9

Science
Quarter 4
Force, Motion, and Energy

DO_Q4_Science9_Module1-8
Science – Grade 9
Alternative Delivery Mode
Quarter 4: Force, Motion, and Energy
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Published by the Department of Education

Development Team of the Module

Writers:
Maria Novie D. Gallego, Jakki Mae L. Pineda, and Pamela Luz C. Labios
Reviewers:
Maria Novie D. Gallego, Jakki Mae L. Pineda, and Pamela Luz C. Labios
Content Editors:
Maria Novie D. Gallego, Fernan C. Sibug, and Anicia B. Rivera
Language Editor:
Imelda M. Torres
Nancy Hira N. Lim
Layout Artist: Pamela Luz C. Labios, Reina B. Peñaranda, Raphael A. Lopez
Management Team:
Meliton P. Zurbano, Schools Division Superintendent (SDS)
Filmore R. Caballero, CID Chief
Jean A. Tropel, EPS LRMS
Dr. Maria Lea Q. Prondo, EPS Science

Printed in the Philippines by ________________________

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292-3247
E-mail Address: [email protected]
 What I Need to Know

You have learned from your 8th grade class how forces affect an object’s motion
and how to apply these concepts in real-life situations through Newton’s Three Laws
of Motion. It also showed us the relationship between mass, force, and acceleration.
The rectilinear or straight-line motion were also discussed.
In this module, you will learn about two-dimensional motion.
At the end of this lesson, you are expected to:
• describe the horizontal and vertical motions of a projectile.
(S9FEIVa-34)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What causes a change in an object’s velocity?
A. When the value of the velocity changes
B. When the direction of the moving object changes
C. When both the value of the velocity, and the direction of the object
changes
D. All of the choices
2. Any object thrown into the air and moves following a curved path is called ___.
A. range C. trajectory
B. projectile D. freely falling body
3. Which of the following motions is influenced solely by the acceleration due to
gravity?
A. Linear motion C. Rotational motion
B. Projectile motion D. None of the choices
4. The horizontal distance covered by a projectile is called ____.
A. width B. height C. range D. trajectory
5. A cannonball was shot from an angle of 35° with an initial velocity of 21 m/s.
How long does it take for the cannon to reach the ground?
A. 1.22 s C. 2.12 s
B. 1.47 s D. 4.17 s

Lesson
Projectile Motion
1
The player throws the ball into the air to make a shot, does the ball move with
horizontal motion only, vertical motion, or a combination of both?

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 What’s New

Activity Projectiles Diagram

Objective/s:
At the end of the activity, the learners are expected to draw a diagram of
projectile motion.
Materials: Pencil ruler
Procedure:
1. Study the picture below.
2. Using a pencil, trace the trajectory followed by the ball in the picture.
3. Using a ruler, draw the horizontal and vertical velocity of the ball for each
moment.
4. Draw the range of the trajectory and the maximum height for each photo.

What is It

Free Fall Motion

If a falling object is moving downwards solely under the influence of the earth’s
gravity, the motion is called free-falling motion. There are two important
characteristics a free-falling object has, these are:
1. a free-falling object does not encounter air resistance; and
2. all free-falling objects accelerate downwards at a rate of – 9.8 m/s2
The value – 9.8 m/s2 for a free-falling object’s acceleration suggests that free-falling
motion is another example of a uniformly accelerated motion. The constant value of
– 9.8 m/s2 refers to the acceleration due to gravity represented by the g. The value
of the acceleration due to gravity is negative since it is always directed downwards.

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Projectile Motion
Projectile motion happens when an object is launched or projected into the air
wherein only the acceleration due to gravity influences its motion. Any projectile
follows a curved path called the trajectory.
Any object launched/thrown/projected into the air is called a projectile. The
projectile follows a curved path as it moves. This curved path is called the trajectory.
For simplicity, we will neglect the effects of air resistance when we talk about
projectile motion.
The ball becomes a projectile that has both a horizontally oriented motion (vx)
and a vertically oriented motion (vy) which makes it a two-dimensional motion.
However, these two do not affect one another. This means that each can be
independently studied from one another.
The following working equations shall be used for projectile motion.
Horizontal Motion Vertical Motion
(x – components) (y – components)
𝑣0𝑥 = 𝑣𝑥 1
𝑑𝑦 = 𝑑0𝑦 + (𝑣0𝑦 + 𝑣𝑦 )𝑡
2
𝑑 = 𝑑0 + 𝑣𝑥 𝑡 𝑣𝑦 = 𝑣0𝑦 − 𝑔𝑡
1
𝑑𝑦 = 𝑑0𝑦 + 𝑣0𝑦 𝑡 − 𝑔𝑡 2
2
2
𝑣𝑦2 = 𝑣0𝑦 − 2𝑔(𝑑𝑦 + 𝑑0𝑦 )

What’s More

Activity: Is it falling or not?

Directions: Identify whether the object undergoes free-falling motion.
Situation Is it free-falling? (Yes or No)
(Example) A ball tossed into the air No
A. An elevator moving down
B. Water droplets from a rain shower
C. A person doing skydiving
D. The water coming down the waterfalls
Guide Questions:
1. What were the things you found common in the situations that showed free-
falling motion? ___________________________________________________________
2. Why is the ball tossed in the air not considered to be undergoing free falling
motion? __________________________________________________________________

Activity: Projectile motion

Directions: Analyze and solve the problems. Use another sheet of paper for your
solutions.
1. A sniper fired his gun horizontally from the top of a 70 m tall building with a
vertical velocity of 350 m/s. If air resistance is negligible, how far from the
base of the building will the bullet land?
2. An air support dropped a package from an airplane 340 m above the ground.
If there is no air resistance, how long will the package take to reach the
ground?

