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Science 9compiled SIPACKS Fourth Quarter

This document contains a science instructional packet for Grade 9 students covering projectile motion. It includes the table of contents, objectives, and the first lesson on describing the horizontal and vertical motions of a projectile. The packet reviews concepts of distance, displacement, speed, velocity, and acceleration. It then introduces uniformly accelerated motion as a review before covering projectile motion, which involves two-dimensional motion with horizontal and vertical components.
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0% found this document useful (0 votes)
75 views73 pages

Science 9compiled SIPACKS Fourth Quarter

This document contains a science instructional packet for Grade 9 students covering projectile motion. It includes the table of contents, objectives, and the first lesson on describing the horizontal and vertical motions of a projectile. The packet reviews concepts of distance, displacement, speed, velocity, and acceleration. It then introduces uniformly accelerated motion as a review before covering projectile motion, which involves two-dimensional motion with horizontal and vertical components.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 73

SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

Republic of the Philippines


Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO
PAMPANGA HIGH SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA
SCIENCE
INSTRUCTIONALPACKETSFO
R GRADE 9REGULAR(Fourth
Quarter)

Page 1 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga

SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)


Republic of the Philippines
Department of Education REGION III – CENTRAL
LUZON
SCHOOLS DIVISION OF CITY OF SAN FERNANDO PAMPANGA HIGH
SCHOOL
BRGY. LOURDES, CITY OF SAN FERNANDO, PAMPANGA

SCIENCE DEPARTMENT
SCIENCE INSTRUCTIONAL PACKETS (FOURTH QUARTER)
GRADE 9 SCIENCE TABLE OF CONTENTS

3
WEEK LESSON TITL
NUMBER
4 Conservatio

5
1 De

6 Heat Engines and E


2 Relationship of An
Transmission
and

Range

Page 2 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK1DAY1

I. OBJECTIVES
A. Content Standard:
The learners demonstrate an understanding of projectile motion, impulse and momentum, and
conservation of linear momentum

B. Learning Competency:
The learners should be able to describe the horizontal and vertical motions of aprojectile
(S9FE-IVa-34)

Specific Objectives:
At the end of the lesson, you should be able to:
1. describe uniformly accelerated motion qualitatively and quantitatively, 2. describe
freefall motion qualitatively and quantitatively,
3. identify the terminologies used in projectile motion, and 4. describe projectile
motion qualitatively and quantitatively.

II. CONTENT: HORIZONTAL AND VERTICAL MOTIONS OF A PROJECTILE

III. LEARNING RESOURCES


A. References
a. Learner’s Material pages: 230-248
b. Teacher’s Manual pages: 172-176

B. Other Materials: Physics Lecture


1. Chapter 3: Accelerated Motion. Retrieved January 28, 2021 fromhttp://igcse-
physics--41-p2-yrh.brentsvillehs.schools.pwcs.edu/modules
2. Projectile Motion Worksheet. Retrieved January 30, 2021
fromhttp://coursehero.com/file/30108789/Projectilepdf/

LESSON 1: Describing the Motion of a Projectile


IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson RECALLING THE
BASICS OF MOTION

From your previous grade levels, you were able to quantify non-uniform motion. In this module, you will
describe the horizontal and vertical dimensions of Uniformly Accelerated Motion(UAM). These two
dimensions of motion will be the components of what we called, projectilemotion.
Before proceeding to projectile motion as two-dimensional motion, let’s have a reviewof motionin one
dimension involving the concepts of distance, displacement, speed, velocityandacceleration.

1. Distance
∙ It is the total length of the path traveled by an object.
∙ The SI unit of distance is meter (m).
∙ Distance is always positive. It has no direction. It is an example of a scalar.

2. Displacement
∙ It refers to the shortest distance between the object’s two positions, likethedistance between
the object’s two positions, like the distance between its point of origin and its point of
destination.
∙ It is indicated by direction.
∙ The SI unit for displacement is meter (m).
∙ Displacement has a direction. It can be positive or negative. It is an exampleof avector.

Page 3 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga

SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)


The distance of point B fromthe origin
O is 100m.

The distance of point A fromthe origin


O is also 100m.
Juan goes to work by motorcycle every day
The displacement of point B fromthe
as shown in the diagram above.
origin O is +100m.
The distance that Juan travels from his
house to the factory is 200m. The displacement of point A fromthe origin O is -100m.
The displacement of Juan from his house
after arriving at the factory is 120m. 3. Speed The + and – sign shows the direction of the
displacement

∙ Speed (v) is the distance (d)


covered by an object per
unit time (t). It is also the
measure of how fast an
object travels. That is,

�=

∙ Speed is scalar quantity

4. Velocity
∙ Velocity (�) is the displacement (�) covered by an object
per unit time (t). It is also the speed of an object
associated with a specific direction.
That is, number.

� A vector is a quantity that has both amagnitude and


�= �
a direction.
A scalar is a quantity that is fully described by a
magnitude only. It is described by just a single
∙ Velocity is a vector quantity

5. Acceleration
∙ Acceleration (�) is the change in velocity (∆�) per unit time (t). That is,
∆� �� − ��
�=

��=

Where: ��= initial velocity
∙ There will only be acceleration when velocity changes.
∙ Velocity can change in three (3) different ways: ⮚
change in magnitude (speed) only ⮚ change in ��= final velocity
direction only

⮚ change in both magnitude and direction


∙ The sign (+ or -) of acceleration indicates its direction.
⮚ Positive: North, East, up, right
⮚ Negative: West, South, down, left
∙ Acceleration can be:
⮚ speeding up
⮚ slowing down
⮚ Turning

Page 4 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(ENGAGE)
B. Establishing the purpose for the lesson
CHANGE IS CONSTANT: UNIFORMLY ACCELERATED MOTION

After understanding the concept of acceleration, you may start in studying UniformlyAccelerated
Motion (UAM). It is a linear motion of an object where the acceleration is constant. In other words, the
acceleration remains uniform; the acceleration is equal to a number andthat number does not change as a
function of time.
Objects undergo uniformly accelerated motion when the displacement/distance is increasing,
velocity/speed is changing at constant rate thus the acceleration is constant.

Consider a car on a road travels at a speed of 1 km per minute. After 3 minutes, thereisno change in
speed, therefore its speed is constant. The car didn’t accelerate sinceitsinitial speed and final speed are
the same. This is referred as uniform motion.
Distance Time

km/min
km/min
km/min
Acceleration: 0 km/min2
Consider an airplane on a runway preparing for takeoff. Positions taken at equal time intervalsare indicated
in the figure below.
Distance Time

0.5 1

12

0 min 1 min 2 min 3 min


km/min
km/min
km/min
0.5 km 2 km 12 km
Acceleration: 2.67 km/min2
The change in an airplane’s position for each time interval is increasing as showninthefigure
above thus, it is moving faster and faster. This means that the plane is accelerating. Thisis referred as
uniform acceleration.

You should bear in mind that uniform motion is entirely different fromuniformacceleration. When a body
travels equal distances in equal time intervals or the velocityof thebody does not change at all, the body will
be in uniform motion. Here accelerationiszero.
When the velocity of the body changes at a constant rate like what is illustrated in the motionof the airplane,
the body is said to have uniform accelerated motion. Here accelerationisconstant as its velocity constantly
changes over a period of time.

FOURTH QUARTER WEEK1 DAY2

C. Presenting examples/instances of the new lesson PROBLEM SOLVED! QUANTITIES IN


UAM

To describe UAM quantitatively, mathematical equations are used. To solve problems involvinguniformly
accelerated motion, the following formulas are used.

To find the distance, divide the sumof initial


�� + ��
velocity and final velocity by two then
�=

��
multiply with the given time.
To find the final velocity, add the initial
�� = �� + ��
velocity with the product of given
acceleration and time.
To find the distance, add the product of �
initial velocity and time with the half of the

� ��
� = ��� +
product of acceleration and time squared
(product of time multiplied by itself) � �
To find the final velocity squared, add the �� = �� + ���
initial velocity squared with the product of
acceleration and distance multiplied by 2.
Where:

Page 5 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
Quantity Unit

displacement/distance�) ( meter (
time (t) seconds)

initial velocity/speed��) (
����� �
������( �)


final velocity/s ������( �)
�����

�����
acceleration
� �
������( � )
������

Page 6 of 18

Identifying the following words or phrases in the sentence will help you solve the problem. These words or
phrases that bear meaning in the problems are:
).
✹ at rest and from rest mean that the initial velocity/speed ��is equal to zero (�� =0 ✹ comes to
a stop, stops, and to rest mean that the final velocity/speed �� is equal tozero (�� = 0).
✹ If the words decelerates or slows down appear, followed with its value,
attachanegative (-) sign to the value.
✹ However, if the word deceleration appears in the question, a negative (-) sign shouldappear in the
answer.
✹ If the phrase “how fast” appears in the problem, it denotes that the unknown quantityiseither
initial/final velocity.
✹ If the phrase “how far” appears in the problem, it denotes that the unknown
quantityisdistance/displacement.
✹ If the phrase “how long” appears in the problem, it denotes that the unknown quantityistime.
2
of 20 ms .
Sample Problems:
a=20 m/s
Vi=0 Vf=?2 t=6s

1. A racer accelerates from rest at a constant rate d=?


a. How fast will the racer be going at the end of 6 s? b. How
far has the racer traveled during this time?

2
Given: Unknown: �� = 0 (the word from rest appear in the sentence) a. ��? � = 20 ��
b. �? � = 6 �

Formula:
Since it is equal to
�� + �� Since it is equal to
�� = �� + �� � =
zero, initial velocity (vi) is cancelled to simplify ��
��
is cancelled to simplify
zero, initial velocity (vi)
�� = �� � =
the equation. the equation.

Solution:
��
��
�� = �� � = ��

��� �
2
vf = 20 ms 6 s � = � � �

Answer:

a) �� = ��� �� �) � = ��� �

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
t=?
vi=40 m/s �=?
2. A car has an initial velocity of
40 ms and
stops over a distance of 120 m
when the
brakes are applied.
a. How long does it take for the car to stop? b. d=120 mVf=0
What is the car’s deceleration?

Given: Unknown: �� = 0 (the word stops appear in the sentence) a. �? �� = 40 �� b. �?


� = 120 �

Formula:
Since it is equal to zero, final velocity
�� + �� ��−��
(vf) is cancelled to simplify the Since it is equal to zero, final velocity (vf)
is cancelled to simplify the equation.
� = �� �

�� −��
�=
Since the formula for time is not given,
�=
� = �� �=
Perform transposition and cross
Take note that minus sign remains thus � multiplication
we derive the simplified formula
��


�=
�� making initial velocity negative
�� �
Simplified formula for time as shown

��
�=

−��
Solution: Take note that minus sign remains thus
��
��� =
making initial velocity negative


− 40 �
Substitute the given values, observe
2 120 m
�=
40 s �
m
=
cancellation of units their respective units.
Do not forget to express quantities to6 �

Do not forget to express quantities in


240
�=
their respective units.
40 �

Answer:
Always round off your answersinto
� �
a. � = � � b. � =− �. �� � two (2) decimal places (6.67)

The negative (-) sign indicates that the car decelerated / slowed down before coming toafull stop. This is
true as a common experience in real life.

At this point, let us extend your knowledge of Uniformly Accelerated Motion to include motioninvertical
dimension or freely falling objects.

(EXPLORE)
D. Discussing new concepts and practicing new skills #1 FREE FALL: VERTICAL
MOTION BY GRAVITY

FREE FALL -refers to the motion of a falling object or body under the influence of gravity aloneand no other
forces with the effects of air resistance considered negligible. Free fall motioncanbe illustrated by the
following:
a. object dropped
b. object thrown downward
c. object thrown upward

Page 7 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
The following characterizes freefall motion:
∙ The acceleration involved in freefall is a constant called
acceleration due to gravity (g), which is equal to -9.8 m/s
2
.
The negative sign indicates its downward direction. It is
approximately constant if the objects move over distances not
comparable to the radius of the earth.
∙ REMEMBER: The value of gravity (-9.8 m/s
2
) is not dependent
on the body’s mass. The mass and size of the body or object in
free fall don’t affect its velocity and acceleration since it’s
downward movement is merely influenced by gravity.
In this lesson, we neglect the effects of air resistance to free
falling objects and the motion of a body in vertical dimension is merely associated to
gravitational force.
∙ Since motion in freefall is accelerated, this means that for everyone (1) second, thevelocity /
speed of a falling object increases by 9.8 m/s.
∙ At the highest point of its path, an object thrown upward has zero (0)
velocityandanacceleration equal to g.
To solve problems involving freefall motion, the following formulas are used: �� =��� + ���

To find the vertical distance or height,

��
divide the sum of initial velocity and final
To find the final velocity, add the initial
velocity by two then multiply with the
��� = ��� + ��
velocity with the product of given acceleration due to gravity and

time. To find the vertical distance or height, ���
given time.


�� = ���� +
To find the final velocity squared, add the initial velocity squared with multiplied by 2.
the product of acceleration due to gravity and distance � �
add the product of initial velocity and timewith the half of the ��� = ��� + ���� of time is multiplied to itself)
product of acceleration and time squared (product

The subscript y means that the motion of objects in freefall is along the y axis. Where:

Quantity

displacement/distance��)

seco
(
initial velocity/speed���) ( ��

final velocity/speed���) ( ��

accele

�. �

The following sign conventions shall also be used.


a. Distances above the origin (where the object originates) are positive (+) whiledistances below the
origin are negative (-).
b. Upward velocities are positive (+) and downward velocities are negative (-). c. g is always
negative (-).

To solve problems involving freefall motion, the following rules are suggested. 1. Identify if the
problem refers to an object dropped, object thrown downward or object thrownupward, then the following
clues will be helpful in solving the problem. a. For an object dropped, the initial velocity/speed ��� is
equal to zero (0) (��� =�). Likewise, the final velocity/speed ��� , and the displacement/distance �� must
have a negative(-) signattached to them.
b. For an object thrown downward, the initial velocity/speed ���, final velocity/speed���
anddisplacement/distance �� must have a negative (-) sign attached to them.

