9

Learning Activity Sheet

Week 1 to 4

Clark C. Dela Torre

Emie Blaire D. Lorania
Zusette A. Medrano

Gershon Cabangal
Writer
Evaluator

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 LEARNING ACTIVITY SHEETS

Name:____________________________Grade Level:________Subject:___________
Section: _______________________

WEEK 1

I. Lesson Title: PROJECTILE MOTION

II. MELC: Describe the horizontal and vertical motions of a projectile.
(S9FE-IVa-34-35)
III. Specific Objectives:
A. Describe the horizontal and vertical components of the velocity of a
projectile.
B. Describe the horizontal and vertical components of the
displacement of a projectile.
C. Use kinematic equations to analyze and solve angle-launched
projectile problems.
D. Investigate the relationship between the projection angle, the
height and range of the projectile.
IV. Key Concepts
Projectile motion refers to the motion of an object that is thrown, or
projected into the air at an angle. The motion of a projectile is determined only
by the object’s initial velocity and gravity. Projectile motion applies to sports.
Projectile motion is a combination of horizontal motion and vertical
motion. The horizontal motion of a projectile is constant because no
gravitational force acts horizontally. The vertical motion of a projectile is
nothing more than free fall with a constant downward acceleration due to
gravity. The vertical motion of a projected object is independent of its
horizontal motion. A projectile moves horizontally with constant velocity while
being accelerated vertically. The result is a motion in a curved path. The path
of a projectile is called its trajectory. The trajectory of a projectile in free fall
is a parabola. A projectile, once projected, continues in motion by its own
inertia and is influenced only by the downward force of gravity. An object
projected horizontally will reach the ground in the same time as an object
dropped vertically. No matter how large the horizontal velocity is, the
downward pull of gravity is always the same. A projectile is any object thrown
horizontally or vertically upon which the only force acting is gravity.
Projectiles travel with a parabolic trajectory due to the influence of gravity.
There are no horizontal forces acting upon projectiles and thus no horizontal
acceleration. The horizontal velocity of a projectile is constant. There is a
vertical acceleration caused by gravity (9.8 m/s). The horizontal motion of a
projectile is independent of its vertical motion.

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 A projectile launched
horizontally has no initial vertical
velocity. Thus, its vertical motion is
identical to that of a dropped object.
The downward velocity increases
uniformly due to gravity as shown by
the vector arrows of increasing lengths.
The horizontal velocity is uniform as
shown by the identical horizontal
vector arrows.
The dashed black line
represents the path of the object. The
velocity vector v at each point is in the
direction of motion and thus is tangent
to the path. The velocity vectors are
solid arrows, and velocity components
are dashed. (A vertically falling object
starting at the same point is shown at
the left for comparison; vy is the same
for the falling object and the
Figure 1. Velocity component vector
projectile.)
diagram for projectiles fired.

Figure 2. Path of a projectile fired with initial velocity vi at angle θi to the

horizontal. The trajectory is shown in black dash, the velocity vectors are in solid
arrows, and velocity components are dashed.

