LESSON EXEMPLAR

Topic / Title SPONTANEOUS PROCESS AND NON SPONTANEOUS PROCESS

Grade Level 9-Einstein A

Time Allotment 60 Minutes
Learning Competencies / Code:
Explain how heat transfer and energy transformation make heat engines work. (S9FE-IVg-45)

At the end of the lesson the learners will be able to:

a. define spontaneous process and non-spontaneous process; and (S9FE-IVg -45)

b. distinguish the process as spontaneous and non-spontaneous. (S9FE-IVg-45)
ELICIT ( 5 minutes) MATERIALS
Laptop, LED TV,
Preliminaries: ( 5 minutes) stripe of papers.
Prayer
Checking of Attendance
Setting house rules.

Pre- assessment: Dice, Dice Baby ACTIVITY

Students will form a circle and assign a number 1-4. They will be given a strip of
papers of a possible answers. They will dance and sing as they follow the lyrics on the video
presented. As the music stops, the teacher will toss the dice and ask a question. The number of
dice appeared represents the group that will answer the question given from the teacher. Any
representatives of the group will answer in front of the class choosing the clue words given, he or
she will spell the word using her/his body parts except the mouth.

ENGAGE ( 7 minutes)
Laptop, LED TV
Imagine you are holding a glass of water and you let go. What will happen? It will fall strip of paper
to the ground, break and spill the water. This process happens because this is a spontaneous
process. Will the reverse ever happen? Will the glass shards reassemble into a glass, and the spilled
water go back into the glass, and the glass leap up from the ground into your hand? This reverse
process will not happen on its own. It needs intervention.

 Let the students relate the saying "we often wonder why things we need in life do not
come naturally and easily.

Guide questions:
1. Are all things happened in its own or natural way?
2. What should we do to make things happened?

Present subject matter & objectives of the lesson.

EXPLORE ( 15 minutes)
Student's Activity:
 The facilitator divides the class into 4 groups.
 Remind the students about safety precautions/criteria of the activity.
laptop, LED TV
 Let the students discuss and follow the procedures of their assigned task.
 Call the material manager in each group to get the materials needed in the act.
 Let the students use their mobile devices to record results, take photos/videos and for
behavioral points of their group.
 GROUP 1 ----------- Let Me out!
GROUP 2 ----------- Where do I Belong?
GROUP 3 ---------- You Made Me change.
GROUP 4 ---------- Roll over.

(See attached activity sheet and rubrics)

 The students do the activity silently.

Note: Presentation of rubrics will be done before the start of the activity.

EXPLAIN ( 12 minutes)

 Students will present their output according to their given rubrics. Student’s output in
 Assigned each group to give feedbacks/critique/rate the other group outputs using the manila paper
rubrics
 Facilitate the answers of the students to give additional information based on their output.
 The teacher will give a positive feedbacks.

GUIDE QUESTIONS:

1. Which of those examples are spontaneous processes? Why do you say so?
2. What is spontaneous process?
3. Which of those examples are non-spontaneous processes? Why?
4. What is non-spontaneous process?
5. How we can reverse the process?
6. What is needed to reverse the process?

ELABORATE ( 15 minutes)

Guide Questions: Laptop, LED TV

1. What is spontaneous process?
2. What is non-spontaneous process?
3. How can we reverse the process for each of the following:
a. Drying of leaves to making them fresh again
b. Fixing an eggshell to make it whole
c. Inflating the balloon
d. Separating the sugar from the water.
e. Letting the ball rolls upward.
4. What is needed to reverse the process?

EVALUATE ( 6 minutes)
I. Direction: Choose the best answer and write the letter only.

1.Spontaneous processes _________ occurrences, non-spontaneous

processes need_______________________.
a. occur naturally; need external energy to happen
b. use water heat pump; occur naturally
c. need external energy to happen; use heat pump
d. both a and b
 2. It is a process that will occur without any energy input from the
surrounding.
A. Non-spontaneous process.
B. Spontaneous process.
C. Heat transfer.
D. Adiabatic process.

