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
CO2
School Maximo L. Gatlabayan Memorial Grade 9
LESSON National High School Level
EXEMPLAR Teacher Apolonio M. Pamittan Jr. Learning Science
Area
Teaching May 8, 2022 Quarter 4th
Date
Teaching 7:15AM—8:15AM No. of Week 2 Day 2
Time Days

Heat Engine and Thermal Efficiency Objective 7-Indicator 6: Maintained learning

environments that nurture and inspire learners to
Daily Lesson Log participate, cooperate and collaborate in continued
learning.
 Teacher-made DLL
Objective 3-Indicator 2: Displayed proficient use of
Mother Tongue, Filipino and English to facilitate teaching
and learning.

WEDNESDAY
I. OBJECTIVES
A. Content The Learners demonstrate an understanding of: Heat, Work and Efficiency
Standards
B. Performance
Standards
C. Learning  Determine by solving the efficiency of a heat engine.
Competencies or
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 and Thermal Efficiency
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
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
 Activities
Objective 5-indicator 4: Established safe
IV. PROCEDURES
and secure learning environment to enhance
learning through the consistent
Preliminaries implementation of policies, guidelines and
Before the class procedures.
starts, the teacher Objective 6-Indicator 5: Maintained
shall check the learning environments that promote fairness,
following:
respect and care to encourage learning.
Checking of  Class rules reminders
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.

Four Stroke Cycle in a Gasoline Engine

Analyze the description in column A and find the picture by matching it to column B.

A B

The combusted gases are pushed out of

the opened exhaust valve through an
upward motion on the piston.

Intake

The spark plug at the top of the cylinder

causes the mixture to ignite and
combust making its temperature high.

Compression

The piston moves up compressing the

fuel-air mixture.

Combustion

The intake valve opens, allowing the

cylinder to receive the fuel-air
mixture as the piston moves downward.
 Exhaust
Motivation
Student will study and describe the picture below.

Work

Waste Heat

Fuel

B. Development Discussion

Thermal Efficiency Objective 1-Indiator 1: Applied knowledge

of content within and across curriculum
The thermal energy teaching areas.
produced from the Heat
combustion of fuel-air (Grade 7 3rd quarter)
mixture is transformed
 Infer the conditions necessary for heat
into mechanical energy
which moves the car. transfer to occur. (S7LT - IIIh - i -12)
However, not all
thermal energy is converted into useful work. Parts of the engine itself, the cooling
water in the radiator and the surrounding air will absorb the heat and will not be
available to perform work. This thermal energy which is not converted to useful work
is called waste heat. These heat losses are unavoidable and greatly limit the
efficiency of heat engines. For example, the engines of a cars are only 30% efficient.
This means that for every 100 joules of thermal energy produced by the combustion
of gasoline, only 30 joules are used to actually move the car.

Therefore, it is impossible to construct a heat engine that is 100% efficient which can
fully convert all the heat into useful work. An engine that converts energy into more
work and less waste is said to be more efficient. However, Sadi Carnot have found
out that while it is true that we can express efficiency in terms of work, the efficiency
of ideal heat engines depends only on the temperatures of the hot and cold
reservoir. According to him, an engine operating between two reservoirs of higher
temperature difference is more efficient than an engine operating between reservoirs
of nearly the same temperatures.
The efficiency is calculated as:

Work done
Efficiency x 100%
Input heat
But since work is just the input heat minus the exhaust heat, the equation becomes

QH−Qc
Efficiency x 100%
QH
energy removed by heat/ energy in cold reservoir

Qc
Efficiency= (1- ) x 100%
QH
 energy added by heat / energy in hot reservoir

Where:
QC = energy removed by heat/ energy in cold reservoir
QH = energy added by heat / energy in hot reservoir
The equation for efficiency can also be modified to use temperature measurements
instead of the energy values.
absolute temperature in cold reservoir

Tc
Efficiency = (1- ) x 100%
TH
absolute temperature in hot reservoir
Where:
TC = absolute temperature in cold reservoir
TH = absolute temperature in hot reservoir

Note: The temperatures are the absolute temperatures on the Kelvin scale.
Studying our equation, we can only have a 100 % efficiency if there is no energy
transferred away from the engine by heat. In reality, there is no 100% efficient
engine as there will always be waste heat.

Learning Task 1:
Direction: JUMBLED LETTERS: Rearrange the letters to form the word to complete the
statement.

The thermal energy produced from the OMBUSCNOI of fuel-air mixture is

transformed into EMHACCNILA energy which moves the car. However, not all
thermal energy is converted into useful KOWR. Parts of the engine itself, the
OCOILNG water in the radiator and the surrounding air will absorb the heat and will
not be available to perform work. This thermal energy which is not converted to
useful work is called ASTEW heat.
C. Engagement Problem Solving
1. What is the
efficiency of a
gasoline engine that
receives 193 J of Objective 2: Used research-based
energy from knowledge and principles of teaching and
combustion and lose learning to enhance professional practice.
125 J by heat to Principle 6: Practice
exhaust during one  Acquiring long-term knowledge and
cycle? skills is largely dependent on
Given: QC = 125 J practice.
QH = 193 J Objective 16: Applied a personal
Required: Efficiency philosophy of teaching that is learner-
Equation: centered.
Qc
=(1- ) x 100%
QH -Essentialism

Solution:
125 J
=(1- ) x 100%
193 J
Answer : =35.23% Objective 4-Indicator 3: Use effective verbal
andThe
non-verbal classroom
higher the number communication
the higher
strategies to support
the efficiency learner understanding,
Reminders: participation, engagement and achievement.
 Raise your right
hand to be called
 to answer the question.
 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.

