Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF ANTIPOLO CITY
MAXIMO L. GATLABAYAN MEMORIAL NATIONAL HIGH SCHOOL
Sitio Paenaan, Brgy. San Jose, Antipolo City

SCIENCE 9 – PHYSICS
CO1
School Maximo L. Gatlabayan Memorial Grade 9
National High School Level
LESSON Teacher Apolonio M. Pamittan Jr. Learning Science
Area
EXEMPLAR Teaching May 8, 2022 Quarter 4th
Date
Teaching 7:15AM—8:15AM No. of Week 2 Day 1
Time Days

Heat Engine and Thermal Efficiency Objective 7: Maintained learning environments that
nurture and inspire learners to participate, cooperate and
Daily Lesson Log collaborate in continued learning.
 Teacher-made DLL
Objective 3: Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning.
 DLL—mode of instruction is English

WEDNESDAY
I. OBJECTIVES
A. Content The Learners demonstrate an understanding of: Heat, Work and Efficiency
Standards
B. Performance
Standards
C. Learning  Explain how heat transfer and energy transformation make heat engines like
Competencies or geothermal plants work
Objectives
D. Most Essential Explain how heat transfer and energy transformation make heat engines like
Learning geothermal plants work (S9FE-IVg-45)
Competencies
(MELC)
E. Enabling
Competencies
II. CONTENT Heat, Work and Efficiency: Heat Engine
III. LEARNING
RESOURCES
A. References Science 9 Week 8 Learner’s Packet
a. Teacher’s Guide
Pages
b. Learner’s 1-4
Material Pages
c. Textbook
Pages
d. Additional 4 stroke gasoline engines: https://www.youtube.com/watch?v=QWhireBv3hg
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities

IV. PROCEDURES Preliminaries

Before the class Objective 6: Maintained learning
starts, the teacher environments that promote fairness, respect
shall check the following: and care to encourage learning.
 Class rules reminders
Checking of Attendance
Rapid Testing
Safety Protocol Reminders
Class rules reminders

A. Introduction Picture Analysis

Review: Picture Analysis

Objective 2: Used research-based knowledge and principles of teaching

and learning to enhance professional practice.
Principle 2: Learner’s Prior Knowledge
 Review the previous topic will help the learners to prepare to the
next topic and sometimes what they know is incorrect and may
need to be replaced with new, evidence-based information.

1 3

Using meta cards, the students will identify the process how heat pump works.

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

Reminders:
Objective 4: Use effective verbal and non-
 Raise your right
verbal classroom communication strategies to
hand to be called to
answer the support learner understanding, participation,
question. engagement and achievement.
 Wait for your turn
to be called. Avoid
 butting in.
 If you can’t answer, politely tell the teacher and ask help from your
classmates.

Motivation
The students will analyze the objects below and identify whether if it’s with motor or
without motor. Write your answer using the letter below each picture.

With Motor Without Motor

B. Development Discussion

What is a heat Objective 1: Applied knowledge of content

engine? within and across curriculum teaching areas.
A heat engine is a device Heat
which converts thermal (Grade 7 3rd quarter)
energy to mechanical energy.  Infer the conditions necessary for heat
A very important component transfer to occur. (S7LT - IIIh - i -12)
of heat engines then is that
high temperatures are
involved. In one round of a cycle, the system is heated, at another is cooled. Three
things happen in a full cycle of a heat engine:

1. Heat is added. It is an input heat which is relatively high temperature.

2. Some of that energy from that input heat is used to do work.
3. The rest of the heat is removed at a relatively cold temperature.

A common type of heat engine is called the combustion engine. In a combustion

engine, heat is produced using a combustion process, which in turn makes use of a
fuel and an oxidizer for that fuel like air. There are two classes of combustion
engines External combustion engine – burning of fuel takes place outside the engine.
Examples are steam, piston engine and the atmosphere. Internal combustion engine
– burning of fuel takes place inside the cylinder or turbine engine. Examples are
gasoline, diesel engine and our human body. Most automobiles make use of either a
diesel engine or a gasoline engine. In the case gasoline engines, most have four
cylinders, each containing a piston. Each piston undergoes a series of four
movements or strokes.
 Video Analysis
https://www.youtube.com/watch?v=QWhireBv3hg

Objective 7:
Maintained learning environments that nurture and inspire learners to
participate, cooperate
and collaborate in continued learning.
Objective 8:
Applied a range of successful strategies that maintain learning
environments that motivate learners to work productively by assuming
responsibility for their own learning.
 Video lesson
Objective 3: Displayed proficient use of Mother Tongue, Filipino
and English to facilitate teaching and learning.
 Video Lesson—mode of instruction is TagLish

Learning Task 1:
Direction: JUMBLED LETTERS: Rearrange the letters to form the word to complete the
statement.
A heat engine is a device which converts EMAHTLR energy to mechanical GYNREE.
A very important component of heat engines then is that GIHH temperatures are
involved. In one round of a LECYC, the system is TEHAED, at another is DELOCO.

C. Engagement Four Stroke Cycle in a Gasoline Engine

1. INTAKE STROKE Objective 5: Established safe and secure

The intake learning environment to enhance learning
valve opens, through the consistent implementation of
allowing the cylinder
policies, guidelines and procedures.
to receive the fuel-air
mixture as the piston  The teacher will remind and orient
moves downward. the students in proper handling of
2. COMPRESSION objects with motor that can be found
STROKE The piston inside the classroom.
moves up compressing
the fuel-air mixture.
3. POWER STROKE The spark plug at the top of the cylinder causes the mixture to
ignite and combust making its temperature high. With this increase in temperature,
the pressure inside the cylinder increases causing the piston to go down and perform
mechanical work
4. EXHAUST STROKE The combusted gases are pushed out of the opened exhaust
valve through an upward motion on the piston. The intake valve opens and the cycle
repeats.

