LESSON PLAN IN CHAPTER 9 : HEAT ENERGY

DURATION : 1 SESSION
DATE : OCTOBER 10

I. INSTRUCTIONAL OBJECTIVES
A. Define temperature
B. Explain how temperature is measured
C. Compare the different temperature scales
D. Convert from one thermometric scale to another

II. LEARNING TASKS

A. Topic
Temperature and Thermometric Scales
B. Concepts
1. Prior Knowledge
a. Temperature is the measure of hotness or coldness of a body.
b. A thermometer is used to measure temperature.
c. Heat makes a body ‘hot’.
2. New Knowledge
a. Temperature is the measure of the average kinetic energy of the molecules making
up the object.
b. Heat is energy transferred from one body to another due to difference in
temperature.
c. The Rankine scale is the Fahrenheit counterpart of the Kelvin scale.
d. Specific heat of a substance is the amount of heat needed to change the
temperature of a unit mass of a substance by one degree.
C. References
Basics of Physics by Ferrer, pp.180-188
Physics (Modular Approach) by Padua et.al, pp.216-217
D. Materials
calculator
thermometer
cup of hot water
ice cubes
E. Skills
analyzing
explaining
computing
comparing
F. Values
awareness
safety
practicality

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
Analysis
 Ask some students to touch some ice cubes and then the cup of hot water.
1. Let them describe the difference between the two.
2. Ask the class for common things that are characterized by hot and by cold objects.
C. Interaction
Socratic Paedeia
1. How will you describe temperature?
2. What are some ways of determining temperature based on your everyday
experience?
3. What are the different thermometric scales?
4. How do you convert one thermometric scale to another?
Pair-Square Sharing

Given the temperatures below, students will work in pairs to convert the given to other
temperature scales.

Given Student A Student B

1. 37.5oC ______oF ______K

2. -40 F
o
______oC ______K
3. 312 K ______oC ______oF
4. 160oC ______oF ______K
After computing, each pair will compare the results with another pair of students
to check their answers.
D. Integration
1. Generalization
Concept Mapping
Students will generalize the lesson by relating the concepts in the form of a
concept map or diagram.
2. Application
Why does the food in a clay pot continue to boil for a short time even if the stove
has been turn off?

3. Valuing
Is it practical to open the refrigerator to cool a room? Why or why not?
4. Evaluation
Answer Practice Exercise 10.1.

IV. ASSIGNMENT

Research about the application of heat and temperature to the following fields: meteorology/earth
science, technology and home economics and practical arts. Be ready to report it to class.

DURATION : 2 SESSIONS
DATE : OCT. 20-21
I. INSTRUCTIONAL OBJECTIVES
A. Define specific heat, heat capacity, latent heats of fusion, vaporization, and sublimation
B. Compare and contrast:
1. melting and freezing
2. condensation and evaporation
C. Solve problems involving change of phase
D. Explain thermal expansion
E. Discuss the irregular expansion of water

II. LEARNING TASKS

A. Topics
The Effects of Heat:
1. Change in temperature
2. Method of mixtures
3. Change of state
4. Thermal expansion
B. Concepts
1. Prior Knowledge
a. Solids expand when heated and contract when cooled.
b. Hot bodies have more heat than cold bodies.
c. There is a rise in temperature whenever heat is added to a body.
2. New Knowledge
a. The effects of heat when added to a body may be change in phase, change in size
and chemical change.
b. The flow of heat is unidirectional—from a hotter body to a body of lower
temperature.
c. The freedom of movement of the molecules of a substance determines its state.
d. The heat lost by one object equals the heat gained by another object.
C. References
Physics by Navaza, pp.205-209
Schaum’s 3000 Solved Problems in Physics, pp.297-316
D. Materials
calculator
thermometer
E. Skills
observing
comparing
solving problem
F. Values
analytical and critical thinking
economy
concern for the environment

III. LEARNING STRATEGIES

A. Classroom Routine
1.Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
Have you experienced applying heat to a tightly covered jar with a metal cover? How
does the heat applied help in opening the jar?
C. Interaction
1. Popcorn recitation
 The teacher will ask questions and whoever raises his/her hand last or will not raise
his/her hand will be called to answer.
a. What are the effects of heat on substances?
b. How does specific heat differ from heat capacity?
c. Why does matter expand when heated and contract when cooled?
d. Why does matter change phase when heated?
2. Laboratory Work
Students will perform Activity 28 – A Day in the Beach
3. Problem solving
The teacher will discuss Sample Problems 10.9 to 10.12
D. Integration
1. Generalization
What happens when heat is given off? when absorbed?
2. Application
Substances expand when heated. How should this fact be considered the
design of roads, buildings and railroad tracks?

