Science-9 Las 4th-Quarter

9
SCIENCE
Fourth Quarter
LEARNING ACTIVITY SHEETS
Note: Practice Personal Hygiene protocols at all times. 1

Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
Enclosure No. 2.c to Regional Memorandum No. ___________, s 2020
Policy Guidelines on the Conduct of Online Quality Assurance of Learning Resources
COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500
“No copy of this material shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit.”
This material has been developed for the implementation of K to 12 Curriculum through the
Curriculum and Learning Management Division (CLMD). It can be reproduced for educational
purposes and the source must be acknowledged. Derivatives of the work including creating an
edited version, an enhancement of supplementary work are permitted provided all original works
are acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.
Consultants:
Regional Director : BENJAMIN D. PARAGAS PhD, CESO V, DepEd R02
Assistant Regional Director : JESSIE L. AMIN EdD, CESO V, DepEd R02
Schools Division Superintendent : FLORDELIZA C. GECOBE PhD, CESO V SDO Quirino
Asst. Schools Division Superintendent: CHERYL R. RAMIRO PhD, SDO Quirino
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG PhD, DepEd R02
Chief Education Supervisor, CID : JORGE G. SADDUL, SR., SDO Quirino
Development Team
Writers: SUNRISE L. BUSTAMANTE, Saguday National High School, SDO Quirino
CRISTINA N. DACUMOS, Saguday National High School, SDO Quirino
SHARON ANANAYO, San Antonio, Integrated School, SDO Quirino
WILFREDA BASCO, Quirino General High School, SDO Quirino
GRACE B. RAMOS, Sangbay Integrated School, SDO Quirino
JUDY ANN G. BINLAYAN, Aglipay High School, SDO Quirino
MARITES RAMENTO, Victoria High School, SDO Quirino
MARCELINA K. CADIPUHAN, Alicia Integrated School, SDO Quirino
RICHELLE ANN L. DELA CRUZ, Maddela Comprehensive High School, SDO Quirino
Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Telephone Nos.: (078) 304-3855; (078) 396-9728
Email Address: region2@deped.gov.ph Website: region2.deped.gov.ph
Doc Code: FM-ORD-009 Rev: 00
Note: Practice Personal Hygiene protocols at all times. As of: 07-02-2018 Page: 2
2
Content Editor: GLORIA A. BACANI, PhD, Education Program Supervisor- SCIENCE, SDO Quirino
DOLORES A. TUGUINAY, Alicia Integrated School, SDO Quirino
PHILINA M. PASTOR, Victoria High School, SDO Quirino
AARON PAUL B. CABE, Diffun National High School, SDO Quirino
JENNIFER T. TOLENTINO, Divisoria Sur Integrated School, SDO Quirino
MERLITA QUIMING, Nagtipunan National High School, SDO Quirino
FIDES PASCUAL, Saguday National High School, SDO Quirino
ROMMEL C. TARUN, Dibibi Integrated School, SDO Quirino
Language Editor: SHERLY C. CAINGUITAN PhD, Education Program Supervisor - English, SDO Quirino
FE G. BUCCAHAN PhD, Education Program Supervisor -Filipino, SDO Quirino
Illustrators: RONALYN D. MELCHOR, Cabarrouguis Central School Integrated SPED Center SDO Quirino
GREGORIA Z. ITLIONG, Diffun Central School Integrated SPED Center, SDO Quirino
Layout Artist: RICHELLE ANN L. DELA CRUZ, Maddela Comprehensive High School, SDO Quirino
Focal Persons: GLORIA A. BACANI, PhD, Education Program Supervisor- SCIENCE, SDO Quirino
ESTHER T. GRAMAJE, Education Program Supervisor- SCIENCE, DepEd R02
RIZALINO G. CARONAN, Education Program Supervisor–LRMS, CLMD, DepEd R02
FELIMENDO M. FELIPE, Education Program Supervisor-LRMS, SDO Quirino
RONALD T. BERGADO, PDO II- LRMS, SDO- Quirino
ROZEN D. BERNALES, Librarian II, SDO Quirino
Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City

Table of Contents
Competency Page Number
Describe the horizontal and vertical

.............................. 5-17
motions of a projectile
Investigate the relationship between the
angle of release and the height and

.............................. 18-31
range
of the projectile
Relate impulse and momentum to
collision of objects (e.g., vehicular .............................. 32-40
collision)
Infer that the total momentum before

and .............................. 41-51
after collision is equal
Perform activities to demonstrate

.............................. 52-59
conservation of mechanical energy
Construct a model to demonstrate that

.............................. 60-66
heat can do work
Explain how heat transfer and energy

.............................. 67-73
transformation make heat engines work
Explain how electrical energy is

.............................. 74-85
generated, transmitted, and distributed

SCIENCE 9
Quarter 4- MELC 1
Describe the horizontal and vertical motions of a projectile

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________
LEARNING ACTIVITY SHEET

Uniform Accelerated Motion: Horizontal Dimension
Background Information for the Learners

Uniformly accelerated motion, or constant acceleration, is motion that has a constant
and unchanging velocity. Uniformly accelerated motion may or may not include a difference
in an object's speed.
The acceleration of an object means that there is a net force in the direction of that
object's acceleration. In addition the object sometimes, but not always, has a change in speed.
An object that falls in a vacuum under gravity's pull, for instance, is said to have a uniform
acceleration and a change in speed. In contrast, a planet that orbits the sun in a circular path
with no change in speed still has uniform acceleration but without an accompanying change in
speed.
Key Concepts:
 Under special circumstances, we can use a series of three equations to describe or predict
movement Where:
vf = vi + at vf - final velocity
vi - initial velocity
d = vi t + 1/2at2 a - acceleration
2 2
vf = vi + 2ad t - time
d - distance
 Most often, these equations are used to describe either horizontal or vertical motion
 Acceleration must be constant1
Uniformly Accelerated Motion: Horizontal Dimension
If a body maintains a constant change in its velocity in a given time interval along straight
line, then the body is said to have a uniform acceleration.
1
Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation, Pasig City,
Philippines 2014, pp. 230-236
2
https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzRwx.

Figure 1. An airplane preparing for takeoff
The change in an airplane’s position for each time interval is increasing as shown in
Figure 1, thus, it is moving faster and faster. This means that the plane is accelerating. Try the
next activity to further understand acceleration.
Remember:
Now you will use basic equations to derive formula use in Uniform Accelerated
Motion (UAM). Using the following equations on velocity, average velocity, and acceleration,
you can derive other equations.
where: v = velocity
Equation A 𝑑
v= vf = final velocity
𝑡
vi = initial velocity
Equation B Vave = average velocity
𝑣𝑓−𝑣𝑖
vave = d = displacement
2
t = time
Equation C 𝑣𝑓−𝑣𝑖
a= a = acceleration
𝑡
To find out how displacement changes with time when an object is uniformly
accelerated, rearrange equation A to arrive at d = vt. Since the velocity of the object changes
when it is uniformly accelerating, we use the average velocity to determine displacement, so
substituting v by Vave in equation B. you will get:
d =vt
Equation D
d =(vf-vi/2)t
Rearrange equation C to arrive at vf =vi +at and substituting the vf in equation D you will get
d = (vf+vi/2) t
d= (vi+at) vi/2 t
Combining vi, you will arrive at
d= (2vi + at/2) t
Distributing t will give you
d = 2vit + at2/2
Simplifying further will give you
d = vit +at2/2
Learning Competency:

Describe the vertical and horizontal motions of a projectile (Quarter 4, Week 1) S9FE-
IVa-34
ACTIVITY 1
“Runaway”
Direction: Read carefully and study the problem below and apply your knowledge in
computing uniform accelerated motion horizontal dimension.
With an initial velocity of 20 km/h, a car accelerated at 8 m/s2 for 10 seconds.
Guide Questions:
Q1. What is the position of the car at the end of the 10 seconds?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2. What is the velocity of the car at the end of the 10 seconds?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 2
“Ride a Bike”
Direction: Study the problem below carefully and apply your knowledge in computing
uniform accelerated motion horizontal dimension.
A boy on a bicycle increases his velocity from 5 m/s to 20 m/s in 10 seconds.
Guide Questions:
Q1. What is the acceleration of the bicycle?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2. What distance was covered by the bicycle during the 10 seconds?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 3
“It’s a Choo Choo Train”
uniform accelerated motion horizontal dimension.
A train brakes from 40 m/s to a stop over a distance of 100 m.
Guide Questions:
Q1. What is the acceleration of the train?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2. How long does it take the train to stop?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reflection
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
 https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzR
wx.
 https://www.flippingphysics.com/introduction-to-uniformly
 https://www.problemsphysics.com/mechanics/motion/unif_acce_motion_
 www.deped-click.com/2020/05/most-essential-learning
 K to 12 Curriculum Guide, Department of Education, DepEd Complex, Meralco
Avenue, Pasig City. August, 2016.
 Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation,
Pasig City, Philippines 2014, pp. 230-236

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Uniform Accelerated Motion: Vertical Dimension
Background Information for the Learners

You learned in your Grade 8 that the pull of gravity acts on all objects. So on Earth,
when you throw something up, it will go down. Things thrown upward always fall at a constant
acceleration which has a magnitude of 9.8 m/s2. This means that the velocity of an object in
free fall changes by 9.8 m/s every second of fall.
Consider a stone dropped from the cliff as shown in Figure 2. For equal time interval,
the distance travelled increases quadratically.
Figure 2. Motion of the stone dropped from the hill and motion of
the stone thrown vertically upward
Another example of free-fall is a body thrown upward. Consider figure on the right
where a ball is thrown upward. As the ball goes up it decelerates with a magnitude of 9.8 m/s 2
until it stops momentarily and changes direction. That means it reaches its maximum height
before it starts to fall. Using equation F, you will also find that when the ball falls back to the
point where it was thrown, its speed will be equal to the speed at which it was thrown.
Key Concepts:
Note that the magnitude of the two velocities are equal, but they have opposite
directions- velocity is upward when it was thrown, but downward when it returns.

