Grade 9 Science Physics 2 DLP

Learning Competency Code: S9FE-IVc39
I. Objectives
1. Identify the forms and states of energy in everyday items as we use them to do useful
energy.
2. Demonstrate and diagram the conversion of energy into usable forms using a
flowchart.
II. Subject Matter

A. Concept: Energy exists in many different forms. Examples of these are: light energy,
heat energy, mechanical energy, gravitational energy, electrical energy, sound energy, chemical
energy, nuclear or atomic energy and so on. These forms of energy can be transferred and
transformed between one another. This is of immense benefit to us. For a source of energy to
end up as electricity it may undergo many transformations before it can power the light bulb in
your home.
B. Learning Materials: Learner’s Material
C. Reference: Learner’s Material
D. Process Skills: analyzing, differentiating, explaining
E. Values:
III. Learning Task
A. Engagement
a. Daily Routine: greetings, report of attendance
b. Trigger question: What are the impacts of energy transformation in our lives?
B. Exploration
a. Activity: Analyze the picture shown below. What can you say about the
picture? Write your observations.
C. Explanation
a. Discussion and Analysis – Give your own understanding of each forms of
energy based on the pictures provided.
What are the importance of each forms of energy?

D. Elaboration
Generalization
Energy exists in many different forms. Examples of these are: light energy, heat energy,
mechanical energy, gravitational energy, electrical energy, sound energy, chemical energy,
nuclear or atomic energy and so on. These forms of energy can be transferred and transformed
between one another. This is of immense benefit to us. For a source of energy to end up as
electricity it may undergo many transformations before it can power the light bulb in your home.
E. Evaluation
Define the following:
1. Energy stored in moving objects
2. A form of energy that allows electrical equipment to work
3. The type of energy stored in chemical substances such as foods, batteries and fuels
4. Energy stored in moving objects
5. The change of energy from one form to another
IV. Assignment
Give 5 examples of each forms energy you can see on your way home.
Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Congressional National High School
Learning Competency Code: S9FE-IVc39
I. Objectives
1. explain common energy transformations
2. cite importance of common energy transformations in our lives
II. Subject Matter
A. Concept: An energy transformation is the change of energy from one form to another.
Energy transformations occur everywhere every second of the day. There are many different
forms of energy such as electrical, thermal, nuclear, mechanical, electromagnetic, sound, and
chemical. Because the law of conservation of energy states that energy is always conserved in
the universe and simply changes from one form to another, many energy transformations are
taking place constantly.
E. Values:
III. Learning Task
A. Engagement
b. Trigger question: How do the a gas stove able to cook food? How do our
bodies convert energy from the food we eat? (Students answer may vary.)
B. Exploration
a. Activity: Analyze the picture shown below. What can you say about the picture.
Write your observations.
C. Explanation
a. Discussion and Analysis – What did you observed from the pictures? Is there
an energy transformed from one form to another? How did you say so? Explain your
answer.
D. Elaboration
Generalization
An energy transformation is the change of energy from one form to another. Energy
transformations occur everywhere every second of the day. There are many different forms of
energy such as electrical, thermal, nuclear, mechanical, electromagnetic, sound, and chemical.
Because the law of conservation of energy states that energy is always conserved in the
universe and simply changes from one form to another, many energy transformations are taking
place constantly.
E. Evaluation
Describe at least three examples of how energy is converted from one form to another.
IV. Assignment
Give at least 5 examples of energy transformation in your home.