3. Valuing
How will each of the following help you save money?
a. use of thermos bottle
b. use of ice box
c. good ventilation
4. Evaluation
Quiz

IV. ASSIGNMENT
A. Answer Test Yourself part B, problems 5 and 6.
B. How is heat transferred?
DURATION : 2 SESSIONS
DATE : OCT. 22-23

I. INSTRUCTIONAL OBJECTIVES
A. Describe the different methods of heat transfer
B. Solve problems on heat transfer
C. Explain how the human body regulates temperature
D. Apply the law on conservation of energy in heat transfer
E. Cite ways by which heat can be useful

II. LEARNING TASKS

A. Topic
Heat Transfer
B. Concepts
1. Prior Knowledge
a. Heat transfer occurs only between regions at different temperatures.
b. Heat always flow spontaneously from high to low temperatures.
c. There are three mechanisms by which heat is transferred: conduction, convection,
and radiation.
2. New Knowledge
a. Thermal conductivity measures the ability of different materials to conduct heat.
b. During conduction, vibrating atoms or molecules excite the atoms or molecules next
to them.
c. Convection follows Archimedes’ principle and is also the phenomena behind modern
room heating systems.
d. Radiation can transfer heat from a source to another object even if there is vacuum
between them.
C. References
Physics:Modular Approach by Padua et.al,pp.222-223
Physics by Navaza, p.216
D. Materials
thermos bottle
porcelain cup
hot water
calculator
E. Skills
describing
observing
solving problem
explaining
F. Values
energy conservation
health and safety

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
Observation
Pour hot water in the porcelain cup. Why does the porcelain cup also get hot after some
time?
C. Interaction
 1. Simulation (Modes of Heat Transfer)
a. Conduction
Ask five students to line up. Give the eraser to the first student and tell him to
give it to the next student and so on.
Explanation:
The eraser represents the heat and the students the molecules. In conduction,
heat transfer by molecular collision and is the main mode of transfer for solids.
b. Convection
Ask five students to line up. Mark the position of each student as 1, 2, 3, 4, and
5. Give an eraser to the first student and instruct him to go to position 5. The rest of
the students move to position 1, 2, 3, 4 accordingly. Repeat.

Explanation:
Again, the eraser represents the heat and the students the molecules. In
convection, heat transfer involves actual movement of molecules. It is the main
mode of transfer for fluids.
c. Radiation
Ask one student to throw small pieces of paper.
Explanation:
The student is the source of heat and the small pieces of paper represents
electromagnetic waves. These waves can travel in vacuum.
2. Laboratory work
Students will perform Activity 31 ‘Pass the Heat’.
D. Integration
1. Generalization
In what ways can heat be transferred? How does the body regulate temperature?
How can the law on conservation of energy be applied in heat transfer?
2. Application
Why is the ice compartment placed at the upper portion of a refrigerator and not
at the lower portion?
3. Valuing
The world is experiencing energy crisis as the price of oil continues to rise. How
will you help conserve energy?
4. Evaluation
Answer Test Yourself A, questions 1-3.