Do the next activities to further see the behavior of falling objects.
Learning Competency
Describe the vertical and horizontal motions of a projectile (Quarter 4, Week 1) S9FE-
IVa-34
ACTIVITY 1
“Drop Me!”
Directions: Read carefully and study the problem below and apply your knowledge in
computing uniform accelerated motion vertical dimension.
An object is thrown straight down from the top of a building at a speed of 20

m/s. It hits the ground with a speed of 40 m/s.
Guide Questions:
Q1.How high is the building?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2. How long was the object in the air?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 2
“Well! Well! Water Well!”
uniform accelerated motion vertical dimension.
To approximate the height of water well, Martha and John drop a heavy rock
into the well. 8 seconds after the rock is dropped, they hear a splash caused by the
impact of the rock on the water. (Speed of sound in air is 340 m/s).
Q1. What is the height of the well?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 3
“You Raise Me Up!”
uniform accelerated motion vertical dimension.
A rock is thrown straight up and reaches a height of 10 m.
Guide Questions:
Q1. How long was the rock in the air?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q2. What is the initial velocity of the rock?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ACTIVITY 4
“Structured Frames”
_________________________________________
Topic
A projectile is
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I would like to describe vertical motion of a projectile using the following key points:
a. ________________________________________________________________
________________________________________________________________
b.
c. ________________________________________________________________
________________________________________________________________
and I can apply these in

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Reflection
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
 https://ph.images.search.yahoo.com/search/images;_ylt=AwrPiFLcJCFf3z4A5TOzR
wx.
 https://www.flippingphysics.com/introduction-to-uniformly
 https://www.problemsphysics.com/mechanics/motion/unif_acce_motion_
 www.deped-click.com/2020/05/most-essential-learning
 K to 12 Curriculum Guide, Department of Education, DepEd Complex, Meralco
Avenue, Pasig City. August, 2016.
 Alvarez et al, Science 9 Learner’s Module, DepEd MICS, FEP Printing Corporation,
Pasig City, Philippines 2014, pp. 237-241.

SCIENCE 9
Quarter 4- MELC 2
Investigate the relationship between the angle of release and the height and range of the
projectile

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

PROJECTILE MOTION
Background Information for Learners (BIL)

One type of projectile motion is the movement of a body that is launched or released at
a certain angle. A body or an object that undergo projectile motion is called a projectile. A
hopping frog and a kicked soccer ball are examples of projectiles that are launched at an angle.
They rise and then fall curving downward along a parabolic path. The path that the projectile
follows is called the trajectory. The peak of the trajectory is the highest point that the
projectile could reach during its motion. The horizontal distance that the projectile covers is
called its range (R), while the vertical distance, that is, the distance from where it was launched
to the highest point of its path (peak) is its maximum height (H). The angle of launch or angle
of release (ϴ) is the angle that is formed when the projectile is fired, launched or released.
Under ideal conditions, an object undergoing projectile motion is affected only by gravity (as
a projectile moves, air resistance is assumed to have a negligible or no effect upon the motion).
An angle-launched projectile has both a horizontal and vertical component to its initial
velocity. Initial velocity is the velocity at which motion starts. The magnitudes of the horizontal
and vertical components of the initial velocity can be calculated from the knowledge of the
initial velocity (vi) and the angle of launch (ϴ) using trigonometric functions. The equations
are:
Formula: where:
vix = vi cosϴ vix – horizontal component of the initial velocity
viy = vi sinϴ viy – vertical component of the initial velocity
vi – initial velocity
ϴ - angle of launch
viy vi H
ϴ
vix
R
The height and the range of a projectile depend on its initial velocity and angle of
launch.

Below are formulas that could be used to solve problems involving projectiles that are
launched at a certain angle.
For maximum height reached:

H = viy2 where H – maximum height
2g viy - vertical component of the initial velocity
g -acceleration due to gravity which is 9.8m/s2
For the total time of flight:

t = 2viy where t – total time
g viy – vertical component of the initial velocity
g - acceleration due to gravity which is 9.8m/s2
For the horizontal distance or range:

R = vix t where R – range
vix – horizontal component of the velocity
t – total time
EXAMPLE
1. A football player kicks a football at an angle of 40o from the ground with an initial velocity
of 15 m/s. Ignoring air resistance, calculate:
a.the maximum height that the football can reach (H)
b.the total time of its flight (t)
c.its horizontal distance (R)
Steps in solving the problem.
Illustrate the situation/problem.
viy H
Vi =15m/s
40o
vix
R
Determine the known and unknown.

Given: Unknown:
vi = 15 m/s vix = ? t=?
ϴ = 40o viy = ? R=?
g = 9.8 m/s2 H=?

Determine the vertical and horizontal components of the initial velocity.
(Just in case you do not have a scientific calculator, cos ϴ and sin ϴ will be given.)
cos ϴ = 0.766 sin ϴ = 0.643
vix = vi cos ϴ
= (15 m/s) (0.766)
= 11.49 m/s Horizontal component of the initial velocity
viy = vi sin ϴ
= (15 m/s) (0.643)
Vertical component of the initial velocity
= 9.65 m/s
Solve for the maximum height (H) the ball can reach.
H = viy2
2g
= (9.65 m/s)2 Substitute the values of viy and g.
2 (9.8m/s2)
= 93.12 m2/s2 Get the square of the substituted values. Then divide. Cancel out the same
19.6 m/s2 units.
H = 4.75 m answer to letter a question
Find the time it takes for the ball to return to the ground (t).
t = 2viy
g
= 2 (9.65 m/s) Substitute the values of viy and g.

9.8 m/s2
= 19.3 m/s
Multiply then divide the values. Cancel out the same units.
9.8 m/s2
t = 1.97 s answer to letter b question
Compute for the horizontal distance or range.
R = vixt
= (11.49 m/s) (1.97 s) Substitute then multiply the values. Cancel out the same units.
R = 22.64 m answer to letter c question

Investigate the relationship between the angle of release and the height and range of a
projectile. (Quarter 4, Week 1-2) S9FE-IVa-35
Activity 1: PARTS OF A PROJECTILE MOTION
Directions: From the description in the Background of information (BIL), label the parts
of a projectile motion. Choose your answer from the box below.
peak trajectory angle of launch range
maximum height
5
1
1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________
5. __________________________________
ACTIVITY 2
“Give More!”
Directions: Give other examples of objects/activities that follow a curved/parabolic

path just like the figure in Activity 1. Give at least 10.
Example: stone that is thrown horizontally upward
1. _____________________________ 6._______________________________
2. _____________________________ 7._______________________________
3. _____________________________ 8._______________________________
4. _____________________________ 9._______________________________
5. _____________________________ 10.______________________________

ACTIVITY 3
“Picture Analysis”
Directions: Observe and analyze the pictures below, then answer the questions that follow.
Choose the correct answer from the choices enclosed in parenthesis.
https://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.projmot
ion/projectile-motion/
https://commons.wikimedia.org/wiki/File:P
/ https://alevelphysics.co.uk/notes/projectile-motion arabolicWaterTrajectory.jpg
Guide questions:
1.What do you notice about the ranges formed by the projectiles above?
The ranges of the 3 projectiles are _____________ (the same, different).
2. What do you notice about the heights formed by the projectiles?
The heights of the 3 projectiles are ____________ (the same, different).
3. What do you notice about the angles of launch?
They are ___________ (the same, different).
4. Aside from initial velocity, what do you think is the other reason why projectiles have
different heights and ranges? (angle of launch, trajectory)
________________________
5.What force is acting on the projectiles that causes the formation of curved or parabolic
trajectories? (friction, gravity)
________________________

ACTIVITY 4
“Let’s Compute!”
Directions: Solve the following problems using the formulas given in the background of
information (BIL). Show complete solution. Number 1 is given as an example.
1. A grasshopper jumps at an angle 50o from the ground with an initial velocity of 5m/s. If air
resistance is absent, find the following:
a. Maximum height reached (H)
b. Time of flight (t)
c. The horizontal distance (R)
Vi =15m/s H
50o
R
(The following are the computed sin ϴ and cos ϴ, just in case you do not have a scientific
calculator.)
sin ϴ = 0.766 cos ϴ = 0.643
Given: vi = 5 m/s unknown: vix = ? viy=?

ϴ = 50o H=? t=? R=?
g = 9.8 m/s2
Solution:
vix = vi cos ϴ
= (5m/s) (0.643)
= 3.22 m/s
viy = vi sin ϴ
= (5m/s) (0.766)
= 3.83 m/s
a. H = viy2
2g
= (3.83 m/s)2
2 ( 9.8 m/s2)
= 14.67 m2/s2
19.6 m/s2
= 0.75 m

b. t = 2viy
g
= 2 (3.83 m/s)
9.8 m/s2
= 7.66 m/s
9.8 m/s2
= 0.78 s
c. R = vix t
= (3.22 m/s) (.78s)
= 2.51 m
Now, answer problems 2 and 3.
2. A grasshopper jumps at an angle 45o with respect to the horizontal with an initial velocity of
4 m/s. Ignoring air resistance, find the following:
sin ϴ = 0.707 cos ϴ = 0.707
a. Maximum height reached (H)
b. Time of flight (t)
c. The horizontal distance (R)
3. A long jumper leaves the ground at an angle 50 o to the horizontal and at a speed of 6 m/s.
Neglecting air resistance, answer the following questions.
sin ϴ = 0.766 cos ϴ = 0.643
a. What is the maximum height reached by the jumper (H)?
b. How long does it take for him to reach the ground (t)?
c. How far does he jump (R)?

ACTIVITY 5.A
“Let’s Play Golf!”
Direction: Solve the following problem.
A golf ball is hit at different angles with an initial velocity of 20 m/s. Assume that air
resistance is absent.
60o 45o
30o
1. When the angle of launch is 30o, (sin ϴ = 0.5 cos ϴ = 0.866)

a. what is the maximum height reached by the golf ball (H)?
b. how long does it take for the ball to reach the ground (t)?
c. how far does the ball land (R)?


ACTIVITY 5.B
“Fill Out The Table”
Directions: Fill out the table below by writing the missing maximum height, range and time
of flight of the golf ball. Get your answers from Activity 5.a. One answer is given as an
example.
Initial velocity Angle of launch Maximum Range (R) in m Time of flight

(ϴ) height (H) in m (t) in s
1. 20m/s 30o
2. 20m/s 45o 40.86
3. 20m/s 60o
Guide Questions:
1.What is the farthest distance produced?
2. What is the highest distance reached?
3. What launch angle produced the farthest distance?
4.What launch angle produced the highest distance?
5. What launch angle has the longest time of stay in the air?

ACTIVITY 5.C
“Graph Me!”
Directions: From the table in Activity 5.b, graph the maximum height and range reached by
the golf ball at different angles of launch. Connect the angle of launch, maximum height and
the range to form a curved trajectory just like in the figure below.
Max. height (H) in m
70o
45o
15o
Range (R) in m
Draw your graph below. You may use different colored pens. (Use a protractor to measure
angles.)
16
Max. height (H) in m
12
0 4 8 12 16 20 24 28 32 36 40
Range (R) in m 0
Guide Questions:
1.What launch angle produced the highest distance (height)?
2. What launch angle produced the lowest distance?
3. What launch angle produced the longest range?
4. Give the 2 angles that produced the same range.
5. If the golf ball is launched at the same initial velocity but 2 different angles, the golf ball
will land on the same range if the sum of the 2 angles is _______ (45 o, 90o).