Page 8 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
NOTE: There is NO NEGATIVE DISPLACEMENT/DISTANCE in real life. Doingso, or (attaching a negative
sign) in a and b is to simply comply with the stated sign conventionssothat we will arrive with the correct
answer. If the question asked for the displacement, removethe negative sign by rewriting it to make the
answer realistic.

c. For an object thrown upward, then its final velocity ��� upon reaching its highest point isequal to zero
(0) (��� = �) and all quantities will be taken positive before reaching its highest point. The total time in going
up and moving down of an object thrown upward is equal to��=��.


d. � =− �. � �� is always part of the given in freefall motion.

e. In extracting the root of a number, always bear in mind that there are two roots (apositiveand a negative),
which one will be chosen depends on the situation in the problem.

Example

Viy =0
1. A small package is dropped from a bridge 15 m above a river. (Neglect the effects of
air resistance).
a. With what speed will it hit the water below? b. How long does it
take the package to
reach the river? Given: t=?
� 2
dy=15 m
� =− 9.8 � ��� = 0 (the object is dropped)

Vfy=?
� =− 15 � (negative is attached because the object travels below the point of origin)

Unknown:
a. ���? b. �?
To solve for time: ��� = ��� + ��
FORMULA:
���� = ���� + ����
Since it is equal to zero, initial velocity (vi) is cancelled to
simplify the
���� = ���� + ���� Since the formula for
time is not given, we

��� = ��
Since it is needed to cancel the derive the simplified
formula
± ���2 = ± 2��� exponents, we use radical signs.

Observe cancellation of
��� = ± 2��� same quantities
���
�=�
Solution:
Solution:
��� = ± 2��� ���
�=�
� =���
��

−17.15 �
2
��� = ± 2 −9.8 �� −15 �
Calculator Guide: ��� = ± 17.15 ��
��� = ±294�2�2 Calculator Guide:
� = −9.8��2
2
5=
Answer:
� = �. �� �
2 =
Answer:

��� = − ��. �� ��

Since the object is dropped, then the velocity must be negative.

Page 9 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
2. A ball thrown vertically upward reaches its highest point in 4 seconds. Find its initial velocity. Given:
� =− 9.8 ��2
��� = 0 (the object is thrown upward)
� = 4�

Unknown: ���
FORMULA: ��� = ��� + ��
��� = ��� − ��

Solution:
��� = ��� − ��
The positive sign for our initial
velocity is denoted that the vertical

motion of the object is upward.
��� = � − ( − 9.8
2
� )(4�)

Answer:

��� = ��. � �/�

You should remember that whatever the initial velocity of the object going upward must be, the same
velocity it will have from the highest point going down to the point of origin. Thistime, that velocity
becomes negative since the movement is downward. All of the previous sections of this lesson talk about
motion in one dimension. Constant Horizontal and Uniformly Accelerated Motion denote motion in a
horizontal dimension(x-axis). Free fall motion or motion governed by gravitational force demonstrates
motion in avertical dimension (y-axis). These are all under the concept of linear motion. These
dimensionsof motion are both characteristics of motion of a projectile which is two-dimensional.

FOURTH QUARTER WEEK1DAY3

E. Discussing new concepts and practicing new skills #2 HORIZONTAL PLUS VERTICAL
EQUALS PROJECTILE MOTION

Newton's laws of motion can be applied to objects moving in one or two dimensions. Themost common
example of an object that is moving in two
dimensions is a projectile.

Projectile motion
PROJECTILE MOTION is the motion of an object
surface of the earth
launched into the air at an angle less than 90° above the
surface of the earth. It also refers to the angle of
two-dimensional
(horizontal and vertical) motion of an object projected
into the air. The horizontal component of projection
motion is
90° angle
uniform motion. The vertical component of motion is
freefall.

Projectile motion can be illustrated by the following:

a. object thrown horizontally b. object thrown vertically or at an angle

Page 10 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
The LAW of COMPOUND MOTION proposed by Galileo Galilei states that the horizontal andvertical
components of motion of a projectile are COMPLETELY INDEPENDENTfromeachother.

Terminologies used in Projectile Motion:


∙ Objects thrown into the air which
follow a curved path and are
influenced by gravity are called
projectiles. The projectile in the
figure is the sipa itself.
∙ The path that a projectile follow is
called trajectory. The trajectory of
a projectile is parabolic in shape.
∙ Maximum height ���� �� �� is
the maximum vertical displacement
traveled by the projectile in its
trajectory.
∙ Range (R or �� ) is the maximum horizontal distance traveled by the projectile. Themaximum
range is attained at an angle of projection of 45o.
∙ Time of flight is the entire duration of the projectile while it is in its trajectory. The

following describe the horizontal and vertical motions of a projectile:

a. The horizontal motion of a projectile is constant because no gravitational


forceactshorizontally. Since motion is constant, there is no acceleration involved.
b. The vertical
motion of a
projectile is free
fall with a
constant
downward
acceleration due
to gravity.

c. The vertical motion of a projected object is independent of its horizontal motion.

Consider an analogy, the dog (Fido) with a chain on his neck.

To better understand projectile motion, let us consider and analyze the figure shown below. Thehorizontal
and vertical velocities of the projectile are represented by arrows pointing horizontallyand vertically,
respectively.

Page 11 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

Legend:
Vx – horizontal velocity (x-axis)
Vy – vertical velocity (y-axis)
R – range (horizontal distance/displacement)
H – height (vertical distance/displacement)

Observe that arrows pointing horizontally do not change in size. This means that the horizontal velocity of
the projectile does not change or it is constant (represented by vox symbol). Furthermore, it means that
the projectile has no horizontal acceleration.

Likewise, observe that arrows pointing upward decrease in size which means the vertical velocity
decreases as the projectile ascends and arrows pointing downward increaseinsizewhich means
vertical velocity increases as the projectile descends.

The increasing velocity / speed as the projectile descends means that it is affected by theacceleration
due to gravity, g.

However, at the highest point of its path (maximum height), there is no arrow pointing upwardanymore. This
means that the vertical velocity of the projectile is equal to zero (just likethemotion of an object in freefall,
the object thrown upward has to stop before it eventually comesback down).

Summarizing the concepts for figure above, the projectile has a. a constant
horizontal velocity but no horizontal acceleration,
b. a zero vertical velocity at the maximum height; and
c. a vertical acceleration (g)

Perform a simple activity below by filling in the blanks to describe the motion of a kickedfootball Time =
2s

Vx is equal to ____
Vy is equal to ____
Vx is equal to____

Vx is equal to 6 m/s
Vy is equal to____

Vy is equal to 9.8 m/s (positive)

Time = 0s

(negative) Time =____

Page 12 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(EXPLAIN)
F. Developing mastery

Motion is a continuous change in position with respect to a reference point for aparticular time
interval. Uniform motion happens when speed or velocity values are alwaysthesame which means that an
object is moving with constant speed and velocity. As the speedandvelocity remain the same, there is no
acceleration that takes place. Uniformmotion (constant velocity) is a linear motion in horizontal
dimension. When acceleration constantly occursasspeed and velocity changes continuously over a period of
time, it is referred as uniformlyaccelerated motion.

Free Fall is a linear motion in vertical dimension. The pull of gravity acts onall objects. So on Earth,
when you throw something up, it will go down. Things thrownupwardalways fall at a constant acceleration
which has a magnitude of -9.8 m/s
2
. This means that the
velocity of an object in free fall increases by 9.8 m/s every second of fall. The effectsof airresistance as
observed in real life situations to falling objects is negligible and the accelerationis merely attributed to
gravitational force.

Projectile motion is a combination of horizontal motion (uniformmotion) andvertical motion


(freefall). Horizontal motion of a projectile is constant because no gravitational force acts horizontally. The
vertical motion of a projectile is free fall with a constant downwardacceleration due to gravity. The
vertical motion of a projected object is independent of itshorizontal motion.

A force is only required to maintain an acceleration. And in the case of a projectilethat ismoving
upward, there is a downward force and a downward acceleration. That is, theobject ismoving upward and
slowing down.

Consider a cannonball shot


horizontally from a very high cliff at a high
speed. And suppose for a moment that
the gravity switch could be turned off
such that the cannonball would travel in
the absence of gravity? What would the
motion of such a cannonball be like?
How could its motion be described?
According to Newton's first law of motion,
such a cannonball would continue in
motion in a straight line at constant
speed.

Now suppose that the gravity switch


is turned on and that the cannonball
is projected horizontally fromthetop
of the same cliff. What effect will
gravity have upon the motionof the
cannonball? Will gravity affect the
cannonball's horizontal motion?Will
the cannonball travel a greater (or
shorter) horizontal distancedueto
the influence of gravity? Theanswer
to both of these questions is"No!"
Gravity will act downwards uponthe
cannonball to affect its vertical
motion. Gravity causes a vertical
acceleration. The ball will drop vertically below its otherwise straight-line, inertial path. Gravityis the
downward force upon a projectile that influences its vertical motion and causestheparabolic trajectory
that is characteristic of projectiles.

Page 13 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
A projectile is an object upon which
the only force is gravity. Gravity acts
to influence the vertical motion of the
projectile, thus causing a vertical
acceleration.
The horizontal motion of the
projectile is the result of the tendency
of any object in motion to remain in
motion at constant velocity. Due to
the absence of horizontal forces, a
projectile remains in motion with a
constant horizontal velocity.
Horizontal forces are not required to keep a projectile moving horizontally. The only forceactingupon a
projectile is gravity.

The force of gravity acts downwardand


is unable to alter the horizontal motion.
There must be a horizontal forceto
cause a horizontal acceleration. (And
we know that there is only avertical
force acting upon projectiles.) The
vertical force acts perpendicular tothe
horizontal motion and will not affect it
since perpendicular componentsof
motion are independent of eachother.
Thus, the projectile travels witha
constant horizontal velocity anda
downward vertical acceleration.

FOURTH QUARTER WEEK1DAY4

(ELABORATE)
G. Finding practical applications of concepts and skills in daily living THROWING A
PROJECTILE, A PLAYER’S STYLE

Many sports involve the throwing of a ball or other object. Any projectile thrown, such asaball, can be
considered to have a vertical and horizontal velocity component. Projectile motionisaphysical phenomenon
that occurs when an object is projected by a force that stops exertinginfluence on the object after it has been
launched.

Horizontal velocity of the javelin remains constant throughout


the flight time, because of there being no external forces acting
on the horizontal motion. Vertical velocity on the other hand is
constantly changing because of the force of gravity.

Inertia plays an important role in projectile motion, because it


explains why an object keeps moving without any source of
propulsion. There is also a force at play: gravity. Gravity explains
why the soccer ball in the given example returns to Earth, rather
Source: https://i.dawn.com/2012/08/6-london- olympics-athletics-women-ap-6701.jpg
than moving continuously through the air.

The path of a projectile is roughly parabolic. Whenit is


launched, the inertia helps it move upwards, against gravity,
but eventually gravity's pull becomes too strong, andthe
object starts to loop back to Earth.
The object has also been traveling horizontally, however, so
the path of the object creates an arc. Eventually, theobject
will hit the Earth and come to rest, and in the caseof the
Golf ball, to be hit by a player.

Source:https://lh3.googleusercontent.com/proxy/r
6dyVfCSrHz5fEkBF3MNQ3Mb
Page 14 of 18

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SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

If we consider air resistance


negligible, projectiles follow a
curved trajectory or curved path
that is a parabola. One of the
classical problems of projectile
motion is a basketball
shooting.
Basketball shooting is a basic
practice for players. The path of
the ball from the players to the
hoop is projectile motion.
Source:https://thumbs.dreamstime.com/t/silhou
ette-teen-boy-shooting-basketball-

16106039.jpg Source:https://www.golfchannel.com/sites/ Other sports and games where


default/files/styles/full/public/2019/02/27/DJ
projectile motion is applicable include volleyball, sepak takraw, archery,
_intro.jpg?itok=ZERzhsnt

skateboarding, swimming, tennis and badminton.

H. Making generalizations and abstractions about the lesson

Projectile motion is a combination of horizontal motion (uniform motion) andvertical motion


(freefall). Horizontal motion of a projectile is constant because no gravitational forceacts horizontally. The
vertical motion of a projectile is free fall with a constant downwardacceleration due to gravity. The vertical
motion of a projected object is independent of itshorizontal motion.

Projectile motion can be illustrated by the following:


Horizontally Launched Projectile
∙ Horizontal velocity is constant.
∙ Vertical velocity is changing due to gravitational acceleration.

Vertically Launched Projectile


∙ The horizontal velocity component remains the same size throughout the entire motionof the object.

Summarizing the descriptions of the horizontal and vertical motions of a projectile: ∙ A projectile
moves horizontally with constant velocity while being acceleratedvertically. The result is a
motion in a curved path.
∙ An object projected horizontally will reach the ground in the same time as an object dropped vertically.
∙ No matter how large the horizontal velocity is, the downward pull of gravity is alwaysthe same.

Formulas used for UAM


� =�� + � ���

� = ��� + ����

Summarizing the concepts of the lesson, projectile has:


a. a constant horizontal velocity but no horizontal acceleration b. a zero vertical
velocity at the maximum height
c. a vertical acceleration (g)

Page 15 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK1DAY5

(EVALUATE)
I. Evaluating learning
QUIZ #1: MOTION 3-IN-1 TEST
(Write your answers on your pad paper.)

Part 1: UAM
A. Identification: Complete the table by filling in the missing information.
Quantity Unit

displacement/dis 1._________

2. _________ s(second)

initial velocity/spe 3._____________


4. _________ (�� �����
�( ������)

acceleration (a) 5. ____________

B. True or False: Write True if the statement is correct and write False if the statement is incorrect.
is
__________6. Phrases at rest and from rest mean that the final velocity/speed vf equal to zero (vf =
).
0 __________7. If the words decelerates or slows down appear, followed with its value, attach a
negative (-) sign to the value.

C. Problem Solving (3 points):


1. A 747 airliner reaches its take off speed of 80.45m/s in 30 seconds. (Given: v i=0, vf=8.45 m/s,
t=30s). What is its average acceleration using the formula: � =��−��
�?

Present your solutions using GUFSA (Given, Unknown, Formula, Solution, Answer). Roundoff your
answers to two decimal places.

Part 2: Free Fall Motion


A. Fill in the blanks: Complete the following statements by supplying the missingwordin the
blanks provided. Choose your answers from the word pool given below
second -9.8 m/s
2
zero gravity downward

1-2. The acceleration involved in freefall is a constant called acceleration due to ______which is
equivalent to _______.
3. The negative sign in acceleration indicates its __________ direction. 4. Since motion in freefall is
accelerated, this means that for every_______, the velocity/speed of a falling object increases by 9.8
m/s.
5. At the highest point of its path, an object thrown upward has _______ velocity andanacceleration
equal to g.