2. Suppose a steam engine receives steam at 600 K. The engine uses a part of this
thermal energy for work. It exhausts the rest to a condenser at a temperature of
350 K. What is the maximum efficiency of this steam engine?
Given: TC = 350 K
TH = 600 K
Required: Efficiency
Equation:
Tc
= (1- ) x 100%
TH
Solution:
350 K
= (1- ) x 100%
600 K
Answer = 41.67%

Individual Worksheet
(printed) is provided for
the learners with visual
impairment.
Learning Task 2:
Solve the following problems on
efficiency.
1. A hot gas is injected into an engine at 573 K and exhausts at 343 K. What is the
highest efficiency of this engine?
2. What is the efficiency of a gasoline engine that receives 185 J of energy from
combustion and lose 130 J by heat to exhaust during one cycle?

A Rubric is attached in grade the student’s output.

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

1. What is the correct equation in solving efficiency?

QH Qc
A. E=(1- ) x 100% C. E=(1+ ) x 100%
QC QH
Qc QH
B. E=(1- ) x 100% D. E=(1+ ) x 100%
QH Qc
2. What do you call thermal energy which is not converted to useful work?
A. A. Waste energy
B. B. Waste fuel
C. C. Waste heat
D. D. Waste product

Tc
3. What does TC mean from this equation efficiency= (1- ) x 100%
TH
A. absolute temperature in cold reservoir
B. absolute temperature in hot reservoir
C. energy added by heat/ energy in hot reservoir
D. energy removed by heat / energy in cold reservoir
 4. Suppose a steam engine receives steam at 550 K. The engine uses a part of this
thermal energy for work. It exhausts the rest to a condenser at a temperature of 350
K. What is the maximum efficiency of this steam engine?
A.36.36% B. 38.36% C. 40.36% D. 42.36%

5. How does thermal energy produced to transform into mechanical energy which
moves the car?
A. by the combustion of fuel-air mixture
B. by the combustion of fuel alone
C. by the cooling of fuel-air mixture
D. None of the above
V. REFLECTION Valuing
The students will reflect on the question. They will answer based on their experience
and point of view.

As a student, what are the ways to become more efficient and productive in doing
your module?

Objective 1: Applied knowledge of content within and across

curriculum teaching areas.
Mga Talento at Kakayahan (Grade 7 3rd quarter)
 Napatutunayan na ang pagtuklas at pagpapaunlad ng mga
angking talento at kakayahan ay mahalaga sapagkat ang mga ito
ay mga kaloob na kung pauunlarin ay makahuhubog ng sarili
tungo sa pagkakaroon ng tiwala sa sarili, paglampas sa mga
kahinaan, pagtupad ng mga tungkulin, at paglilingkod sa
pamayanan (EsP7PSId-2.3)

Objective 10: Adapted and used culturally

appropriate teaching strategies to address the
Application needs of learners from indigenous groups.

Factors that affect the efficiency.

1. Food- The energy that the person gains depend on the food he/she
eats.

2. Work- The more work they perform, the more efficient they are.
 Communicate your personal assessment as indicated in the Learner’s Assessment
Card.
Personal Assessment on Learner’s Level of Performance Using the symbols below,
choose one which best describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be guided by the descriptions
below:
* - I was able to do/perform the task without any difficulty. The task helped me in
understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me
in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional
enrichment activities to be able to do/perform this task.
Learning Task Level of Performance
Number 1
Number 2
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
 THERMAL EFFICIENCY WORKSHEET

Learning Task 1:

Direction: JUMBLED LETTERS: Rearrange the letters to form the word to complete the statement.

The thermal energy produced from the OMBUSCNOI of fuel-air mixture is transformed into EMHACCNILA
energy which moves the car. However, not all thermal energy is converted into useful KOWR. Parts of the
engine itself, the OCOILNG water in the radiator and the surrounding air will absorb the heat and will not be
available to perform work. This thermal energy which is not converted to useful work is called ASTEW heat.

Learning Task 2:
Solve the following problems on efficiency.
1. A hot gas is injected into an engine at 573 K and exhausts at 343 K. What is the highest efficiency of
this engine?
Given:

Required:

Equation:

Solution:

Answer:

2. What is the efficiency of a gasoline engine that receives 185 J of energy from combustion and lose 130 J by
heat to exhaust during one cycle?
Given:

Required:

Equation:

Solution:
Answer:

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III

TEACHER: APOLONIO M. PAMITTAN JR. DATE SUBMITTED: JUNE 13, 2022

RATER: NENITA A. MARTINEZ SUBJECT & GRADE LEVEL: Grade 9

Directions: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any
local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500
words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are responsive to learners with
disabilities, giftedness, and talents.
PROMPT #1
Context: Clara has a trouble in understanding the topic especially in solving the problem.

Action Taken: The teacher will talk to the parents about the behavior the student outside the
classroom. Clara is also considered as a slow leaner.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your
reflections in this form. Mention in your reflections a specific learning disability that you are familiar
with or have researched on.
 YOUR REFLECTIONS

To address Clara’s needs in class, I should make sure that I will use strategies that address the needs
of the student. I will use a picture that is quite understandable to the student. Also doing step by step
in solving the problem can help her to understand more the lesson.