Projectiles Launched At an Angle

When a projectile is launched upward at an angle, its velocity has two
components:
1. a constant horizontal velocity that moves in the same direction as the
launch, the acceleration of which is zero; and
2. an upward positive vertical velocity component that is decreasing in
magnitude until it becomes zero at the top of the trajectory (therefore it no
longer goes up any further). But because gravity makes it accelerates
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downward at a rate of 9.8 m/s per second or 9.8 m/s2, (therefore it stays at
rest only for an instant) it will start to descend with an increasing negative
vertical velocity until it is stopped by something. So as the projectile moves
forward horizontally with uniform velocity, its vertical velocity is also
accelerated creating a trajectory that is a parabola.
For a projectile beginning and ending at the same height, the
time it takes a projectile to rise to its highest point equals the time it takes
to fall from the highest point back to its original position.
Relationship between angles and the height: As the angle increases,
the height also increases.
Relationship between the angle and the range: If the angle is less than
45 degrees, the range is increasing. If the angle is greater than 45 degrees
the range is decreasing.
Relationship between the angle and the time: As the angle increases,
the time also increases. Maximum range is achieved if the projectile is fired
at an angle of 45 degrees with respect to the horizontal.
Kinematic Equations for Projectile Motion
Horizontal Motion Vertical Motion
ax = 0 , Vx = constant ay = - ag = constant
Vfx = Vix Vfy = Viy - agt
Xf = Xi + Vix t yf = yi + Viyt – ½ agt2
Vfy2 = Viy2 – 2ag (yf – yi)
Vertical displacements and velocities are taken positive upward and negative
downward from the point of release, vag = 9.8 m/s2, downward
Sample Problem:
A marble is thrown horizontally from a table top with a velocity of 1.50
m/s. The marble falls 0.70m away from the table’s edge.
A.) How high is the lab table?
B.) What is the marble’s velocity just before it hits the floor?
Solution:
Before you can find the height of the lab table, you must determine first how
long the marble is in mid-air. For the horizontal distance travelled, this
equation Xf = Xi + Vixt will be used.
Given: Δx = Xf – Xi = 0.70 m
Vix = 1.50 m/s
Viy = 0

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Find: Δt = ?; a.) Δy = ? ; b.) Vfy = ?
A.) Solve Δt = Δx / Vix = 0.70 m / 1.50 m/s = 0.47 s total time of marble
in air
Now that you know the time it took the marble to fall to the ground, you
can find the vertical distance it travelled at the same time.
Use Δy = -1/2 agt2 from the equation yf = yi + Viyt – ½ agt2 where Viy =0
Δy = - ½ (9.8m/s2) (0.47s)2 = -1.08 m or 1.08 m below the table top; table
is 1.08 m high.
B.) To determine the magnitude of the resultant velocity, find first the two
velocity components and then solve for the resultant using the
Pythagorean Theorem equation: V2 = Vx2 + Vy2. If the horizontal velocity
is uniform at 1.50 m/s while the vertical velocity is uniformly
accelerated at Vfy = Viy – agt where Viy = 0.

Then solve
Vfy = Viy – agt = 0 – 9.8m/s2 (0.47s) = - 4.606 m/s = 4.61 m/s,
downward.
The magnitude of the resultant velocity is shown below.
V2 = Vx2 + Vy2 = (1.50m/s)2 + (-4.61m/s)2
𝑚 𝑚
V =√ (1.50 𝑠 ) 2 + (−4.61 𝑠 ) 2
21.25𝑚2
V = √ 2.25 + 𝑠2

23.5𝑚2
V=√ 𝑠2

V = 4.85 m/s
The direction of the velocity is determined using the tangent trigonometric
function.
tan θ = Vy / Vx
θ = tan -1 ( -4.61m/s) / (1.50 m/s)
θ = -71.976 degrees
θ = 72.0 degrees clockwise from the floor
Sample Problem 2
A soccer ball is kicked at ground level with a speed of 20 m/s at an angle of
450 to the horizontal. How much later does it hit the ground?

Choose the kicking point as the origin. When the soccer ball reaches
the ground again, the change in vertical displacement Δy is 0. To break the
problem into workable parts, determine first the initial horizontal

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component vix = (20.0 cos 450) m/s = 14.1 m/s; and the initial vertical
component viy = (20.0 sin 450) m/s = -14.1 m/s.

And because the final vertical position yf is at the same elevation as the
initial yi, the final vertical component vfy is -14.1 m/s but will be at 450 below
the x-axis which is perpendicular to the initial direction.
Using the concept of acceleration, you can solve for total time using the
equation

V. Process Questions:
1. Why do you think an object projected horizontally will reach the ground in
the same time as an object dropped vertically?
2. Why is the trajectory of a projectile always a curved path?
3. What are the factors that may affect the motion of a projectile?

VI. Activities:
Problem
1. A pool ball leaves a 0.60 meter high table with an initial horizontal velocity
of 2.4 m/s. Predict the time required for the pool ball to fall to the ground and
the horizontal distance between the table’s edge and the ball’s landing
location.