ACTIVITY 6
“How Are They Related?”
Directions: Study the graph below then complete the paragraph that follows. The paragraph
explains the relationship between the angle of launch, and the height and range of a projectile
based on the graph. Complete the paragraph by filling in the blanks with the correct answer
from the choices enclosed in parentheses.
Height (H)
60o
45o
70o
30o
20o
Range (R)
Guide Question:
What can you say about the graph? At the same initial velocity, how does the angle of launch
affect the maximum height and range of a projectile?________________________________
___________________________________________________________________________
___________________________________________________________________________
All projectiles follow a ___(1)___ (straight, curved) trajectory or path due to the pull
of gravity. The height and range of a projectile depend on the initial velocity and the ____(2)__
(height, angle) at which the projectile is released or launched above the horizontal. When air
resistance is absent, the farthest distance (range) is reached when the angle of launch is equal
to __(3)__ (45o, 80o). If a projectile is launched at the same initial velocity but 2 different
angles, the projectile will land on the same range if the sum of the 2 angles is __(4)__ (80o,
90o). These 2 angles are said to be complementary angles. On the other hand, when the
projectile is launched at the same initial velocity, the higher maximum height is reached when
the angle of launch is ___(5)___ (greater, lesser). When the angle of launch is low, the
projectile will reach___(6)___ (low, high) maximum height.

ACTIVITY 7
“Let’s Summarize!”
Directions: Analyze then answer the following.
1. Suppose you are a long jumper, and you want to cross the stream (small river) which is 2m
wide by jumping over the stream at an initial velocity of 5m/s. Which angle will allow you to
reach the other side of the stream successfully? Is it at angle 40 o or at angle 75o? Explain.
Show your solution to support your explanation. (Hint: Find Range)
Angle 40o Angle 75o

sin ϴ = 0.643 sin ϴ = 0.966
cos ϴ = 0.766 cos ϴ = 0.259
2.Explain the relationship between the angle of launch and the maximum height and range of
a projectile.

Rubrics for Activity 7
Excellent (4) Average (3) Poor (2) Very Poor(1)
Computation Shows Shows Computation Computation

comprehensive incomplete shows little shows no
and complete solution. evidence of evidence of
solution. understanding. understanding.
Explanation Explanation is Explanation is Explanation is Explanation is
clear and correct. incomplete. unclear and
correct. incorrect.
Reflection:
I learned that __________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I enjoyed most on ______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
I want to learn more on __________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

References:
Allas, AM. F. et.al. (2014). Discover Science 9. Diwa Learning Systems Inc. Makati City.
Cutnell, J.D., & Johnson, K.W. (1995). Physics 3rd edition. John Wiley & Sons, Inc. Canada.
Serway, R.A., & Vuille, C. (2016). Physics Fundamentals 1. Cencage Learning. Taguig City,
Philippines.
Zitzewitz, Haaase, & Harper. (2013). Physics Principles and Problems. McGrawHill
Education (Asia).
Most Essential Learning Competencies (MELCs) - Complete Files. (2020, June 2). Retrieved
from GuroAko: http://guroako.com/2020/06/02/most-essential-learning-
competencies-melcs-complete-files/
Projectile Motion. Retrieved from

https://www.pbslearningmedia.org/resource/hew06.sci.phys.maf.projmotion/projectile
-motion/
Projectile Motion/A Level Physics Revision Notes. Rerieved from

https://alevelphysics.co.uk/notes/projectile-motion/
Parabolic Water Trajectory. Retrieved from

https://commons.wikimedia.org/wiki/File:ParabolicWaterTrajectory.jpg
Grasshopper Vector Drawing. Retrieved from

https://www.google.com/search?q=grasshopper%20clipart%20black%20and%20whit
e&tbm=isch&tbs=sur%3Afc&hl=en&sa=X&ved=0CAIQpwVqFwoTCLCS_N3y--
oCFQAAAAAdAAAAABAI&biw=1349&bih=657#imgrc=x_-
05FQmIAoGNM&imgdii=BYWQUcQh4s2yOM
Golfer. Retrieved from

https://www.google.com/search?q=hitting%20a%20golf%20ball%20clip%20art&tbm
=isch&tbs=sur%3Afc&hl=en&sa=X&ved=0CAIQpwVqFwoTCLDW_NbG9OoCFQ
AAAAAdAAAAABAJ&biw=1349&bih=608#imgrc=pVRG28TA1WfzKM

SCIENCE 9
Quarter 4- MELC 3
Relate impulse and momentum to collision of objects (e.g., vehicular collision)

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Impulse and Momentum

Momentum is a measurement of mass in motion. Any object that is moving has
momentum. In physics, momentum of an object is equal to the mass times the velocity.
momentum = mass * velocity
Momentum is usually abbreviated using the letter "p" making the equation look like:
p=m*v
where p is the momentum, m is the mass, and v is the velocity.

“p” came from the Latin word "petere" which means "go towards".
Based from the equation, both the velocity of the object and the mass have an equal
impact on the amount of momentum. You have more momentum when you are running than
when you are walking. While, if a car and bicycle are traveling down the street at the same
velocity, the car will have more momentum.
Momentum is typically measured in kilograms times meters per second (kg m/s) or
newton-second (N s).
Because velocity is a vector, momentum is also a vector. This means that in addition to
the magnitude of momentum (which is given by p = m * v), momentum also has a direction.
The direction of momentum is shown by an arrow or vector.
SAMPLE PROBLEMS:
1. A 50 kilogram boy runs as fast as 4m/s to the north. What is his momentum?
given: m= 50 kg
v= 4 m/s, north
unknown: p
formula: p=m*v
solution: p=(50kg)* (4m/s, north)
answer: p= 200 kg m/s, north

2. The momentum of a 100 kilogram cart is 2000 kg m/s, south. How fast is the cart
going?
given: m= 100 kg
p= 2000 𝑘𝑔 𝑚/𝑠, south
unknown: v
𝑝
formula: 𝑣 =𝑚
𝑚
2000𝑘𝑔 𝑠 ,𝑠𝑜𝑢𝑡ℎ
solution: 𝑣 = 100 𝑘𝑔
answer: v= 20 m/s, south
3. The velocity of a fast moving car is 1000 m/s, east. If its momentum is 1 500 000
kg m/s, east, how heavy is the car?
given: v= 1000 m/s, east
p= 1 500 000 𝑘𝑔 𝑚/𝑠, east
unknown: v
𝑝
formula: 𝑚 =𝑣
𝑚
1 500 000 𝑘𝑔 𝑠 ,𝑒𝑎𝑠𝑡
solution: 𝑚 = 𝑚
1000 𝑠 ,𝑒𝑎𝑠𝑡
answer: m= 1 500 kg
When two objects bump into each other, this is called a collision. In physics, a collision
doesn't have to involve an accident (like two cars crashing into each other), but can be any
event where two or more moving objects exert forces on each other for a short period of time.
Examples:
 One ball striking another on a pool table

 A baseball bat hitting a ball
 Your fingers striking the key on the keyboard
In a collision, an object experiences a force for a specific amount of time that results in
a change in momentum. The result of the force acting for the given amount of time is that the
object's mass either speeds up or slows down (or changes direction). The impulse experienced
by the object equals the change in momentum of the object. In equation form, F • t = m • Δ v.
Impulse concepts are merely results of Newton's second law- law of acceleration.
Newton's second law (Fnet = m • a) stated that the acceleration of an object is directly
proportional to the net force acting upon the object and inversely proportional to the mass of
the object. When combined with the definition of acceleration (a = change in velocity / time),
the following equalities result.

F=m•a or F = m • ∆v / t
If both sides of the above equation are multiplied by the quantity t, a new
equation results.
F • t = m • ∆v
This equation represents one of two primary principles to be used in the analysis of
collisions during this unit. To truly understand the equation, it is important to understand its
meaning in words. In words, it could be said that the force times the time equals the mass times
the change in velocity. In physics, the quantity Force • time is known as impulse. And since
the quantity m•v is the momentum, the quantity m•Δv must be the change in momentum. The
equation really says that the
Impulse = Change in momentum
In a collision, objects experience an impulse; the impulse causes and is equal to the
change in momentum.
Types of Collision:
 An elastic collision is one in which no kinetic energy is lost.

 An inelastic collision is one in which some of the kinetic energy of the colliding
bodies is lost. This is because the energy is converted into another type of energy like
heat or sound.
There are numerous real-world applications of these phenomena. One example is the
use of air bags in automobiles. Air bags are used in automobiles because they are able to lessen
the effect of the force on an object involved in a collision. Air bags prolong the time required
to stop the momentum of the driver and passenger. When there is a car collision, the driver and
passenger tend to keep moving in according with Newton's first law or Law of Inertia. Their
motion brings them towards a windshield that results in a large force applied over a short time
in order to stop their momentum. If instead of hitting the windshield, the driver and passenger
hit an air bag, then the time duration of the impact is increased. When hitting an object with
something such as an air bag, time duration will be increased. Increasing the time will result in
a decrease in force.
Another example is in boxing. Fans of boxing frequently notice this same principle of
minimizing the effect of a force by extending the time of collision. When a boxer recognizes
that he will be hit in the head by his opponent, the boxer often relaxes his neck and allows his
head to move backwards upon impact. In the boxing world, this is known as riding the punch. A
boxer rides the punch in order to extend the time of impact of the glove with their head.
Extending the time results in decreasing the force and thus minimizing the effect of the force
in the collision. Merely increasing the collision time by a factor of ten would result in a tenfold
decrease in the force.

Image Source: Physics Classroom.com
Relate impulse and momentum to collision of objects (e.g., vehicular collision)

(Quarter 4, Week 3) S9FE-IVb-36
Activity 1
Solve Me if You Can!
Directions: Read and analyze each problem carefully. Identify the given, unknown, formula,
solutions then answer.
1. Which has more momentum, a 1000 kg car moving 1 m/s or a 70 kg person sprinting
at 8 m/s?
2. A football player kicks a ball with a force of 50N. Find the impulse on the ball if his
foot stays in contact with the football for 0.01s.

3. Tonya uses a 418 N force to move a 56 kg mass, at what rate does the object
accelerate?
4. How much momentum does a stationary 5500 kg mass have?
5. What is the velocity of a 5.5 kg object that has a momentum of 550 kg m/s?
Activity 2
The Bus and The Bug
Directions: Tell whether the following statements are true or false.
A bug and a windshield of a fast-moving car collided.

a. The forces of impact on the bug and on the car are the same. ____________
b. The impulses on the bug and on the car are the same. ____________
c. The changes in speed of the car and of the bug are the same. ____________
d. The changes in momentum of the bug and of the car are the same. ___________

Activity 3
Directions: Read each statement carefully. Choose the letter of the BEST answer.
1. Which of the following will make the statement correct?