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 What I Can Do

Activity: Angry Birds

Objective/s:
At the end of the activity, the learners are expected to apply their knowledge
of projectile motion.
Materials:
Pencil mobile phone Angry Birds application
Procedure:
1. Open the Angry Birds game application on your mobile phone.
2. Play the Angry Birds game on your phone.
3. Take note of your level for your highest record.
Level on Highest Record: _____________________
Guide Questions:
1. Was it hard to aim at the location you wanted the bird to drop? Why? _________
2. Does the skill of the bird affect the trajectory you wanted the bird to follow?
How? _____________________________________________________________________

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following shows a uniform acceleration?
A. A cyclist slowing down
B. A car moving at 50m/s in a roundabout path
C. A car moving at 60kph on a straight highway
D. A moving truck turning right in an intersection
2. Which of the following is undergoing free-fall motion?
A. A volleyball tossed to the air
B. A rock thrown down from a cliff
C. An elevator moving down the building
D. The water droplets falling during a rain
3. Which of the following does NOT show projectile motion?
A. A skydiver dropping in the air
B. A cannonball fired towards an enemy
C. A fisherman casting his net over the sea
D. A basketball player shooting from the 3-point area
4. A sepak takraw that is kicked from a height of two meters follows a path that
is __________.
A. circular B. linear C. hyperbolic D. parabolic
5. A ball was shot at an angle of 60° and an initial velocity of 20 m/s. The ball
hits the mark in 1.77s. What is the maximum height of the trajectory of the
ball?
A. 10 m B. 12.5 m C. 15.3 m D. 18.4 m

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 What I Need to Know

Several factors are considered during projectile motion. Here, we will explore
the relationship of the height and range of a projectile’s trajectory with the angle of
projection/inclination.
At the end of the lesson, you are expected to:
• investigate the relationship between the angle of release and the
height and range of the projectile. (S9FEIVa-35)

What I Know

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of projectile motion. Do it on a separate sheet of paper.

K W H L
What do I want to How can I find
What do I know? What did I learn?
find out? out what I learn?

Lesson
Height and Range of a Projectile
2
Two-dimensional motion is as common as rectilinear motion. A basketball
thrown in the air, a rock kicked by a kid, a stone made to skip a pond are just a few
of the everyday real-life examples of two-dimensional motion.

What’s New

Activity: Volleyball
Directions: Observe the picture and answer the guide questions that follow.

Player A

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Guide Questions:
1. What have you noticed when Player A serves the ball to the other side of the
volleyball court? _________________________________________________
2. When the ball travels to the other side of the court, does it fly high up or not?
____________________________________________________________________________
3. How far is the distance covered by the volley ball served by Player A?
____________________________________________________________________________

What is It

Height and Range of a Projectile

Projectiles cover a horizontal distance during their flight that is called the
Range (R). As it follows its curved path, it will reach its highest point wherein, its
vertical velocity is equal to zero. The vertical distance from the ground to its highest
point is called the Height (H or h) of the projectile. How far and how high a projectile
travel depends on the angle at which it is released or projected.
Launch Angle
Any projectile follows a parabolic path as it moves. This parabolic or curved
path is called the trajectory. You may notice that the trajectory of a projectile varies.
The launch angle determines the range and maximum height that an object
will experience after being launched.
As you will notice from the picture below, the angle by which the projectile
was launched affected its trajectory. This is called the initial launch angle (ϴ). The
launch angle of the object affects the range, height, and time of flight the object will
experience while in projectile motion.

What’s More

Activity: Ready for Launch?

Objective/s:
At the end of the activity, the learners are expected to demonstrate what
happens to the height and range of the projectile at different angles of
release.
At the end of the activity, students will need to demonstrate what happens
to the height and range of the projectile at different angles release.

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Materials:
Pencil protractor ruler
Procedure:
Study and compare the pictures below. Answer the guide questions that follow.

Guide Questions:
1. Between the two pictures, which ball covered a longer distance? ____________
2. Between the two pictures, which ball covered a farther height? ______________
3. Using a protractor, measure the angle at which the ball is released.
a. Picture A - ________
b. Picture B - ________
4. For any object to reach a far distance, should the angle of release be bigger or
smaller? __________________________________________________________________

Activity: Sports Science

Directions: Describe the height and range of the trajectory of the given sport.

Sports Height Range

(Short or Tall) (Long or Short)
1. Golf
2. Basketball
3. Sepak Takraw

What I Can Do

Directions: Identify which of the following sports uses projectile motion. Place a
checkmark on the blank before each number. Do this on a separate sheet
of paper.
_____ 1. Shot Put _____ 3. Archery _____ 5. Badminton
_____ 2. Arnis _____ 4. Chess

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 Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following value for the launch angle will cover the longest range
upon the projectile’s launch?
A. 65° B. 50° C. 45° D. 30°
2. An archer uses a bow to fire two similar arrows with the same force. One arrow
is fired at an angle of 45° with the horizontal and the other with an angle of
60° with the horizontal. Compared to the arrow fired at 60°, the arrow fired at
45° has a
A. shorter maximum height and shorter horizontal range
B. shorter maximum height and longer horizontal range
C. higher maximum height and shorter horizontal range
D. higher maximum height and longer horizontal range
3. What causes a change in an object’s velocity?
A. When both the value of the velocity and the direction of the object
change
B. When the direction of the moving object changes
C. When the value of the velocity changes
D. All the choices
For questions, number 4 and 5 refer to the photo below.

4. At what angle should the player kick the ball to hit the goal?
A. 60° B. 45° C. 30° D. 15°
5. At which angle should the player kick the ball if he wants it to cover the longest
distance (range)?
A. 75° B. 45° C. 30° D. 15°

What I Need to Know

Objects interact with each other. This idea is most easily observed in moving
objects. However, these interactions can have different effects on the interacting
objects.
At the end of the lesson, you are expected to:
• relate impulse and momentum to the collision of objects (e.g.,
vehicular collision). (S9FEIVb-36); and
• Infer that the total momentum before and after a collision is equal.
(S9FEIVb-37)

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 1.
2.
3. What I Know
4.
5.
Directions: Write the letter of the correct answer on a separate sheet of paper.
1. The momentum of a moving object is the product of its ____________.
A. force multiplied by velocity
B. mass multiplied by velocity
C. mass multiplied by acceleration
D. force multiplied by acceleration
2. If the time required to stop a moving object increases, what happens to the
force required to stop it?
A. Increases C. Remains the same
B. Decreases D. Not enough information is given
3. When two moving objects collide with one another, which of the following will
not change?
A. The velocity of the objects
B. The acceleration of the objects
C. The total momentum of the objects
D. The distance covered by the objects
4. This refers to the change in the momentum.
A. Force B. Impulse C. Projectile D. Velocity
5. A car and a truck collided with one another in an accident. The car got stuck
with the truck as it dragged the car a few meters before coming to a stop. What
type of collision happened between the car and the truck?
A. Car collision C. Elastic collision
B. Road mishap D. Inelastic collision

Lesson
Momentum and Impulse
3
In your 8th-grade Science class, you learned that external unbalanced forces
cause stationary objects to move from their resting positions. According to Newton’s
Second Law of Motion, the Law of Acceleration, if greater force is applied to an object,
it will also have a larger acceleration. In moving objects, the magnitude of the force
and the timing of the impact can greatly affect their state of motion.

What’s New

Activity: Egg Fall

Objective/s:
At the end of the activity, the participants need to determine how the longer
impact affects the force exerted on the moving object.
Materials:
Pencil raw egg plate soft, fluffy pillow
Procedure:
1. Place the pillow on the table.