B. Problem Solving (5 points):


1. Upton Chuck is riding the Giant Drop at Great America. If Upton free falls for 2.6seconds,
a) what will be his final velocity?
b) how far will he fall (distance)?
With the following given: vi=0m/s, t=2.6s, g=-9.8m/s2, use the formula: ��� = ��� +�� andd= ��� + a�
2
to find the unknown values in GUFSA (Given, Unknown, Formula, Solution,
Answer)format. Round off your answers to two decimal places.

Page 16 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
Part 3: Projectile Motion
A. Matching Type: Match the descriptions of terminologies used in projectile motion incolumn A with the
terms being described in column B
Column A ColumnB
1. The maximum vertical displacement traveled by the projectile in A. Trajectory
its trajectory B. Range C. Projectile
2. The maximum horizontal distance traveled by the projectile D. Time of Flight
3. The entire duration of the projectile while it is in its trajectory E. Maximum
4. Objects thrown into the air which follow a curved path and are
influenced by gravity Height
5. The path that a projectile follows which is parabolic in shape.

B. Fill in the blanks: Complete the following statements by supplying the missing wordintheblanks
provided. Choose your answers from the word pool given below
constant gravity independent 90° vertical

1. The horizontal motion of a projectile is __________ because no gravitational force actshorizontally.


2-3. The ___________ motion of a projectile is free fall with a constant downward accelerationdue to
___________.
4. The vertical motion of a projected object is ____________of its horizontal motion. 5. Projectile Motion is
the motion of an object launched into the air at an angle lessthan______ above the surface of the earth.

(EXTEND)
J. Additional activities for application or remediation
PROJECT IN PROJECTILE
(Write your answers on your pad paper.)

Part 1: Using a Venn Diagram, describe the horizontal and vertical motions of a projectile. Organize and
write the given clues in the box below inside each section correctly to fill inthediagram (5 points).

∙ Motion of an object launched into the air following a parabolic trajectory ∙ Uniform Constant
Motion
∙ Free fall linear motion due to gravity
∙ Contributes to the downward movement of a projectile
∙ Motions involved are independent to each other
Component
Vertical

Horizontal
Component
Projectile Motion
Page 17 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
Part 2: Study the given figures and tables below and complete each statement by fillinginthemissing
words. Choose your answers from the word pool given (15 points).

A. A cannon ball is launched horizontally and travels in the air within 12 seconds.
Point Time Ho Vertical
Velocity Velocity
(vx) (vy)

A 1s m/s -1

B 2s m/s -2

C 3s m/s -3

D 4s m/s -4

E 5s m/s -5

F 6s m/s -6

G 7 m/s -7

H 8s m/s -8

I 9 s m/s -9

J s m/s -10

K 11 s m/s -11

L 12 s m/s -12
WORD POOL
increases remains the same -10
100 m/s independent gravity

The horizontal velocity of the cannon ball (1) _______ at (2) _______ throughout itstravel in the air.
The positive values indicate that its horizontal velocity is not influencedby(3) _______. On the other hand, its
vertical velocity continuously (4) _______ by (5) _______everysecond due to gravitational force. This implies
that the vertical and horizontal motionsof aprojectile are (6) ________ to each other.

B. A cannon ball is launched vertically and travels in the air within 14 seconds.
Point Time Ho Vertical
Velocity Velocity
(vx) (vy)

A 1 m/s 5

B 2 m/s 4

C 3 m/s 3

D 4 m/s 2

E 5 m/s 1

F 6 m/s

G 7 m/s -1

H 8 m/s -2

I 9 m/s -3

J m/s -4

11 m/s -5
Km

L 12 m/s -6

M m/s -7

N 14 m/s -8
WORD POOL
increases remains the same -10
60 m/s independent gravity
zero decreases 10 m/s

The horizontal velocity of the cannon ball (1) _______ at (2) _______ throughout itstravel in the air.
The positive values indicate that its horizontal velocity is not influencedby(3) _______. On the other hand, its
vertical velocity (4) _______ by (5) _______ as it movesupward. Upon reaching its highest point (point F) its
vertical velocity becomes (6) _______. During its downward movement, the vertical velocity (7) _______ by (8)
_______ every seconddue to gravitational force. This implies that the vertical and horizontal motions of a
projectileare(9) ________ to each other.

Page 18 of 18

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK2 DAY1
I. OBJECTIVES
A. Content Standard:
The learners demonstrate an understanding of projectile motion, impulseand
momentum and conservation of linear momentum.

B. Learning Competency:
The learners should be able to:
1. Investigate the relationship between the angle of release and the height andrange of a
projectile.

Specific Objectives:
At the end of the lesson, you should be able to:
▪ Interpret the relationship between the angle of release and the height andrange of a
projectile.

II. CONTENT: PROJECTILE MOTION


III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: pp. 184-189
2. Learner’s Material pages: pp. 242 - 255

B. Other Learning Resources:


1. Phoenix- Exploring Life Through Science-9-2014
2.
https://www.wired.com/story/5-of-the-best-demos-of-projectile-motion-and-its-q
uirks/
3. https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook-2.0/section/4.3/primary/
lesson/projectile-motion-for-an-object-launched-at-an-angle-phys 4.
https://www.khanacademy.org/science/high-school-physics/two-dimensional-motion-2/projectiles-l
aunched-at-an-angle-2/a/projectiles-launched-at-angles 5.
https://www.physicsclassroom.com/class/vectors/Lesson-2/What-is-a-Projectile
LESSON 2: Relationship between the angle of release and the height and range of aprojectile.

IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson PROJECTILE MOTION:
AN OVERVIEW
A projectile is any object released into the air. An object dropped fromrest isaprojectile (provided
that the influence of air resistance is negligible). An object that isthrownvertically upward is also a
projectile (provided that the influence of air resistance is negligible). And an object which is thrown
upward at an angle to the horizontal is also a projectile(provided that the influence of air resistance is
negligible).

A Projectile Motion is the motion of an object launched into the air at an angle lessthan90° above
the surface of the earth. It also refers to the two dimensional (horizontal andvertical) motion of an object
projected into the air. The horizontal component of motion is uniformmotion. The vertical component of
motion is freefall.

Page 1 of 9
Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

✹ Objects thrown into the air which follow a


curved path and are influenced by
gravity are called projectiles. The
projectile in the figure is the sipa itself.

✹ The path that a projectile follows is


called trajectory. The trajectory of a
projectile is parabolic in shape.

✹ Maximum height ���� �� �� is the


maximum vertical displacement traveled by the projectile in its trajectory.

✹ Range (R or �� ) is the maximum horizontal distance traveled by the projectile. Themaximum


range is attained at an angle of projection of 45o.

✹ Time of flight is the entire duration of the projectile while it is in its trajectory.

(ENGAGE)
B. Establishing the purpose for the lesson
PROJECTILE THROWN VERTICALLY
Observe that arrows pointing horizontally do not change in size. This means that thehorizontal
velocity of the projectile does not change or it is constant. Furthermore, it meansthat the projectile has no
horizontal acceleration.

Likewise, observe that arrows pointing upward decrease in size which means thevertical velocity
decreases as the projectile ascends and arrows pointing downward increaseinsizewhich means
vertical velocity increases as the projectile descends.The increasing velocity/ speed as the projectile
descends means that it is affected by the acceleration due togravity(g).

However, at the highest point of its path (maximum height), there is no arrowpointingupward
anymore. This means that the vertical velocity of the projectile is equal to zero(just likethe motion of an
object in freefall, the object thrown upward has to stop before it eventuallycomes back down).

Summarizing the second and third concepts for figure, the projectile has a. a constant
horizontal velocity but no horizontal acceleration,
b. a zero vertical velocity at the maximum height; and
c. a vertical acceleration (g)

Page 2 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK2 DAY2C. Presenting examples/instances of the new lesson LAUNCH
ANGLE TRAJECTORY COMPARISONS

The diagram below shows trajectories for different launch angles that have the sameinitial speed. The
launch angle determines the maximum height, time in the air, and maximumhorizontal distance of the
projectile.

H max

R
Higher launch angles have higher maximum height The maximum height is determined by the initial
vertical velocity. Since steeper launch angleshave a larger vertical velocity component, increasing the launch
angle increases the maximumheight.

Higher launch angles have greater times in the air


The time in air is determined by the initial vertical velocity. Since steeper launch angles havealarger vertical
velocity component, increasing the launch angle increases the time in air. For deeper explanations of the
relationship between projectile time in air and initial vertical velocity.

Projectile maximum horizontal distance depends on horizontal velocity and time inair Launch angles
closer to 45 degree (45°), give longer maximum horizontal distance (range) if initial speed is the same. These
launches have a better balance of the initial velocity componentsthat optimize the horizontal velocity and time
in air.

(EXPLORE)
D. Discussing new concepts and practicing new skills #1 PROJECTILE LAUNCHED AT
AN ANGLE

Angle of Release
This refers to the angle that the object is thrown at or hit into the air. For an object releasedat ground level,
for any given release velocity, the maximum distance is achieved using anangleof approximately 45 degrees.
This angle can be anywhere measuring less than 90 degrees. Theangle at which the object is launched
dictates the range, height, and time of flight it will experience while in projectile motion.

When an object is projected from rest at an upward angle, its


initial velocity can be resolved into two components. These two
components operate independently of each other. The upward
velocity undergoes constant downward acceleration which will
result in it rising to a highest point and then falling backward to
the ground. The horizontal motion is constant velocity motion
and undergoes no changes due to gravity.The analysis of the
motion involves dealing with the two motions independently.

A projectile fired at an angle Ɵ above the horizontal risestoa


maximum height before it descends. It finally lands at a
horizontal distance from its launching points. Thus horizontal
distance is called range, which measured on the assumption
that the projectile returns to the same level fromwhich it isfired.

When a projectile is launched upward at an angle, its velocity


has two components:

Page 3 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
1. a constant horizontal velocity that moves in the same direction as the launch, the acceleration of which
is zero; and

2. an upward positive vertical velocity component that is decreasing in magnitude until it becomes zero at
the top of the trajectory (therefore it no longer goes up any further). But because gravity makes it accelerates
downward at a rate of 9.8 m/s per second or 9.8 m/s2, (therefore it stays at rest only for an instant) it will start
to descend with an increasing negativevertical velocity until it is stopped by something. So as the projectile
moves forward horizontallywith uniform velocity, its vertical velocity is also accelerated creating a trajectory
that is aparabola.

H max

As you can see from the figure, the larger the initial launch angle, the closer the object comes to
maximum height and the longer the flight time. The largest range will be experiencedat a launch angle up to
45 degrees.

Projectiles launched at different angles. What do you observe?

The same range will result if the angles of projection are complementary to eachother. Inthe figure, the
range which is 8.7 m covered by the 30o angle is equal to the range of 8.7malsowhen the angle of projection is
60o. The same range of 5.0 m is also true to the 75
o
and15o
angles of projection.The time differs when projectiles are launched at angles other than 45o. That is, the
greater the angle of projection, the longer the projectile is in the air and vice versa.

Page 4 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK2 DAY3E. Discussing new concepts and practicing new skills #2
PROJECTILES IN SPORTS
Many sports involve throwing/ kicking an object such as a ball. Performance in these activitiesdepends on
the ability to either control or predict the motion of the object thrown or kicked. Toproduced a desired
trajectory or range for the object, one must take into account the initial speed, angle of projection and the
initial position below or above the landing area or target. Projectilemotion plays a major role in how athletes
perform and how some sports are played.

Ever wonder why golf balls have


dimples?

Every golfer dreams that their drives


have straighter and longer trajectory. Long
ago, this feat was nearly impossible tomake,
until a motivate tinkerer named William
Taylor pursued a solution to the conundrum:
how can golf balls fly farther and straighter?

It was general knowledge that ascored


ball (damaged or roughed due to extensive
use) tended to go further than pristineones.
Having a very inquiring mind, Taylor worked
with varied surface formations to determine
which one achieved the maximumflight. He
also studied the effects of drag on asphere
such as a golf ball.

Taylor found out that for the caseof the


golf ball, a turbulent airflow is more desirable
than the laminar. In turbulent flow, the
separation region is narrower addingenergy
to the air in the ball’s boundary layer,
producing less drag, thus allowing theball to
fly further.

Golf balls have between 300 and450


symmetrically-placed dimples.

In sporting situations the angle of


release varies according to the activity. In
activities such as shooting a basketball angle above 45 degrees is required. In activities suchastennis a
lower, around -3 to 15 degree angle is required.We need to aim higher than lineof sight to the object in order
to negotiate the loss of height during flight.

(EXPLAIN)
F. Developing mastery

⮚ Projectiles always maintain a constant horizontal velocity (neglecting air resistance).


⮚ For a projectile (neglecting air resistance) that begins and ends at the same height, thetimeit takes to
rise to its highest point equals the time it takes to fall from the highest point backtoits original height of
release.
⮚ The launch angle determines the range and maximum height that an object will
experienceafter being launched.

⮚ The span of projectile motion in the vertical plane is determined by two factors, namelythespeed of
projection and angle of projection with respect to horizontal. These two factorstogether determine (i) how
long does the projectile remain in air (time of flight, T) (ii) howfar

Page 5 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
does the projectile go in the horizontal direction (range of projectile, R) and (iii) howhighdoes the
projectile reach (maximum height, H).

⮚ Further, the trajectory of the projectile is symmetric about a vertical line passing throughthepoint of
maximum height if point of projection and point of return fall on the same horizontal surface.

FOURTH QUARTER WEEK2 DAY4(ELABORATE)


G. Finding practical applications of concepts and skills in daily living BULLETS ARE NOT
GREETING CARDS!

Some people in the Philippines and in other parts of the


world celebrate New Year by firing a gun into the sky called
celebratory firing, it is also practiced during the other
occasions like Military Funerals, Christmas, Weddings and
Fiestas.

Celebratory firing can injure or even kill innocent people.


Bullets are just ordinary projectiles. They can travel as far as
5000m, and depending on the type of gun, can be firedat a
speed ranging from 180m/s to 1500 m/s. On the way down,
because of air resistance, these bullets can have a terminal
speed of 90 m/s to 150m/s. This is fast enough to penetrate
the skin and damage internal organs. Previous studiesshow
that only 30.0 m/s is enough to penetrate the skin. A speed of 60.0 m/s is sufficient to breakbones and
puncture the skull .