Momentum is the measurement of _____ in motion.
a. Time b. Mass c. Power d. Energy
2. What letter is typically used to represent momentum in physics equations?
a. m b. v c. b d. p
3. Finish the formula: Momentum = Mass * _________
a. Velocity b. Acceleration c. Voltage d. Work
4. Which of the following is a unit of measurement for momentum?
a. N b. N m/s c. kg m/s d. J/s
5. Which of the following will make the statement correct?

Momentum is a vector measurement, it has both a magnitude and a _______.
a. Direction b. Velocity c. Speed d. Volume
6. What is produced when two or more moving objects exert forces on each other for a
short period of time?
a. Momentum b. Work c. Collision d. Friction
7. If a 70kg man and a 40k boy are both running at the same velocity, who has more
momentum?
a. The boy b. The man c. They both have the same momentum
8. What is the momentum of a 3 kg ball moving at the velocity of 5 m/s east?
a. 5 kg m/s west c. 15 kg m/s east
b. 15 kg m/s west d. 0 kg m/s
9. If a ball is moving at the velocity of 10 m/s east with a momentum of 50 kg m/s east,
what is its mass?
a. 1 kg b. 2.5 kg c. 5 kg d. 500 kg
10. In certain martial arts, people practice breaking a piece of wood with the side of their
bare hand. Use your understanding of impulse to explain how this can be done without
injury to the hand.
a. Given the same change in momentum, when the time interval is smaller the
impact force is bigger.
b. Given the same change in momentum, when the time interval is bigger the impact
force is bigger.
c. Given the same change in momentum, when the time interval is smaller the
impact force is smaller.
d. Given the same change in momentum, when the time interval is bigger the impact
force is smaller.

Activity 4
My FB Post
Directions: The use of helmet and other safety gears is an application of impulse and
momentum Think of a slogan and a hashtag that promotes the use of helmet and safety gears
in motorcycling and in biking.
Criteria in Evaluating your FB Post

RATING
CRITERIA Outstanding (10) Satisfactory (8) Developing (6) Beginning (4)
The output The output The output

The output
clearly shows clearly shows clearly shows
Content clearly shows all
most of the some of the few of the
the concepts.
concepts. concepts. concepts.
The output
The output The output
was made by
displays an displays
Creativity the student but The output
exceptional student’s
and was copied was not made
degree of student ingenuity in
Originality from the by the student.
ingenuity in his/her
design or ideas
his/her creation. creation.
of others.
Accuracy
Everything in the Most things in Some things in The output
and
output is the output are the output are shows poor
Relevance of
accurate. accurate. accurate. accuracy.
the Content
TOTAL

Closure/Reflection:
I learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References:
https://www.physicsclassroom.com/calcpad/momentum
https://www.physicsclassroom.com/class/momentum/Lesson-1/Momentum-and-Impulse-
Connection
https://www.physicsclassroom.com/class/momentum/Lesson-1/Real-World-Applications
https://www.ducksters.com/science/quiz/momentum_questions.php

SCIENCE 9
Quarter 4- MELC 4
Infer that the total momentum before and after collision is equal

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

The Law of Conservation of Momentum

Newton’s law of inertia states that a heavier object is more difficult to move because it
has more inertia in it. It is more resistant to any force applied to it. The same is true with objects
moving at a faster velocity. A car running at 50kph is more difficult to stop than another car of
the same mass running at 30kph. This is because more force is needed to put the faster car to a
halt.
More inertia means more momentum. Therefore, a truck has more momentum than a
car if both are moving with the same speed; the faster car has more momentum than the slower
car.
Source: https://www.wired.com/story/physics-momentum-principle-work-energy-principle/
Figure 1. A truck has more momentum than a car.
What is momentum? Momentum is a measurement of mass in motion. Any object that

is moving has momentum. In physics, momentum of an object is equal to the mass times the
velocity.
momentum = (mass) (velocity)
Momentum is usually abbreviated using the letter "p" making the equation look like:
p = (m) (v)
where p is the momentum, m is the mass, and v is the velocity.

From this equation you can see that both the velocity of the object and the mass have an
equal impact on the amount of momentum. You have more momentum when you are running
than when you are walking. By the same token, if a car and bicycle are traveling down the
street at the same velocity, the car will have more momentum.
Source: https://slideplayer.com/slide/13245389/
Figure 2. A car moving faster has more momentum than another car of the same mass.
How to Measure Momentum
Momentum is typically measured in kilograms times meters per second (kg*m/s) or

newton-second (N s).
Momentum is a Vector
Because velocity is a vector, momentum is also a vector. This means that in addition to the
magnitude of momentum (which is given by p = mv), momentum also has a direction. The
direction of momentum is shown by an arrow or vector.

Figure 3. Sample computation of momentum.
Collisions
When two objects bump into each other, this is called a collision. In physics, a collision
doesn't have to involve an accident (like two cars crashing into each other), but can be any
event where two or more moving objects exert forces on each other for a short period of time.
Examples:
 One ball striking another on a pool table
 A baseball bat hitting a ball
 Your fingers striking the key on the keyboard
Collisions and the Conservation of Momentum
An important theory in physics is the law of momentum conservation. This law describes
what happens to momentum when two objects collide.
The law states that when two objects collide in a closed system, the total momentum of the
two objects before the collision is the same as the total momentum of the two objects after the
collision. The momentum of each object may change, but the total momentum must remain
the same.
Example:
If a red ball with a mass of 10 kg is traveling east at a speed of 5 m/s and collides with a
blue ball with a mass of 20 kg traveling west at a speed of 10 m/s, what is the result?
First we figure out the momentum of each ball before the collision:
Red ball = (10 kg ) (5 m/s) = 50 kg m/s east

Blue ball = (20 kg) (10 m/s) = 200 kg m/s west
The resulting momentum will be:
Both balls = 150 kg m/s west

Note: An object standing still has a momentum of 0 kg m/s.
Conserving Momentum
Recall an experience when you bump into somebody. What happened? You collided
with another person’s body. In other words, you interacted with another body. Collisions
happen because objects interact with other objects. Cars collide in road accidents and soccer
players bump into each other during an intense soccer game. But what happens when bodies
collide? Does their individual momentum change? If so, what happens to them after they
collide?
Figure 4. Illustration of conservation of momentum.
Newton’s law of interaction tells us that interacting bodies exert forces on each other.
Such forces are equal in magnitude but opposite in direction.
Take for example a collision between Car 1 and Car 2. Applying Newton’s third law,
you can say that Car 1 exerted a force on Car 2, the same way that Car 2 exerted a force on Car
1. These forces that acted on both cars are equal in magnitude but opposite in direction. So F1
=F2.
Source: https://www.sophia.org/tutorials/the-law-of-conservation-of-momentum
Figure 5. Momentum is conserved in a car collision.

These forces act on both cars for a given period of time. In this case as with most car
crashes, forces act on the colliding cars only for a short period of time. However, time interval
can be long in some cases. But no matter how long or how short the time these forces are
applied, keep in mind that the time the forces is applied to Car 2 is equal to the time the force
is applied to Car 1. For example, if Car 1 touches Car 2 for 0.5 seconds, it follows that Car 2
touches Car 1 in exactly the same period of time (0.5 seconds). Thus, t1=t2.
Since the forces exerted on both cars are equal in magnitude but opposite in direction
and since the time intervals during which these two forces act are the same, the impulses
imparted by the cars to one another are equal in magnitude but opposite in direction, too.
If the respective impulses received by the cars are equal but opposite in direction, then
their corresponding changes in momentum are also equal in magnitude but opposite in
direction.
Change in momentum (P1 ) = - change in momentum (P2)
∆P1= -∆𝑃2
If the system is composed of the two cars only, the total change in momentum of the
system is zero.
∆P1+∆𝑃2 =0
Since there is no change in momentum of the system, the momentum is conserved. In
physics, quantity is said to be conserved when it remains constant.
When you say that the total momentum of the two cars is conserved, you assumed that
there are no external forces acting on the cars are as consistent with Newton’s second law of
motion. What about the forces the cars exert on one another? We have defined the system as
one composed of the two cars. Therefore, the forces they exert on one another are internal
forces. Thus, if no external force is present, no change in the total momentum of the system is
possible. This is known as the law of conservation of momentum. The law states that:
In the absence of an external net force, the total momentum of a system remains
constant.
When bodies interact, their total momentum before the collision is equal to the total
momentum after the collision. In symbol,
P1 + P2 = P1´ + P2´
where P´ is the momentum of the body after collision.
Substituting p=mv, you have
m1v1 + m2v2 = m1v1´ + m2v2´
where mA is the mass of the first body; mB is the mass of the second body; vA is the velocity of
the first body before the collision; vB is the velocity of the second body before the collision; v´A
is the velocity of the first object after collision; and v´B is the velocity of the second object after
collision.
If in a collision, Car 1 lost 100 units of momentum, Car 2 should have gained 100 units
of the momentum Car 1 lost. Adding the momenta of both cars after the collision still yields
the same total momentum since momentum was only transferred to the other colliding body.
Therefore, momentum is not lost but conserved. In the collision of objects, the total momentum
of the system is always conserved- that is, the total momentum of colliding objects does not
change before, during and after the collision.

Figure 6. Sample computation of conservation of momentum.
Sample problem:
A marble of mass m1=0.04 kg moving with the speed v1=2.0m/s strikes a second marble,
initially at rest, of mass m2 =0.04 kg. As a result of the collision, the first ball comes to rest and
the second ball moves in the opposite direction. What is the velocity of marble 2?
Given: m1 = 0.04 kg
m2 = 0.04 kg
v1 = 2.0 m/s (v for the speed and velocity)
v2 = 0
v1´=0
Find: v2´
Solution:
Total momentum before collision = total momentum after collision
P1 + P2 = P1´ + P2´
m1v1 + m2v2 = m1v1´ + m2v2´
(0.04 kg) (2.0 m/s) + (0.04 kg) (0) = (0.04 kg) (0) + (0.04 kg) v2´
0.08 kg.m/s + 0 = 0 + 0.04 kg (v2´)
v2´ = 2 m/s
Infer that the total momentum before and after collision is equal (Quarter 4, Week 3)
S9FE-IVb-37

ACTIVITY 1
Momentum Cryptogram
Directions: Identify the word being described in each statement and write your answer in the
given boxes. Then use the numbered boxes to answer the given riddle.
1. A quantity of matter which a body contains.

1
2. When two objects bump into each other.

2
3. Anything that occupies a space and has mass.