VII. Reflection/Generalization:
List down at least 5 things you learned about projectile motion.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________

WEEK 2

I. Lesson Title: IMPULSE AND MOMENTUM

II. MELC: Relate impulse and momentum to collision of objects (e.g.,
vehicular collision) (S9FE-IVb-36-37)
III. Specific Objectives:
A. Define Momentum.
B. Cite situations where momentum is involved.
C. Solve problems involving momentum.
D. Relate impulse and momentum to collision of objects.
E. Infer that the total momentum before and after collision are
equal.
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 IV. Key Concepts
The momentum of an object is defined as its mass multiplied by its
velocity. The total momentum of a system is the sum of the momenta of
each of the objects in the system.
An object’s momentum is also known as inertia in motion. For objects
moving at the same velocity, a more massive object has a greater inertia in
motion therefore a greater momentum. Momentum depends on two factors,
mass and velocity. Two cars of the same mass but different velocities will also
have different momenta.
In equation, p = mv
where p = is the momentum,
m=is the mass
v = is the velocity
Moving objects have velocities which can be measured directly or
indirectly. For stationary objects where the velocity is zero, the momentum is
also zero.
Remember this:
Equation to use If you are looking for… If you know…
p = mv Momentum mass and speed
m = p/v mass momentum and
velocity
V = p/m velocity Momentum and mass
Sample Problem:

1. Calculate the momentum of a 1200 kg car with a velocity of 25m/s.

p = mv = 1200 kg X 25 m/s = 30,000kg.m/s
2. The parking brake on a 1200 kg automobile has broken, and the vehicle
has reached a momentum of 7800kg.m/s. What is the velocity of the
vehicle?

V = p/m = 7800 kg.m/s. = 6.5 m/s

1200 kg

3. Given the following data, solve for momentum using the formula
p = mv.

Object Mass (kg) Velocity (m/s) Momentum (kg-m/s)

Bird 0.03 18 p = mv = 0.03 x 18 =0.54
Basketball player 100 5 p=mv=100 x 5 = 500
Bullet 0.004 600 p=mv= 0.004 x 600 = 2.4
Baseball 0.14 30 p=mv=0.14 x 30 = 4.2
Frog 0.9 12 p=mv=0.9 x 12 = 10.8

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Principle of Conservation of Momentum
The total momentum before a collision is equal to the total momentum
after the collision.
Let’s take this situation as an example.
Two children on skateboards are initially at
rest. They push each other so that eventually
the boy moves to the right while the girl moves
in the opposite direction away from each other.
Newton’s Third Law tells us that the force that
the girl exerts on the boy and the force that
makes the girl move in the other direction are
of equal magnitude but opposite direction. The Figure 1
boy and the girl make up a system – a collection
of objects that affect one another (Figure 1).
No net/unbalanced external force acts on the
boy-girl system, thus, the total momentum of
the system does not change (Figure 2). Remember
that momentum, like velocity and force, is a vector quantity. The momentum
gained by the girl is of equal magnitude but
opposite direction to the momentum gained
by the boy. In this system, no momentum is
gained or lost. We say that momentum is
conserved. Figure 2

A collision is an encounter between two objects resulting in exchange

of impulse and momentum.
The two types of collision are:
1. Elastic collision – one in which the total kinetic energy of the system
does not change and colliding objects bounce off after collision.
2. Inelastic collision – one in which the total kinetic energy of the
system changes (i.e., converted to some other form of energy). Objects
that stick together after collision is said to be perfectly inelastic.

Figure 3. Elastic Collisions. (a) moving object collides with a stationary object (b) two moving
objects collide head-on (c) two objects moving in the same direction collide

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Figure 4. Inelastic Collision. Two objects collide, stick together and move as one.