Such practice may result in property damage like damage roofs and shattered windows. But more
dangerously, a celebratory gunfire may result in injuries or even lost of lives fromstraybullets.
As previously discussed, the speed of an object thrown upward will have the same speedwhen it falls on
the same level as it was thrown. Therefore, when bullets are fired at hundredsof meter per seconds they will
also have roughly the same speed when they hit the ground. So, when someone is hit by a stray bullet, he or
she will experience the same as if he or sheisshot directly. That is why it is illegal to do such acts in a
populated area especially during NewYear’scelebration.

H. Making generalizations and abstractions about the lesson

⮚ The maximum height attained by a projectile depends on the angle of projection Ɵfor agiven initial speed.
A projectile fired at an angle closer to 90° stays longer in the air andattains a greater height.
⮚ The greater the angle of projection is
a. the higher the distance covered vertically by the projectile,
b. the longer the projectile is in the air; and
c. the shorter the distance covered horizontally.
⮚ The horizontal displacement of the projectile is called the range of the projectile anddepends on the
initial velocity of the object.
⮚ If an object is projected at the same initial speed, but two complementary angles of projection, the
range of the projectile will be the same.

FOURTH QUARTER WEEK2DAY5(EVALUATE)


I. Evaluating learning
QUIZ #2: ANGLE OF RELEASE
(Write your answers on your pad paper.)

Page 6 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
PART 1:MULTIPLE CHOICE: Choose the letter of the best answer and write it on your padpaper.

1. Based on the figure below, what is the relationship between the angle of release, height andrange
of the projectile?

A. The smaller the angle, the lower the height and the shorter the range. B. The larger the
angle, the higher is the height and the farther the range. C. Angles which are supplementary
have the same range and height reached. D. Angles which are complimentary have the same
range but with different height reached.

2. A ball is hit at an angle of 60° and reaches a distance of 100m. Given the same initial velocity, at what
other angle should a ball be hit to reach the same distance? A. 15° C.45°
B. 30° D.75°

3. Which of the following statement is NOT true if you will hit a projectile at 75° angle? A. The time of flight
will be much longer.
B. It will have a minimum horizontal distance.
C. It will have the maximum horizontal distance.
D. It will reach the maximum vertical displacement.

4. Study the table below. What is the relationship between the angle of release, height
andrangeof the projectile?
Initial Velocity Angle Of Height Range
100m/s 20° 60m 65

100m/s 80° 485m 3

100m/s 70° 450m 6

100m/s 10° 15m 34

A. The smaller the angle, the lower the height and the shorter the range. B. The larger the
angle, the higher is the height and the farther the range. C. Angles which are
supplementary have the same range and height reached. D. Angles which are
complimentary have the same range but with different height reached.

5. A battle ship simultaneously fires two shells with different initial speeds at enemy ships. If theshells
follow a parabolic trajectories with same maximum height as shown below, whichshipget hit first?

Page 7 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
A. Enemy A C. No enemy ship will be hit
B. Enemy B D. Both are hit simultaneously

PART 2: IDENTIFICATION. Read and analyze each situational problem. Identify and writethebest answer
on your pad paper.

Situation #1:
Imagine that there are three different projectiles(A,B,C) launched across a level field. All theprojectiles
had the exact same maximum height, but they landed in different places. Thepathsof the projectile are
shown in the diagram at the right.

6. Which projectile was in the air the longest time?

7. Which projectile had the farthest vertical travelled

distance? 8. Which projectile had the farthest horizontal travelled distance? 9. Which

projectile had the shortest horizontal travelled distance?

Situation #2:
There are three different projectiles (A, B, C) launched upward. All the projectiles landedinthe same
place, but had different maximum heights. The paths of the projectiles are showninthediagram to the right.

10. Which projectile was in the air the longest time?

11. Which projectile had the farthest vertical travelled

distance? 12. Which projectile had the shortest vertical

travelled distance? 13. Which projectile had the farthest

horizontal travelled distance?

Situation #3:
Three projectiles(A, B, C) were launched across a rice field. The projectiles all had different maximum
heights and landed in different places. The paths of the projectiles are showninthediagram to the right.

14. Which projectile was in the air the longest time?


15. Which projectile had the farthest vertical travelled distance? 16. Which projectile had

the shortest vertical travelled distance? 17. Which projectile had the farthest horizontal

travelled distance?

Situation #4:
Three projectiles(A, B, C) where launched at a field. The projectiles all had different maximumheights and
landed in different places. The paths of the projectiles are shown in the diagramtothe right.

18. Which projectile was in the air the longest time?

19. Which projectile had the farthest vertical travelled distance?

20. Which projectile had the shortest horizontal travelled distance?

Page 8 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(EXTEND)
J. Additional activities for application or remediation
PROJECTILES AROUND ME!
(Write your answers on your pad paper.)

Using your camera, take 3 pictures of something that exhibits Two-Dimensional Motion (Projectile). If a
camera is not available, you can draw by your own or browse pictures fromtheinternet that illustrates any
concepts of Projectile on a clean short bond paper or on your 1whole sheet of pad paper and explain how
each concept of Projectile is demonstrate in pictures. (15 points)
Rubrics:
Explanation The The picture/s
CRITERIA 5 4 are picture/s somehow
/ are The
Accuracy All Most explained described
and graphicsa graphics thoroughl described
Relevance re accurate g y explained are
of and and thoroughly
theConten the accurate a clearly. clearly.
related and

related clearly
r
topic.
TOTAL
topic.

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eye-catch effort
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at.
Page 9 of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK3 DAY1
I. OBJECTIVES
A. Content Standard:
The learners demonstrate an understanding of projectile motion, impulseand
momentum, and conservation of linear motion.

B. Learning Competency:
The learners should be able to:
1. Relate impulse and momentum to collision of objects (e.g. vehicular collision). 2. Infer
that the total momentum before and after collision is equal.

Specific Objectives:
At the end of the lesson, you should be able to:
▪ define momentum and impulse
▪ identify factors that affects momentum
▪ solve the values of unknown variables (p,m,v) and
▪ give examples that causes changes in momentum.
II. CONTENT: MOTION IN TWO DIMENSIONS

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages: pp. 184 - 191
2. Learner’s Material pages: pp. 256 - 270
B. Other Learning Resources:
1. https://www.physicstutorial.org.com
2. https://www.slideshare.netmomentumingrade9physics.com LESSON 3: Impulse and

Momentum

IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson NEWTON’S LAW OF
MOTIONS
In your previous year, you have learned about the Newton’s Law of motions. So youmust first review
the different laws of motion that is needed in your lesson today.

Do you still remember the First law of motion? The Law of Inertia.

In Newton’s Law of Inertia, Inertia is the tendency of an object to resist any changeinitsstate of rest or state of
motion. The “inertia in motion or inertia of moving objects” is knownas momentum (p). Momentum also
tells us how difficult it is to stop a moving object.

(ENGAGE)
B. Establishing the purpose for the lesson
MOMENTUM FACTS
Have you ever try stopping a moving object? What have you felt? Do you exert somucheffort? Or try to put
yourself in the situation given below and then relate it to the topic afterward.
Questions: Possible Answer:

1. What do you do when you are at theyour st Maybe, you will not immediately
or you’re watching your favoriteKDrama then s peak of
your mother askwash the plates? answer your mother; you will finish
you to
you are doing.

2.What do you think would be a reasonimmed Because it is hard to stop on the thing
obey your mother? not to
doing when you are at the middle of it. Likefor
KDrama, you can’t stop watching un

first what

Page1of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
It is difficult to stop a moving object because it has mass and velocity. Thus, momentum p is also
defined as the product of mass m and velocity v. That is, p = mv

ve
Quantity

momentum
m
�� �
The unit of momentum is kilogram meter per second
�.

Therefore, mass and velocity affects momentum. From the equation we can say that,
▪ Momentum is directly proportional to the object's mass.
▪ Momentum is directly proportional to the object's velocity.
This means that the momentum is greater if either the object’s mass or velocityisgreat.

FOURTH QUARTER WEEK3 DAY2C. Presenting examples/instances of the new lesson


WHAT AFFECTS MOMENTUM?

Which of the two toy vehicles was more difficult to stop – the lighter one or the heavier one?The heavier
one is more difficult to stop. This is because it possesses a greater inertiainmotion which depends on an
object’s mass and velocity. Do you still remember Newton’sFirst Law of Motion? It is also known as the Law of
Inertia. An object’s momentumis also knownasinertia in motion. For objects moving at the same velocity, a
more massive object has agreater inertia in motion therefore a greater momentum. Momentum depends on
two factors, massandvelocity. Two cars of the same mass but different velocities will also have different
momenta.
Consider the two identical cars on the
left. Car A is traveling at 80 km/h while Car B
is traveling at 30 km/h. Which of the two cars
would be more difficult to stop? Which of the
two cars has more momentum? Car A, being
faster, is more difficult to stop. It has more
momentum.
Figure 1. Two identical cars of different velocities
On what two factors does momentum depend on? It depends on mass andvelocity. Operationally,
momentum is defined as the product of mass and the velocity of an object. Inequation,
p = mv
Wherein, p = is the momentum
m = is the mass
v = is the velocity

Page2of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
Moving objects have velocities which can be measured directly or indirectly. For stationary
objects where the velocity is zero, the momentum is also zero.

Read and study the following problem solving using the given formulas.
Equation if you are lookin for… If you kno

mv momentum mass an

Mass momentumand
p velocity momentumand
v= m

velocity

mass

Example problems:
1. A 30kg child is riding on a 40kg sled, which was moving down a hill at the speed of 20m/s. What is the
total momentum of the child and the sled?

Given: m = 30kg mass of the child


m = 40kg mass of the sled
v = 20m/s

Unknown: total momentum (p)

Formula: p = mv

Solution:
p = mv

Add the mass (m) of the child and the sled.


m = 30kg + 40kg = 70kg
Then,
p = (70kg)(20m/s)

Answer: p = 1,400 kg m/s

2. A truck full of sand has a momentum of 1 000 000kg m/s with a mass of 50,000 kg. Computefor the
velocity of the truck.
Given: m = 50 000 kg
p = 1000 000 kg m/s

Unknown: velocity (m/s)

Formula: p
v=m

Solution:
p
v=m

v = 1 000 000 kg m/s


50 000 kg

v = 1 000 000 kg m/s


50 000 kg

Answer: v = 20 m/s

Page3of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
3. Calculate the mass of a moving car with a velocity of 12 m/s with a momentumof 15 000kgm/s.
Given: v = 12 m/s
p = 15 000 kg m/s
Unknown: mass (kg)

Formula: p
m=v

Solution:
p
m=v

m = 15 000 kg m/s
12 m/s

m = 15 000 kg m/s
12 m/s

Answer: m = 1250 kg

(EXPLORE)
D. Discussing new concepts and practicing new skills #1 CHANGES IN
MOMENTUM
Since you already learned the different factors that affect momentum, this time youwill find out what
causes changes in momentum.

Changes in momentum happen every time. A fast-moving car when suddenly stoppedmight have
damaging effects not only to the vehicle itself but also to the person riding it. Variousdevices have been
installed in vehicles in order to ensure the safety of the passengers. Theuseof seatbelts is even prescribed by
law in order to lessen injuries from car crashes. Inflatableairbags are also installed in most cars aimed to
increase the time of impact between thedriver or passenger and the crashing vehicle in the event of an
accident. Can you think of someother safety devices installed on vehicles?

Figure 2 Seatbelts
and Airbags
What factors may contribute to the changes in momentum? Find out more on the lecturebelow. IMPULSE

❖ If momentum changes, it’s because mass or velocity change.


❖ Most often mass doesn’t change so velocity changes and that is acceleration. ❖ And mass
x acceleration = force
❖ This means, applying a force over a time interval to an object changes the momentum❖ Ft = m∆v

Page4of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
Objects at rest do not have momentum - they do not have any “mass in motionor inertia in motion."
Both variables - mass and velocity - are important in comparingthemomentum of two objects. For the same
change in momentum,
▪ The impact force is smaller when the impact time is bigger, or ▪ the impact
force is bigger when the impact time is smaller
FOURTH QUARTER WEEK3DAY3E. Discussing new concepts and practicing new
skills #2 CONSERVATION OF MOMENTUM

🠶 To accelerate an object, a force must be applied.


🠶 The force or impulse on the object must come from outside the object. 🠶 EXAMPLES :
The air in a basketball,
Sitting in a car and pushing on the dashboard
Sitting in a boat and blowing on the sail
*** These activities don’t create movement.

🠶 Internal forces like these are balanced and cancel each other.
🠶 If no outside force is present, no change in momentum is possible. 🠶 Unless there is external force
acting on a system, the momentum of the systemremainsunchanged.
🠶 This means that, when all of the forces are internal the net momentumof the systembefore and after
the event is the same.
🠶 If objects collide,

Total momentum before = total momentum after for both objects

COLLISION

A collision is an encounter between two objects resulting in exchange of


impulseandmomentum.

2 TYPES OF COLLISION

1. ELASTIC COLLISION - is one in which the total KE does not change and collidingobjects
bounce off after collision.

Page5of
9Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
2. INELASTIC COLLISION - is one in which the total KE changes (converted tosomeother form of
energy. Objects that stick together after collision is said to be perfectlyinelastic.
(EXPLAIN)
F. Developing mastery
Study this!

IMPULSE AND MOMENTUM

An object has a momentum if it has a velocity. Momentum is calculated by multiplyingthe mass and
velocity together. Impulse is directly related to momentum because impulseisaterm describing an object's
change in momentum. In other words, if an object changesspeed, then its momentum changes.

By definition this measurable quantity of momentum changing is the impulseof theobject. In order for
an object's momentum to change, a force must be applied for a periodof time. So the change in momentum,
or impulse, also referred to as ∆p can be calculatedbymultiplying the force by the time the force is
exerted, (F x t). If a large force is exertedover a small period of time, a large change in momentum can occur.
If a small force is appliedover along period of time, the change in momentum can also be large.

The force exerted over the time period causes a change in the object's velocitywhichcauses the
momentum to change. If the force is exerted in the opposite direction of theobject'soriginal momentum, the
object's momentum will decrease. If the force is exerted in thesamedirection as the object's original velocity,
then the momentum will increase. If an object isat rest and does not have any momentum then a force
large enough to overcome frictionwill cause the object to move giving the object some momentum.