3
4. The speed of an object with a given direction.

4
5. According to this Newton’s law of motion, interacting bodies exert equal forces on
each other.
5
6. In the absence of an external net force, the total momentum of a system remains
constant.
6 7
8. The phenomenon in which an object changes position over time.

8
9. Put all the letters in the box with number to complete the riddle.
RIDDLE: A property of 1 2 3 4 5 6 7 8
a moving object equal to
its mass times velocity.
ACTIVITY 2
MOMENT of Understanding and Mastery
Directions: Read and analyze the questions below and encircle the letter of your choice.
1) Momentum is the measurement of _____ in motion?

a. Time b. Mass c. Power d. Energy e. Work
2) What letter is typically used to represent momentum in physic equations?
a. m b. v c. w d. p e. b
3) Complete the formula: Momentum = Mass * _________
a. Velocity b. Acceleration c. Voltage d. Power e. Work
4) Which of the following is a unit of measurement for momentum?
a. N b. N m/s c. J d. kg m/s e J/s
5) Because momentum is a vector measurement, it has both a magnitude and a _______.
a. Direction b. Velocity c. Temperature d. Speed e. Volume
6) What do we call it when two or more moving objects exert forces on each other for a
short period of time?
a. Momentum b. Work c. Collision d. Friction e. Energy

7) Which of the following is true about collisions according to the Law of Momentum
Conservation?
a. The total momentum of the objects must remain the same
b. The momentum of each object must stay the same
c. Some momentum will be lost
d. All of the above
e. None of the Above
8) If a 70kg man and a 40k boy are both running at the same velocity, who has more
momentum?
a. The boy
b. The man
c. They both have the same momentum
9) What is the momentum of a 3 kg ball moving at the velocity of 5 m/s east?
a. 3 kg m/s east
b. 5 kg m/s west
c. 15 kg m/s west
d. 15 kg m/s east
e. 0 kg m/s
10) If a ball is moving at a velocity of 10 m/s east with a momentum of 50 kg m/s east,
what is its mass?
a. 1 kg
b. 2.5 kg
c. 5 kg
d. 25 kg
e. 500 kg
ACTIVITY 3
MOMENT of Truth
Directions: Read and analyze the statements below and write True if the statement is true
about MOMENTUM and write False if not. Write your answer on the space provided before
the number.
__________1. An object’s momentum is the same as its velocity.

__________2. Momentum is a vector quantity.
__________3. Momentum is determined by an object’s mass and velocity.
__________4. An explosion can demonstrate the principle of conservation of momentum.
__________5. Momentum is never conserved in collisions.
__________6. When two objects interact in a closed system, their momentum is conserved.
__________7. If two object collide or interact, the forces acting on each one will be the same
but in opposite direction.
__________8. Heavy object has a greater momentum.
__________9. Momentum involves motion.
__________10. Momentum involves mass.

ACTIVITY 4A
It’s Your Moment! (Part I)
Directions: Compute for momentum using the given data in the table.
Table A.
At rest Running Walking
Mass 40 kg 40 kg 40 kg
Velocity 0 3 m/s 1 m/s
Momentum(p) = m* v
Table B.
bike motorcycle car
Velocity 16.7 m/s 16.7 m/s 16.7 m/s
Momentum(p) = m* v
Table C.
Car 1 Car 2 Car 3
Velocity 16.7 m/s 20 m/s 25 m/s
Momentum(p) = m* v
Questions:
1. How do you compare momentum in the different activities in table A?
_____________________________________________________________________
_____________________________________________________________________
2. How do you compare momentum in the different object moving at the same velocity
in table B?
_____________________________________________________________________
_____________________________________________________________________
3. How do you compare momentum in three identical cars moving at different
velocities?
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY 4B
It’s Your Moment! (Part II)
Directions: Solve the following problem.
1. A 5-g bullet is fired horizontally and hits an 8-kg block of wood (initially at rest)
which can move freely. The wood and the bullet move with a velocity of 0.50 m/s
after impact. What is the initial velocity of the bullet?
2. In a baseball game, a 0.2-kg ball moving at 12m/s is hit by a bat. After the impact, the
ball moves in the opposite direction with a velocity of 18 m/s. If the force F exerted
on the ball by the batter is 670 N, how long is the time of contact?
*(F=ma; F= m (v2-v1)/t)

References
Allain, R. (2018, November 20). Let's Play Around With Two Big Ideas in Physics. It'll Be
Fun. Retrieved August 09, 2020, from https://www.wired.com/story/physics-
momentum-principle-work-energy-principle/
Dizon, M. A., Malabanan, K. C., & Bautista, D. B. (2004). Science and Technology for
the Future IV. Makati, Philippines: DIWA Learning Systems.
Lockhart, E. (n.d.). Retrieved August 09, 2020, from https://study.com/academy/lesson/law-

of-conservation-of-momentum-definition-lesson-for-kids.html
Physics for Kids. (n.d.). Retrieved August 09, 2020, from

https://www.ducksters.com/science/physics/momentum.php
Valdez, B. J., & Navaza, D. C. (1996). Physics. Quezon City, Philippines: Phoenix
Publishing House.

SCIENCE 9
Quarter 4- MELC 5
Perform activities to demonstrate conservation of mechanical energy

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Conservation of Mechanical Energy
Energy is needed to perform work. An object that possesses mechanical energy is able to
do work. Mechanical energy is often defined as the ability to do work. Work is done when a
force acts on an object will cause it to move, change its shape, displace or do something
physical. This force is caused by mechanical energy. There are two forms of Mechanical
energy, the kinetic energy and potential energy. Kinetic energy is an energy associated with
motion. All objects that are moving possess kinetic energy. The kinetic energy of an object is
dependent on its mass and the square of its speed. The faster the object, the greater its kinetic
energy therefore, an object with more energy can do greater amount of work. Some forms of
kinetic energy are sound, radiant, electrical, heat, and thermal energy. Sound energy is an
energy produced by vibration as they travel through a medium. Energy that travels in space in
a form of waves are called radiant energy. Electrical energy is caused by flow of electric
charges. Heat energy is an energy that flows from objects with higher temperature to object
with lower temperature. Heat transfer is due to the difference in temperature between objects,
and the movement of particles in a matter is called thermal energy. Heat is a form of thermal
energy. The second form of mechanical energy is the potential energy which is stored in an
object due to its position, location or condition. There are three forms of potential energy, the
gravitational, elastic and chemical. The Gravitational Potential Energy (GPE) is associated to
earth’s gravitational pull from the ground. Some objects like springs and rubber bands are
capable to stretch and return to original form due to its Elastic Potential Energy (EPE).
Chemical Potential Energy (CPE) is an energy stored in an objects like the food you eat, or the
fuel you use to cook food or run vehicles.
The mechanical energy of an object can be the result of its motion and stored energy in its
position. The total amount of mechanical energy is merely the sum of kinetic energy and
potential energy. This sum is simply referred to as the Total Mechanical Energy (TME). In
equation form, TME = PE + KE. Potential and Kinetic Energy can be calculated using the
equations below. In Law of Conservation of Mechanical Energy, the PE and KE is inversely
proportional, meaning that as PE increases, KE decreases and as KE increases, the PE
decreases. This can be applied in a free fall object. For example, when the stone falls, its loses
gravitational potential energy while gaining kinetic energy since its speed increases. Neglecting
friction, the loss in stone’s gravitational potential energy is equal to the gain in kinetic energy.
Thus, the total mechanical energy of the stone at any point in its path while falling is constant.

Forms of Mechanical Energy Formula Where
Potential Energy PE = mgh PE = Potential Energy
m = mass of object
g = acceleration due to gravity
(9.8m/s2) constant value
h = height or elevation difference
Kinetic Energy KE = ½ mv2 KE = Kinetic Energy
m = mass of object
v = velocity of object
Study very well the following sample problems.

Example #1
How much potential energy is gained by a 2-kg book when it is raised 1.5 m
above the table?
Take note that we are looking for the increase in gravitational potential energy with
reference to the table top.
Solution:
PE = mgh
= (2 kg) (9.8m/s2) (1.5m)
= 29.4 joules
The unit of gravitational potential energy is the same as the unit of work which is joule
(J).
Example #2
A 2kg baseball moves at speed of 5m/s2. Find the amount of its kinetic energy.
Solution:
KE = ½ mv2
= ½ (2kg) (5m/s)2
= 25 joules
The unit of KE is
KE = ½ mv2
Joule = kg(m/s)2
= kg m2/s2 may also written as (kgm/s2) (m), or N.m
= N. m or joule (J)
Learning Competency
Perform activities to demonstrate conservation of mechanical energy. (Quarter 4,
week 4) S9FE-IVd-4
Rubric for Scoring
POINTS DESCRIPTIONS
30  Answered correctly all the given activities
20  answered most of the given activities
10  Few were answered in the given activities

ACTIVITY 1
“Jumbled Letters”
Direction: Identify the following statements below by arranging the jumbled letters to form
the right word or term.
1. The capacity to do work.
YENREG __ __ __ __ __ __
2. An energy possessed by a moving object.
CTIENKI __ __ __ __ __ __ __
3. An energy possessed by an object due to its position from the equilibrium.
LINTTEPOA __ __ __ __ __ __ __ __ __
4. This is a form of energy produced by vibrating bodies.
DOSNU __ __ __ __ __
5. This is an energy due to work done by an object, causing it to move.
CHAMNILCAE __ __ __ __ __ __ __ __ __ __
6. The light energy coming from the sun.
ANITDAR __ __ __ __ __ __ __
7. This energy enables electrical appliances to work.
CELITERALC __ __ __ __ __ __ __ __ __ __
8. An energy associated with the compression and elasticity of an object.
CITSALE __ __ __ __ __ __ __
9. This energy enables object to be pulled on the ground.
ONLATITAVIGAR __ __ __ __ __ __ __ __ __ __ __ __ __
10. This is an energy due to work done on an object causing it to move
CHACNILMEA __ __ __ __ __ __ __ __ __ __
ACTIVITY 2
Problem Solving
Directions: Read and understand the problems very well. Write your solution inside
the box.
1. Find the amount of potential energy of 3kg package on 2.5 m shelf.
2. What is the kinetic energy of 0.2 kg bullet travelling at velocity of 200 m/s?