In everyday life, however, perfectly elastic collisions are rare, and most
collisions are inelastic to some extent.
Impulse is the product of the net force and the time interval for which
the force acts. In equation, it is I = Fnet x Δt. This explains that a net external
force, Fnet, applied to an object for a certain time interval, Δt, will cause a
change in the object’s momentum equal to the product of the net force and
the time interval.
Changes in momentum happen every time. A fast-moving car when
suddenly stopped might have damaging effects not only to the vehicle itself
but also to the person riding it. A very important application of impulse is
improving safety and reducing injuries. In many cases, an object needs to be
brought to rest from a certain initial velocity. This means there is a certain
specified change in momentum. If the time during which the momentum
changes can be increased then the force that must be applied will be less and
so it will cause less damage. This is the principle behind arrestor beds for
trucks, airbags, and bending your knees when you jump off a chair and land
on the ground.
Air bags are used in motor vehicles because they are able to reduce the
effect of the force experienced by a person during an accident. Air bags extend
the time required to stop the momentum of the driver and passenger. During
a collision, the motion of the driver and passenger carries them towards the
windshield. If they are stopped by a collision with the windshield, it would
result in a large force exerted over a short time in order to bring them to a
stop. If instead of hitting the windshield, the driver and passenger hit an air
bag, then the time of the impact is increased. Increasing the time of the impact
results in a decrease in the force.

V. Process Questions:
1. Which has more momentum, a huge moving truck or a small moving toy
cart? Why do you say so?
2. What affects momentum?
3. How momentum is conserved?
4. How is impulse related to momentum?

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VI. Activities:

1. A moving car has momentum. If it moves twice as fast, its momentum

would be ________________ as much.
2. Two cars, one twice as heavy as the other, moves down a hill at the
same time. The heavier car would have a _____________________
momentum.
3. A bowling ball whose mass is 4.0 kg is rolling at a rate of 2.5 m/s. What
is its momentum?
4. A skateboard is rolling at a velocity of 3.0 m/s with a momentum of 6.0
kg-m/s. What is its mass?
5. A pitcher throws a baseball with a mass of 0.5 kg and a momentum of
10 kg-m/s. What is its velocity?

VII. Reflection/Generalization:

Cite at least 5 situations where momentum is involved.

1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________

WEEK 3
I. LESSON 1: CONSERVATION OF MECHANICAL ENERGY
II. MELC: Perform activities to demonstrate conservation of
mechanical energy. S9FE-IVd-40
III. Specific Objectives:
1. identify the different forms of mechanical energy,
2. trace and explain the energy transformations in various activities; and
3. ascertain that the total mechanical energy remains the same during
any process.
IV. Key Concepts:

Mechanical energy is the energy that is possessed by an object due to its motion or due to
its position. Mechanical energy can be either kinetic energy (energy of motion) or
potential energy (stored energy of position).

Table 1: Different forms of Mechanical energy

Potential Energy

-commonly considered as stored

energy having the potential to do
mechanical work

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 Kinetic Energy

-energy in moving matter and wave

Table 2: Mechanical Potential and Kinetic Energy Equations

Potential Energy

Kinetic Energy where

KE=kinetic energy

m=mass of object

v=velocity of object

The Law of Conservation of Energy states that energy is transformed from one form to
another; energy is neither created nor destroyed, and thus, energy has always existed in one form or
another.
According to the Law of Conservation of Mechanical Energy, the total mechanical energy
which is the sum of kinetic and all potential energy of a system is constant.
The Total Mechanical Energy is,
MET = PE + KE =Constant
This equation states that there is no change in the total mechanical energy in the system. The
increase or decrease in the kinetic energy of the system is equal to the decrease or increase in its
potential energy respectively, in order that the total mechanical energy is constant.
Refer to Figure 1. The conservation of energy in a falling ball. The ball’s gravitational potential
energy decreases as it moves down while its kinetic energy increases.
Figure 1. Falling ball

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V. Process Questions
Let’s check your understanding. Answer the following questions.
1. What are the changes in the forms of energy especially mechanical energy?
2. What are examples of energy transformation?
3. How is mechanical energy conserved during transfers and /or
transformations?
VI. Activity

A. From the concept of energy conversion, trace the change of mechanical energy
of the system at different points. Use if it increases , if it decreases, if
it remains the same, or 0 if it becomes zero. No friction on the system.