Learning Competency Code: S9FE-IVd40
I. Objectives
1. identify the energy forms present in the operation of simple toys, and;
2. construct a simple turbine unit
II. Subject Matter
A. Concept: From chemical, mechanical, thermal or potential enetgy as input energy, the
rotating turbines store, redirects and or releases energy into kinetic and potential energies.
D. Process Skills: analyzing, explaining
E. Values:
III. Learning Task
A. Engagement
b. Trigger question: How do turbines produce energy?
B. Exploration
a. Activity: Construction for the turbine model
1. Prepare 8 blades for the turbine. Cut 2 inch by 1 inch strips of plastic folder. Shape it
any way you want.
2. Glue the blades to the middle of the straw similar to the sample in Fig. 6 b). The straw
will serve as the shaft of the turbine.
3. Make a turbine holder using one of the plastic bottles. Use a push pin then a 3-in nail
to make holes at a 10-cm height to hold the straw. Ensure that the turbine can rotate freely. If
needed, make some plastic stopper to hold the turbine in place.
4. Tie a meter-long thread around the turbine shaft (straw). Secure the knot to the shaft
with a tape. Loop the hanging end of the string and hook the paper clips on it.
5. Position the turbine model on a table with hanging paper clips free to move.
6. Without needing other additional materials, try the methods you can right away do.
This will also help you test the functionality and durability of your turbine model.
7. Reinforce the turbine holder or strengthen the blades with melted hot glue if needed.
Adding the watery super glue may just loosen the already set bond between the blades and the
straw.
8. Remove the string and the paper clips from the straw to have the turbine model ready
for the Hydropower activity.
C. Explanation
a. Discussion and Analysis
Q1. Using the turbine model, what are some ways you can do to lift the hanging
paper clips? Cite at least three methods.
Q2. For each method, what forms of energy will be involved in the process?
Trace the transformations of energy.
Q3. In lifting the paper clips, how will you quantify and relate the work that you
will do to the energy transformation involved?
D. Elaboration
Generalization
From chemical, mechanical, thermal or potential energy as input energy, the rotating
turbines store, redirects and or releases energy into kinetic and potential energies.

I. Objectives
1. identify the energy forms present in the operation of simple toys, and;
2. construct a Water Reservoir Model
II. Subject Matter
A. Concept: From chemical, mechanical, thermal or potential energy as input energy, the
rotating turbines store, redirects and or releases energy into kinetic and potential energies.
D. Process Skills: analyzing, explaining, constructing
E. Values:
III. Learning Task
A. Engagement
b. Trigger question: What are the importance of a reservoir?
B. Exploration
1. From the bottom of the bottle, measure and mark with dots the 5-cm, 10-cm, 15-cm,
and 20-cm spots. These dots should lie along the same vertical line and would be the exit
points. Across these, make horizontal lines as tail water levels, ht.
2. Use the push pin to make a hole on each dot. Then put masking tape over each
hole. Fold the top as flap for pulling.
3. Make another horizontal line 5 centimeters above the 20-cm hole and mark as the
head water level, hw of the stored water.
4. Determine the stored water’s Head of Flow, H by taking the difference between the
head water level and the tail water level as indicated in the equation 𝐻 = ℎ𝑤 − ℎ𝑡. Record these
values.
5. Write your problem and hypothesis on your activity sheet.
6. Fill the bottle with water up to the 25-cm mark. Elevate this bottle on an inverted ice-
cream container with its holed-side facing the other water container where the turbine model is.
7. Line with masking tape the back of a ruler for easier readings. Use the ruler to
measure the falling water’s maximum range (horizontal distance between the bases of the hole
and the point the projected water hits the blade).
8. Examine the water reservoir with the turbine model assembly and be familiar with its
operation. Reposition the turbine when needed.
C. Explanation
Q4. If you are to investigate the relationship between the stored water’s head of flow
(the height of the stored water above the exit point) and the projected water’s range (the
horizontal distance), what would your problem be?
Q5. What quantities will serve as the (a) independent variable, (b) dependent variable,
and (c) parameter?
D. Elaboration
Generalization
From chemical, mechanical, thermal or potential energy as input energy, the rotating
turbines store, redirects and or releases energy into kinetic and potential energies.

