the catcher applies an external force
tostop its momentum. If the catcher's hand is in a relaxed state at
the time of the collision, it can be assumed that no net external
force exists and the law of momentum conservation applies to the
baseball-catcher's mitt collision. Fill in the before- and after
collision table below.
 Person/Object Momentu Momentu Momentum
m before m after Change
Collision Collision
Ball
Catcher’s Mitt
Total
Determine the velocity of the baseball/catcher's mitt immediately after
the collision.

3. A 4000-kg truck traveling with a velocity of +5.0 m/s collides

head-on with a 1200-kg car traveling with a velocity of -15 m/s.
The truck and car entangle and move together after the collision.
Fill in the before- and after collision table below.

Person/Object Momentu Momentum Momentum

m before after Change
Collision Collision
Car
Truck
Total
Determine the velocity of the truck and car immediately after the
collision.

Explain why airbags are not alternatives to seat belts but are
intended to be used with seat belts to increase safety.
 Can we predict the motion of an object? Explain

END OF FIRM UP

Since you have understood the basic concept of momentum,

impulse and conservation of momentum, you will go deeper in
understanding the application of the concept. Your goal in this section
is to take a closer look at some aspects of momentum, impulse and
conservation of momentum. You are going to use what you have
learned in our previous activities.

DEEPEN
Activity 13: Graphic Organizer

Before moving on to the next lesson, let us summarize what you

learned about speed and velocity. Fill up this graphic organizer by
identifying what is missing in the map.

How is your performance so far with the previous activities? Did you
gain the important points of impulse-momentum relationship? In the
next activity you are going to see the basic idea of collision.
Activity 15: Webpage Article Analysis

Read the websites below to answer the table below

http://newsinfo.inquirer.net/684841/davao-citys-speed-limit-reduces
-accidents- but-businesses-also-affected
Davao City’s speed limit reduces accidents, but businesses also affected

http://www.gmanetwork.com/news/story/267871/newstv/angpinaka/
ang-pinaka- top-10-most-common-causes-of-road-accidents
Ang Pinaka' Top 10 Most Common Causes of Road Accidents

http://www.abs-cbnnews.com/nation/metro-manila/02/25/09/grad
e-4-ateneo- student-dies-car-accident-report
Ateneo pupil dies after being pinned by car

Article 1 Article 2 Article 3

Davao City’s Ang Pinaka' Top 10 Ateneo pupil dies
speed limit Most Common after being pinned
reduces Causes of Road by car
accidents. Accidents
1. How does Davao 1. What is the 1. How did the
City’s speed limit most common accident happen
reduce accidents cause of road inside the
on the road? accidents? campus?
2. How important 2. Why is 2. How can we
is speed in speed avoid a similar
ensuring safety necessary accident?
on the road? in ensuring Explain
3. Do you believe road 3. What might
that lowering safety? happen if the
speed limit can 3. In what way can car’s driver
reduce road we reduce road immediately
accidents? accidents? stepped on the
Explain. brake pedal?
GENERALIZATION: How can we ensure safety if we can
predict the outcome of object’s motion?
You are going to revisit the generalization given before this lesson.
You will fill in the fourth column with your generalization you have for
this lesson

END OF DEEPEN
 Values Integration
Being a Notre Damean, you must apply your values which enlightened you to
deeper understanding of the topic. How would you apply that in your own self. How
would you discipline yourself to maintain 60km/hour if you are a driver? What will you
do to lessen car accident.?

TRANSFER

Your goal in this section is apply your learning to real life

situations. You will be given a practical task which will demonstrate
your understanding. The article below pointed out the road mishap
that involves public utility vehicles. Use the application
http://www.glogster.com/ for your comprehensive material

http://www.philstar.com/business/2014/02/13/1289646/impa
ct-public-safety- taken-lightly#main-content
Impact of public safety taken lightly
(The Philippine Star)
The Philippines is becoming one of the most notorious
countries in the world for having the most number of coffins
on wheels, specifically public transportation buses that
people use when travelling on the roads.