1.____________ PE(a) ____________ KE(a) ____________

PE(b) ____________ KE(b) ____________

PE(c) ____________ KE(c) ____________

PE(d) ____________ KE(d) ____________

PE(a) ____________ PE(b) ____________ PE(c) ____________

PE(d) ____________

KE(a) ____________ KE(b) ____________ KE(c) ____________ KE(d) ____________

B. Complete the table below.
Consider a 1kg metal ball dropped on top of a building and reached the
ground after 3s. Determine what happens to the metal ball’s kinetic and
potential energy.
At t = 0 s, the object is 44.1 m from the ground. Using the equations for
Potential Energy, we have
PE = mgh The Kinetic Energy at t The Total
= (1 kg)(9.8 m/s2 )(44.1 = 0 s is, Mechanical Energy
m) KE = ½ mv2 of the free-falling
= ½ (1kg)(0)2 object at t = 0s is
= 432.18 J
=0 MET = PE + KE
= 432.18 + 0
= 432.18 J

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 At t = 1 s, the Potential Energy is,

PE = mgh The Kinetic Energy at t The Total

= 1 s is, Mechanical Energy
= (1 kg)(9.8 m/s2 )(44.1m – 4.9 m) KE = ½ mv2 is,
= (9.8kg m/s2 )(39.2 m) = ½(1 kg)(9.8 m/s)2 TME = PE + KE
= 384.16 J = 48.02 J = 384.16 J +
48.02 J
= 432.18 J

Following the steps in getting the Kinetic Energy and Potential Energy for t = 0 s and t = 1 s, complete
the table.

Table 3. Summary of Mechanical energy of a free-falling Body.

Time, t Height, h Velocity, v Potential Kinetic Total
(s) (m) (m/s) Energy, PE Energy, KE Mechanical
(J) (J) Energy,
𝟏
h= agt 2 vf = agt PE= mgh 𝟏
KE= mv 2 ME T = PE + KE
𝟐 𝟐
(J)

0 44.1 0 432.18 0 432.18

1 39.2 9.8 384.16 48.02 432.18

VII. Reflection/Generalization

Give 5 insights of what you have learned from the lesson.

WEEK 3
IV. LESSON 1: RELATIONSHIP AMONG HEAT, WORK AND
EFFICIENCY
V.MELC: Construct a model to demonstrate that heat can do work.
S9FE-IVe-42
VI. Specific Objectives:
1. infer that heat transfer can be used to do work; and
2. construct a model to demonstrate that heat can do work.
IV. Key Concepts:

The study of heat and its transformation to do work or mechanical energy is called
thermodynamics. Heat is defined as a transit energy that flows from a high temperature to low
temperature. During this process, the object with higher temperature loses heat while the object with
lower temperature gains heat. The amount of heat lost is always equal to the amount of heat gained.
In other words, heat energy is conserved. It is neither created nor destroyed.

Energy transfer in the form of heat can result in the performance of work upon the system or
the surroundings. Devices that utilize heat to do work are often referred to as heat engines.

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 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 flows naturally from
a hot object to a cold object.
V. Process Questions
Let’s check your understanding. Answer the following questions.
1. How is heat can be turned to work?
2. How is work related to energy?
VI. Activity

A. Examine the pictures below and explain how heat can do work.

1. 2.

3. 4.

B. Doing a Simple Steam Engine at Home

Materials: kettle boiling water paper propeller

stove/charcoal stick

*Note:

1. Take extra precautionary measures in using the stove or kalan.

3. Dealing with hot water could cause burn, please be careful.

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 Procedures:
1. Do first the paper propeller by following these procedures.

2. Put clean water in the kettle.

3. Set the stove or kalan and place the kettle on top.
4. Wait till the water boil.
5. Upon boiling and steam appears, place the paper propeller on top
of the steam. Observe. Then place the propeller away from the
steam. Observe.
6. Draw your model diagram below.

Guide Questions:

1. What will you infer to happen as the paper propeller was introduced to the
flowing steam?
2. How will you differ the paper propellers reaction when directly above the
steam and when you take it away from the steam?

VII. Reflection/Generalization

Give 5 insights of what you have learned from the lesson.