ACTIVITY 3
“Catch ME If I Fall”
Direction:Continue fill in the table below to complete the data using the given problem.
 A 5 kg rock falls from the mountain at the height of 50m. Find for the PE, KE, and TME
where the stone is:
a. on the top of a mountain;
b. falls at 1second;
c. falls at 2 seconds; and
d. falls at 3 seconds
Solution for problem a:

PE= mgh KE = ½ mv 2
= 5kg (9.8m/s2) (50m)
= 2,450 J = ½ (5 kg) (0 m/s)2
=0
Solution for problem b:
PE= mgh KE = ½ mv 2
= 5kg (9.8m/s2) (45.1m)
= ½ (5 kg) (9.8 m/s)2
= 2,209.9 J
= 240.1 J
Note that the formula used in computing distance of a free fall is

d= ½ gt2. Getting the height obtained by KE is d= ½ gt2
= ½ (9.8m/s) (1s)2
= 4.9 m
Subtracting the height of rock on the top of the mountain which is 50 m to 4.9 is
equal to 45.1m
The velocity can be calculated using this formula v=gt as you learned in uniformly
accelerated motion due to vertical dimension.
v= gt
= 9.8 m/s2 ( 1 s)
= 9.8 m/s

Now, its your turn to compute for problem c and d by showing your solution.
Time, Height of Height of Velocity, Potential Kinetic Total

t PE KE v Energy, PE Energy, KE Mechanical
(s) h (m) h (m) (m/s) (J) (J) Energy,
TME=PE +KE
(J)
0 50 0 0 2,450 0 2,450
1 45.1 4.9 9.8 2,209.9 240.1 2,450
2
3
ACTIVITY 4
“A “ME” nutes To Solve It!”
Directions: Applying the Law of Conservation of Energy, solve what are asked by showing
your solution.
A weight lifter man lifted the 1,000 kg barbell at height of 7m.
Calculate the following:
a. Amount of Potential Energy at 7 m.

b. The amount of Kinetic Energy when it drops on the ground.
c. The amount of PE and KE in which they are equal.
Activity 5: CONSERVE ME

ACTIVITY 5
A. Directions: Analyze the illustration below and fill in the missing values.
B. Answer the following questions.

1. Based from the given activity, state the Law of Conservation of Mechanical Energy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does Gravitational Potential Energy change with Kinetic Energy in the
conservation of mechanical energy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Give other examples of condition or situation in which the law of conservation of
mechanical energy is being applied.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Reflection:
1. State briefly what you have learned from this lesson.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What part of the lesson did you enjoy most?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.What are the things you want to learn more?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Books:
 Science 9 Learner’s Module pp. 292-301
 Science and Technology by Julieta D. dela Peńa, Arsenia V. Ferrer, and Gloria G.
Salandanan pp.96-99
 Physics by Pabellon and Tubal pp.132-133
 Project EASE Module 11 Work, Energy, Power and Machine
 Discover Science 9 pp.306-311

SCIENCE 9
Quarter 4- MELC 6
Construct a model to demonstrate that heat can do work

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

HEAT and WORK
When heating a heat a pot of tap water on a hot burner of a stove, it is observed that
the water temperature increases. In this situation, heat flows from hot burner to the cold water.
When two objects at different temperatures are put in contact, heat spontaneously flows from
an object of high temperature to the object of low temperature. The natural flow of heat is
always in the direction tending to equalize the temperature. If the two objects are kept in contact
long enough for their temperatures to become equal, the two bodies are said to be in thermal
equilibrium, and there is no further heat flow between them. Let us take for example, when you
have a fever. You will use fever thermometer in your armpit in able to monitor your
temperature. Heat is flowing from your armpit to the thermometer; when the temperature
reading stops increasing, the thermometer is then in equilibrium with your armpit, and they are
at the same temperature. These are frequent questions when studying heat and work:
Heat transfer may change one’s temperature or one’s phase. This change in
temperature, either a decrease or an increase means that there is an energy transfer in the form
of heat. On the other hand, phase change means that there is a change in body’s internal energy.
The concept of the conservation of energy states that: Energy cannot be created or
destroyed. The first law of thermodynamics is actually based on this concept. It states that: The
change in internal energy of a system equals the difference between the heat taken in by the
system and the work done by the system. Internal energy of a substance is the sum of molecular
kinetic energy (due to the random motion of the molecules), 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 done is negligible, the internal energy of
the hot substance decreases and the internal energy of the cold substance increases. While heat
may originate in the internal energy supply of a substance, it is not correct to say that a
substance contains heat. The substance has internal energy, not heat. The word “heat” is used
only when referring to the energy actually in transit from hot to cold.
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

This is derived from the conservation of energy given as how heat is related to work?
Or how heat is related to work?
Q= W + ΔU
Use Joule (J) as our SI unit for energy. The first law tells us that a system’s internal
energy can be changed by transferring energy by either work, heat or a combination of the two.
The increase in the internal energy of a system is equal to the amount of heat added to a system
minus the work done by the system. Adiabatic process is a process without gain or loss of heat.
Internal/ thermal energy is the sum of all kinetic and potential energies of the atoms/ molecules
in the system.
Sample problem:
If 150J of energy is added to a system when no external work was done, by how much will
the thermal energy of the system raised?
Given: Q= 150J
W= 0 Find: U
Solution: U= Q- W
= 150J- 0
= 150 J
Heat Pump
An object with a high temperature is said to be hot, and the word “hot” brings to mind
the word “heat.” Heat flows from a hotter object to a cooler object when the two objects are
placed in contact. It is for this reason that a pot of chocolate drink feels hot to the touch, while
the scoop of an ice cream feels cold. The temperature of hot chocolate is higher than the normal
body temperature of 37°C, while the temperature of an ice cream is lower than 37°C. When
you touch a cup of hot chocolate drink, heat flows the hotter cup into a cooler hand. When you
touch a cone of ice cream, heat again flows from hot to cold, in this case from the warmer hand
into a colder cone. The response of the nerves in the hand to the arrival or departure of heat
prompts the brain to identify the cup of chocolate drink as being hot and the cone of an ice
cream as being cold. How can we do the reverse? A heat pump is used to reverse the process.
It is a device that allows heat to transfer from a cold reservoir to a warmer one, which cannot
happen spontaneously, or on its own. Work is required for the heat to flow from a lower to a
higher temperature. This work is provided by the motor of a heat pump. Let us find out how
this process takes place. You have learned from activity 1 that nonspontaneous process needs
a heat pump in order to reverse the process. Mechanical work should be applied so that heat
could be transformed. .
Heat flows normally from higher temperature to lower temperature. It is a natural or
spontaneous process. It does not require any external energy to occur. When heat flows from
lower temperature to higher temperature, it needs mechanical energy to happen. It is called
non-spontaneous process. In so doing, work should be done. Mechanical energy is required for
this to happen. The Second Law of Thermodynamics is applied here. It states that Heat will
never of itself flow from a cold temperature to a hot temperature object. The work is provided
by the motor of the heat pump. Let us perform the following activity to find out how.

Construct a model to demonstrate that heat can do work (Quarter 4, Week 5) S9FE-
IVe-42
Activity 1
1. A 120J of energy is added to a system that does 40J of external work, by how much
thermal energy of the system is raised?
2. How much thermal energy of the system raised when 160J of energy is added to a
system that does 60J of external work?
3. What is the SI unit for energy?______________
4. What do you call the process without gain or loss of heat? _________________
5. _______________ is the sum of all kinetic and potential energies of the atoms/
molecules in the system.
Activity 2
Where do I belong?
Directions:
1. Study the situations given.
2. From the situations, fill in the table by identifying whether the situation shows a
spontaneous process, non-spontaneous process, or needs work to reverse the
process
a. Drying of leaves d. Cooling of water

b. Breakage of an egg e. Waterfalls
c. Spoilage of food f. Rice cooking
Non-spontaneous Process Needs work to reverse the

Spontaneous Process
process
Guide Questions:
1. Which of them are spontaneous processes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How can we reverse the process for each of the following:

a. Drying of leaves to making them fresh again
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. Fixing an eggshell to make it whole

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
c. Keeping the food fresh from spoilage

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
d. Heating of water
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
e. Flowing the water back to the top

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What is needed to reverse the process?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ACTIVITY 3
What have I learned?
Directions: Write the letter of the correct answer.

1. The internal energy of a system is initially 35J. The system does 34J of work. What is the
system’s final internal energy when a total of 46J of energy is added to the system by heat?
A. 47J B.26J C.37J D.36J
2. While a gas does 400J of work on its surroundings, 900J of heat is added to the gas. What
is the change in the internal energy of the gas?
A. 500J B.400J C. 900J D.300J
3. If 500calories of heat are added to a gas, and the gas expands doing 500J of work on its
surroundings, what is the change in the internal energy of the gas?
A. 1555J B. 5915J C. 5159J D.1595J

For numbers 4-5, consider this situation: A beaker containing 400g of water has
1200J of work done on it by stirring and 200cal of heat added to it from a hot plate.
4. What is the change in the internal energy of the water in joules?
A.2038J B.3028J C.2308J D.3820J
5. Determine the change in the internal energy of the water in calories?
A. 684calories B.486calories C.648calories D.846calories
6. An ideal gas is compressed without allowing any heat to flow into or out of the gas. What
will happen to the temperature of the gas in this process?
A. The temperature increases since no heat flows during the process.
B. The temperature decreases since heat flows during the process.
C. The temperature remains the same since heat flows in and out on the process.
D. The temperature could not be determined since heat is absorbed during the process.
7. Is it possible to change the temperature of a glass of water by stirring the water, even
though the glass is insulated from its surroundings?
A. No, stirring will not affect the temperature of the water.
B. No, insulation prevents the change of temperature of the water.
C. Yes, stirring the water increases its internal energy causing the increase of its
temperature.
D. Yes, stirring the water decreases its internal energy causing the decrease of its
temperature.
8. Mang Fermin, a carpenter, is planning a piece of wood with his planar. After how many
minutes, he observed that it is hot. What is the evidence that there is heat transfer?
A. It is not evident.
B. Hotness means there is an increase in the temperature.
C. Yes, hotness means there is a decrease in the temperature
D. No, hotness is not related to a change in temperature
9. How does can water from the deep well move upward?
A. It occurs naturally.
B. It uses water heat pump.
C. It is a spontaneous process.
D. It flows from higher temperature to cooler temperature.
10. Given the following mechanisms, which best describes correct sequence of the
refrigeration cycle?
1. Compression 2. Condensation 3.Expansion 4. Evaporation
A. 1,2,3,4 B. 2,3,4,1 C. 3,4,1,2 D.4, 3, 1, 2