Examples of Momentum and Impulse:

1. In baseball, a ball that is only struck with a small part of the bat is not in contact withthebat for a long
period of time so the change in momentum, or impulse is small and the ball doesnot travel very far. However,
if the bat strikes the ball squarely, the force is exerted for a longer timeresulting in a greater change in
momentum, or greater impulse, and the ball travels very far.

2. Air bags in cars are designed with impulse, or momentum change principles. Whenadriver gets into an
accident their momentum carries them forward into the steering wheel. By puttingan airbag in the car, a
smaller force is exerted over a longer period of time to changethemomentum of the driver to a stop. Without
the airbag, a large force is exerted over a short timecausing more damage to the driver.

FOURTH QUARTER WEEK3DAY4(ELABORATE)


G. Finding practical applications of concepts and skills in daily living Try to think of the given
situation below and apply what you have learned about momentum.

Page6of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
A. Which of the pair of situation has a greater 1. A 50kg manrunning A 50
magnitude of momentum? who’s
Situation A Situation walking
2. A car a ca

hasa
greater
agreater
3.A bowlingrolling with A basketbal A bo
bowl, veloc
with velocity veloci

4.Car Y has a mass15 Car


thana
70km/h of
1500
hasa
travelling
at 30km/h

H. Making generalizations and abstractions about


the lesson

After learning the lesson about impulse and momentum, read and remember the followingconcepts.

KEY CONCEPTS:

❖ Momentum can be defined as “mass in motion”. All object has mass, so if anobjectsis moving
then it has momentum – it has it’s mass in motion.

❖ Momentum depends upon the variables – mass and velocity. In terms of an equation, the momentum
of an object is equal to the mass of object times the velocity of theobject, or simply, p = mv

p
for mass; m= v for velocity; v= p m

❖ The impulse of a force (also measured in N s) is equal to the change in momentumof abody which a
force causes. This is also equal to the magnitude of the force multipliedby the length of time the force
is applied.

Impulse = change in momentum = force x time

❖ Collision – also called impact, is a sudden forceful coming together in direct contact of two bodies
such as, two billiard balls, a golf club and a ball, a hammer and a nail heador a falling object and the
floor.
2 Types of Collision – Elastic and Inelastic Collision.

❖ To minimize the effects of the force on an object involved in a collision, the timemust be increased.
And to maximize the effect of the force on an object involved incollision, the time must be
decreased.

❖ Ways to changing momentum:


To increase the momentum, apply the greatest force possible for as longaspossible.
When momentum is decreased over a long time, the impact force is smaller and the
impact time is longer.

Page7of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK3DAY5(EVALUATE)
I. Evaluating learning
QUIZ 3: IMPULSE - MOMENTUM
(Write your answers on your pad paper.)
A. Fill in the blank. Choose and use the word inside the box to complete the statementsbelow.
2. Momentum is __________ proportional to the
object's mass. 3-4. Momentum depends upon the
p = mv Inertia
variables – __________ and _________. 5. The
mass Collision formula for momentum is _________.

Elastic rest Mo

directly

1. Objects at _________ do not have momentum.

6. _________ is known as the sudden forceful coming together in direct contact of two bodies. 7.
__________ can be defined as “mass in motion”.
8.-9.__________ is the tendency of an object to __________ any change in its state of rest or state of
motion.
10. __________is forces multiplied by time.
11. __________ collision in which the total KE does not change and colliding objects bounceoff after
collision.
12. __________ collision in which the total KE changes (converted to some other formof energy.

B. Problem solving. Show your solution.


Find the momentum for each running animal.
1. A cheetah with a mass of about 74kg at a running speed of up to 31m/s. 2. An elephant
with a mass of 7000kg running at 18m/s?
Cheetah (3points Elephant (3points)

Given: m =74 kg v = 31 m/s Given: m =7000 kg v = 18 m/s


p =? p =?

Solution: Solution:

Answer: Answer

3. Which animal has a greater momentum?


4. Which animal has a lesser momentum?

(EXTEND)
J. Additional activities for application or remediation MOMENTUM IN DAILY
LIVES
(Write your answers on your pad paper.)

A. Solve for the momentum of each, given the following data using the formula p=mv.
Object Mass (kg) (m/s)
Velocity Momentum(kgm/s)

Bird 0.03 18

Basketball player 100 5

Bullet 0.004 600

Baseball 0.14 30

Frog 0.9 12

Car 1000 20

Page8of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
B. Applying the equation learned, answer the following problems. (may refer to WEEK3, DAY 2) Show
your solution. ( 3 points each number )

1. A bowling ball whose mass is 4.0kg is rolling at a rate of 2.5 m/s. What isitsmomentum?

Given: m =4.0 kg
v = 2.5 m/s
p =?
Solution:
Answer:

2. A skateboard is rolling at a velocity of 3.0 m/s with a momentumof 6.0 kg m/s. What is its mass?

Given: p =6.0 kg m/s


v = 3.0 m/s
m =?
Solution:
Answer:

3. A pitcher throws a baseball with a mass of 0.5kg and a momentumof 10kgm/s. What is its
velocity?

Given: p =10 kg m/s


m = 0.5 kg
v =?
Solution:
Answer:
Page9of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

FOURTH QUARTER WEEK4 DAY1

I. OBJECTIVES
A. Content Standard:
The learners demonstrate an understanding of conservation of mechanical energy.

B. Learning Competency:
The learners should be able to perform activities to demonstrate conservationof mechanical
energy.

Specific Objectives:
At the end of the lesson, you should be able to:
▪ enumerate the different forms of energy,
▪ explain how the different types of energy change form,
▪ solve problems involving potential and kinetic energy,
▪ explain how mechanical energy is conserved, and
▪ identify that the total mechanical energy remains the same during any process. II.
CONTENT: FORCE AND ENERGY

III. LEARNING RESOURCES


A. References
1. Teacher’s Guide pages: pp. 192 - 207
2. Learner’s Material pages: pp. 278 - 301
B. Other Learning Resources:
1. You and the Natural World Science pp. 262 - 279
2. Science and Technology: Physics pp. 120 - 122
3. Science Vistas 9 pp. 332 - 333

LESSON 4: Conservation of Mechanical Energy

IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson WORK, WORK, WORK

Work results when a force acts upon an object to cause a displacement (or amotion) or, in some
instances, to hinder a motion.

Formula: Work = F x d
Force
∙ The average magnitude of the force
∙ The direction of the force
Displacement
∙ The magnitude of the change of position
∙ The direction of the change of position

During the ascent phase of a rep of the bench press, the lifter exerts an averagevertical force of
1000 N against a barbell while the barbell moves 0.8 m upward.

How much work did the lifter do to the barbell?

Work = F x d
Work = Force x displacement
= (+1000N) x (+0.8 m)
= 800 Nm or 800 Joules or 800J

Page 1of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

(ENGAGE)
B. Establishing the purpose for the lesson

ROLLER COASTER RIDE

Have you experienced riding a roller coaster? Riding a roller coaster providesexcitement for some
and fear for others. One of the drills of a roller coaster ride is goingupthehill of the track, dipping after the
first hill, then moving over a sequence of small hills anddrops. There will also be leaps and bounded turns.

In this topic, you will learn what happens when you go up, stay at the highest point, anddrop on
a roller coaster ride!

FOURTH QUARTER WEEK4 DAY2C. Presenting examples/instances of the new lesson FORMS OF
ENERGY
Energy may mean different things to different people. Energy for themconnotes strongforce,
excitement, being able to do work, or energy food. What is your idea of energy?
In Physics, energy means the capacity to do work. Being able to do work is the keytoenergy. The idea
of work in physics is force times distance. Any object that has energy hasthe ability to create force. Energy
is measured in the same unit as work. A Joule (J) is aunit of force that acts over a distance.

FORMS OF ENERGY
All forms of energy fall under two categories:
1) Potential Energy
⮚ is commonly considered as a stored energy having the potential to do mechanical work and
the energy of position (gravitational).
⮚ is the energy possessed by an object at rest.

The various forms of potential energy:

Gravitational
Chemical Elastic Electrical
Nuclear

Page 2of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

The most common forms of potential energy are the following:


Potential Energy Examples

1. Gravitational PE (GPE) - storeddue to energy


position. GPE depends onand mass of an obje the height
Example, thethe top of the pulley. object at

2. Chemical PE (CPE) - stored due to


energycomposition.
ex. battery/cell

3. Elastic PE (EPE) - stored energyorientation due to


energy stored by aor elastic materials due to spring
compressionextension. EPE depends on the m or
thespring and the compression or extensiondis
ex. rubber band
✧ Chemical, electrical and nuclear energies in general exhibit characteristics that are electromagnetic in
nature… though they also have potential energy.

2) Kinetic Energy
-is the energy in moving matter and wave.
-is the energy possessed by an object in motion.
Wind, a moving jeepney, falling water and running train are examples of bodieswhich
acquire kinetic energy due to their motion.

Some forms of kinetic energy:

Motion Radiant Sound Thermal Wave


Terms:
1. Radiant energy (Light) - is electromagnetic energy that travels in transverse wave. ex. Visible light,
x-ray, gamma ray, solar energy
2. Motion - is the movement of objects or substances from one place to another. ex. Wind and
hydropower
3. Thermal energy (Heat) - is the internal energy in substances; it is the vibration and movement of atoms
and molecules within a substance.
ex. Geothermal energy
4. Sound - is the movement of energy through substances in longitudinal wave.

Page 3of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
TRANSFORMATION OF ENERGY

You have learned that one form of energy may be transformed to another form. Energytransformation
may be single transformation or may involve several transformations. Energytransformation is governed by
the Law of Conservation of Energy. Energy cannot becreatednor destroyed, only transformed from one
form to another. The total energy in isolated systemisconstant. This means that you cannot produce energy
from nothing, nor can youmakeit disappear into nothing.

Energy transformations occur between different types of energy; radiant energy, electrical energy,
chemical energy, nuclear energy, light energy and heat energy. Most energytransformations are between
potential to kinetic energy.

Example of transformation of energy from potential to kinetic energy:

A ball held at a height has only POTENTIAL ENERGY. When the ball is releasedfromaheight, then the
potential energy of the ball is gradually transformed into KINETICENERGY.

Other examples of energy transformation:

Electrical Energy Light Energy & Heat Energy

During
photosynthesis, the sun’s radiant energy is converted into chemical energy.
More examples of energy transformation that are seen in our daily life:
Page 4of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

(EXPLORE)
D. Discussing new concepts and practicing new skills #1 POTENTIAL ENERGY
vs KINETIC ENERGY

Commonly, what is being referred to as gravitational potential energy (GPE) is simplypotential energy (PE)
in general, and is being quantified using the formula: PE=mgh
Quantity Unit
Quantity U
Kinetic Energy (KE) Joule
Potential Energy(PE) Jou
mass (m) kilog
mass (m)
velocity (v) mete
acce

height (h) ❖ KE depends on the speed of an object.

Sample Problems:
❖ The PE is maximum at the highest position of the
object.

Kinetic energy (KE) is quantified using the formula;


KE = 1 mv
2

1. What potential energy has been acquired by a 50 kg steel rod raised to the top of a 10mhighbuilding that
is under construction?
(Let us answer the sample problems using GUFSA)
Given: mass = 50 kg
height = 10 m
acceleration due to gravity = 9.8 m/s
2
(Note: The value of acceleration due togravity
is always constant)
Unknown: Potential Energy (PE) =?
Formula: PE = mgh
Solution: PE = mgh
= (50 kg) (9.8 m/s
2
) (10 m)

Answer: = 4 900 kg.m2/s2 or J

2. A tennis ball has a mass of 0.08 kg. If it is thrown upward with a velocity of 6.0 m/s, what isitsinitial
kinetic energy?
Given: mass = 0.08 kg
Velocity = 6.0 m/s
Unknown: Kinetic Energy (KE) =?
Formula: KE = 1 mv
2

2
Solution: KE = 1 mv
2

2
= 1 (0.08 kg) (6.0 m/s)2
2
= 1 (0.08 kg) (36 m2/s2)
2
= 2.88 kg.m2/s2
2
Answer: = 1.44 kg.m2/s2 or J
Page 5of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

FOURTH QUARTER WEEK4DAY3E. Discussing new concepts and practicing new skills
#2 MECHANICAL ENERGY

Let us analyze the illustrations below:

If the cart moves frompositionsH


to O, the potential energy decreases
since its height decreases. (Remember
that potential energy depends onthe
height of the object.)On the other hand,
its speed increases as it moves down,
thus its kinetic energy increases. (The
cart increases its speed becauseof the
acceleration due to gravity. Thegravity
pulls the cart down hence thespeed
increases) From point Oto P, it gains
back its potential energy sinceit is
moving up at higher elevation. In
contrast, its kinetic energy decreases as it moves up because it slows down. (Thecart slows down
because it is acting against gravity) This exchange of potential and kinetic energyisknown as mechanical
energy.

Well, at the top of the hill, the cart is stationary, so as the cart begins to move downthehill, the potential
energy begins to be converted to kinetic energy. The cart gathers speeduntil it reaches back on top of the
other side of the hill and converts the gained kinetic energy backtopotential energy.

Ignoring frictional force, the total mechanical energy, which is the sumof its kineticandpotential
energies, remains constant at all points of the track. In equation form, ME1 = ME2 = ME3 = …
PE1 + KE1 = PE2 +KE2 = PE3 +KE3 = …

SAMPLE PROBLEM:
Consider a 1-kg stone dropped on top of a hill and reached the ground after
3s. From your concept on free fall, the height of the hill and velocity of the
dropped stone can be computed using the formula
h = ½ agt2 and vf = agt since vi = 0. = 1/2 (9.8 m/s
2
) (3s
)2
= (9.8 m/s
2
) (0)
= 1/2 (9.8 m/s
2
) (9s
2
)=0
= 1/2 (88.2 m)
= 44.1 m

Page 6of 11

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

Now let us determine what happens to the free falling object’s kinetic energy and potential energy.

At t = 0 s, the object is 44.1 m from the ground. Using the equations for Potential Energy, we have
PE = mgh
= (1 kg)(9.8 m/s
2
)(44.1m)
= 432.18 J

The Kinetic Energy at t = 0 s is,


KE = ½ mv
2

= ½ (1kg)(0)2
=0

The Total Mechanical Energy of the free falling object at t = 0s is TME = PE + KE


= 432.18 + 0
= 432.18 J

At t = 1 s, the Potential Energy is,


PE = mgh
= (1 kg)(9.8 m/s
2
)(44.1m – 4.9 m)
= (9.8kg m/s
2
)(39.2 m)
= 384.16 J

The Kinetic Energy at t = 1 s is,


KE = ½ mv
2

= ½(1 kg)(9.8 m/s)2


= 48.02 J

The Total Mechanical Energy is,


TME = PE + KE
= 384.16 J + 48.02 J
= 432.18 J

✧ Try computing the height, velocity, PE, KE and TME of the free falling object at t=2s andt=3s. The table
below will serve as your reference for your answers.