The most recent mishap was about a week ago when

a bus plunged into a 500-meter-deep ravine on the
outskirts of Bontoc, Mountain Province early morning,
killing 14 passengers including two European tourists.

In the last quarter of 2013, three major passenger bus

accidents also occurred. In October, 20 lives were lost
and more than 50 others were injured in Atimonan,
Quezon when three buses and four other trucks were
involved in a vehicle pile-up.
The following month, in November, a bus headed for
the south mowed into a bus stop at the outskirts of
Makati City killing six commuters and injuring 33
 others.

Then in December, in one of the more bizarre accidents to happen in

the country, a bus jumped the concrete side barriers of the elevated Skyway
to land on a truck plying the ground level road. More than 20 people died
and several others suffered injuries.
In fact, data from the Metro Manila Accident Reporting and Analysis
System (MMARAS) points to a steadily growing number of accidents
involving public buses, so much so that there is now statistically an average
of at least one accident per bus.

Public Utility Roadworthiness

President Benigno Aquino summoned all government agencies

responsible for road safety. He is very concerned with public safety,
most especially with buses. Rampant road mishap for the last 5 years
involves bus accidents. Buses are now considered as coffins on wheels
because of chronic road accidents. In response to the call of the
President, the Land Transportation Regulatory and Franchising Board
(LTFRB) has solicited the community to come up with a scientific safety
measures in all public utility vehicles. Since you are one of officers of a
local NGO who advocates road safety, you are tasked to create
guidelines of for the roadworthiness of all public utility vehicles. Your
material will be uploaded to the official website of LTFRB to be used for
the community to understand the importance of public utility vehicles
roadworthiness. Your material will be evaluated based on depth of
content, comprehensive, scientific reasoning, practicality of
recommendations and impact on readers.

END OF TRANSFER:

How did you find the performance task? How did the task help you
see the real world use of the topic? Write a reflective journal of
your experiences and the things you learned about the task.

Write a reflection about your experiences while taking the

entire module. Your reflection will emphasize the following
guide questions:
1. What did you find as the most important learning in this module?
2. What did you find as the most challenging yet engaging?
3. What difficulties did you have while taking the entire module?
4. What other performance task you can think of doing which is
relevant to the lesson?

You have completed this lesson. Before you go to the next lesson,
you have to answer the following post-assessment questions.

LEARNING
LOG
GOALS ASSESSMENT OF GOALS
Unit Goals My My Teacher’s
Person Personal Assessme
al Assessme nt
Goals
nt
(How can I
(Goals personalize
prescribed the goals
by the prescribed by
curriculum) the
curriculum?)

In summary, what have I achieved from this module?

POST-ASSESSMENT: Write your answer in your Activity Notebook

Q4-lesson 2
1. How does the force of gravity affect a ball that is thrown horizontally?
a. The ball accelerates at the same rate as a ball falling from rest
b. The ball begins to fall vertically only when it begins to slow down
c. The ball falls at a speed that is proportional to the
horizontal velocity
d. The ball is not affected by gravity because it has a horizontal velocity
2. Which of the following does not affect the total flight time of a projectile?
a.acceleration due to gravity c. initial height
b.initial vertical velocity d. initial horizontal velocity

3. Which of the following must be 0 for a projectile to be at its maximum height?

a. The horizontal position c. The horizontal velocity
b. The vertical position d. The vertical velocity

4. An object is launched with a velocity of 20.0 m/s at an angle of

30.0o above the horizontal. What is the magnitude of the ball’s
velocity at the highest point in the path?
a. 0.00 m/s c. 10.0 m/s
b. 17.3 m/s d. 20.0 m/s

5. A 1.0 kg block is dropped from the roof of a tall building at the

same time as a 3.0 kg ball is thrown horizontally from the same
height. Which of the following statements best describes their
motion?
a. The 1.0 kg block hits the ground first because it has no

horizontal velocity
b. The 3.0 kg ball hits the ground first because it has more mass
c. The 3.0 kg ball hits the ground first because the
force of gravity on it is greater
d. Both hit the ground at the same time because they
experience the same vertical acceleration