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 2. Drop the raw egg on the pillow.
3. Observe what happens to the egg.
4. Repeat steps 1 – 3 but this time, drop the egg on a plate.
Guide Questions:
1. Where did the egg break when it was dropped, on the pillow or on the plate?
Why? _____________________________________________________________________
2. If you were to fall between a trampoline and the wooden floor, which one would
you choose and why? _____________________________________________________

What is It

Momentum and impulse

Momentum in simple terms is any mass in motion. Mathematically, it is
described by the working equation 𝒑 = 𝒎 ∙ 𝒗, where p represents the momentum of
a moving object; m refers to the mass of the object, and v refers to the velocity of
the object.
Any object tends to maintain its current state of rest or motion unless an external
force is applied to it. In moving objects, the external force applied for a given amount
of time causes a change in the moving object’s momentum. The change in momentum
is called Impulse. Since impulse is the change in momentum it can be given as 𝑰 =
∆ 𝒑 = 𝒑𝒇𝒊𝒏𝒂𝒍 − 𝒑𝒊𝒏𝒊𝒕𝒊𝒂𝒍 . The change in momentum is given by subtracting the values of
the final momentum and initial momentum of any moving objects.
Impulse is also given by the working equation 𝑰 = 𝑭 ∙ 𝒕, where I represents the
impulse; F refers to the force applied, and t refers to the time taken to apply the
force.
Law of Conservation of Momentum
The Law of Conservation of Momentum states,
The total momentum of all objects interacting with one another remains constant
regardless of the nature of the forces between the objects.
This suggests that the initial momentum (𝑝𝑖𝑛𝑖𝑡𝑖𝑎𝑙 ) is equal to the final
momentum (𝑝𝑓𝑖𝑛𝑎𝑙 ).
Mathematically,
𝒑𝒊𝒏𝒊𝒕𝒊𝒂𝒍 = 𝒑𝒇𝒊𝒏𝒂𝒍 or 𝒎𝟏 𝒗𝟏 𝒊𝒏𝒊𝒕𝒊𝒂𝒍 + 𝒎𝟐 𝒗𝟐 𝒊𝒏𝒊𝒕𝒊𝒂𝒍 = 𝒎𝟏 𝒗𝟏 𝒇𝒊𝒏𝒂𝒍 + 𝒎𝟐 𝒗𝟐 𝒇𝒊𝒏𝒂𝒍
Moving objects tend to collide with each other. This is one way of causing a
change in their state of motion. Generally, there are 2 types of collision: elastic
collision and inelastic collision.

(a) Elastic Collision

(b) Perfectly Inelastic Collision

When elastic collisions occur, the moving objects separate after the impact.
The objects may both move in the same direction. The objects may also move in the
opposite directions of each other or one of the objects may come to an abrupt stop

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while the other continues to move. The kinetic energy of the moving objects is not
converted into other forms.
If inelastic collision, the objects tend to receive damages on their body after
the impact. Its other type, the perfectly inelastic collision, the objects get stuck
together after the impact as shown in the photo above. The kinetic energy for each
inelastic collision is converted to another form of energy such as potential energy or
thermal energy.

What’s More

Activity: Striking Coins

Procedure:
1. Watch the YouTube video entitled Conservation of momentum: Coin
demonstration through this link,
https://www.youtube.com/watch?v=6zFkVEI6WAY .
2. Answer the guide questions below.
Guide Questions:
1. How many coins moved away from the lineup during the first trial? __________
2. How many coins moved away from the lineup during the second trial? _______
3. Why is it that the number of coins moving away from the lineup is always the
same as the number of coins striking the lineup of coins? ____________________

What I Can Do

Activity: Collisions
Directions: Write ELASTIC or INELASTIC on a separate sheet of paper.

1. - _______________

2. - _______________

3. - _______________

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 Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Momentum is conserved when ____________.
A. objects undergo elastic collision
B. objects undergo inelastic collision
C. there is no external force affecting the collision
D. all of the choices
2. For a heavy object and a light object to have the same momentum,
____________ has to have a greater speed.
A. light object C. both objects
B. heavy object D. none of the objects
3. To catch a raw egg, with bare hands without breaking, the catcher should ___.
A. use a glove to catch the egg
B. stay still upon catching the egg
C. quickly close his hands upon catching the egg
D. move the hands backward upon catching the egg
4. Which of the following is conserved in an elastic collision but not in an
inelastic collision?
A. Force B. Momentum C. Acceleration D. Kinetic Energy
5. Bump cars in amusement park ride usually collide with each other but only
bounce off from one another afterwards. What type of collision is shown by
the bump cars?
A. Elastic collision C. Perfectly elastic collision
B. Inelastic collision D. Perfectly inelastic collision

What I Need to Know

Have you ever tried to ride the famous space shuttle found in the Enchanted
Kingdom of Laguna? Indeed, it is one of the most popular places where people love
to ride, maybe because people love roller coasters. At what point in this ride does the
energy transformation take place?

At the end of the lesson, learners are expected to:

• perform activities to demonstrate the conservation of mechanical
energy. (S9FEIVd-40)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What is the energy of a motorcycle moving slowly at the top of a hill?
A. entirely kinetic C. entirely gravitational
B. entirely potential D. both kinetic and potential

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 2. Which event is explained in the sequence of energy changes shown in the
diagram below?
Chemical Energy Heat Mechanical Energy (with wasted heat)
A. a turbine spins C. gasoline burns to run a jeepney
B. a headlight is on D. electric current powers a flat iron
3. Which event does NOT describe potential energy being changed into kinetic
energy?
A. A box sliding down a ramp
B. A mango falling from a crate
C. A pen spring being compressed
D. A stretched rubber band got loosened
4. Which event illustrates the direct transformation of potential to kinetic
energy?
A. A calesa moves from rest.
B. Kathy’s arrow is released from its bow.
C. A basketball player catches a flying ball.
D. The spring mechanism of a toy is rotated until it is locked.
5. Which sequence of energy transformation best describes what happens when
you switch on your battery-run radio?
A. Mechanical Energy Electrical Energy Sound Energy
B. Mechanical Energy Chemical Energy Sound Energy
C. Chemical Energy Electrical Energy Sound Energy
D. Chemical Energy Mechanical Energy Sound Energy

Lesson
Mechanical Energy
4
One of the concepts behind roller coasters is the Law of Conservation of
Mechanical Energy. There are many other examples or life situations wherein we can
consider this concept like the use of a pendulum and the use of simple machines like
a lever, pulleys, screws, and the like.