Let us summarize the problem using a table:


Time (s) Height (m) Potential Kinetic Total
Velocity Energy Mechanical
(m/s) Energy (J)
(J) Energy(J)

0 44.1 0 432.18 432.18

1 39.2 9.8 384.16 48.0 432.1

2 24.5 19.6 240.1 192.8 432.1

3 0 29.4 0 432.18 432.1

From the sample problem you have observed that a freely falling object gains kineticenergy since its
velocity increases constantly. On the other hand, its potential energy decreasessince its height decreases.
The increase in its kinetic energy comes fromthe lost initspotential energy. In the example of a 1- kg
stone dropped from a hill, at t = 0, its storedenergywhich is the potential energy is not yet converted into
kinetic energy.

As the stone falls as in t = 1 s, the decrease in potential energy, 48.02, is equal totheincrease in
its kinetic energy which means that whatever is loss in potential energyisthegain in kinetic energy or
vice versa. After 2 s, the amount of energy lost and gainedbypotential energy and kinetic energy
respectively is still the same. At all points in its path, thechange in its potential energy is equal to the change
in its kinetic energy.

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SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

(EXPLAIN)
F. Developing mastery
To sum up the lesson, study the concept map below:

LAW of CONSERVATION of ENERGY


-states that energy can neither be created nor destroyed; it is only transformedfromone
form to another.
In terms of mechanical energy, the sum of the potential and kinetic energies of anobject remains
CONSTANT.
ME_1=ME_2=ME_3=..
(PE_1+KE_1)=(PE_2+KE_2)=(PE_3+KE_3)=..

FOURTH QUARTER WEEK4DAY4(ELABORATE)


G. Finding practical applications of concepts and skills in daily living APPLICATIONS OF
ENERGY CONSERVATION
Energy Transformations in a HYDROELECTRIC POWER PLANT

Dams are constructed at a higher altitude.


Water in dam has stored potential energy. When
the water falls, the potential energy is converted
into kinetic energy. This means that since the
water has potential energy initially, the water has
the potential to gain kinetic energy and does
work. If there is an increase in kinetic energy of
the system, that increase in kinetic energy can be
used by the water to do work. That is why,
hydroelectric power plant use this conservation of
mechanical energy.
Engineers position the turbines of the
generator at the bottom of the water falls because
the stored energy on the water can do work by
causing the turbine to rotate. When the turbine
ROLLER COASTER RIDE
rotates, mechanical energy is converted into
electric energy by the generator. This electric
energy is distributed to household to turn our
electrical appliances and gadgets. Thus, the
electric energy is again converted to other energy
forms such as mechanical, heat, sound and
others.
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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
The coaster is released at a particular
height. Ideally, you don’t need extra efforts and
consume electrical energy which is expensive in
moving the coaster to the bottom of the track
because the potential energy stored at the
released height is converted into kinetic energy
when it goes down the bottom of the track. The
coaster can circle the loop, go up to the other
side of the track, and stop with a height similar
with the initial or released height, without using
electricity because its kinetic energy at the
bottom is converted again to potential energy.
This means that the coaster will just go forth and
back to the track because mechanical energy is
conserved, that is , from potential energy to
kinetic energy and from kinetic energy to
potential energy and so on and so forth. But,
most of the time we observe that the coaster
does not stop exactly on the same place or
height. It reaches less than the initial height. If
this happens, we can infer that the friction
between the coaster and the track does work on
the system producing heat in the system. Portion
of the mechanical energy of the system is
transformed into heat, which is the energy loss in
the system. That is why the coaster needs to be
pulled up to its initial height by a mechanical or
hydraulic machine.

H. Making generalizations and abstractions about the lesson Read This:

⮚ Energy comes in various forms, but it is classified as either potential or kinetic energy. ⮚ Gravitational
potential energy is the energy that a body possesses due to its position. It is equal to the work that
must be done to put the body in a particular position. ⮚ Kinetic energy is the energy that a body
possesses when it is in motion. It is equal tothework that must be done to put an object into a state of
motion.
⮚ Energy conversion takes place in many processes. Some forms of energymaydisappear but
other forms may appear in each process.
⮚ Energy transformations happen all the time and involve the process of convertingenergy from
form to another.
⮚ The sum of the kinetic energy and the potential energy is equal to the mechanical energy.

FOURTH QUARTER WEEK4DAY5(EVALUATE)


I. Evaluating learning
QUIZ # 4: CONSERVATION OF MECHANICAL ENERGY!
(Write your answers on your pad paper.)

I. Write TRUE if the statement is correct and FALSE if otherwise.

1. In the absence of energy any object has the ability to create force. 2. The Kinetic
Energy is maximum at the highest position of the object. 3. Sound Energy is an
example of Potential Energy.
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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
4. Gasoline is an example of Chemical Potential Energy.
5. Pulling a sling shot is an example of Elastic Potential Energy.
6. As the object’s speed increases, Potential Energy increases.
7. The exchange of the Potential and Kinetic Energies possessed by an object is knownasChemical
Energy.
8. As the coaster moves up its Potential Energy decreases while its Kinetic Energy increases. 9. At the
highest point in the object’s path, the Kinetic Energy is zero and its Potential Energyismaximum.
10. Potential and Kinetic Energy throughout the process might change but the Mechanical Energy remains
the same.

II. Fill in the blanks with the correct answers found inside the box. Velocity Joule/s
Total Mechanical/ Mechanical Law of Conservation of Energy Maximum Minimum/Zero Height Chemical
Potential Energy Thermal Energy (Heat) Potential Energy

1. __________ refers to the form of energy stored and waiting to be used later. 2. As the object reaches its
highest point, kinetic energy is zero and potential energy is __________.
3. The __________ states that energy cannot be created nor destroyed. 4. The unit
being used in measuring energy is __________.
5. As the object reaches its lowest point, the Kinetic Energy is maximum and its Potential Energy is
__________.
6. __________ refers to the vibration of movement of atoms and molecules within a substance. 7. Kinetic
energy depends on the __________ of the object.
8. __________ is the stored energy due to composition.
9. Gravitational potential energy depends on the __________ of the object. 10. The
exchange of potential and kinetic energy is known as __________.

III. Solve the following. Show your GUFSA (Given; Unknown; Formula; Solution; Answer) (5 points
each)

1. A bike has a mass of 50 kg and is traveling at 16 m/s. What is the bike’s Kinetic Energy? Given:
m=50kg
v= 16m/s
Unknown: __________
Formula: KE = ½ mv
2

Solution: __________
Answer: __________

2. If a drone weighing 2.7 kg is traveling at a height of 2,000 m, what would the PEbe? Given: m=2.7kg
g= 9.8m/s2
h= 2,000m
Unknown: __________
Formula: PE = mgh
Solution: __________
Answer: __________

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

(EXTEND)
J. Additional activities for application or remediation
ENERGY TRANSFORMATION
(Write your answers on your pad paper.)

Identify the energy transformation in the following pictures. The first one is givenasanexample.
CHEMICAL MECHANICAL

1.

2.

3.

4.

5.

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK5 DAY1
I. OBJECTIVES
A. Content Standard:
The learners demonstrate understanding of the relationship among heat, workand
efficiency.

B. Learning Competency:
The learners should be able to construct a model to demonstrate that heat cando work.

∙ Specific Objectives:
At the end of the lesson, you should be able to:
▪ relate internal energy, heat and mechanical work in thermodynamic
systems,
▪ explain the first and second law of thermodynamics,
▪ distinguish spontaneous from non-spontaneous process, and ▪ calculate the change in
internal energy.

II. CONTENT: HEAT AND WORK

III. LEARNING RESOURCES


A. References
▪ Teacher’s Guide pages: pp. 207-272
▪ Learner’s Material pages: pp. 302-311
B. Other Learning Resources:
▪ Science Links 9, Estrellita Madriaga,2015
▪ https://courses.lumenlearning.com/physics/chapter/15-1-the-first-law
thermodynamics/?fbclid=IwAR2RZ2EHMpFT0lgfmEBtYla8zs4W_fZVtPp-
9hDPFlgqT4071LmAlh57Huk
▪ https://www.slideshare.net/dionesioable/module-14-thermodynamics LESSON 5:

Thermodynamics

IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson HEAT AND
TEMPERATURE
In grade 7 and 8, you learned about heat and temperature. As a recall,
readthekeyconcepts below.

(ENGAGE)
B. Establishing the purpose for the lesson
REMEMBER THE WORDS!

Below are some words that you will encounter in this module. Read and familiarizeyourself to each
word.
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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
1. Heat- is the thermal energy that flows from a substance of higher temperature to a substanceof lower
temperature.
2. Work- is the energy transferred when an object is moved against a force. 3. Internal energy-is the total of
the kinetic energy due to the motion of molecules (translational, rotational, vibrational) and the potential
energy associated with the vibrational andelectricenergy of atoms within molecules or crystals.
4. Thermodynamic- is the science of energy, specifically heat and work, and howthetransfer of energy affects
the properties of materials.
5. System- is the “collection of objects on which attention is being focused”. 6.
Surroundings- are everything else in the environment.
7. Open system- can exchange both energy and matter with its surroundings. 8. Closed system- can
exchange only energy with its surroundings, not matter 9. Isolated system- cannot exchange either matter
or energy with its surroundings. 10. Heat pump- is a device that reverses the direction of the heat flow:
froma cold reservoir toa warmer one.
FOURTH QUARTER WEEK5DAY2C. Presenting examples/instances of the new lesson
THERMODYNAMICS

Thermodynamics is the study of processes by which energy is transferredbyheat and work. It was
derived from the words “thermo-”, meaning heat, and “dynamics”, meaningpowerful.
In thermodynamics, a system is any region completely enclosed within a well- boundaryand
everything outside this system is considered its surroundings.

For instance, if you were heating a pot of water on the stove, the systemmight includethe stove,
pot, and water, while the surroundings would be everything else: the rest of thekitchen, house,
neighborhood, country, planet, galaxy, and universe.

There are three types of systems in thermodynamics: open, closed, and isolated. ∙ An open
system can exchange both energy and matter with its surroundings. ∙ A closed system, on the other
hand, can exchange only energy with its surroundings, not matter.
∙ An isolated system is one that cannot exchange either matter or energy with its surroundings.

(EXPLORE)
D. Discussing new concepts and practicing new skills #1 FIRST LAW OF

THERMODYNAMICS

The thermal energy of a system can change in many ways. The engine of an idlingcar becomes
warm because too much of the energy released when the gasoline burns intheengine is converted into
thermal energy. Like when you rub your hands together vigorously,

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
they become warm because work done by the muscles in your arms is converted tothermal energy caused
by friction as your hands rub together.

In its natural condition, heat always flow from objects of higher temperaturegoingto the objects
of lower temperature. During this process, the object with higher temperatureloses heat while the object
with lower temperature gains heat. The amount of heat lost isalways equal to the amount of heat gained.
In other words, heat energy is conserved. It isneither created nor destroyed. This is known as the
conservation of energy. If this energyconservation is applied to thermal system or systems involving
changes in temperature, thenit is called the First Law of Thermodynamics. It states that “the change in
internal energyof asystem system equals the difference between the heat taken in by the systemand
theworkdone by the system

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

From this law, when heat is added to the system, the system does one (or both) of thefollowing things:
(1) the heat may be used to increase the internal energy of a system, and(2) the heat maybe used to perform
external work (work done by the system).

The law is expressed as:


ΔU = Q-W
Where:
Q = the amount of heat flowing into a system during a given process W = the net work
done by the system
ΔU = the change in the system’s internal energy

The convention that applies to the above equation are:

⮚ Q is positive when the system gains heat.


⮚ Q is negative when the system loses heat.
⮚ W is positive when it is done BY the system
⮚ W is negative when it is done ON the system.

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

Let’s Try to Solve!


1) 1000 J of thermal energy flows into a system (Q = 1000 J). At the same time, 400 J of workis done by the
system (W = 400 J). What is the change in the system's internal energy U?

Given: Q = 1000J
W = 400J

Unknown: ΔU = ?

Formula: ΔU = Q - W

Solution: ΔU = Q - W
= 1000 J - 400 J)
= 600 J
Answer: ΔU = 600 J

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SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
2) 800 J of work is done on a system (W = -800 J) as 500 J of thermal energy is removedfromthe
system (Q = -500 J). What is the change in the system's internal energy U?

Given: Q = -500J
W = -800J

Unknown: ΔU = ?

Formula: ΔU = Q - W

Solution: ΔU = Q - W
= -500 J – (-800) J
= 300 J
Answer: ΔU = 300 J

It is possible to carry out a thermodynamic process under several special conditions:

⮚ A thermodynamic process that takes place at constant temperature is calledan isothermal process.
⮚ A thermodynamic process that takes place at constant volume is called an isochoric,
orisovolumetric, process.
⮚ A thermodynamic process that takes place at constant pressure is called an isobaricprocess.
⮚ A thermodynamic process in which no heat enters or leaves the systemis an adiabaticprocess.
FOURTH QUARTER WEEK5DAY3E. Discussing new concepts and practicing new skills #2
SECOND LAW OF THERMODYNAMICS

When you place a block of ice on your hand, you will notice that it
melts into water. This is because heat flows from your hand to the cold ice
causes it to melt. It is according to the Second Law of Thermodynamics. It
states that heat flows naturally from a region at high temperature to a
region at low temperature. It is a natural or spontaneous process. It does
not require any external energy to occur.

Some examples of spontaneous process are (a) drying of leaves, (b) spoilageof food, (c) heat flows
spontaneously from hotter object to colder object, but not the other way around(that is how your room gets
heated in the wintertime), (d) a water fall (Niagara Falls or dams) runs spontaneously downhill, but never
uphill, (e) when you put a sugar in a cup of coffee, it dissolves spontaneously but it does not reappear in its
original form, (f) rusting of iron nail whenit exposed to moisture and oxygen is spontaneous and so is (g)
tarnishing of the silverwares.