3. Which of the following statements below define non-spontaneous

process?
A. Change occurs only if the surroundings continuously supply energy to
system.
B. Heat flows from high temperature to a low temperature object.
C. A change is one that occurs without a continuous input of energy from
outside the system.
D. The change in internal energy of a system equals the difference between
the heat taken in by the system and the work done by the system.

4. Which of the following is an example of spontaneous process?

A. Rusting of Iron B. Cooling of water
C. Rice cooking D. Using motor pump

5. Which of the following is non-spontaneous process?

A. Rusting of Iron B. Drying of leaves
C. Using water pump D. Falling of water downhill

EXTEND ( 3 minutes )
Laptop, LED TV
Direction: Write your answer in your lecture notebook.

How heat pumps like refrigerator and air conditioner work?

References

Learners Material pp. 311- 312

Teaching Guide pp. 211- 212
www. Google .com.ph-URL

Teacher Demonstrator

MARGIE M. CUTAD
 Activity 2
Drop me!
Objectives:
1. Record the time for the ball to reach the ground; and
2. Calculate the height of a building;

Materials Needed:
Stopwatch
Ball (e.g. tennis ball, sepak takraw, localized ball ,etc.)

Procedure:
1. Look for an area in your room which your teacher assign you. Drop the localized ball from
the
height posted on the wall.
2. Using the stopwatch, ask your classmate to record the time it takes the ball to
reach the ground. Record your data.
3. Calculate the height covered by the ball using the formula h=½ agt2 ( since vi = 0)

TABLE 2. Data on the Time and Height of the Building

Trial Time, t (s) Height, h (m)

1
2
3
Average

Guide question/s:
1. What is the velocity of the ball just before it hits the ground?
2. In what direction did you dropped the ball?
3. What does this tell you regarding the direction of the falling object?
 LESSON EXEMPLAR
Topic / Title Momentum

Grade Level 9-Newton

Time Allotment 60 Minutes
Learning Competencies / Code:
Relate impulse and momentum to collision of objects (e.g., vehicular collision).
(S9FE-IVb-36)

At the end of the lesson the learners will be able to:

a. Define momentum.
b. Identify factors affects momentum. (1SESSION)

ELICIT ( 5 minutes) MATERIALS

Laptop, LED TV,
Preliminaries: ( 5 minutes) stripe of papers.
Prayer
Checking of Attendance

Pre- assessment
Unlocking of terms

Task 1: Unlocking of difficulties

Post the words mass and velocity, let the students define the words in
in their own definition.

Task 2: Identify the quantity as velocity or mass?

1) 10 miles/hour
2) 50 kilograms
3) 100 grams
4) 5 meters/sec.

ENGAGE ( 7 minutes)
Laptop, LED TV
strip of papers
The facilitator presents a spring board of the lesson to the class through a story telling.
Imagine we are on the treasure hunt. And after months of months of searching you have found the
the lost temple and can finally owned the lost treasure but as you try to do that you realized that the
treasure is behind a huge, glass wall. What is worst is that your treasure rival is also there to grab the
golds, then you realized that you have weapons , a gun in your waist, a big stone.

Guide Questions:

1. What are you going to do to break the glass wall?

2. What weapon will you used?
3. What does the stone and the gun posses which able to break the glass wall?
 Present subject matter & objectives of the lesson.

EXPLORE ( 15 minutes)

stopwatch, ball
 The facilitator divides the class into 4 groups.
laptop, LED TV
 Students will perform “ Activity No. 1 Drop Me!”
 The students will use their mobile devices to record results, take photos /videos and for a
behavioral points in their group.

(See attached activity sheet and rubrics)

Note: Presentation of rubrics will be done before the start of the activity.