6. A ball rolls off a ledge with a velocity of 1.44m/s. If the ball hits
the floor in 0.455s, how high is the table?
a. 2.23m c. 1.02m
b. 4.46m d. 4.98m

7. What is the trajectory of a projectile in the absence of friction?

a. a straight line c. a circle
b. a curve d. a zigzag

8. A football is kicked into the air at an angle of 45 degrees with the

horizontal. At the very top of the ball's path, its acceleration is .
(Neglect the effects of air resistance.)
 a. entirely vertical
b. both vertical and horizontal
c. entirely horizontal
d. not enough information given to know

9. What can be said about the acceleration in the horizontal acceleration?

a. It changes c. It is negative
b. It is – 9.8 m/s/s d. It is zero

10. Which of the following descriptions of moving objects

accurately portray a projectile?
a. an object which is moving through the air and not touching any surface
b. a falling skydiver with an open parachute
c. a free-falling object
d. a falling feather

Lesson 2: Heat, Work and Efficiency

INTRODUCTION AND FOCUS QUESTION(S):

Every time you listen to news reports on TV, you will
always hear something about the status of power generation in
the country. It has been reported that the power generated
different power generating companies is not enough to supply the
needs of the consuming public. Why is this so? Why do we have
power shortage when we have several working power plants in
the country? Do we have alternative solutions for this?

In this module, you will learn more about the different power
plants that supply electricity to your house. You will also look at
how these power plants are operated.

This module will also cover an important concept that is

related to power plant operation – thermodynamics. In particular,
you will study the relationship between heat, work, and efficiency,
which are vital to the operation of power plants. You will explore
answers to the following important questions: How does heat and
work determine the efficiency of machines? What do power plants
need in order to effectively generate, transmit, and distribute
electrical energy?
 LESSON COVERAGE:
In this lesson, you will examine this question when you take
the following lessons:
Lesson 2. 1 – Heat, Work, and Efficiency
Lesson 2.2 – Power Generation
In these lessons, you will learn the following:

2.1 ● Construct a model to demonstrate that heat can do 2hours

work.
● Infer that heat transfer can be used to do work, and 2hours
that work involves the release of heat.
● Explain why machines are never 100-percent efficient.
2hours
● Explain using thermodynamic laws, and other
physics concepts, the factors that affect the
efficiency of household appliances. 2hours
● Explain how heat transfer and energy
transformation make heat engines like geothermal
plants work. 2hours
2.2 ● Explain how electrical energy is generated, 2hour
transmitted, and distributed. s

MAP OF THE LESSONS:

Here is a simple map of the above lessons you will cover:
 EXPECTED SKILLS:
To do well in these lessons, you need to remember and do the following:
7. Read the instructions carefully before starting anything.
8. Complete all the activities and worksheets. Follow instructions
on how to submit them.
9. Look up the meaning of words that you do not know.
10. You will frequently come across process questions as you go
through different topics. Keep a notebook (or use the Notepad)
where you can write (and revise) your answers to these
questions. Use also the notebook to jot down short notes, draw
diagrams, and summarize what you have just read.
11. For worksheets and reports that need to be submitted, use
the provided checklist and rubric to evaluate your work
before submission.
12. Allow time for relaxation and recreation when you are mentally
tired. Make a time table to schedule your study and recreation.

PRE-ASSESSMENT: Write your answer in your Activity Notebook, Q4 Lesson 2-

Pre Assessment
1. A heat engine absorbs 1000 kJ of heat and releases 350 kJ
 into the cold reservoir. What is the efficiency of the heat
engine?
a. 35%
b. 50%
c. 65%
d. 285%
2. How does a geothermal power plant utilize the natural heat
coming from underneath the earth?
a. The heat coming from the earth is used by a turbine to create electricity.
b. The heat coming from the earth is directly converted to
electricity by means of an inverter.
c. The heat coming from the earth is funneled into distribution
pipes that is used to power electrical appliances.
d. The heat coming from the earth boils water in a tank. When
water turns to steam, the steam rotates the blades of a
turbine. The turbine converts mechanical energy to electricity.
3. What function does the transformer near your house do?
a. It increases the voltage carried by the electricity that is
suited for our home.
b. It increases the current carried by the electricity to suit the
needs of our home.
c. It is a step down transformer that decreases the current to suit
the needs of our home.
d. It is a step down transformer that decreases the voltage to suit our home.
4. Which of the following is a correct diagram of how a heat engine works?

a. c.
 b. d.