Is it possible for heat to travel from lower temperature to higher temperature? Whenheat flows from
lower temperature to higher temperature, it needs mechanical energy tohappen. It is called
non-spontaneous process. Some examples of nonspontaneous process are(a) breakage of eggs, (b)
making ice, (c) rice cooking.

Heat pump is a device that reverses the direction of the heat flow: froma cold reservoir to a warmer
one. Refrigerator and air conditioning units are examples of heat pump. If youopen the refrigerator, you
will feel that the temperature inside is lower than the temperatureoutside. We can also call the inside and
outside portions of the refrigerator as coldandhot reservoirs, respectively. When we place food inside the
refrigerator, the temperature of thefoodbecomes cooler.
Does this mean that for the food’s temperature to drop, heat must have been removedfrom it? But is it
not true that the inside part of the refrigerator is the cold reservoir, andtheoutside part is the hot reservoir?

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
In short, heat must have moved from cold to hot reservoir! A refrigerator is aheat engine in which
work is done on a refrigerant substance in order to collect energy fromacoldregion and exhaust it in a higher
temperature region, thereby cooling the cold region further. Arefrigerator, working in a process of transporting
heat from cold to hot reservoir is indeedareversed heat engine!

How is this done? Is there also work involved? Look at the engine
diagrambelowtounderstand this better!

High temperature reservoirs

Low temperature reservoirs


The diagram shows that the flow of heat can only be reversed by a refrigerator if theenergy is
supplied to the engine. All real refrigerators require work to get heat toflowfroma cold area to a warmer
area. Where does this energy come from? The working substanceina refrigerator is usually freon, a gas that
easily liquefies. How does the systemwork?It isbased on the principle that an expanding gas tends to cool.
Here is something you will dotounderstand this better. Read the following steps on how a refrigerator works.

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(EXPLAIN)
F. Developing mastery
Read the key concepts below.

The concept of the conservation of energy states that: Energy cannot be createdor destroyed. The
first law of thermodynamics is actually based on this concept. It statesthat: The change in internal energy of
a system equals the sum of the heat gained or takenbythesystem and the work done by or on the system.
Internal energy of a substance is thesumof molecular kinetic energy (due to the random motion of the
molecules), the molecular potential energy (due to 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
doneisnegligible, the internal energy of the hot substance decreases and the internal energyof thecold
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 actually in transit fromhot tocold.
An object with a high temperature is said to be hot, and the word “hot” brings tomindtheword “heat.” Heat flows
from a hotter object to a cooler object when the two objects areplacedin contact. That is according to second
law of thermodynamics. It is for this reason that apot of chocolate drink feels hot to the touch, while the
scoop of an ice creamfeels cold. Thetemperature of hot chocolate is higher than the normal body temperature
of 37°C, whilethetemperature of an ice cream is lower than 37°C. When you touch a cup of hot chocolatedrink,
heat flows the hotter cup into a cooler hand. When you touch a cone of ice cream, heat againflows from hot to
cold, in this case from the warmer hand into a colder cone. The responseof the nerves in the hand to the
arrival or departure of heat prompts the brain to identify thecupof chocolate drink as being hot and the cone of
an ice cream as being cold. Howcan wedothereverse? A heat pump is used to reverse the process. It is a
device that allows heat totransfer from a cold reservoir to a warmer one, which cannot happen spontaneously,
or on its own. Workis required for the heat to flow from a lower to a higher temperature. This work is
providedbythe motor of a heat pump. Mechanical work should be applied so that heat could be transformed.

FOURTH QUARTER WEEK5DAY4(ELABORATE)


G. Finding practical applications of concepts and skills in daily living HUMAN METABOLISM
AND THE FIRST LAW OF THERMODYNAMICS

Human metabolism is the conversion of


food into heat transfer, work, and stored fat.
Metabolism is an interesting example of the
first law of thermodynamics in action.
Considering the body
as the system of interest, we can use the first law to
examine heat transfer, doing work, and internal
energy in activities ranging from sleep to heavy
exercise. What are some of the major characteristics
of heat transfer, doing work, and energy in the body?
For one, body temperature is normally kept constant
by heat transfer to the surroundings. Another fact is
that the body usually does work on the outside world. In such situations, then, the bodylosesinternal energy.
Now consider the effects of eating. Eating increases the internal energy of thebodybyadding
chemical potential energy. The body metabolizes all the food we consume. Basically, metabolism is an
oxidation process in which the chemical potential energy of food is released. This implies that food input is
in the form of work. Food energy is reported in a special unit, known as the Calorie. This energy is
measured by burning food in a calorimeter, whichishowthe units are determined.
In chemistry and biochemistry, one calorie is defined as the energy (or heat transfer) required to raise
the temperature of one gram of pure water by one degree Celsius. Nutritionists

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SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
and weight-watchers tend to use the dietary calorie, which is frequently called a Calorie. Onefood Calorie is
the energy needed to raise the temperature of one kilogramof water byonedegree Celsius. This means that
one dietary Calorie is equal to one kilocalorie for thechemist, and one must be careful to avoid confusion
between the two.
Again, consider the internal energy the body has lost. There are three placesthisinternal energy can
go—to heat transfer, to doing work, and to stored fat (a tiny fractionalsogoes to cell repair and growth). Heat
transfer and doing work take internal energy out of thebody, and food puts it back. If you eat just the right
amount of food, then your averageinternal energy remains constant. Whatever you lose to heat transfer and
doing work is replacedbyfood. If you overeat repeatedly, your body stores this extra internal energy as fat.
The reverseistrueif you eat too little. The body metabolizes its own fat to maintain body temperature
anddoworkthat takes energy from the body. This process is how dieting produces weight loss.
Life is not always this simple, as any dieter knows.
The body stores fat or metabolizes it only if energy
intake changes for a period of several days. Once you
have been on a major diet, the next one is less
successful because your
body alters the way it responds to low energy intake. Your
basal metabolic rate (BMR) is the rate at which food is
converted into heat transfer and work done while the
body is at complete rest. The body adjusts its basal
metabolic rate to partially compensate for over-eating or
under-eating. The body will decrease the metabolic
rate rather than eliminate its own fat to replace lost
food intake. You will chill more easily and feel less
energetic as a result of the lower metabolic rate,
and you will not lose weight as fast as before. Exercise helps to lose weight, because it produces both heat
transfer from your body and work, and raises your metabolic rate even when you are at rest. Weight loss is
also aided by the quite low efficiency of thebodyinconverting internal energy to work, so that the loss of
internal energy resulting fromdoingworkis much greater than the work done.It should be noted, however,
that living systems arenot inthermal equilibrium.
The body provides us with an excellent indication that many thermodynamic processesare irreversible. An
irreversible process can go in one direction but not the reverse, under agiven set of conditions. For example,
although body fat can be converted to do workandproduce heat transfer, work done on the body and heat
transfer into it cannot be convertedtobody fat. Otherwise, we could skip lunch by sunning ourselves or by
walking down stairs.
One great advantage of conservation laws such as the first law of thermodynamicsisthat they
accurately describe the beginning and ending points of complex processes, suchasmetabolism.

H. Making generalizations and abstractions about the lesson Read This:

⮚ First Law Of Thermodynamics states that the change in internal energy of asystemequals the sum
of the heat gained or taken by the system and the work donebyor onthe system
⮚ Second Law of Thermodynamics states that heat flows normally fromhigher temperature to lower
temperature which is spontaneous process.
⮚ Non-spontaneous process happens when heat flows from lower temperature tohigher temperature. It
needs mechanical energy to occur.
⮚ A heat pump is a device that reverses the direction of the heat flow: froma coldreservoir to a
warmer one. Refrigerator and air conditioning unit are examples of heat pump.

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK5 DAY5(EVALUATE)
I. Evaluating learning
QUIZ #5: HEAT IT UP!
(Write your answers on your pad paper.)

I. Multiple Choice. Read each question carefully. Write the letter of the best answer.

1. Which of the following best describes thermodynamics?


A. It is the study of the hotness and coldness of a body.
B. It is the energy transferred when an object is moved against a force. C. It is the thermal energy that
flows from a substance of higher temperature to asubstance of lower temperature.
D. It is the science of energy, specifically heat and work, and how the transfer of energyaffects
the properties of materials.

2. What happens when heat is added to a system?


A. The internal energy decreases, and external work is done.
B. The internal energy increases, and no external work is done.
C. The internal energy decreases, and no external work is done.
D. The internal energy increases, and external work is done by the system.

3. What happens when you get inside an air-conditioned room after staying under the sun?A. You feel warm
because heat flows from your body to the room. B. You feel warm because heat flows from the room to your
body. C. You feel cold because heat flows from your body to the room.
D. You feel cold because heat flows from the room to your body.

4. The first law of thermodynamics is a restatement of what conservation principle? A. Law of conservation
of Charges C. Law of conservation of Mass B. Law of conservation of Energy D. Law of conservation of
Momentum

5. In boiling water in a pot without a lid, matter is leaving in the form of steam. Energy is alsoleaving and
entering the system in the form of heat. What kind of system is this? A. open system C. isolated system B.
closed system D. all of the above

6. Which of the following systems can exchange only energy with its surroundings, not matter?A. open
system C. isolated system B. closed system D. all of the above

7. Which of the following refers to a device that reverses the direction of the heat flow: fromacold
reservoir to a warmer one?
A. electric motor C. heat engine B. Generator D. heat pump

8. Which of the following states that heat flows normally from higher temperature to lower temperature
which is spontaneous process?
A. first law of thermodynamics C. third law of thermodynamics B. second law of thermodynamics
D. zeroth law of thermodynamics

9. How does the heat flows when you touch a cup of hot chocolate drink? A. heat flows the
hotter cup into a cooler hand.
B. heat flows the cooler hand into the hotter cup.
C. heat flows from the cooler hand to the environment
D. heat flows simultaneously to your hand and to the cup.

10. Which of the following refers to thermodynamic process in which no heat enters or leavesthe
system?
A. adiabatic process C. isochoric process B. isobaric process D. isothermal process

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Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
II. Identify what is being described in each sentence.

System Isobaric process Internal energyWork Isothermal process Isochoric processFirst Law of
Thermodynamics Isolated System Heat Second Law of Thermodynamics

1. It is the total of the kinetic energy due to the motion of molecules and the potential energyassociated
with the vibrational and electric energy of atoms within molecules or crystals. 2. It is the “collection of
objects on which attention is being focused”.
3. It is a type of system that cannot exchange either matter or energy with its surroundings. 4. it is a
thermodynamic process that takes place at constant temperature. 5. It is a thermodynamic process
that takes place at constant volume.
6. It is a thermodynamic process that takes place at constant pressure.
7. It states that the change in internal energy of a system equals the sum of the heat gainedor taken by the
system and the work done by or on the system.
8. It states that heat flows normally from higher temperature to lower temperature. 9. It is the thermal
energy that flows from a substance of higher temperature to a substanceof lower temperature.
10. It is the energy transferred when an object is moved against a force.

III. Write S if the given example is a spontaneous process and NS if it is a non- spontaneous
process.
1. cooling a cup of hot coffee
2. rolling down of a stone downhill
3. water flowing downhill.
4. rusting of iron nail
5. making ice

IV. Solve the following problems. The given and formula are already provided. (5 points
each)

1. 400J of work is done by the system and 900J of heat is added to the gas. What is thechangein the
internal energy of the gas?

Given: Q= 900J (heat is positive because heat is added to the system) W= 400J (work
is postive because work is done by the system)
Unknown:________
Formula: ΔU = Q - W
Solution: ________
Answer: ________

2. A system releases 125J of heat while 104 J of work is done on the system.
Calculatethechange in internal energy.

Given: Q= -125J (heat is negative because heat is released by the system) W= -104J (work
is negative because work is done on the system)
Unknown: ________
Formula: ΔU = Q - W
Solution: ________
Answer: ________

(EXTEND)
J. Additional activities for application or remediation
COOL IT UP!
(Write your answers on your pad paper.)
Arrange the refrigerator cooling cycle mechanisms in the box by completing the graphicorganizer
below.

Page 9of 10

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
The surrounding air in the condenser coils is cooler than the refrigerant so the refrigerant gives off
heat and partially condenses to liquid.

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 ontheworking substance
in the next cycles.

The fluid enters the compressor again to repeat the cycle.

The condensed refrigerant then absorbs heat from its surroundings. As a result, thecontents of
the refrigerator become colder and the refrigerant becomes warmer that t eventuallyvaporixes to gas.

The refrigerant expands in the expansion valve. As it expands, it cools considerablysothat the
refrigerant is cooler than the surrounding of the evaporator coil which s the insideof therefrigerator.
Page 10of 10

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK6 DAY1I. OBJECTIVES

A. Content Standard:
The learners demonstrate an understanding of: generation, transmission,
anddistribution of electrical energy from power plants (hydroelectric, geothermal, wind,
nuclear) to home

B. Learning Competency:
The learners should be able to:
1. Explain how heat transfer and energy transformation make heat engineswork. 2. Explain
how electrical energy is generated, transmitted, and distributed.

Specific Objectives:
At the end of the lesson, you should be able to:
▪ explain how heat transfers,
▪ describe energy transformation in electrical power plants and ▪ describe the energy
transmission and distribution from a power stationtothecommunity.
II. CONTENT: HEAT AND ENERGY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: pp. 273-280
2. Learner’s Material pages: pp. 312-328
B. Other Learning Resources:
1.
https://www.liveworksheets.com/worksheets/en/Natural_Science/Electricity/Tra
nsporting_Electricity_to_our_Homes_qg1059652pl
2. https://www.alliantenergykids.com/UsingEnergyWisely/SavingEnergyAtHome

LESSON 6: Heat Engines and Energy Generation, Transmission and Distribution

IV. PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson BEAT THE HEAT!

In grade 8, you have learned the difference between heat and temperature. Remembering these
concepts will help you understand the next lesson. So howare heat andtemperature different?

Well, here are the important points to consider about the difference between heat andtemperature.
First, heat is a form of energy while temperature is not a formof energy.

Temperature is a measure of the average kinetic energy of the particles and it doesnot depend on the
mass of the object. It can be measured directly with the use of thermometers. Heat cannot be measured
directly. But you can make use of the measurable quantities relatedto heat to determine how much heat (Q) is
absorbed by the object.