IV. ASSIGNMENT
A. Answer Test Yourself B, problems 7 and 8.
B. Prepare for a chapter test.
DURATION : 3 SESSIONS
DATE : OCTOBER 24 & NOVEMBER 03 – 04

I. INSTRUCTIONAL OBJECTIVES
A. Define thermodynamics
B. Differentiate universe from system, and reversible from irreversible process
C. State and discuss the laws of thermodynamics
D. Solve problems using the laws of thermodynamics

II. LEARNING TASKS

A. Topic
Chapter 11 – Thermodynamics
The Laws of Thermodynamics
B. Concept
1. Prior Knowledge
a. Thermodynamics is the science that deals with heat.
b. Important terms like system, surroundings, universe, reversible and
irreversible processes will help understand the science of
thermodynamics.
c. There are four laws of thermodynamics: zeroth law, first law, second
law and third law.
2. New Knowledge
a. The Science of Thermodynamics is concerned with the study of heat
and its transformation to mechanical energy.
b. System is an object or collection of objects under study. Everything
else outside the system is called surroundings. The system and the
surroundings make up the universe. Reversible process is one in
which the system and its surroundings can be returned to their initial
state before the process occurs. The opposite is known as the
irreversible process.
c. The zeroth law is concerned with the thermal equilibrium of the
system. The first law is considered to be a statement of conservation
of energy. The second law has three statements: Kelvin – Planck,
Clausius and Entropy, while the third law simple states that it is
impossible to attain the absolute zero temperature.
C. References
1. Physics : Navasa & Valdes, pp. 230 – 231
2. The Basics of Physics, pp. 225 – 228
D. Materials
glass of water
stirring rod
thermometer
E. Skills
defining
differentiating
stating
discussing
solving problems
F. Values
concern for others
care of one’s health
practicality

III. LEARNING STRATEGIES

A. Classroom Routine
 1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Group Activity:
Each group will have a glass of water, stirring rod and thermometer as
the materials for this activity. They will be asked to stir vigorously the glass of
water for 10 minutes and compare its temperature before stirring it. Then, they
will be asked with this question: Is heat related to work? Can heat be converted
to work? How?
2. ARG
C. Interaction
1. Socratic Paideia
a. What is the scientific definition of thermodynamics?
b. Differentiate the following pair of terms:
b.1. system and surroundings
b.2. reversible process and irreversible process
c. How are the terms system and surroundings related to universe?
d. Give examples of reversible and irreversible processes.
e. State and explain the four laws of thermodynamics.
2. Accomplishing ARG
D. Integration
1. Generalization
What are the equivalents names of each of the four laws of
thermodynamics? How can you state them, mathematically?
2. Application
How can an occupant of an air-conditioned building help in keeping the
indoor air clean?
3. Valuing
Do we value the present more than the future of our children and
grandchildren with regards to the applications of the laws of
thermodynamics in our daily living? How?
4. Evaluation
Solving Practice Exercises 11.1 – 11.2
More problem solving exercises

IV. ASSIGNMENT
A. What is a heat engine?
B. What are the different types of heat engines? Give examples for each.
C. Discuss how a refrigerator and an air conditioner work.
D. Draw the schematic diagram of heat engine.
DURATION : 2 SESSIONS
DATE : NOVEMBER 05 – 06

I. INSTRUCTIONAL OBJECTIVES
A. Define heat engine
B. Enumerate the types of heat engines and differentiate one type from the others and
give examples
C. Discuss how a steam engine works
D. Differentiate a diesel engine from a gasoline engine
E. Compute the actual and ideal efficiency of a heat engine
F. Differentiate a heat pump from a heat engine

II. LEARNING TASKS

A. Topic
Chapter 11 – Thermodynamics
Heat Engines
B. Concept
1. Prior Knowledge
a. Heat engine is a device that converts heat energy to mechanical
energy.
b. The first steam engine was called aeolipile and was intended to be a
toy.
c. The gasoline engine and the diesel engine are both internal
combustion engines.
2. New Knowledge
a. Heat engines are classified into two major types: Internal combustion
engine that burns the fuel inside it and the external combustion engine
that burns fuel outside it.
b. The working substance in a steam engine is water which is being
pumped to a boiler where it is vaporized to produced steam. The
steam is admitted into a cylinder where it expands. The expanding
steam pushes a piston doing work in the process. The spent steam is
then discharged to a condenser and returned to a boiler.
c. Gasoline and diesel engines operate on four different steps or strokes
namely: intake, compression, power, and exhaust.
C. References
1. Physics : Navasa & Valdes, pp. 232 – 233
2. The Basics of Physics, pp. 224 – 225
D. Materials
schematic diagram of heat engine
pictures of the different types of heat engine
E. Skills
defining
enumerating
discussing
differentiating
computing
F. Values
appreciation for the works of others
practicality
conservation of energy