What’s New

Activity: Swing Bottle

Materials:
200mL plastic soft drinks bottle Yarn/String Ruler Pen
Activity sheet Chair Scissors Scotch tape
Procedure:
1. Get a 200mL plastic soft drink bottle. Put water inside the bottle until it
is half full. Close the plastic bottle using its cap.
2. Get the string/yarn. Measure it to about the same length as your arm.
Then cut the yarn/string.
3. Tie one end of the string/yarn to the neck of the plastic bottle.
4. Tie the other end of the string to the center of the ruler.
5. Place the ruler in between two chairs so that the plastic bottle is hanging
in the air.
6. Secure the ruler in place using scotch tape.

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 7. Grab the plastic bottle and pull it towards you. Make sure that the string
is taut.
8. Release the plastic bottle without any additional push.
9. Predict what would happen if you released the plastic bottle & it returns.
Guide Questions:
1. Did it rise higher or lower than its original height? ___________________________
2. At what location(s) along the path of the plastic bottle is the ball’s:
a. kinetic energy highest? equal to zero? ________________________________
b. gravitational potential energy highest? equal to zero? _________________

What is It

Mechanical Energy Rules! (Of forms and transformations...)

The energy acquired by objects on which work is done is known as mechanical
energy. You learned in 8th grade science that mechanical energy is divided into two
categories:

Table 1: Different Forms of Mechanical Energy

Potential - Energy in matter due to arrangements of its parts, its composition,
Energy location, and structure. It is commonly considered as stored energy
having the potential to do mechanical work.
- The various forms of potential energy: gravitational, chemical, elastic,
nuclear, & electrical energy.
Kinetic - Energy in moving matter and wave.
Energy - Some forms of kinetic energy: motion, radiant, sound, thermal, &
wave.
The mechanical work done when equated to changes in the mechanical energies
resulted in operational definitions of kinetic and potential energy in the following
equations:
Table 2: Equations for Potential & Kinetic Energy
Potential 𝑃𝐸𝑔𝑟𝑎𝑣 = 𝑚𝑔ℎ where
Energy PE grav = gravitational potential energy
m = mass of object
g = acceleration due to gravity (9.8 m/s2)
h = height or elevation difference
where
𝑃𝐸𝑒𝑙𝑎𝑠 = 1/2 𝑘𝑥2 PE elas = elastic potential energy
k = spring constant
x =compression or extension length
Kinetic 𝐾𝐸 = 1/2 𝑚𝑣2 where
Energy KE = kinetic energy m = mass of object
v = velocity of object
Energy can never be created from nothing, nor can it be destroyed into nothing.
Energy is simply transformed from one form to another or transferred from one
system to another. It flows from a source (serving as an input system) into an output
system during transfers and/or transformations.
Law of Conservation of Mechanical Energy
The Law of Conservation of Mechanical Energy, states, “In a closed system
(where nothing leaves or enters), the total mechanical energy is conserved”. The
energy is constant. There will be no gaining or losing of energy unless work is done
on the system or external forces are acting on the system. The initial kinetic &

14 (DO_Q4_SCIENCE9_LESSON4)
potential energy of a system is equal to the sum of the kinetic & potential energy of
the system. Therefore, we can say that the sum of the KE and PE of a system is
constant.
Look at the figures showing a roller coaster movement. Can you tell the energy
on the different positions where the coaster can be found? The next figures will show
you the KE & PE changes for each position of the coaster. Analyze and be able to
understand it better.

(a) (b)

(c) (d)
Now, as you have analyzed the figures above, can you tell what happens to
the kinetic energy if the potential energy is at its maximum? (Note that the coaster
has its maximum potential energy if it is at rest in figure a). If your answer is zero,
then you answered it correctly! As the coaster is on top of its track, not yet moving,
it has its maximum potential energy because it is at rest. When a body is at rest its
kinetic energy is zero. As the coaster starts to move down the track (see Figures b &
c), its potential energy is transformed into kinetic energy. It gradually gains its kinetic
energy while gradually losing its potential energy. When the coaster goes up the
track, it gradually loses kinetic energy & gains potential energy but when it reaches
a way to go down again, it again gains kinetic energy and loses its potential energy.
As the coaster continues to move, it will gain its maximum kinetic energy with zero
potential energy (see figure d).

What’s More

Activity: CONSERVATION IN ACTION!

Objective/s:
At the end of the activity, the learners are expected to perform an experiment
to demonstrate the conservation of mechanical energy.
Materials:
medium sized stone ½ meter of string pencil

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Procedure:
1. Tie a stone at the end of a string. Hold the string at the other end, and
release.
2. Observe the movement of the stone as it moves or swings. Consider its height
& the energy it possessed.
3. Using the diagram below, identify whether the kinetic energy and potential
energy for each point is at MAXIMUM or ZERO.

Guide Questions:
1. Explain how the conservation of mechanical energy is involved in the
swinging of the pendulum. _____________________________________________
2. What enables a roller coaster to loop a loop? ________________________________
3. Consider the figure below. Complete the missing value.
a. What should be the PE & KE at pt. 2? PE = ____ KE =___
b. What should be the PE & KE at pt. 3? PE = ____ KE =___
c. What should be the PE & KE at pt. 4? PE = ____ KE =___

What I Can Do

Directions: Show your complete solution for each given question on a separate
sheet of paper. Correct answers are already provided.
1. At t = 0 s, the object is 78.4 m from the ground. Assuming that the mass
of the object is 1 kg, what is its total mechanical energy?
Answer: 768.32 J
2. During a flood, a tree trunk of mass 100 kg falls down a waterfall. The
waterfall is 5 m high.
a. What is the PE at the top of the waterfall? Answer: 4900 J
b. What is the KE at the bottom of the waterfall? Answer: 4900 J
c. Calculate the velocity at the bottom of the waterfall. Answer: 9.9 m/s

16 (DO_Q4_SCIENCE9_LESSON4)
 Assessment

Directions: Analyze and solve the problems. Use another sheet of paper for your
solutions.

What I Need to Know

A matchstick burns as it lights up. The chemical reaction evolves smoke and
transforms compounds. How does the heat help in the chemical reaction?
At the end of the lesson, you are expected to:
• construct a model to demonstrate that heat can do work. (S9FE-
IVe-42).

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following laws of physics becomes the foundation of
thermodynamics?
A. Newton’s laws of motion C. Law of conservation of energy
B. Law of universal gravitation D. Law of conservation of momentum
2. The word thermodynamics stems from two Greek words therme and dynamikos
which means?
A. study of heat C. interactions of heat
B. movement of heat D. conservation of heat
3. When heat is added to a system, all of the following may happen EXCEPT
A. increase in internal energy.

