Learning Area Science Grade Level 9

W6 Quarter 4th Date

I. LESSON TITLE Heat, Work and Energy
II. MOST ESSENTIAL LEARNING
Construct a model that heat can do work
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Relationship among heat, energy and efficiency.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1)

The production of heat is one of the driving forces of human activity. We use it in daily chores, like cooking and drying and
ironing clothes. It is also needed to greater extent in commercial and industrial applications especially in the field of
manufacturing where many substances are made with the use of enormous amounts of heat. So, understanding how heat
works and how it interacts with various objects is studied since it will help in making many different processes efficient.

Heat and temperature are often confused with one another. Temperature in the simplest sense is a measure of hotness or
coldness of an object; an object that is hot has a high temperature, and a cold object has a lower temperature. Heat on the
other hand is energy transferred from one object to another due to a difference of temperature between the two objects.

D. Development (Day 2)

Heat and Work

Energy is needed to perform work. When work is done on an object, energy is transferred to that object. The transfer of
energy to the object increases its internal energy. The internal energy will later decrease as the object dissipates it as to heat.
James Prescott Joule investigated in mechanical equivalent of heat. He set up an apparatus in its simplified form. The
weight were made to fall through a certain distance. As they dropped, the wires to which they were attached made one shaft
and paddles turn. The friction resulting from the paddling warmed the water and raised its temperature. Almost all the work
done on the machine was transformed into heat.
Using this device, he found out that 4.194 J is equivalent to 1 calorie. A calorie is a unit of energy that is equivalent to
amount of energy needed to raise the temperature of 1g of water by 1°C, ideally measured from 14.5°C to 15.5°C.

You have learned that energy is needed to perform work. When work is done on an object, energy is transferred to
that object. The transfer of energy to the object increases its internal energy. The internal energy will later decrease as the
object dissipates it as to heat.

First Law of Thermodynamics

How is energy conserved when you eat breakfast? The chemical energy in food will
be converted into mechanical energy that enables you to do work. But not all the chemical
energy is converted to mechanical energy, some will be converted in the form of heat.

The concept of the conservation of energy states that energy cannot be created
nor destroyed. The First Law of Thermodynamics is based on this concept.

First Law of Thermodynamics states that: The change in internal energy of a

system equals the difference between the heat taken in by a system and the work done by Figure 1. Joule's device. (Giancoli,
the system. 2014)

Internal energy of a substance is the sum of the molecular kinetic energy (due to the random motion of the molecules),
the molecular potential energy (due to the forces that act between the atoms of a molecule and between the molecules),
and other kinds of molecular energy.

When heat flows in instances where the work done is negligible, the internal energy of the hot substance decreases and
the internal energy of the cold substance increases. While heat may originate in the internal energy supply of a substance. It is
not correct to say that a substance contains heat. The substance has internal energy not heat. The word “heat” is used only
when referring to the energy in transit from hot to cold.
The law is expressed as:

∆U = Q – W

where Q = the amount of heat flowing into the system

W =the net work done by the system
∆U = the change in the system’s internal energy

This is derived from the conservation of energy given as how heat is related to work.

Q = W + ∆U

We will use Joule (J) as our SI unit for energy. The first law tells us that a system’s internal energy can be changed by
transferring energy by either work, heat or a combination of the two.

Heat Pump
Normally, heat flows from a hotter object to a cooler object when the two objects are placed in contact. It is for this
reason that a pot of coffee feels hot to touch, while the scoop of an ice cream feels cold. The temperature of ice cream is
lower than 37°C.

When you touch a cup of hot coffee, heat flows from a hotter cup to a cooler hand. When you touch a cone of ice
cream, heat again flows from hot to cold, in this case, from the warmer hand to the colder cone.

The response of the nerves in the hand to the arrival or departure of heat prompts the brain to identify the cup of coffee
as being hot and the cone of ice cream as being cold.

The reverse can be done, i.e., heat flows from a colder object to a hotter object, with the use of a heat pump. It is a device
that allows heat to transfer from a colder reservoir to a warmer reservoir which is not a natural process. Work is required for the
heat to flow from a lower to higher temperature. This work is provided by the motor of heat pump.