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
 2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Debate:
The class will be asked to know who among their classmates know how
to drive. These students will be the participants in the debate dividing equally
into two groups. They will talk about the advantages of using whether gasoline
or diesel engine in their own vehicle.
2. ARG
C. Interaction
1. Group Presentation
Each group will be given a particular topic to be discussed creatively with
appropriate schematic diagram / pictures on the following:
Group 1 : Heat Engine
Group 2 : Steam Engine
Group 3 : Gasoline Engine
Group 4 : Diesel Engine
Group 5 : Ideal Heat Engine and efficiency
2. Accomplishing ARG
D. Integration
1. Generalization
What are the equivalents names of each of the four laws of
thermodynamics? How can you state them, mathematically?
2. Application
Which is the best buy: a diesel – powered car, a gasoline – powered car,
or a hybrid car? You may ask an auto mechanic, a car salesman, and a
physicist.
3. Valuing
How can you show appreciation on the works of scientists / inventors
that make our life comfortable?
4. Evaluation
Make a poster on energy conservation
Solving Practice Exercises 11.3 – 11.4
More problem solving exercises

IV. ASSIGNMENT
A. Draw the schematic diagram of a refrigerator and air conditioner.
B. Differentiate the processes involve in a refrigerator and air conditioner.
C. Study sample problem 11.5
DURATION : 2 SESSIONS
DATE : NOVEMBER 07 & 10

I. INSTRUCTIONAL OBJECTIVES
A. Discuss how a refrigerator and an air conditioner work
B. Differentiate the processes involve in a refrigerator and an air conditioner
C. Solve problems involving the process in a refrigerator and an air conditioner

II. LEARNING TASKS

A. Topic
Chapter 11 – Thermodynamics
Refrigerators and Air Conditioners
B. Concept
1. Prior Knowledge
a. Refrigerators and air conditioners are modern devices that make our
lives convenient and comfortable.
b. Refrigerators and air conditioners are classified as heat pumps.
2. New Knowledge
a. Refrigerators and air conditioners are heat pumps operating in
reverse which take heat from the cold reservoir and discards it to the
hot reservoir.
b. In a refrigerator, the cold reservoir is its interior, while the hot reservoir
is its exterior. A refrigerator takes heat from the food inside and
releases it to the kitchen together with the energy needed to reverse
the natural flow of heat, that is, to make heat flow from cold to hot
reservoirs.
C. References
1. Physics : Navasa & Valdes, pp. 234 – 235
2. The Basics of Physics, p. 228
D. Materials
schematic diagrams of a refrigerator and an air conditioner
picture of the different parts of a refrigerator and an air conditioner
E. Skills
discussing
differentiating
solving problems
F. Values
appreciation for the works of others
practicality
conservation of energy

III. LEARNING STRATEGIES

A. Classroom Routine
1. Prayer
2. Checking of attendance
3. Checking of assignment
B. Introduction
1. Eliciting Reaction:
From the point of view of thermodynamics, the best way to regulate
one’s weight is diet. If you want to maintain your weight, just take in your daily
energy requirement. If you take more than what you require, the extra energy
will be stored as fats. If you take in less than what you require, the extra
energy needed by your body will come from your body reserves. Is there any
reaction?
2. ARG
 C. Interaction
1. Socratic Paideia
a. What is a heat pump?
b. What is meant by a heat engine operating in reverse?
c. How does a refrigerator or an air conditioner works?
d. What is a refrigerant? What are the common refrigerants?
e. Give the environmental concerns for these refrigerants.
2. Accomplishing ARG
D. Integration
1. Generalization
Briefly discuss how a refrigerator and an air conditioner work.
2. Application
How can you maintain the efficiency of your refrigerator and air
conditioner at home?
3. Valuing
Give practical ways on your energy conservation regarding these
appliances.

4. Evaluation
Solving Practice Exercise 11.5
More problem solving exercises
Quiz

IV. ASSIGNMENT
A. Explain the origin of charges on the basis of the structure of an atom.
B. What is meant by conservation and quantization of charges?
C. How does electrification occur?
D. Read and study Chapter 12.