I. Objectives
1. demonstrate mechanical energy transformations
2. demonstrate Hydroelectric Power (HEP) using a water reservoir system.;
II. Subject Matter
A. Concept: The greater the stored water’s head of flow, the higher the drop. Higher
drop leads to greater decrease in gravitational potential energy equivalent to the increase in
kinetic energy of moving water. This results in and force, powering the water to travel a longer
horizontal distance or range
The turbine’s rotation can be used to power something and convert its mechanical work
into a useful energy output like connecting the turbine to an electric energy generator such as a
dynamo working in reverse principle. Connecting the turbine’s straw to the shaft of a dynamo
enables the turbine to rotate the motor of the dynamo within the magnetic field of permanent
magnets inside the dynamo. This relative movement between the motor’s coil of wire and
magnetic field induces magnetic forces that move charges and generate electrical energy.
E. Values:
III. Learning Task
A. Engagement
b. Trigger question: What are the importance of a reservoir?
B. Exploration
1. Remove the masking tape from the 5-cm hole to release the water. Be ready to
reposition the water turbine model such that the nearest blade hit by the projecting water is in
the horizontal position. Cover the hole with your finger or with a tape when needed.
2. Measure the maximum range of the water and record this result in Table 3.
3. Uncover again the 5-cm hole and observe the projecting water as well as the
movement of the turbine blades.
4. Cover again the 5-cm hole. Use the funnel and the bottled water supply to refill the
water reservoir up to the 25-cm mark.
5. Repeat steps 1 to 4 for a total of three trials. Compute and record the average range.
6. Dry the wet surfaces and check the tape hole covers.
7. Follow steps 1 to 6 for the 10-cm, 15-cm, and 20-cm holes
C. Explanation
Q6. What mechanical energy transformations took place when water got projected out of
the holes?
Q7. What was the effect of the stored water’s head of flow to its range?
Q8. How would you explain this effect in terms of energy transformation?
Q9. In Question 4, you formulated your hypothesis regarding the effect of the stored
water’s height to the water’s range. What was your hypothesis?
Q10. Was the hypothesis you made correct? Why or why not?
Q11. The data collected showed the effect of the head of flow on the flow range and not
on the water’s force that powers the blades to rotate. How would you relate the range to the
water’s force?
Q12. In the activity, the hydropower was to do mechanical work by rotating the
blades. What can be done to make good use of the water’s power?
D. Elaboration
Generalization
The greater the stored water’s head of flow, the higher the drop. Higher drop leads to
greater decrease in gravitational potential energy equivalent to the increase in kinetic energy of
moving water. This results in and force, powering the water to travel a longer horizontal
distance or range
The turbine’s rotation can be used to power something and convert its mechanical work
into a useful energy output like connecting the turbine to an electric energy generator such as a
dynamo working in reverse principle. Connecting the turbine’s straw to the shaft of a dynamo
enables the turbine to rotate the motor of the dynamo within the magnetic field of permanent
magnets inside the dynamo. This relative movement between the motor’s coil of wire and
magnetic field induces magnetic forces that move charges and generate electrical energy.

I. Objectives
3. Explain how energy transformation occur in a turbine
4. Identify parts of a hydroelectric plant.
5. Cite importance of energy coming from hydroelectric powerplants
II. Subject Matter
A. Concept: Hydropower plants capture the energy of falling water to generate electricity.
A turbine converts the kinetic energy of falling water into mechanical energy. Then a generator
converts the mechanical energy from the turbine into electrical energy.

E. Values:
III. Learning Task
A. Engagement
b. Trigger question: How can we harness energy coming from turbines?
B. Exploration
a. Activity: Analyze and explain how turbines work base from the picture shown
below.
C. Explanation
 Dam. Raises the water level of the river to create falling water. Also
controls the flow of water. The reservoir that is formed is, in effect, stored
energy.
 Turbine. The force of falling water pushing against the turbine's blades
causes the turbine to spin. A water turbine is much like a windmill, except
the energy is provided by falling water instead of wind. The turbine
converts the kinetic energy of falling water into mechanical energy.
 Generator. Connected to the turbine by shafts and possibly gears so
when the turbine spins it causes the generator to spin also. Converts the
mechanical energy from the turbine into electric energy. Generators in
hydropower plants work just like the generators in other types of power
plants.
 Transmission lines. Conduct electricity from the hydropower plant to
homes and business.
D. Elaboration
Generalization
Hydropower plants capture the energy of falling water to generate electricity. A turbine
converts the kinetic energy of falling water into mechanical energy. Then a generator converts
the mechanical energy from the turbine into electrical energy.