What is the difference between spontaneous and non-spontaneous process?

In spontaneous process heat flows from higher temperature to a lower temperature. It does not require any external
energy to occur.
In non –spontaneous process heat flows from lower temperature to higher temperature, it needs mechanical energy to
occur.

Learning Task 1:
Distinguish the process as spontaneous or non-spontaneous process. Write S if spontaneous and NS if non-spontaneous
on the blank.

________1. Melting of Ice

________2. Rusting of Iron
________3. Marble going down the spiral.
________4. Going up hill
________5. Keeping the food fresh from spoilage

Guide Questions :

1. Which of the example is spontaneous process ?

2. Which of the given example is a non-spontaneous process?

3. What is the difference between spontaneous and non spontaneous process ?

4. What is needed to reverse the process?

IV. LEARNING PHASES AND LEARNING ACTIVITIES
E. Engagement (Time Frame: Day 3)

Learning Task 2:

Objective: Make a simple model that shows heat can do work.

Materials: candle, match, cardboard, scissors, pointed stick, bond paper, glue

Precautionary measures: Be careful when using fire and scissors. Ask for adult supervision if necessary. Fig. 2. Spiral pattern.

Procedure:
1. Cut a piece of carboard to a circular shape.
2. Cut a circular piece of the bond paper and cut a spiral out of it as shown on Figure 2.
3. Glue the stick to the cardboard so that it stands upright on the cardboard.
4. With the stick pointing upwards, make a crease on the top of the spiral cutout and let the
crease rest on the pointed end of the stick. Let the spiral fall. Refer to Figure 3.
5. Put a candle below the spiral, resting in the cardboard. Light the candle using the match.
Make sure that the candlelight does not reach the bond paper.

Guide Questions:
Fig. 3. Setup for the
1. What happens to the spiral when you light the candle?
experiment.
2. What causes the spiral to behave that way?

A. Assimilation (Time Frame: Day 4)

What do you think is the most efficient way to heat and cool your home?

V. ASSESSMENT (Time Frame: Day 5)

(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. First Law of Thermodynamics deals with

A. Conservation of Mass
B. Conservation of Energy
C. Conservation of Momentum
D. Conservation of Pressure

2. All the following are examples of spontaneous reaction EXCEPT

A. Going up hill
B. Melting of ice
C. Keeping the food fresh from spoilage
D. Rusting of iron

3. How does the water from the deep well move upward?
A. It occurs naturally.
B. It uses water heat pump.
C. It is a spontaneous process.
D. It flows from higher temperature to cooler temperature.

4. All the following are example of non – spontaneous process EXCEPT

A. Keeping the food fresh from spoilage
B. Going up hill
C. Melting of ice
D. Breakage of egg

5. What is the used of heat pump? It is used to

A. transfer heat from a colder reservoir to a warmer reservoir.
B. transfer heat from a warmer reservoir to a colder reservoir
C. transfer heat to a colder reservoir
D. change heat.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
VI. REFLECTION (Time Frame: Day 5)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES 1.Grade 9 Learners Material in Science, pp. 350-360.
2. Aquino, Marites D. Abistado, Jonna M. and Forteza, Rex S. Worktext in Science and Technology
- Science Links-Physics, Rex Bookstore Inc., 2012, pp.177-187.
3. Giancoli, D. C. (2014). Physics: Principles with applications (Seventh edition). Pearson.
4. Padua, Alicia and Crisostomo, Ricardo, Practical and Explorational Physics Modular
Approach, Lilia M. Rabago, Ph. D, Vibal Publishing House, 2003, pp. 232-233
5. Sabalburo, Lucita, et.al., Science and Life Series Physics, Ernesto Guillermo Jr., Sunshine
Interlinks Publishing House, Inc. 2009, pp. 280-282.

Prepared by: Mary Jean B. Barrera Checked by: EDNA B. GABRIEL

RIZALITO A. LICOS
MARY ANN L. CASTRO
ROSZIEL S ROSALES