11. How can air conditioning unit functions as heater during cold days and cooler during hot
days?
1. It cools the inside of the house and heats the outside.
2. It takes heat from the air outside to warm the inside.
A. 1 only B. 2 only C. 1 and 2 only D. None of them
12. What is the function of a heat engine?
A. It converts chemical energy to mechanical energy.
B. It converts thermal energy to mechanical energy.
C. It converts mechanical energy to chemical energy.
D. It converts thermal energy into chemical energy.
13. What is the correct sequence of four cycle-stroke of gasoline engine?
1. Intake 2. Power 3. Exhaust 4. Compression
A. 1,2,3,4 B. 1,4,2,3 C. 2,3,4,1 D. 1, 3, 4, 2
14. Why is heat engine not 100% efficient?
A. Because all mixture of gases is converted into work.
B. Because engine needs to be cooled down.
C. All of the gases are used up by the engine.
D. Some of the gases is taken up in the piston.
15. What causes thermal pollution?
A. Exhaust of different vehicles. C. Exhaust from different industrial
engines.
B. Degradation of water. D. All of them
Reflection/ Closure:
I learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References:
Science 9 Learner’s Material
Science 9 Teacher’s Guide

SCIENCE 9
Quarter 4- MELC 7
Explain how heat transfer and energy transformation make heat engines work

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Heat, Work and Efficiency: Heat Engines
Background Information for the Learner (BIL)
When you rub your hands vigorously for few seconds what do they feel? Your hands
become warmer, right? When you hammer a nail, both tools become warmer. These are just
some of the evidence that heat and work are related.
Temperature change in an object indicates that there is a transfer of heat. When the
object’s temperature rises, the object gains heat. A decrease in temperature indicates that heat
is given off. The amount of heat transferred may be measured from the change in temperature
of the object. When temperature changes, this indicates an increase in the kinetic energy of
molecules.
We use heat in various activities. We use heat in cooking, burning, lighting, sterilizing
and many other task. In this activities heat is transformed.
Can mechanical energy be converted to thermal energy and vice versa? Yes, it can be
done by using heat engines. 80% of the world’s electricity if derived from heat sources and
almost all of the energy conversion processes used convert thermal energy into electrical
energy involve an intermediate step of converting the heat energy to mechanical energy in some
form of heat engines. To satisfy this need, a wide range of energy conversion systems has been
developed to optimize the conversion process to the available source.
Heat engine is a device that transforms thermal energy into mechanical energy. It
employs a range of methods to apply heat and to convert the pressure and volume changes into
mechanical motion. Gasoline and diesel engines often referred to as internal combustion
engines burn fuel inside the engine chamber. In steam engines, burning occurs outside the
engine. Whether combustion takes place inside or outside the engine, both types of heat engines
operate on the same principle. Hot gases are made to expand. Then the hot expanding gases
push against a moving part.
Internal Combustion Engines A gasoline engine is made up of several cylinders

connected to a crankshaft. (Figure 1). It consists of two valves (an inlet and an exhaust), a spark
plug, and a piston. A piston rod connects the piston and engine’s crankshaft. The gasoline
engine operates in cycles. Each cycle consists of four steps, commonly referred to as strokes.

Figure 1. The four-stroke cycle of a gasoline engine, namely, (a) intake stroke, (b)
compression stroke, (c) power stroke, and (d) exhaust stroke
Source: Physics: Science and Technology Textbook for Fourth Year (2012)
In the intake stroke, the piston goes down and the inlet valve opens. Fuel vaporizes and
mixes with air in the carburetor. Then the mixture enters the engines cylinders through the inlet
valve. Afterwards, the inlet valve closes.
In the second stroke the piston moves up, compressing the mixture of air and fuel in the
cylinder to a small fraction of its original volume. An electric spark plug ignites the compressed
mixture. This step is called compression stroke. When the mixture ignites, it releases heat. This
greatly increases the gas temperature, Gas molecules the move more rapidly. The gas expands,
pushing the piston down. This is the third step called the power stroke. The exhaust valve then
opens.
The last step is the exhaust stroke. Burned gas rushes through the valve, moving the
piston up. The exhaust valve then closes. The piston moves down, ready for another cycle.
Steam Engines
Piston type engines operate on the same principle as the internal combustion engine.
The piston moves to and fro due to the compression and expansion of gases. Instead of fuel gas
or vapor, however, this engine uses superheated steam (high-temperature steam). Burning of
fuels occurs outside the engine chamber where the steam is produced. Steam engines have only
two strokes instead of four. (Figure 2)

Figure 2. Two-stroke piston-type steam engine: (a) stroke 1 and (b) stroke 2
Source: Physics: Science and Technology Textbook for Fourth Year (2012)
In modern power plants, steam turbines are used. They use superheated stem to make
the turbines of generators rotate.
A series of energy transformations occurs in the heat engine. When fuel burns, chemical
energy is transformed into thermal energy of the gas. This energy is then converted to the
piston’s mechanical energy.
The efficiency of heat engine depends on the temperature of its fuel (gas or steam) and
the temperature of its cooling system.
The second law of thermodynamics has an important implication on the efficiency of
heat engines. Recall that the efficiency of a machine is expressed as
𝑤𝑜𝑟𝑘 𝑜𝑢𝑡𝑝𝑢𝑡
𝐸= 𝑥 100%
𝑤𝑜𝑟𝑘 𝑖𝑛𝑝𝑢𝑡
A heat engine’s efficiency is thus expressed as

𝑤𝑜𝑟𝑘 𝑜𝑢𝑡𝑝𝑢𝑡
𝐸= ℎ𝑒𝑎𝑡 𝑖𝑛𝑝𝑢𝑡
𝑥 100%
Heat input is the thermal energy converted to mechanical energy of the engine. Work
output is the amount of work done by the engine. For example, if heat is about 100 J and the
amount of work done by the engine is 20 J, then the efficiency is
20
𝐸= 𝑥 100%
100
= 20%
Sadi Carnot (1776-1832), a French army engineer who contributed to the development
of the heat engines, devised a method for calculating the efficiency of an ideal heat engine. His
equation, which is the limit for real engines, is expressed as

𝑇2
𝐸 = (1− ) 𝑥 100%
𝑇1
Where
T1 is the absolute temperature of the gas or steam
And
T2 is the absolute temperature of the engine’s cooling system
Recall that the absolute temperatures are expressed in Kelvin (K) where K = OC +273.
Carnot’s equation indicates that high efficiency needs big difference in temperature.
Learning Competency
Explain how heat transfer and energy transformation make heat engines work. (Quarter
4, Week 6) S9FE-IVg45
Activity 1
Enriching Science Vocabulary
Direction: Identify the terms being described. Choose from the word pool inside the box
below
_________________1. The process in which heat is transferred form one body to another
_________________2. Engines where the fuel combustion takes place outside the engine
_________________3. The change of energy from one form to another
_________________4. Engines where combustion takes place inside the engine
_________________5. The energy transferred from one body to another as a result of

temperature difference
_________________6. A device that converts thermal energy to mechanical energy
_________________7. The sum of the kinetic and potential energy of the molecules of a
body.
_________________8. It operates on a four-stroke cycle which consists of intake,

compression, power and exhaust.
Internal Combustion Engines Heating
External Combustion Engines Thermal energy
Transformation Gasoline engine
Heat Engine Activity 2 Heat

ACTIVITY 2
Energy Conversion in Heat Engines
Direction: Trace the energy conversion that takes place in heat engines by filling in the
correct Terms in the boxes. Choose from the words below
Heat Energy Chemical Energy Mechanical Energy Electrical Energy
Combustion Machine Generator
Heat Engine
Activity 3
Efficiency of Heat Engines
Direction: Below is a list of the efficiencies of typical heat engines. Study the information
then answer the questions that follow.
Table 1. Efficiencies of typical heat engines
Type of Heat Engine Efficiency (%)
Steam engine, piston-type 13-27
Steam engine-turbine 32-50
Automobile engine (gasoline) 15-20
Diesel Engine 30-40
Turbo jet airplane engines 14
Source: Blackwood, Kelly, and Bell, 1963 as cited in Physics. Science and Technology Textbook for Fourth
Year (2012)
Q1. Which is more efficient a diesel engine or a gasoline engine?
Q2. Find out why steam turbines are generally more efficient than piston-type steam engines
Q3. Some cars add supercoolant liquids to the water of the cooling system. How does the
presence of this liquid affect the car engine’s efficiency?
Q4. Is it possible to attain an efficiency of 100 percent in heat engines? Explain.

Closure / Reflection
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
K to 12 Most Essential Learning Competencies (MELCS)
Physics: Science and Technology Textbook for Fourth Year. Reprinted Edition. 2012
mpoweruk.com/heat_engine.htm

SCIENCE 9
Quarter 4- MELC 8
Explain how electrical energy is generated, transmitted, and distributed

SCIENCE GRADE 9
Name: _____________________________ Grade level: _______________
Section: ____________________________ Date: _____________________

Generation, Transmission, and Distribution of Electrical Energy
Energy is one of the most important concepts in science. Energy is everywhere in nature
sunlight, wind, water, plants, and animals. We use energy every day. Energy is the ability to
do work. We say that an object has energy if it can produce a change in itself or in its
surroundings. In other words, an object with energy can do work or can use up the energy. The
amount of energy you expend in moving something is equal to the work done on it. This is why
both work and energy have the same unit of measurement– Joules in the SI system.
How is electricity produced?
Electricity powers all our gadgets and appliances at home. Have you ever wondered
how electricity reaches us from the electric power plant? What processes does electricity have
to go through in order to reach us at home?
Figure 1. Parts of a Hydropower Plant
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 to
rotate large generators at a hydroelectric power plant.
As the water falls from the reservoir, its kinetic energy increases and it flows very fast.
The falling stream of water turns a fan-like device called a turbine, which is
connected to the generator’s shaft.
The rotation of the shaft turns powerful electromagnets that are surrounded 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, nuclear
reactions, wind and ocean tides. Each source provides the energy of motion to turbines then to
the generators, producing electrical energy. Power plants, in general, use generators to convert
kinetic energy into electrical energy. One specific source, however, uses solar panels made of
photovoltaic cells to convert sunlight into electrical energy instead of turbines. Can you explain
how other power plants work?
Figure 2. Parts of a Coal-Fired Power Plant
How is electricity transmitted and distributed?
From the power plants, electricity is then made to travel along cables and wires called
transmission lines. Transmission lines are commonly put up between transmission substations
which are regulated by the National Power Corporation. Transmission lines may either be
constructed overhead on towers or they may be underground. They are operated at high
voltages, send out large amounts of electrical power and extend over considerable distances.
From the generating station, the transmission substations step up the voltage to a range
of 138,000- 765,000 volts. Within the operating area, transmission substation reduce (step
down) the transmitted voltage to 34,500 – 138, 000 volts.
This power is then carried through lines to the distribution systems located n the local service
area.
The distribution system connects the transmission system to the customer’s household.
MERALCO is in charge of the electrical energy distribution in Metro Manila. The distribution
substations further step down the voltage to 2,400 – 19,920 volts. A step-down transformer
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.
How is the cost of electrical energy consumption computed?
Calculating Energy Use
Do you know that you can calculate your electric bill? But before that, let us know the
basis for calculating your electric bill. One of the factors to be considered is the power rating
of your appliance. By the way, what is power?