17 (DO_Q4_SCIENCE9_LESSON5)
 B. external work is done by the system.
C. increase in the pressure in the system
D. a decrease in the system’s temperature.
4. When you place a cube of ice in your palm, heat flows
A. from your palm to the ice cube
B. from the ice cube to your palm
C. from the ice to the environment
D. simultaneously to your palm and the ice
5. All real refrigerators require work to get heat to flow from a cold area to a warmer
area. Which of the following parts of the refrigerator does work for this purpose?
A. coils B. lamp C. motor D. condenser

Lesson
Heat, Work, and Energy
5
The Law of Conservation of Energy is a powerful tool for understanding our
physical world, and as a result, we are able to explain how objects behave—from very
small atomic particles to very large planetary bodies. In this module, we will study
how the law of conservation of energy can be restated by the laws of thermodynamics.

What’s New

Activity: Heat Concept

Objective/s:
At the end of the activity, the learners are expected to recall heat concepts
related to the new lesson.
Procedure:
Fill in the blanks with the word that is defined by the underlined statement.
1. A cup and a drop of boiling water have the same ______________ of 100º Celsius.
(It is the measure of the hotness and coldness of a body.)
2. The ocean and a cup of seawater may have the same temperature but different
______________ energy.
(It is the energy associated with the random motion of all molecules in a
substance.)
3. When two objects having different temperatures are placed in contact with one
another, ______________ flows from the hot object to the cold object.
(It is the energy in transit from a body of higher temperature to a body of lower
temperature.)
4. Matter does not contain heat; rather it contains ______________ energy.
(It is the total of the potential and kinetic energies of the molecules of a
substance.)
5. As the water boils, the lid of the pot brings to move up. We say the air inside has
done ______________ on the lid as it pushes the lid upward.
(It is the product of the force on an object and the distance through which the
object is moved.)

18 (DO_Q4_SCIENCE9_LESSON5)
 What is It

Thermodynamics
Thermodynamics is the study of heat and its transformation to mechanical
energy. It is coined from the Greek words meaning “movement of heat”. Because it
was developed in the 1800s when the atomic and molecular nature of matter was yet
to be understood, thermodynamics bypasses the microscopic and molecular details
of systems. Rather, it focuses on the macroscopic (macro, meaning large scale) level
– mechanical work, pressure, temperature, and their roles in energy transformation.
Like the other branches of physics, thermodynamics is also governed by laws
which are restatements of the law of conservation of energy.
Mechanisms of Heat Transfer
Heat transfer happens continuously. It may occur fast as with a cooking pan
over a hot stove, or slow like how ice melts inside a picnic ice chest. The mechanism
by which heat is transferred can be summed up into three ways: Conduction;
Convection; and lastly Radiation.
Conduction is a method of transferring heat within a body or two bodies that
are in contact with each other. Convection allows heat to be transferred through the
motion of fluids such as air or water. Heat transfer by radiation happens when any
form of electromagnetic radiation is emitted or absorbed. An example of this would
be the heating of our planet through the heat from the Sun.
First Law of Thermodynamics
The first law of thermodynamics is all about the relationship between internal
energy, heat, and work. It is an extension of the law of energy conservation when
applied to thermodynamic systems. Can you still recall what this law is about?
The Law of Conservation of Energy states that:
“Energy cannot be created nor destroyed. It can only be transformed into another
form, but the total amount of energy remains the same.”
In thermodynamics, a system is any region completely enclosed within a well-
defined boundary, and everything outside this system is considered its surroundings.
The system might be a biological organism, a mechanical device, or the whole of the
earth’s atmosphere.

19 (DO_Q4_SCIENCE9_LESSON5)
 What’s More

Activity: POPPING POPCORNS

Objective/s:
At the end of the activity, the learners are expected to explain how heat
causes the internal energy of a system to increase.
Procedure:
1. Watch the YouTube video entitled, The Physics of Popcorn/ Science Take/
The New York Times (https://www.youtube.com/watch?v=gKKUpUMODeI.)
2. Answer the guide questions that follow.
Guide Questions:
1. What did you notice while the popcorns were in the pot? _____________________
2. Describe how the heat from the fire reaches the popcorns to make them pop.

What I Can Do

Directions: Answer the following questions briefly in your notebook.

Write about three interesting applications of thermodynamics in our daily
lives and learn how these laws of physics affect our daily lives.

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. Which of the following is TRUE about thermodynamics?
A. It deals with energy.
B. It is based on the conservation principle.
C. It discusses the direction of heat movements.
D. All of the above
2. The heat added to a system is used to increase the system’s _____________.
A. pressure C. internal energy
B. work input D. all of the above
3. The first law of thermodynamics is a restatement of what conservation
principle?
A. Law of conservation of mass
B. Law of conservation of energy
C. Law of conservation of charges
D. Law of conservation of momentum
4. Which of the following illustrates the work done by steam emerging from
boiling water in a kettle?
A. The steam blows objects placed near it
B. The steam pushes the cover of the kettle
C. The steam emerging from the kettle’s mouth produces sound
D. All of the above

20 (DO_Q4_SCIENCE9_LESSON5)
 5. If 5 J of energy is added to a system that does no external work, by how much
will the internal energy of that system be raised?
A. 0 J B. 5 J C. 10 J D. Cannot be determined

What I Need to Know

The first law of thermodynamics tells us that energy cannot be created nor destroyed;
it can only be transformed into another form. Therefore, we can say that the energy in the
universe remains the same. If so, why is it always mentioned that heat is a waste of energy?
At the end of the lesson, you are expected to:
• explain how heat transfer and energy transformation make heat
engines work. (S9FE-IVg-45)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. A system does no work even when heat is added to it. Which of the following may
happen to the system?
A. The system expands
B. The internal energy of the system increases
C. Both a and b
D. Neither a nor b
2. The working substance used in most refrigerators is a _____________.
A. gas that is easy to liquefy C. liquid that is easy to solidify
B. gas that is hard to liquefy D. liquid that is hard to solidify
3. What do you call an object that does not significantly change in temperature and
internal energy even when the heat is removed or added to it?
A. Heat sink C. Working substance
B. Reservoir D. Heat engine
4. What is the function of a heat engine?
A. It converts thermal energy into chemical energy.
B. It converts thermal energy to mechanical energy.
C. It converts mechanical energy to chemical energy.
D. It converts chemical energy to mechanical energy.
5. What is the correct sequence of four cycle-stroke of a gasoline engine?
I. Intake II. Power III. Exhaust IV. Compression
A. I, II, III, IV C. II, III, IV, I
B. I, IV, II, III D. I, III, IV, II

Lesson
Heat and Internal Energy
6
You have learned from your 7th-grade class that heat transfer can affect not
only an object’s temperature but also its phase. You have also learned from the
previous topic that energy cannot be created nor destroyed. However, it can be
converted from one form to another.