(ENGAGE)
B. Establishing the purpose for the lesson
COOL FACTS ABOUT HEAT ENERGY

In the previous module, you have learned that there are different forms of energyandone of these is
heat energy or thermal energy. Heat has an essential role in our daily life. It hasmany uses such as warming
the house, cooking, heating the water and drying thewashedclothes. Read the sentences below to learn some
cool and fun facts about heat energyor thermal energy!
Page1of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
1. The Sun is millions of kilometers away, but it still controls the temperature of theEarth. Thermal energy is
transferred to the Earth from the Sun through a process called radiation.
2. If you make a cup of hot chocolate and pour cold milk into it. The hot chocolate will cool downbecause
thermal heat is transferred from the hot liquid to the cool liquid.
3. Thermal energy can cause liquid to change to gas. This is known as vaporization.
Agoodexample of this is when thermal energy causes droplets of water to
evaporate/vaporizeacrossthe sea to form clouds!
4. Ever burnt your hand from picking up something hot? That is because the thermal
energyhasbeen transferred from the hot object to your skin. Ouch!
5. Rubbing your hands together converts mechanical energy to thermal energy. That isthereason
why you feel a bit of warmth in your palms!
BURNING QUESTION: If mechanical energy can be converted to thermal energy, isit possible to
convert thermal energy to mechanical work?Let’sfind

out on the next part of this module!

FOURTH QUARTER WEEK6 DAY2C. Presenting examples/instances of the new lesson HEAT ENGINE:
THE COOLEST DEVICE!

One of the most important things we can do with heat is to use it to do work for us. Aheat engine
does exactly this—it makes use of the properties of thermodynamics to transformheat into work. A device
that changes thermal energy into mechanical work isaheat engine.

Heat engines powered by internal combustion run cars, airplanes, lawn mowers, andother
machines. Combustion means “burning”. Fuel, usually gasoline, burns insideaninternal-combustion
engine to make it work. But how does a heat engine exactly work?Analyzethe figure below.

A heat engine consists of a gas confined by a piston in a chamber. If the gas is heated, it expands,
making the piston move. A practical engine is operated through cycles; thepistonmust move back and
forth. When the gas has heated, the piston moves up. Whenit iscooled, the piston moves downward. A
cycle of heating and cooling will move the pistonupand down.

A very important component of heat engines, then, is that


two temperatures are involved. At one cycle, the system is heated, at
another, it is cooled. Three things happen in a full cycle of a heat engine:

1. Heat is added. It is an input heat (QH) which is relatively


high temperature.
2. Some of the energy from that input heat is used to do work (W).
3. The rest of the heat is removed at a relatively cold temperature
(Qc)
Figure 1. Heat Engine
Let us find out the four cycle- stroke of a gasoline engine in the next part! START THE

ENGINE!

Now that you know the basic idea about heat engine, you are ready to learnthefour cycle- stroke of a
gasoline engine. Read this…

Page2of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
From motorcycles and cars to lawn mowers and generators, four cycle- strokeenginespower
a variety of different kinds of equipment. This type of engine utilizes four distinct pistonstrokes to
effectively run.

A four cycle- stroke engine is a very common variation of an internal combustionengine. Most
modern internal combustion-powered vehicles are 4-strokes, powered byeither gasoline or diesel fuel.

During engine operation, pistons go through 4 events to achieve each power cycle. Thedefinition of
an event is an up or down piston motion. Upon completion of the 4 events, thecycle is complete and
ready to begin again.

Look at the figure below to see each cycle stroke.

Figure 2. Four-cycle stroke of gasoline engine

Figure 3. Table showing the summary of Four-cycle stroke of gasoline engine.

In the illustration above, it is shown that there are four cycle-stroke in a gasolineengine. In the intake
stroke, the inlet valve opens, the piston moves down as the fuel-air mixturefillsin the cylinder. In
compression stroke, the piston moves up and compresses themixtureadiabatically, since no heat transfer
happens. The spark plug ignites the mixture makingitstemperature high. Adiabatic process tends to push
the piston down, thus it is calledpowerstroke. In exhaust stroke, the burned gases are pushed out of the
exhaust valve. Theintake valve once again opens and the cycle repeats.

DID YOU KNOW? You can help minimize the effects of thermal pollution! Youcaninform the
vehicles’ operators to always clean their muffler. You can informthe general publicabout the bad effects of this
exhaust gases to one’s health and to the environment. Youcanencourage them to use unleaded gasoline. And
you can be an advocate to plant trees sothat carbon monoxide and halogens will be absorbed by them!
In the next part, you will learn how electrical energy is generated, transmitted, anddistributed.

Page3of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(EXPLORE)
D. Discussing new concepts and practicing new skills #1 THE JOURNEY OF ELECTRICAL
ENERGY: GENERATION

It is always there whenever you flip a switch or plug in a cord, but electricityhastotravel a long way to get to
your house. In fact, the generating station where your electricityismade might be hundreds of miles away! In
this part of the lesson, you are going to studyhowelectricity is made and delivered to your own home. Read
this…
How is electricity generated, transmitted and distributed?
Electricity powers all our gadgets and appliances at home. Have you ever wonderedhow
electricity reaches us from the electric power plant? What processes does electricityhaveto go through
in order to reach us at home?

1. GENERATION
Electrical power starts at the power plant. Power plants use generator withturbineconnected to it.
When the turbine rotates, it brings the generator with it, generating/producingelectrical energy. Generator is
a device that converts mechanical energy toelectrical energy.

Various sources of energy are utilized to provide electricity to power our households. For example, the
tremendous energy produced by falling water is used by water turbines torotatelarge generators at a
hydroelectric power plant.

Figure 4. Parts of a hydroelectric power plant


As the water falls from the reservoir, its kinetic energy increases, and it flowsveryfast. The falling
stream of water turns a fan-like device called a turbine, which is connectedtothe generator’s shaft. The
rotation of the shaft turns powerful electromagnets that aresurrounded by the coil of copper wires. The coil
is connected to a step-up transformer that sends high voltage current to power lines.

Other sources of energy at power plants include steam from burning fossil fuels, nuclearreactions,
wind and ocean tides. Each source provides the energy of motion toturbinesthen to the generators,
producing electrical energy. Power plants, in general, use generatorsto convert kinetic energy into electrical
energy

Do you know some power plantsnear


your place or province? Here are someof the
different power plants in our country.
Page4of 9
Figure 5. Agus 1 Hydroelectric Power Plant in Lanao Del Norte

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga

SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)

Figure 6. Tiwi Geothermal Power Plant in Albay Figure 7. Nuclear Power Plant in Albay

Figure 8.
Different power plants in the Philippines
FOURTH QUARTER WEEK6 DAY3E. Discussing new concepts and practicing new skills #2 THE
JOURNEY OF ELECTRICAL ENERGY: TRANSMISSION AND DISTRIBUTION

2. TRANSMISSION

The generated electrical power leaves the generator and enters a transmissionsubstation at the power
plant. Large step – up transformers in the transmission substationincreases the voltage generated to
extremely high voltages for long – distance transmission. The extremely high voltage is transmitted by high
voltage transmission lines.

Figure 9.
Transmission substation Figure 10. Transmission lines
Page5of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
3. DISTRIBUTION

From the transmission lines, the voltage will enter the power or distribution substation. The voltage
is reduced by the step – down transformers for distribution. The loweredvoltagewill travel through the
distribution lines. The voltage will be lowered again by the step–downtransformer located on light post to
220 V. From the post, the voltage passes throughtheelectric meter and enters the homes’ network of
electric wires and outlets readyforconsumption.

Figure 11.
Figure 12. Step-down transformer ina
Distribution substation light post

(EXPLAIN)
F. Developing mastery
Study this!

Let’s summarize the journey of electrical energy from generation,


transmissionanddistribution!

Figure 13.
Transport of electricity
From the power plants, electricity is then made to travel along cables and wirescalledtransmission
lines. Transmission lines are commonly put up between transmissionsubstations which are regulated by
the National Power Corporation. Transmission linesmayeither be constructed overhead on towers or they
may be underground. They are operatedat high voltages, send out large amounts of electrical power and
extend over considerabledistances. From the generating station, the transmission substations step up the
voltagetoa range of 138,000 – 765,000 volts. Within the operating area, transmission substationsreduce
(step down) the transmitted voltage to 34,500 – 138,000 volts.

This power is then carried through lines to the distribution systems located inthelocal service area.
The distribution system connects the transmission systemto the customer’shousehold. MERALCO is in
charge of electrical energy distribution in Metro Manila. Thedistribution substations further step down
the voltage to 2,400 – 19, 920 volts. Astep-downtransformer further reduces the voltage to 220 V – the
standard AC voltage in the Philippines. This voltage powers most of the electrical appliances we have at
home.

Page6of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
FOURTH QUARTER WEEK6 DAY4
(ELABORATE)
G. Finding practical applications of concepts and skills in daily living HELP SAVE
ELECTRICITY!

Our homes use energy all day, every day. In the kitchen, our refrigerator, dishwasher, oven, and
more use electricity. Lights, cell phones and laptops need power too.

Wasting energy is not good for the environment. Many of the energy sources wedependon, like coal
and natural gas, can't be replaced – once we use them up, they are goneforever. Another problem is that
most forms of energy can cause pollution.

How can you help?

To get started, try the top five rules for saving energy!

1. Turn off the lights when not needed. Turning off one light bulb for six hours will saveyouPHP25 a
month.

2. Clean your fridge and avoid opening it longer than necessary. Do not opentherefrigerator for a
longer time since refrigerator door opening accounts for seven percent of theconsumption assuming you
open the fridge door 42 times in a day.

3. Use LED lights. Convert your lighting system from compact fluorescent light to light-emittingdiode or
LED as it saves as much as 50 percent of energy.

4. Unplug unused electric appliances. Leaving unused electric appliances on standbystill consumes
energy. For example, a cathode-ray tube television and its digital box onstandbymode still consume 16
watts, which is equivalent to PHP57.60 wasted electricity in a month.

5. Be a “plantito or plantita”. Help your parents plant a tree to help shade your houseonhot summer days.

H. Making generalizations and abstractions about the lesson Read This:

⮚ Heat engine is a device that changes thermal energy into mechanical work. ⮚ Internal combustion
engines are engines that combustion takes place insidetheengine chamber. Examples are gasoline and
diesel engine
⮚ External combustion engines are engines where the fuel combustion takesplaceoutside the
engine. Steam is an example of external combustion engine. ⮚ Thermal Pollution of the air can affect
the weather; thermal pollution of water canbeharmful to aquatic animals.
⮚ Electrical power starts at the power plant.
⮚ The generated electrical power leaves the generator and enters a transmissionsubstation.
⮚ From the transmission lines, the voltage will enter the power or distribution substation. ⮚ This power
is then carried through lines to the distribution systems located inthelocal service area.
⮚ A step-down transformer further reduces the voltage to 220 V. This voltagepowersmost of the
electrical appliances we have at home.

FOURTH QUARTER WEEK6 DAY5


(EVALUATE)
I. Evaluating learning

Page7of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
QUIZ #6: LET’S VOLT IN!
(Write your answers on your pad paper.)

I. Write T if the statement is true and F if it is incorrect.

1. Heat is a form of energy.


2. Thermal energy is transferred to the Earth from the Sun through a process called convection. 3. Rubbing
your hands together converts mechanical energy to thermal energy. 4. A device that changes electrical
energy into mechanical work is a heat engine. 5. A cycle of heating and cooling will move the piston up and
down. 6. A very important component of heat engines is that there are four temperatures are involved. 7.
During engine operation, pistons go through 6 events to achieve each power cycle. 8. The four-cycle stroke
of an engine consists of intake, compression, power and exhaust. 9. The spark plug ignites the mixture
making its temperature high. 10. In exhaust stroke, the burned gases are pushed out of the intake valve.

II. Identification. Chose the word/s in the box that fit/s the given description below.

Transmission Lines 110 V Nuclear Power Plant Step-up Transformer Turbine Lanao Del
NorteStep-down Transformer Generator Hydroelectric power plant

Distribution Substation 220 V Power Plant

1. It produces electricity when tremendous energy produced by falling water is used bywater turbines to rotate
large generators.
2. It is a device that converts mechanical energy to electrical energy.
3. It is a fan-like device which is connected to the generator’s shaft.
4. It sends high voltage current to power lines.
5. It uses generators to convert kinetic energy into electrical energy.
6. It is where Agus 1 Hydroelectric power plant is located.
7. They transmit extremely high voltage of electricity.
8. It reduces the voltage of electricity.
9. It is where the voltage of electricity enters after the transmission substation. 10. It is the
standard AC voltage in the Philippines.

III. Fill in the blanks to summarize the generation, transmission, and distributionof electrical energy.

From the (1.) _______________, electricity is then made to travel along cablesandwires called (2.)
_______________. Transmission lines are commonly put up betweentransmission substations which are
regulated by the (3.) _______________. Transmissionlinesmay either be constructed overhead on towers or
they may be underground. They are operatedat (4.) _______________, send out large amounts of electrical
power and extendover considerable distances. From the generating station, the transmission substations
step(5.) _______________ the voltage to a range of 138,000 – 765,000 volts. Within the operatingarea,
transmission substations reduce (step down) the transmitted voltage to 34,500 – 138,000volts.

This power is then carried through lines to the (6.) _______________located inthelocal service area.
The distribution system connects the transmission system to the customer’s(7.) _______________.
MERALCO is in charge of electrical energy distribution in(8.) _______________. The distribution substations
further step down the voltage to 2,400–19, 920 volts. A (9.) _______________further reduces the voltage to
220 V – the standardACvoltage in the Philippines. This (10.) _______________ powers most of the electrical
applianceswe have at home.

Page8of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga
SCIENCE – GRADE 9 Self-Instructional Packets (SIPacks)
(EXTEND)
J. Additional activities for application or remediation
MORE ENERGY, MORE FUN!
(Write your answers on your pad paper.)

I. HEAT ENGINE: The table below shows the summary of the four-stroke cycle of a heat engine. Supply the
missing data.
(5.) _______________ Moves
CYCLE
PISTON

fractional
(1.) _______________ Moves d

Compression (3.) _____________


exhaust

Power Moves down

II. ENERGY GENERATION, TRANSMISSION AND DISTRIBUTION: The figure belowshowsthe steps in
transporting electricity. Identify the step being shown by each number inthediagram. Choose your
answer from the box below the figure.

1. ________________________________________________ 2.
________________________________________________ 3.
________________________________________________ 4.
________________________________________________ 5.
________________________________________________ 6.
________________________________________________
Page9of 9

Property of Pampanga High School - DepEd Division of City of San Fernando Pampanga

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