You learned in Grade 8 the three electrical basic quantities which are current, voltage,
and resistance. Multiplying the voltage and current is equal to power. For instance, the power
rating of an appliance depends on both the voltage and current
The formula in finding power ( in watts) is written below.

P=VI
Where ,
P=Power (watts)
V= Voltage (volts)
I= Current (Amperes)
For example, an electric fan draws 5-A current from a 220-V outlet, its power input is
1,100 W. For one appliance, the power rating is large in number, so the unit used for combined
power rating in a household is in kilowatt (kW) which is equal to 1000 watts. All of the
appliances in a household may have a combined power rating, that is why, energy is usually
computed based on the time of usage of the appliances.
To get the total energy used by an appliance in an hour, multiply the power consumption
by the one hour as in the formula below:
E = Pt
where: E = Energy used (kWh)
P = Power, (W)
T = Time (s)
The unit of measurement for energy usage is kilowatt-hour (kWh) which is one kilowatt
of power for a period of one hour. For example, the reading in the analog meter in Figure 1
shows that the customer has used almost 8000kWh, 7796 kWh to be exact, while the reading
in the digital meter of another customer is exactly 40.608 kWh. To find how much energy you
used in one month, your last month’s reading is
Sample Problem:
1. All of the computers in the ICT room are in use for 5 hours every day and together use 8.3
kW. How much energy is used in a day?
Given: P = 8.3 kW
T=5h
Find: Energy used
E = Pt
E = (8.3 kW) (5h)
E = 41.5 kWh
2. How much does it cost to operate a 400 W television for 8 hours if electrical energy costs
6.88 pesos per kWh (includes both generation and distribution charges - Meralco rate as of
January, 2014) ?
Find: cost to operate
E=Pt
E=(0.400kW)(8h)
E=3.2kWh
Cost=(3.2kWh)(6.88pesos/kWh)
Cost= 22.04 pesos

Using Energy Wisely
We use energy to do work every day. Most of the time, it is easier to make use of
those that come from non-renewable sources because of their availability in the market, for
example, the gasoline that serves as fuel for our cars, motors and equipment and the LPG gas
that we use to cook our food. Our growing energy consumption and depleting energy sources
pose a great problem because we are using more energy than we produce.
To solve this problem, we can only do two things: tap more renewable sources, which surely
will cost us more, or use the available energy wisely. We cannot do anything with the non-
renewable energy sources because they involve natural processes. For instance, say it take
millions of years before fossil fuels are formed. But we can always save and economize on
our available energy.
Explain how electrical energy is generated, transmitted, and distributed.
(Quarter 4, Week 6-7) S9FE-IVh-j-4
Activity 1
JUMBLED LETTERS
Directions: The passage below contains keywords on energy that have been jumbled up and
italicized. Rearrange these words
Energy cannot be (1) dactree nor (2) reyossetdd, but it can be changed from one form
to another. The amount of energy during the change may be the same. The type or quality of
energy is useful for living organisms but it is not so useful in mechanical processes. Too
much heat produced by industrial production and operating equipment contributes to global
(3) mwgrain. At the same time, this means energy is lost and usable energy is reduced.
We get most of our energy from the sun. This is because billions of nuclear reactions
occur at the core. The sun can be thought as a giant nuclear (4) rotacre. The energy it emits
will be gone one day, though that will not be for many millions of years at least. It has been
estimated that the mass of the sun is being converted to energy at the rate of 4 million tons
per second.
(5) tilercreal energy is the movement of electrons from one atom to another. An
example of electricity is lightning. When the sky collects many electrons, they travel through
the air molecules to meet the more positive earth to get rid of the sky’s extra electrons. The
electrons will continue to travel from the negative point to the positive until the charges
equalize.

Activity 2
FILL ME IN
Directions: Supply the type of power plant and the Region where the Power Plant is located.
Type of
Name Source Location Operational? Region
Power plant
Maria Cristina
Water Falls, Iligan Yes
Agus 1
City
Calaca
Calaca,
Thermal Coal Yes
Batangas
Plant
Earth’s
Tiwi Plant Tiwi, Albay Yes
Inerior
Dampas,
Bohol Diesel
Fossil fuel Tagbiliran Yes
Plant
City
Bataan Plant Nuclear Fuel Bataan No

Activity 3
Matching Power
Directions: Analyse the pictures below and take into consideration the different components
of power generation, transmission and distribution. Make a perfect match among the pictures
by putting number on the box provided from 1 to 6.

Guide Questions:
1. What are the different stations in the transmission of energy?
2. What do you notice about the size of the transmission lines as it reaches the
consumers?
3. Does the size of wires and cables used matter in energy transmission?
4. What happens to the voltage that travels from the source to the consumers?
5. What are step-up transformers? Step-down transformers?
Activity 4
My Electric Bill
Directions: Get a copy of your own bill or any sample electrical billing statement and try to
examine the total energy consumed for a month.
If the company charges 7.43 pesos/kWh, how much is the cost?

Activity 5
Energy-Saving Tips
Directions: List down at least 3 energy-saving tips for each appliance.
Appliance How to use the energy wisely
a. Washing machine
b. Lights and lamps
c. Clothes Iron
d. Electric Fans
e. Television

Activity 6
Health is Wealth
Directions: In one or two sentences, interpret the pictures shown below to identify
the basic precautionary measures we should take when dealing with electricity.
Pictures Precautionary measures

Activity 7
Test Yourself
Directions: choose the letter of the best answer and write on the space before the number.
___1. Last month, Ms. Alcantara’s electric meter reads 8765 kWh. How much will she pay
for power generation if the charge of electric company per kWh is 6.88 pesos and her electric
meter reads 9975 this month?
A. ₱ 8765.00 B. ₱ 8324.80 C. ₱ 1210.00 D. ₱ 3457.42
___2. Jaypeth paid ₱1250.00 for electric bill. How much energy (in kWh) is consumed if the
electric company charges ₱6.88/kWh?
A. 186.81 B. 181.69 C. 188.61 D. 181.86
___3. In buying an appliance, which of the following efficiency guide would you consider?
Why ?
A B C D
___4. How is the energy efficiency ratio (EEF) related to the operating cost?
a. the higher the EEF, the higher the operating cost
b. the higher the EEF, the lower the operating cost
c. the lower the EEF, the higher the operating cost
d. the lower the EEF, the lower the operating cost
___5. Gemma wanted to improve the lighting condition of her room by buying a lamp. What
suggestions can you give her and why?
a. Buy an incandescent bulb because it gives off more light.
b. Buy a compact fluorescent lamp (CFL) or LED lamp because it is more energy
efficient.
c. Buy a fluorescent lamp because it is brighter than an incandescent bulb.
d. Buy an incandescent bulb because it is cheaper.
___6. A 60 watt bulb is connected to 120V plug. What is the current in the lighted bulb?
a. 0.25 A b. 0.5 A c. 2 A d. 4 A
___7. To reduce your electric bill
a. make use of limited appliances c. . put off main switch during the day
b. put off appliances when not in use d. connect appliances in series
___8. What is produced if the magnet and the conductor move relative to each other?
a. voltage b. magnetic field c. resistance d. current
___9. When there is a change in the magnetic field in a closed loop of wire,
a. a voltage is induced in the wire.
b. current is made to flow in the loop of wire.
c. electromagnetic induction occurs.
d. all of these
___10. All of the following power plants use steam to drive the turbines to produce electricity
except;
a. hydropower b. geothermal c. coal-fired d. nuclear

Closure/ Reflection
I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
● K to 12 Curriculum Guide
● Most Essential Learning Competency
● Alvarez, Liza A. ,et.al, Science 9 Learner’s Manual
● Project EASE

Science-9 Las 4th-Quarter

Uploaded by

Document Informationclick to expand document information

Document Informationclick to expand document information

Copyright:

Available Formats

Science-9 Las 4th-Quarter

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science-9 Las 4th-Quarter

Uploaded by

Copyright:

Available Formats

9

LEARNING ACTIVITY SHEETS

Note: Practice Personal Hygiene protocols at all times. 1

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

Printed by: DepEd Regional Office No. 02

Note: Practice Personal Hygiene protocols at all times. 3

Competency Page Number

Describe the horizontal and vertical

Investigate the relationship between the

angle of release and the height and

Relate impulse and momentum to

collision of objects (e.g., vehicular .............................. 32-40

Infer that the total momentum before

Perform activities to demonstrate

Construct a model to demonstrate that

Explain how heat transfer and energy

Explain how electrical energy is

Note: Practice Personal Hygiene protocols at all times. 4

Describe the horizontal and vertical motions of a projectile

Note: Practice Personal Hygiene protocols at all times. 5

LEARNING ACTIVITY SHEET

Background Information for the Learners

Note: Practice Personal Hygiene protocols at all times. 6

Note: Practice Personal Hygiene protocols at all times. 7

With an initial velocity of 20 km/h, a car accelerated at 8 m/s2 for 10 seconds.

Note: Practice Personal Hygiene protocols at all times. 8

A boy on a bicycle increases his velocity from 5 m/s to 20 m/s in 10 seconds.

Note: Practice Personal Hygiene protocols at all times. 9

A train brakes from 40 m/s to a stop over a distance of 100 m.

Note: Practice Personal Hygiene protocols at all times. 10

Note: Practice Personal Hygiene protocols at all times. 11

LEARNING ACTIVITY SHEET

Background Information for the Learners

Note: Practice Personal Hygiene protocols at all times. 12

An object is thrown straight down from the top of a building at a speed of 20

Note: Practice Personal Hygiene protocols at all times. 13

Q1. What is the height of the well?

Note: Practice Personal Hygiene protocols at all times. 14

A rock is thrown straight up and reaches a height of 10 m.

Note: Practice Personal Hygiene protocols at all times. 15

and I can apply these in

Note: Practice Personal Hygiene protocols at all times. 16

Note: Practice Personal Hygiene protocols at all times. 17

Note: Practice Personal Hygiene protocols at all times. 18

LEARNING ACTIVITY SHEET

Background Information for Learners (BIL)

Note: Practice Personal Hygiene protocols at all times. 19

For maximum height reached:

For the total time of flight:

For the horizontal distance or range:

Steps in solving the problem.

Illustrate the situation/problem.

Determine the known and unknown.

Note: Practice Personal Hygiene protocols at all times. 20

= 2 (9.65 m/s) Substitute the values of viy and g.

Compute for the horizontal distance or range.

R = 22.64 m answer to letter c question