21 (DO_Q4_SCIENCE9_LESSON6)
 What’s New

Activity: Where Do I Belong?

Objective/s:
At the end of the activity, the learners are expected to distinguish the
process as a spontaneous or non-spontaneous process.
Procedure:
1. Analyze each of the pictures shown below.

drying leaves breakage of an egg

spoilage of food cooling of water

rice cooking waterfalls

2. Identify whether the pictures show a spontaneous process or a non-
spontaneous process. Place them in the table below.
Spontaneous Process Non-spontaneous Process

Guide Questions:
1. How can we reverse the process for each of the following?
a. drying of leaves to make them fresh again - _____________________________
b. fixing an eggshell to make it whole - ____________________________________
c. keeping the food fresh from spoilage - __________________________________
d. heating of water - ______________________________________________________
e. flowing the water back to the top - _____________________________________
2. What is needed to reverse the process? ________________________________________

22 (DO_Q4_SCIENCE9_LESSON6)
 What is It

Second Law of Thermodynamics

The Second Law of Thermodynamics says that processes that involve the
transfer or conversion of heat energy are irreversible. This means that as energy is
transformed, more and more of it is wasted at the same time. Heat always naturally
travels from an object of internal energy at a higher temperature to an object of
internal energy at a lower temperature
Spontaneous and Non-Spontaneous Process
Spontaneous process occurs naturally under certain conditions. Examples
of such are the flow of water downhill or how iron turns to rust once exposed to the
earth’s atmosphere. Non-spontaneous process will need a continual input of energy
from an external source for it to start and continuously happen.
It is very easy to convert all mechanical energy into heat, but heat can only be
partially converted to mechanical energy. We have never succeeded in building a
machine that converts heat completely into mechanical energy so it can power up
cars, ships, and other machines of all kinds. Again, why not?
The answer to this has something to do with the second law of thermodynamics
stated as:
• The natural direction of heat flow is from an object of higher temperature
to an object of lower temperature.
• It is impossible to construct an engine operating in a cycle that converts
heat totally into mechanical energy to do an equivalent amount of work.
But can we not reverse the process? Of course, we can but we have to do
something to alter the natural process such that it would not violate both the first
and the second laws of thermodynamics. We will know how to reverse the process as
we study heat engines and refrigerators.
Refrigerators
Refrigerators and heat pumps are examples of heat engines that cause energy
to be transferred from a cold area to a hot area.
A refrigerator is a heat engine in which work is done on a refrigerant substance
to collect energy from a cold region and exhaust it in a higher temperature region,
thereby cooling the cold region further. A refrigerator, working in a process of
transporting heat from the cold to the hot reservoir is indeed a reversed heat engine!
How is this done? Is there also work involved?

23 (DO_Q4_SCIENCE9_LESSON6)
 Let us see the engine diagram to understand this better.

It is clear from the diagram that the flow of heat can only be reversed by a
refrigerator if the energy is supplied to the engine. All real refrigerators require work
to get heat to flow from a cold area to a warmer area.
Heat engine
A thermodynamic device that converts heat energy into mechanical energy is
a heat engine. While several different designs come under this general heading, in
almost every heat engine, many fundamental components are found.
The heat engine shows the adiabatic process. An adiabatic process can either
be reversible or irreversible. It will only happen if:
• The system is perfectly insulated from the surrounding
• The process is carried out quickly so that a sufficient amount of time for
heat transfer takes place

In a heat engine, for an adiabatic process to start, a heat bath or a high-

temperature heat supply is required, which can take several different forms (for
example, a nuclear reactor is the heat source in a nuclear power plant, but in many
cases burning fuel is used as a heat source). Besides, as well as the engine itself,
which is normally gas that expands as heat is added, there must be a low-
temperature cold tank.
The engine consumes and expands heat from the hot reservoir, and this
mechanism of expansion is what functions in the environment, typically harnessed
with a piston into a functional shape. Then the machine releases heat energy back
into the cold tank and returns to its original state. To continually produce productive
work, the mechanism then repeats in a cyclic manner.

24 (DO_Q4_SCIENCE9_LESSON6)
 What’s More

Activity: A Closer Look at A Refrigerator

Objective/s:
At the end of the activity, the learners are expected to discuss how heat
pumps (refrigerators) work
Directions: Arrange the following in its correct sequence by writing A, B, C, D,
E on the line provided before each step.
Steps on How a Refrigerator Works
_____ 1. The condensed refrigerant then absorbs heat from its surroundings. As a
result, the contents of the refrigerator become colder, and the refrigerant
becomes warmer then, it eventually vaporizes to gas.
_____ 2. The surrounding air in the condenser coils is cooler than the refrigerant so
the refrigerant gives off heat and partially condenses to a liquid.
_____ 3. The fluid enters the compressor again to repeat the cycle.
_____ 4. The refrigerant expands in the expansion valve. As it expands, it cools
considerably so that the refrigerant is cooler than the surrounding of the
evaporator coil which is the inside of the refrigerator
_____ 5. The compressor takes in freon and compresses then delivers it to the
condenser coil at high temperature and pressure. The compressor is driven
by a motor that does work on the working substance in the next cycles.

Activity: Start the engine!

Objective/s:
At the end of the activity, the learners are expected to explain how heat
transfer and energy transformation make heat engines work.
Procedure: Identify the correct sequence of processes below by writing 1,2,3,4
on the line under each box.

25 (DO_Q4_SCIENCE9_LESSON6)
Guide Questions:
1. In Intake stroke, what happens to the piston and mixture of gases? ___________
2. What happens to the piston and the gases during compression stroke? ________
3. Describe the piston and the gases during the power stroke. ___________________
4. In Exhaust stroke, what happens to the piston and mixture of gases? _________

What I Can Do

Directions: Write the letter of the correct answer on a separate sheet of paper.
A. First Law of Thermodynamics C. Heat engine E. Internal energy
B. Second Law of Thermodynamics D. Heat F. Piston
_____ 1. It states that heat will never of itself flow from a cold temperature to a hot
temperature object.
_____ 2. It states that energy cannot be created nor destroyed.
_____ 3. A device that converts heat energy to mechanical energy.
_____ 4. It is the sum of all kinetic and potential energies of the atoms/molecules in
the system.
_____ 5. It is the energy transferred from one body to another as a result of a
temperature difference.