5. How are gasoline engines and steam turbines similar?

a. Both of these machines use work to transfer heat from a cold
region to a hot region.
b. Both of these machines are perfectly efficient and are able
to do their function.
c. Both of these machines use heat in order to do mechanical work.
d. Neither of these two operate at high temperatures which make
them highly efficient.

Lesson 2.1: Heat, Work, and Efficiency

Explore
In the previous grade, you learned about the distinction between
heat and temperature. You were also introduced to the conservation of
energy and the many transformations that it can have. In your early
topics in Physics, you also learned that work is the product of net force
acting on a body and distance. Now the question is, can heat do work?
Recall that heat is energy in motion and that it cannot be contained by
an object. So how will it do work? How does the work done by heat
determine efficiency?

Let’s start the module by gathering your thoughts about a few

household appliances which may be of interest to you. Before starting
the first activity, remember to write down your observations.

Activity 1: Home Appliances

Applianc Purpose Power Does How How

e it
Name (What is Consumpti heat long should it
it on is
used up? it be used
for?) used in
in a order to
day? achieve
maximu
m
efficiency
?

Note: You may add more rows if you have more appliances.
Process Questions: Write your answer in your Activity Notebook, Q4 lesson 2,Activity 1

1. Which of the appliances you listed produce heat?

2. Why is there a need for these appliances to produce heat?
3. Which of your appliances do you think absorbs heat?
4. What happens to the immediate vicinity of these appliances?
5. What should the relationship of heat and work be in order for a
 machine to be efficient?

Activity 2: Eliciting Prior Knowledge Through I-R-F Chart

What should the relationship of heat and work be for maximum

efficiency?
Initia Revise Fina
l d l

END OF EXPLORE:
You gave your initial ideas on the relationship between heat,
work, and efficiency by answering the IRF chart.
Let’s find out how others would answer the above and
compare their ideas to our own. As you compare, you will
find out if your ideas are in line with the standard. You will
also learn other concepts which will help you complete a
required project found at the end. This project is for you to
create a hypothetical machine that is highly efficient.

We will start by doing the next activity.

FIRM UP

Your goal in this section is to learn and understand key concepts

about thermodynamics: the science that deals with energy
transformations and energy in motion. As you go along this section,
remember to fill-up this table from time to time.

Key Concept Where am I?

Equilibrium state

Thermodynamic
processes

Heat, work and efficiency

Carnot and the Ideal

Efficiency

Activity 3: Thermodynamics
https://www.youtube.com/watch?v=kLqduWF6GXE –
Thermodynamics and kinetics lecture from MIT

Process Questions: Write your answer in your Activity Notebook, Q4 lesson 2

activity 3
1. What is thermodynamics?
2. In brief, what are the laws of thermodynamics?
3. Of what use do state variables have?
ACTIVITY 5. The First Law and Thermodynamic Processes
 http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/firlaw.html -
gives a brief discussion on the first law of thermodynamics

http://www.physicsplanet.com/articles/three-laws-of-thermodynami
cs - gives a brief discussion on the three laws of thermodynamics

https://www.youtube.com/watch?v=kLqduWF6GXE –
Thermodynamics and kinetics lecture from MIT

https://www.youtube.com/watch?v=Xb05CaG7TsQ – from Khan

Academy on the first law of thermodynamics

Process Questions: Write your answer in your Activity Notebook,Q4 Lesson 2 Activity 5