EXPLAIN ( 12 minutes)

Students will present their output. Student’s output

in manila paper

Guide questions:
Q1. How will you compare their stopping distances?
Q2. Did the two toy vehicles immediately stop as they hit the block of wood? Describe the
stopping distances of the two toy cars.
Q3. Which has a greater stopping distance, the small toy car or the big toy truck? How do
the stopping distances of each one change according to the point of release?
Q4. If momentum is a measure of how difficult it is to stop a moving object, which of the
two vehicles had a greater momentum?

ELABORATE ( 15 minutes)
1. What are the two factors do momentum depend on?
Laptop, LED TV

2. How will you define momentum ?

3. On what factor would the impact of collision depend if their velocities are the same?

EVALUATE ( 6 minutes)

Laptop, LED TV
Read the questions below and write only the letter of the correct answer.
1. What is momentum? Momentum is_____

a. a product of mass and velocity.

b. equals to mass and velocity.
c. directly proportional of its mass.
d. inversely proportional to its mass.
2. What will happen to its momentum if the given mass is 0?

a. remains
b. zero
c. greater
d. lesser

3. A golf ball and a bowling ball are moving at the same velocity. Which has more momentum?
a. The golf ball does, because it has less mass.
b. The bowling ball does, because it has more mass.
c. They both have they same momentum because they have the same velocity.
d. Additional information is needed.

4. How heavy is an object if its momentum is

28 kg m/s moving at 4 m/s ?

a. 7m/s
b. 7 kg
c.0.14 kg
d. 0.14 m/s

5. Which of the following has a greater momentum?

a. 20 kg m/s
b. 200 kg m/s
c. .200 kg m/s
d. 0.2 kg m/s

EXTEND ( 3 minutes )

Direction: Write your answer in your lecture notebook.

What are the factors that affect momentum?

References

Learners Material pp. 256- 257

Teaching Guide pp. 29- 39
www. Google .com.ph-URL

Teacher Demonstrator

MARGIE M. CUTAD
 Investigating Momentum
Objective:
Identify the factors that affect momentum.

Materials Needed:

Board or plank (at least 1.0 m long)

Books
120 ml plastic bottle of water
 Masking tape
Protractor
Ruler / meterstick
toy cars/trucks, one at least twice as heavy as the other

Procedure:

1. Place several books on top of a table and position the plane board at an angle of
about 30o from the horizontal.
2. Using masking tape and marker, label distances of every 10 cm starting from the
lower portion of the inclined plane up to the other edge of the inclined plane.

3. Place the 120ml pastic bottle with water about 10 cm from the foot of the inclined plane.
Label this
as the block’s initial position.

4. Position the small toy car at the 20-cm mark and record the time it takes for the toy
car to move down the inclined plane and hit the block of wood.

5. Measure how far the block moved. Record this as the stopping distance.
6. Repeat steps 4 and 5 while varying only the initial position / distance for 40 cm, 60cm,
80cm.

7. Do steps 4 to 6, this time using the bigger toy vehicle. Record your data using a the table.

GUIDE QUESTIONS:

Q1. How will you compare their stopping distances?

Q2. Did the two toy vehicles immediately stop as they hit the block of wood? Describe the
stopping distances of the two toy cars.
Q3. Which has a greater stopping distance, the small toy car or the big toy truck? How do
the stopping distances of each one change according to the point of release?
Q4.If momentum is a measure of how difficult it is to stop a moving object, which of the
two vehicles had a greater momentum?

SPONTANEOUS PROCESS
NON -SPONTANEOUS PROCESS
SPONTANEOUS PROCESS
NON -SPONTANEOUS PROCESS
SPONTANEOUS PROCESS
NON -SPONTANEOUS PROCESS
SPONTANEOUS PROCESS
NON -SPONTANEOUS PROCESS

NEEDS WORK TO DO THE PROCESS

NEEDS WORK TO DO THE PROCESS
NEEDS WORK TO DO THE PROCESS
NEEDS WORK TO DO THE PROCESS