Learning Competency Code: S9FE-IVe41
I. Objectives
1. identify the positions where kinetic energy or potential energy is at maximum or
minimum; and.
2. explain the result of the demonstration using conservation of energy.
II. Subject Matter
A. Concept: When the pendulum bob is at the start of its swing it has no kinetic energy
because it is not moving, but its gravitational potential energy (GPE) is at a maximum, because
it is at the highest point.
As the bob swings downwards it loses height. So its gravitational potential energy (GPE)
decreases. The work done on the bob by the gravitational force (weight) pulling it downwards
increases its kinetic energy. The loss of GPE = the gain in KE.
At the bottom of its swing, the bob's kinetic energy is at a maximum and its gravitational
potential energy is at a minimum - because it is at its lowest point.
As the bob swings upwards it slows down. Its kinetic energy decreases as work is done
against its weight. As it gains height the gravitational potential energy increases again.
At the very top of its swing it stops for a moment. It once again has no kinetic energy, but
its gravitational potential energy is at a maximum.

E. Values:
III. Learning Task
A. Engagement
b. Trigger question: What are the impacts of energy transformation in our lives.
B. Exploration
a. Activity:
1. Ask a custodian or a maintainance personnel to hang a bowling ball or a basketball
using a mesh or a net from the ceiling. Make sure that the ceiling is stable and sturdy.
2. Have the student grab the ball and walk backwards carefully until the ball is level with
his nose.
3. Ask the student to remain still as possible while holding the ball against the tip of
his/her nose. Make sure the string is taut so the ball will swing smoothly and evenly when it is
released.
4. Warn the student to keep his body still, especially the head. S/he should not move
his/her head backward or forward.
5. Ask the student to release the ball without any additional push.
6. Ask the other students to predict what will happen when the bowling ball is released
and returns.
C. Explanation
a. Discussion and Analysis –
Q1. Did the bowling ball reach the tip of the nose of the student volunteer? Did it
rise higher or lower than its original height?
Q2. At what location(s) along the path of the bowling ball is the ball’s kinetic
energy highest?
Q3. At what location(s) along the path of the bowling ball is the ball’s gravitational
potential energy highest? D. Elaboration
Generalization
When the pendulum bob is at the start of its swing it has no kinetic energy because it is
not moving, but its gravitational potential energy (GPE) is at a maximum, because it is at the
highest point.
As the bob swings downwards it loses height. So its gravitational potential energy (GPE)
decreases. The work done on the bob by the gravitational force (weight) pulling it downwards
increases its kinetic energy. The loss of GPE = the gain in KE.
At the bottom of its swing, the bob's kinetic energy is at a maximum and its gravitational
potential energy is at a minimum - because it is at its lowest point.

As the bob swings upwards it slows down. Its kinetic energy decreases as work is done
against its weight. As it gains height the gravitational potential energy increases again.
At the very top of its swing it stops for a moment. It once again has no kinetic energy, but
its gravitational potential energy is at a maximum.
E. Evaluation
Fill in the blanks.
The _____ energy of the ball is highest at the lowest point in its swing. The ________
energy of the ball is highest at the highest point in its swing.
IV. Assignment
Study conservation of energy.


Grade 9 Science Physics 2 DLP

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Learning Competency Code: S9FE-IVc39

II. Subject Matter

What are the importance of each forms of energy?

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

B. Learning Materials: Learner’s Material

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

B. Learning Materials: Learner’s Material

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

Prepared by: Mr. Marc Vener C. Del Carmen, T -1

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