1. What does the first law of thermodynamics say about energy?

2. Why is the first law considered as restatement of the
conservation of energy?
3. Describe each of the following processes:
a. Adiabatic,
b. Isobaric,
c. Isochoric or isovolumetric, and
After knowing the first law and the different thermodynamic
processes, complete the organizer below.
https://sites.google.com/site/msquilici/science-units/powerpoints-1/pr
operties-of- matter-powerpoints

Activity 6: Concept Check

 1ST Law Equation: Q = ΔU + W
PROCESS WHAT IS KEPT RELATIONSHIP
CONSTANT?/DESCRIPTION BETWEEN Q, ΔU, W

Adiabatic

Isobaric

Isochoric or
Isovolumetric

Isothermal

Read the following webpages and watch the video that follows.
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/seclaw.html -
discussion of the Second law of thermodynamics
https://www.grc.nasa.gov/www/k-12/airplane/thermo2.html -
discussion of the second law of thermodynamics and entropy
https://www.youtube.com/watch?v=DHUwFuHuCdw – animation on
the second law of thermodynamics from tutorvista.com
Process Questions: Write your answer in your Activity Notebook,Q4 Lesson 2 Activity 7

1. What does the second law of thermodynamics say about heat transfer?
2. What is entropy?
3. Why isn’t all the energy absorbed by an engine go into doing useful work?
Now that you know the second law, complete the organizer below.

https://sites.google.com/site/msquilici/s
cience-units/powerpoints1/properties-of
-matter- powerpoints
ACTIVITY 9. What is Ideal?

Click on the websites below and find out more about ideal efficiency.

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/carnot.html -
discussion of the Carnot cycle

https://www.boundless.com/physics/thermodynamics--3/the-sec
ond-law-of- thermodynamics/carnot-cycles/ - discussion of the
Carnot cycle
Process Questions: Write your answer in your Activity Notebook, Q4 Activity 9
1. How is the Carnot or ideal efficiency of an engine or refrigerator defined?
2. Using the equation for ideal efficiency, at what temperature will
a machine be perfectly efficient?
3. What do power plants need in order to effectively generate,
transmit, and distribute electrical energy?
Remember to take note of the important concepts of this activity.

Activity 10: Sum It Up

What should the relationship of heat and work be for

maximum efficiency?
Initia Revise Fina
l d l
Do you also now have revised insights on the working
conditions of your appliances?

Applianc Purpose Power Does How How

e it
Name (What is Consumpti heat long should it
it on is
used up? it be used
for?) used in
in a order to
day? achieve
maximu
m
efficiency
?

With all the information you have learned in the previous

activities, how will ensure that your appliances are working
efficiently?

Confirm your answers in the next section.

END OF FIRM UP:
In this section, the discussion was about the relationship
between heat and work using the different laws of
thermodynamics. You have also learned when a machine
can be perfectly efficient using the Carnot or ideal efficiency.

Go back to the previous section and compare your initial

ideas with the discussion. How much of your initial ideas are
found in the discussion? Which ideas are different and need
revision? What new learning goal should you now try to
 achieve? Go back to your key concepts checklist and find
out where you are in terms of these concepts:

Key Concept Where am I?

Equilibrium state

Thermodynamic
processes

Heat, work and efficiency

Carnot and the Ideal

Efficiency

Now that you know the important ideas about this topic, let’s go
deeper by moving on to the next section.

DEEPEN
You have learned about the different laws of thermodynamics and
how they explain the concept behind a heat engine and a heat pump.
You have also computed efficiencies of engines, refrigerators, heaters,
and air conditioners.

Your goal in this section is to take a closer look at how these

appliances put the laws of thermodynamics in action. While watching
the videos or reading the websites, remember to look at your
appliances if you have these at home. Try to do a tracing of your own
and find out.
Process Questions: Write your answer in your Activity Notebook,Q4 Lesson 2 Act.11

1. What role does the refrigerant do in the operation of a refrigerator?

2. Why should a refrigerant have a lower specific capacity than that of water?
3. What does pressure difference have to do with the
circulation of the refrigerant?