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What happens when the heat is added to a system?
A. The internal energy decreases and external work is done
B. The internal energy decreases and no external work is done
C. The internal energy increases, and work is done on the system
D. Internal energy increases and external work is done by the system
2. What happens when you get inside an air-conditioned room after staying under
the sun for some time?
A. You feel cold because heat flows from your body to the room
B. You feel cold because heat flows from the room to your body
C. You feel warm because heat flows from your body to the room
D. You feel warm because heat flows from the room to your body
3. A can, fitted with a movable piston, is placed over a fire. What happens when
the air inside the can expands due to heating?
A. The piston moves up C. The piston does not move
B. The piston moves down D. The piston will crush the can
4. Heat is absorbed by a refrigerant in a refrigerator when it ______________.
A. melts C. condenses
B. vaporizes D. compresses
5. Heat engines can be described as ___________________.
A. an engine that transfers heat from a cold reservoir to a hot, expended on
work
B. an engine that transfers heat from a heat reservoir to a cold, expended on
work

26 (DO_Q4_SCIENCE9_LESSON6)
 C. an engine that uses the transfer of heat from a hot reservoir to cold to
exact useful work
D. an engine that uses a transfer of heat from a cold reservoir to hot to
extract useful work

What I Need to Know

Power plants are designed to generate electricity using a variety of renewable

and non-renewable resources. Power plants provide the electricity needed by the
community. Nowadays, our daily lives are mostly dependent on electricity. From the
equipment we use in cooking to how we communicate with acquaintances and family
members from across the globe, it's all done using electricity.
After going through this module, you are expected to:
• explain how electrical energy is generated, transmitted, and
distributed. (S9FEIVh-j-46)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. All of the following are non-renewable energy sources, EXCEPT
A. oil B. coal C. bio-mass D. natural gas
2. Daniel turned on a lamp switch in his room. Which of the following is the
correct path of electrical power that can be traced back to the source?
A. power plant > transmission substation > distribution substation >
residences
B. transmission substation > power plant > residences > distribution
substation
C. residences > distribution substation > power plant > transmission
substation
D. distribution substation > transmission substation > power plant >
residences
3. Which of the following is the correct sequence of processes in the flow of
electrical power?
A. transmission > generation > distribution
B. generation > transmission > distribution
C. distribution > generation > transmission
D. generation > distribution > transmission
4. All of the following power plants use steam to drive the turbines to produce
electricity except _________________.
A. coal B. nuclear C. hydropower D. geothermal
5. What kind of energy transformation is present from the turbine to the
generator of a power plant?
A. kinetic energy to potential energy
B. chemical energy to thermal energy
C. thermal energy to mechanical energy
D. mechanical energy to electrical energy

27 (DO_Q4_SCIENCE9_LESSON7)
 Lesson
Electricity and Magnetism I
7
Energy has always played a very important role in the growth of human
civilization. Energy is generally defined as the ability to do work or generate heat.
One of the universe's most beautiful features is that energy can be converted from
one kind to another and transported from one entity to another.

What’s New

Activity: 1,2,3,4 Transform!

Objective/s:
At the end of the activity, the learners are expected to trace the energy
transformation in electrical power plants
Procedure:
Identify what kind of energy is present in each part of a coal-fired power plant:
(electrical energy, mechanical energy, chemical energy, and thermal energy)

What is It

Types of Power Plants

There are two major types of energy fuel sources, the conventional fuel source,
and the non-conventional fuel source. Conventional fuel sources are also known as
non-renewable fuel sources. These fuel sources are the most commonly used. Non-
conventional fuel sources are also called renewable fuel sources. These fuel sources
offer a sustainable source since it is renewable. Here in our country, we use both
renewable and non-renewable sources.
Energy transformation in power plants
The power plant is a complex but great example of showing how energy is
being transformed. The main objective of power plants is to turn fuel, such as coal,
natural gas, or uranium, into electricity. This makes power plants an energy

28 (DO_Q4_SCIENCE9_LESSON7)
conversion technology, and they are by far the largest technology for energy
conversion. To meet the final target of electricity, power plants have to make use of
multiple energy conversions.
Flow of electricity from a power plant to the consumers
Without electricity, we would be in the dark. We would be living in a world lit
by an open flame and powered by simple machines that rely on muscle power. Since
the late 1800s, electricity has brightened our homes and streets, powered our
appliances, and enabled the development of computers, phones, and many other
devices we rely on but people often take electricity for granted. Flip a switch and it is
there. Understanding what electricity is and how it becomes ready for our safe use
helps us appreciate this energy source.

What’s More

Activity: You Light Up My World!

Objective/s:
At the end of the activity, the learners are expected to explain how electrical
energy reaches the consumer.
Procedure:
Part A. Find the hidden word in the vertical bold boxes by filling the horizontal
boxes with correct answers given the clues as to its description below.

T F R
1.

2. A

3. U

4. C T

5. L

6. E

7. E

8. W

9. T R S

10. U B I

11. E Y

Clues/Descriptions:
1. It is defined as a passive electrical device that transfers electrical energy from
one circuit to another through the process of electromagnetic induction. It is

29 (DO_Q4_SCIENCE9_LESSON7)
 most commonly used to increase ('step up') or decrease ('step down') voltage
levels between circuits.
2. It is the pressure from an electrical circuit's power source that pushes charged
electrons (current) through a conducting loop, enabling them to do work such
as illuminating light.
3. A machine that transforms rotational energy from a fluid that is picked up by
a rotor system into usable work or energy.
4. It is defined as the rate at which a charge flows through a surface.
5. These are sockets that connect an electrical device to an electricity supply.
6. It is a device that measures the amount of electric energy consumed by a
building, tenant space, or electrically powered equipment.
7. It is a machine that transforms rotational energy from a fluid that is picked
up by a rotor system into usable work or energy.
8. A device for opening and closing electrical circuits under normal load
conditions is usually operated manually.
9. This is the process of delivering generated electricity - usually over long
distances - to the distribution grid located in populated areas.
10. It is the part of a power system in which the voltage is transformed from high
to low or low to high for transmission, distribution, transformation, and
switching.
11. It is the ability to do work or apply force to move an object.

What I Can Do

How do big, wide trees affect the electrical transmission lines?

_________________________________________________________________________________

Assessment

Directions: Write TRUE on a separate sheet of paper if the statement is correct

otherwise, FALSE.
_________1. Examples of renewable energy fuel sources are wind and geothermal.
_________2. Electric motors are used in producing electricity in power plants.
_________3. The electric current produced passes through a generator to increase
its capacity and be pushed over long distances.
_________4. From the transmission lines, the electricity reaches the substation
where it is lowered and sent to smaller power lines.
_________5. The spinning turbines, turn the generators that produce electricity.