Learning Task 2:
Start the Engine Fill in the table below.
 Four Stroke Cycle Movement of the piston What happened to the
mixture of gases?
Intake
Compression
Power
Exhaust

Guide Questions:
1. How does the piston behave
during intake stroke? What  Objective 16: Applied a personal
happens to the gas philosophy of teaching that is learner-
Annotation: mixture? centered.
The student will be -Essentialism
2. What happens to the piston
seated in front of
and gases during compression
the class and will be
stroke?
given a hard copy of
3. What is the function of the spark plug? What is its effect to the gas mixture’s
the lesson, learning
temperature?
tasks and
assessment. 4. Describe the piston and gases during power stroke.
5. In the exhaust stroke, what happens to the piston and mixture of gases? 6. What
do you think is the effect of this exhaust gases into the environment? 7. Can you
consider the heat engine to be 100% efficient?

Objective 8:
Individual Worksheet Applied a range of successful strategies
(printed) is
that maintain learning environments that
provided for the
learners with visual motivate learners to work productively by
impairment. assuming responsibility for their own
learning.
Objective 9: Designed, adapted and
implemented teaching strategies that are
responsive to learners with disabilities,
giftedness and talents.
 Printed activity sheet

D. Assimilation Assessment
Multiple Choice: Write only the letter of the correct answer.

1. What stroke where the combusted gases are pushed out of the opened exhaust
valve through an upward motion on the piston occur?
A. Compression Stroke
B. Exhausted Stroke
C. Intake Stroke
D. Power Stroke

2. The piston moves up compressing the fuel-air mixture. This process occurs in
____________________.
A. Compression Stroke
B. Exhausted Stroke
C. Intake Stroke
D. Power Stroke

3. What is the function of the spark plug?

A. The spark plug pushes the piston up.
B. The spark plug pushes the piston down
C. The spark plug pushes the gases out of the cylinder.
D. The spark plug ignites the mixture making it temperature high.

4. Which is the correct sequence of the four-stroke cycle?

 A. Compression, Power, Intake, and Exhaust Stroke
B. Intake, Compression, Power and Exhaust Stroke
C. Power, Compression, Intake and Exhaust Stroke
D. Power, Intake, Exhaust, and Compression Stroke

5. How does a heat engine work?

A. It converts chemical energy to mechanical energy.
B. It converts mechanical energy to chemical energy.
C. It converts thermal energy to chemical energy.
D. It converts thermal energy to mechanical energy.

V. REFLECTION Application

Below are the simple Objective 1: Applied knowledge of content

methods of old- within and across curriculum teaching
fashioned fire areas.
starting. Natataya ang mga implikasyon ng
kapaligirang pisikal at yamang likas ng mga
rehiyon sa pamumuhay ng mga Asyano
noon at ngayon sa larangan ng: 7.1
Agrikultura 7.2 Ekonomiya 7.3 Pananahanan
7.4 Kultura (AP7HAS-If1.6)

Annotation: Objective 10:

One common Adapted and used culturally appropriate
indigenous group in teaching strategies to address the needs of
the Philippines that
learners from indigenous groups.
uses this method of
making fire are the  simple methods of old-fashioned fire
Aetas in Mt. starting.
Pinatubo.
https://
www.youtube.co
m/watch? 1. Hand drill
v=s2sVfkCyGEg One of the simplest friction methods, but high
speed can be difficult to maintain because only
the hands are used to rotate the spindle. It
works best in dry climates.

1. Two-man friction drill

Two people can do a better job of
maintaining the speed and pressure
needed to create an ember using this
string vibration of a friction drill.

2. Fire Plow
This produces its own tinder by pushing
out particles of wood ahead of the friction.

A. No. of
 learners
who earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
n who
scored
below 80%
C. Did the
remedial
lesson
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue to
require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
works?
F. What
difficulties
did I
encounter
which my
principal or
supervisor
can help
me solve?
G. What
innovation
or localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?

Prepared by: Checked by: Noted by:

APOLONIO M. PAMITTAN JR. NENITA A. MARTINEZ ANA MARIA G. RIVAS
Physics Teacher Science Dept. Chairperson Principal II

HEAT ENGINE WORKSHEET

Learning Task 1:
Direction: JUMBLED LETTERS: Rearrange the letters to form the word to complete the statement.
A heat engine is a device which converts EMAHTLR energy to mechanical GYNREE. A very important
component of heat engines then is that GIHH temperatures are involved. In one round of a LECYC, the
system is TEHAED, at another is DELOCO.

Learning Task 2:
Start the Engine Fill in the table below.
Four Stroke Cycle Movement of the piston What happened to the
mixture of gases?
Intake
Compression
Power
Exhaust

Guide Questions:
1. How does the piston behave during intake stroke? What happens to the gas mixture?
2. What happens to the piston and gases during compression stroke?
3. What is the function of the spark plug? What is its effect to the gas mixture’s temperature?
4. Describe the piston and gases during power stroke.
5. In the exhaust stroke, what happens to the piston and mixture of gases? 6. What do you think is the effect
of this exhaust gases into the environment? 7. Can you consider the heat engine to be 100% efficient?