END OF DEEPEN:

In this section, the activities focused on mechanical

refrigeration and engines that are used in our country. You
learned the working conditions for these machines and
how these can be kept working efficiently.

What new realizations do you have about the topic? What

new connections have you made for yourself? What helped
you make these connections?
VALUES INTEGRATION
 Now that you have a deeper understanding of the topic, you
are ready to do the tasks in the next section. How would
you conserve electricity, What will you do? Do you think you
are accountable for the big amount of your electric bill?

TRANSFER

Your goal in this section is to apply your learning to real life

situations. You will be given a practical task which will
demonstrate your understanding.

Remember this table -

Applianc Purpose Power Does How How

e it
Name (What is Consumpti heat long should it
it on is
used up? it be used
for?) used in
in a order to
day? achieve
maximu
m
efficiency
?
 TASK
Your task in this activity is to investigate on the amount of power that
you consume for a given month and then trace which of the appliances
in your list contributed to most of the power consumed. Your
investigation should include calculations of how much power the
appliance consumes based from the wattage given in the user’s manual
of the machine.

Process Questions: Write your answer in your Activity Notebook, Q4 Activity 12

1. Which of the appliances consumed less power?
2. Which of the appliance was used most often?
3. Are these appliances really necessary or you can do away with them?
4. How will you increase the efficiency of these appliances and
bring down the cost of your electric bill?

End of TRANSFER:

In this section, your task was to investigate on a

problem or issue related to heat, work, and efficiency.

How did you find the performance task? How did the task
help you see the real world use of the topic?

You have completed this lesson. You may now proceed

to the next lesson.

Lesson 2.2: Power Generation

EXPLORE

In the previous lesson you learned about heat, work, and

efficiency. You also learned that the laws of thermodynamics govern the
relationship of heat and work. Engines, from the second law of
thermodynamics, use heat that they absorb in doing work. But not all of
the absorbed heat goes into doing useful work. Some of it is released as
waste products into a colder region. Refrigerators and air conditioners,
collectively known as heat pumps, use mechanical work to extract heat
from an already cold region and transfer it into a hotter region. The laws
of thermodynamics also gave you an idea of how a machine’s efficiency
can be calculated. But what does this have to do with how electrical
energy is generated?
 You must have an idea of where the electricity you use at home
comes from right? If so, how do they generate electricity? What role
does the efficiency of an engine play in the effective generation,
transmission, and distribution of electricity? Or in another sense, how
does the relationship of heat and work affect the operation of power
plants?

Let’s find out more through the activities below.

What happens when heat increases at an enormous rate? Will a
machine still work? Click on the website below and watch the story of
the Chernobyl disaster.

https://www.youtube.com/watch?v=5WGUbfzr31s –National
Geographic Channel video on the Chernobyl explosion
Process Questions: Write your answer in your Activity Notebook, Q4
lesson 2.2 Activity 1

1. What did you feel while watching the video?

2. Could there have been precautionary measures done?
3. What happened when heat rose to an extremely dangerous level?
4. Why should temperature and pressure be controlled?
5. Should the Philippines consider nuclear energy?
 What do power plants need in order to effectively
generate, transmit, and distribute electrical
energy?
Initia Revise Fina
l d l

END OF EXPLORE:

You gave your initial ideas regarding what power plants need in
order to effectively generate, transmit, and distribute electrical energy.

Find out how others would answer the above and compare their
ideas to your own. As you compare, you will find out if your ideas are in
line with the standard. You will also learn other concepts which will
equip you as you complete the transfer task found at the end of this
lesson. The task is to create a multimedia presentation that shows the
advantages and disadvantages of certain source of electrical energy
including how it should be transmitted and distributed to households in
the Philippines.

We will start by doing the next activity.

FIRM-UP

Your goal in this section is to learn and understand how the

different power plants from sources that are found in the Philippines.

Complete the first two columns (GOALS Columns) of this learning log
to keep you guided as you accomplish your goals:

POWER
 GENERATION
What I need How will I What do I What does
to accompli think of my my teacher
accomplish sh them? performance think about
? ? what I’ve
accomplished
?