What I Need to Know

Technology to energy conversion refers to any device that converts energy from
one type to another. Energy exists in many ways, including heat, work, and different
types of motion. Furthermore, potential energy can be nuclear, chemical, elastic,

30 (DO_Q4_SCIENCE9_LESSON8)
gravitational, or radiative (also known as light). All of this can be converted into
useful energy, and electricity is one of the most common and versatile sources.

After going through this module, you are expected to:

• explain how electrical energy is generated, transmitted, and
distributed. (S9FEIVh-j-46)

What I Know

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. It is an electrical apparatus designed to convert alternating current from one
voltage to another.
A. generator C. transformer
B. capacitor D. circuit breaker
2. What energy transformation takes place in a generator?
A. heat to mechanical C. mechanical to electrical
B. electrical to mechanical D. chemical to mechanical
3. Transformers are used to raise the voltage along with substations and lower
it for residential consumption. What kind of transformers are used to raise the
voltage?
A. step-up C. both of the two
B. step-down D. neither of the two
4. In which of the following units is electrical consumption measured by electric
companies for our household consumption in our homes?
A. Volt (V) C. Megawatt (MW)
B. Kilowatt (kW) D. Kilowatt-hour (kW hr)
5. In power stations generating electricity, power is measured in ___________.
A. Joule (J) C. Kilowatt (kW)
B. Kilojoule (kJ) D. Megawatt (MW)

Lesson
Electricity and Magnetism II
8
In 8th Grade, you learned about the relationship between electric current,
voltage, and resistance, the three fundamental electrical quantities. You are also
assigned to create basic electrical circuits that contributed to your knowledge of
Ohm’s Law. You were able to apply it to everyday situations and explore safety
measures to prevent electrical hazards by proper electrical contacts and proper
grounding, such as short circuits.

What’s New

Activity: Power!
Objective/s:
At the end of the activity, the learners are expected to:
1. Distinguish between electrical power generation, distribution, and
transmission; and

31 (DO_Q4_SCIENCE9_LESSON8)
 2. Differentiate a step-up from a step-down transformer.
Procedure:
Label the pictures from power generation, transmission, and finally distribution.

What is It

Electrical power generation, distribution, and transmission

All electrical power is produced at a power plant. It is generated and then
distributed into commercial, industrial, and residential installations or wherever it
needs to be consumed. Using a single mechanism consisting of two distinct aspects:
distribution lines and transmission lines, it enters these locations. What is the
difference between these two systems?

32 (DO_Q4_SCIENCE9_LESSON8)
 The transmission lines are like a highway within this path. The distribution
lines are the narrow roadway that leads further to various destinations.
Power transmission is the initial stage of electrical power distribution.
Electricity travels from the production site to the substations - like pit-stops on the
road to the final destination. Transmission lines consist of high towers that bear high
voltages of 100 kV (100,000 volts) and are too high for consumption in households
or businesses where demand originates.
Once the electricity at some substations hits the end of the transmission lines,
it decreases using a step–down transformers. After that, it is sent to its intended
destination. That is where the distribution lines come into play. These are the poles
and electrical wires that we see running through our streets. It continues to travel
down into homes, businesses, industrial buildings, or anywhere it needs to be
consumed, through the 'small' distribution lines at a lower voltage.
The electricity supply starts with transmission and ends with the distribution.
That is how, with the help of transmission and distribution as a delivery partner,
electricity generated at a power reaches every customer.
Electrical power loss
The electric power unit produced by the power plant does not correspond to
the units delivered to the customer. A certain proportion of the units in the
distribution network are destroyed. This distinction in the produced & distributed
units is referred to as loss of transmission and distribution.
Transformers
Transformers are used in the power distribution chain. This is to ensure that
the necessary amount of electricity reaches all its consumers. It can either make the
voltage higher or lower. When the output voltage is higher than the input voltage,
then it is called a step-up transformer. It has fewer number of coils of wire for its
primary coil than its secondary coil. If the output voltage is lower than the input
voltage, then it is called a step–down transformer. It has a greater number of coils
of wire on its primary coil than its secondary coil.

What’s More

Activity: Power!
Objective/s:
At the end of the activity, the learners are expected to:
1. Distinguish between electrical power generation, distribution, and
transmission; and
2. Differentiate a step-up from a step-down transformer.
Procedure:
Types of Transformers
A. Complete the table below about step up and step down transformers.
Number of coils
Type of (Greater or Lesser)
Photo Function
Transformer Primary Secondary
Coil Coil

33 (DO_Q4_SCIENCE9_LESSON8)
 Number of coils
Type of (Greater or Lesser)
Photo Function
Transformer Primary Secondary
Coil Coil

Guide Questions
1. What is the difference between step-up and step-down transformer? _________
2. Why do you think the transmission line is made up of very thick aluminum
(either plain or reinforced with steel or composite materials such as carbon
and glass fiber)? _______________________________________________________

What I Can Do

Activity: Power loss!

Objective/s:
At the end of the activity, the learners are expected to cite ways to minimize
power loss in the generation, transmission, and distribution of
electrical energy
Procedure:
Watch these YouTube videos entitled "Lost in Transmission": How much energy we
lose from plant to plug by Inside Energy
https://www.youtube.com/watch?v=PNh6PO3aM4s&t=12s and Electrical Grid 101:
All you need to know! (With Quiz) by Engineering World
https://www.youtube.com/watch?v=nbPmsBmo03Y
Guide questions:
1. How much energy is lost in the power generation line? _______________________
2. How much energy is lost in the transmission lines? __________________________
3. How much energy reaches our homes? _____________________________________
4. What causes transmission lines to sag? _____________________________________
5. What are the ways done to reduce energy loss in the power grid? ____________

Assessment

Directions: Write the letter of the correct answer on a separate sheet of paper.
1. What is energy changing from one form to another?
A. energy creation C. energy conservation
B. mechanical energy D. energy transformation
2. According to the Law of Conservation of Energy, energy cannot be _________
nor ____________.
A. lost, found C. created, destroyed
B. created, saved D. destroyed, destroyed

34 (DO_Q4_SCIENCE9_LESSON8)
3. Where in the power generation, transmission, and distribution system is a
step-up transformer placed?
A. consumer lines C. generation system
B. transmission lines D. distribution substations
4. To reduce your electric bill, you should _____________________.
A. connect appliances in series
B. make use of limited appliances
C. turn off appliances when not in use
D. turn off the main switch during the day
5. All of the following are the reasons why power in transmission lines is at
high voltage EXCEPT ______________.
A. to increase power losses
B. to reduce power transmission cost
C. to deliver electricity over a long distance
D. to improve the efficiency of power transmission

35 (DO_Q4_SCIENCE9_LESSON8)
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