Explain how
heat transfer
and energy
transformation
make heat
engines like
geothermal
plants work

Explain how
electrical
energy is
generated,
transmitted,
and
distributed.
http://www.youtube.com/watch?v=JMaEjEWL6PU – shows what
happened during the Fukushima nuclear plant meltdown
http://www.youtube.com/watch?v=PKNbwcIaGng – shows how a
nuclear power plant works in Canada

Nuclear Design Amount Shortcoming

Power Features of s
Plant Electric
al
Energy
Generated

Russian
Power Plant
(Chernobyl)

Japanese
Power Plant
(Fukushima
Daiichi)

Canadian
Power
Plant

Process Questions: Write your answer in your Activity Notebook, Q4, Lesson
2.2 Activity 3.
1. What are the main parts of a nuclear power plant?
2. What role do radioactive elements play in the power plant?
3. How is heat used in the power plant?
In order to prepare you for the task at the end of this lesson,
fill-up the table below.

NUCLEAR POWER
PLANT
Advantages Disadvantages
 Click on the websites below and find out more about
geothermal power plants.

http://www.os.is/gogn/unu-gtp-sc/UNU-GTP-SC-12-35.pdf - text on
the basic principles of thermodynamics to be treated in lectures
“Steam cycles for geothermal power production”, “Design of the main
components of a steam cycle power plant”, “Binary cycles for
geothermal power production” and “Design of the main components
of a binary cycle power plant”

http://geoheat.oit.edu/bulletin/bull20-2/art1.pdf - gives a brief

history of geothermal power generation

http://www.doe.gov.ph/renewable-energy-res/geothermal - shows
the different benefits which the Philippines has reaped from
geothermal power plants

http://www.geo-energy.org/reports/Geothermal%20Technology%20-
%20Part%20II%20(Surface).pdf – gives an explanation on how a
geothermal power plant works
Process Questions: Write your answer in your Activity Notebook, Q4, Lesson 2.2
Activity 3.
1. Where do geothermal power plants get the heat that it uses in
 generating electricity?
2. Is the heat source of a geothermal power plant
renewable or non- renewable? Explain.
3. Where should we build geothermal power plants? Why?
4. What do power plants need in order to effectively generate,

transmit, and distribute electrical energy?

http://www.ecusd7.org/ehs/ehsstaff/jparkin/Academics/Medieval_Wor
ld_History/Resourc
es/Study_Aids/Graphic_Organizers/Compare_and_Contrast-Double_
Bubble.jpg

Click on the websites below and watch how a hydroelectric power plant operates.

http://www.doe.gov.ph/renewable-energy-res/hydropower
advantages and disadvantages of hydroelectric power plants in
the Philippines

https://www.youtube.com/watch?v=rnPEtwQtmGQ – animation
showing how electricity is generated using hydroelectric power

Process Questions: Write your answer in your Activity Notebook, Q4, Lesson
2.2 Activity 5.

1. How is water used in hydroelectric power plants?

2. Why does water have to be stored in dams in order for it to
be useful in hydroelectric power plants?
3. Can the water used in the power plant still be used for other purposes?
4. What are the energy transformations that happen in a
hydroelectric power plant?
5. What do power plants need in order to generate, transmit,
and distribute electrical energy?
 http://www.youtube.com/watch?v=LNXTm7aHvWc - An overview of
the layout of utility-class wind turbine generators - where are the
major components, what do they do, and what differences can be
found between models and size ranges.

Process Questions: Write your answer in your Activity Notebook, Q4, Lesson
2.2 Activity 6.

1. How is wind used in generating electricity?

2. What is the role of step-up transformers in a wind turbine tower?
3. What are the different energy transformations that happen in wind turbines?
END OF FIRM UP:
In this section, the discussion was about power plants and how
they generate electrical energy.

Go back to the previous section and compare your initial ideas

with the discussion. How much of your initial ideas are found in the
discussion? Which ideas are different and need revision? What new
learning goal should you now try to achieve? Go back to your learning
log and do self-monitoring of your accomplishment of the listed goals.

Now that you know the important ideas about this topic, let’s go
deeper by moving on to the next section.
 As shown in the previous section, some of these power plants were
operated at a certain cost. Others were too costly that life was taken away.
The construction of these power plants requires certain financial
considerations as well as space considerations.

In this section, you will be skilled at identifying where these

power plants can be built in the Philippines. With the
looming energy crisis, it is but timely that you locate places
in the Philippines where power plants can be constructed.

Now that you know how different power plants work, complete the table below.

Characterist Nuclear Geotherma Hydroelectri Wind

ic l c
Source
of
Energy

Electricity
generated
(in MW)

Location

Hazards
Manpow
er
Availabili
ty
Operation
al Costs

Process Questions: Write your answer in your Activity Notebook, Q4, Lesson
2.2 Activity 6.
1. Which provinces in the Philippines are suited for any of the
four power plants mentioned in the previous activities?
2. Why are these places suited for a particular power plant?
3. How will the electrical energy generated from this
power plant be transmitted and distributed?
 What do power plants need in order to effectively generate,
transmit, and distribute electrical energy?
Initial Revised Final

END OF DEEPEN:
In this section, you investigated further the practicality of
building any of the four power plants discussed in the
previous section in the Philippines.

What new realizations do you have about the topic? What

new connections have you made for yourself? What helped
you make these connections?
VALUES INTEGRATION

Now that you have a deeper understanding of the topic, you

are ready to do the tasks in the next section. Make a good
plan to help and lessen your family problem on electric bills.

TRANSFER

Your goal in this section is to apply your learning to real life

situations. You will be asked to create multimedia . Concept Map
http://www1.chapman.edu/cll/faculty/piper/2042/graphorg.htm
Process Questions: Write your answer in your Activity Notebook, Q4, Lesson
2.2 Activity 10.

1. In what way is the concept of heat, work, and efficiency

related to the operations of power plants?
2. What do power plants need in order to effectively generate,
transmit, and distribute electrical energy?

End of TRANSFER:

In this section, your task was to make a multimedia

 presentation about power generation.

How did you find the performance task? How did the task
help you see the real world use of the topic?

Have a final assessment of your accomplishment of the

goals for this lesson (What do I think of my performance?
3rd column). Then, give this form to your teacher so he/she
can give his/her assessment of you.

POST-ASSESSMENT: Write your answer in your Activity Notebook Q4,Lesson 2

Post Assessment

1. Modern automobile engines have efficiencies of about 25%.

About what percentage of the heat of combustion is not used
for work but released as heat?
a. 25%
b. 50%
c. 75%
d. 100%

2. What role do radioactive elements play in a nuclear power plant?

a. Radioactive elements are the source of direct electrical
energy in a nuclear power plant.
b. These elements undergo nuclear fission and give off
enormous amounts of energy that is directly converted as
electrical energy.
c. The heat coming from these radioactive elements is
converted directly into electrical energy.
d. When these elements undergo nuclear fission, they release an
enormous amount of heat that boils water into steam. This
steam enters into a turbine that converts mechanical energy
into electrical.

3. What function do substations play in the transmission of electricity?

a. These substations are the ones that directly distribute the
electricity to houses.
 b. These substations have step-down transformers that reduce
the voltage of the electricity before it distributes it to houses.
c. These substations have step-up transformers that increase
the voltage of the electricity before it travels through the
transmission lines again.
d. The substations collect all the electricity from different
sources and then redistribute them to different houses.

4. Which of the following is a correct diagram of how a heat pump works?

a. c.

b. d.
5. How are refrigerators and aircon units similar?
a. Both of these machines use work to transfer heat from a cold
region to a hot region.
b. Both of these machines are perfectly efficient and are able
to do their function.
c. Both of these machines use heat in order to do mechanical work.
d. Neither of these two operates at high temperatures which
make them highly efficient.