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 WEEK 4
I. LESSON 1: How Electricity is Generated, Transmitted, and Distributed
II. II. MELC: Explain how heat transfer and energy transformation make heat
engines work. 9FE-IVg-46
III. Specific Objectives:
1. Identify different types of energy resources that generates electricity;
2. describe how electricity is generated in an electric company;
3. trace the energy transformation in an electrical power plant;
4. differentiate between a step-up from a step-down transformer; and
5. Identify specific areas where step-up transformers and step-down
transformers are utilized.
IV. Key Concept:
Electricity is the main source of energy in every house, business, industry,
agriculture and many other establishments anywhere in the world. We consume
electricity in a large scale into which a large and unused source are still available.
To name some source of electricity we have; coal, nuclear, diesel, wave,
geothermal, wind, solar, and hydro-electric power plant are widely tapped as source
of electricity all over the world.
In our country we have harnessed newest and renewable source of electricity,
solar energy. But due to the location of our country, as tropical country, having two
seasons which majority of it is rainy season, there are only a number of sites or areas
that has this power plants.
To add up your knowledge on different source of electricity, here are some list
to ponder on.
Types of Power Plants (Sources of Electricity)
Coal- coal power plant uses fossil fuel to supply heat to a boiler to which will allow
a turbine to rotate and produce electricity. In the Philippines we have numbers of
this energy plants. In Mindanao, we have it located in Maasim, Sarangani Province.
It contributes electricity to SOCOTECO II for the added electricity to avoid frequent
brownouts in its localities.
Nuclear-it is a very cheap source of energy but its radiation could spell disaster and
diseases. It uses plutonium as its source of energy, a very small yet very powerful
element and a very active source of radiation. Bataan Nuclear Plant was introduced
in the Philippines during President Marcos regime but was not materialized due to
environmental and political disputes.

Diesel- it could be in a barge or inland. A good source of electricity using fossil fuel
(diesel) as its fuel. But studies show it highly contributes pollution to the atmosphere.
Diesel Power Plant in Bohol contributes electricity to the locality and reduce
brownouts to the areas near it.
Wave/Tidal-newest and one of the not so cheap sources of energy harnessing the
strength of the endless ocean wave as an energy that able to spin number of turbines
that produce electricity. Because it is an expensive source of electricity, only
numbers of it are found worldwide.
Geothermal-harnessed the energy of the earth’s natural underground heat that
creates steam which drives turbines to generate electricity. Mostly located in areas

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full of active volcanoes. Tiwi Geothermal Plant in Albay is one of the many geothermal
plants in the Philippines which uses this energy source to generate electricity.
Wind-uses turbines which generates endless electricity if managed well. Areas rich
in winds venture on this clean and green electricity. Bangui wind farm has this wind
mills in the Philippines located at Ilocos Norte contributing electricity consumptions
to the localities.
Solar-the fastest growing source of electricity observed worldwide due to its cheap
materials and harnessed the unlimited sun’s heat converting it into electricity in
areas rich in sun’s rays like Middle East and along the equator. The Philippines is
starting to develop this type of power plant especially the one found in Banga, South
Cotabato.
Hydro- harnessed the strength of the water coming from high areas like falls and
mega dams. It uses waters’ potential energy to generate force that run turbines to
produce electricity. The most abundant type of power plant found all over the world
and in the Philippines where water falls are found anywhere all throughout the
country.

Fig. 1. Hydroelectric Power Plant

HOME
STREET POST
HOME
Fig.2 Pathway of Electricity
All types of power plants generate electricity in various energy sources. The energy
found in each source is harnessed to spin huge turbines (mechanical energy). This
energy will be converted into electrical energy generated by giant generators.
The power plant will distribute electricity by means of transmission lines that could
either be along giant transmission posts, or below the ground.
From the power plant it bears a low voltage of electricity, 12,000 volts, not
that much to reach your homes. It will pass through a step-up transformer in the
transmission substation making it in a range of 138,000 - 765,000 volts. Increasing
its voltage to be able to reach farthest areas as much as possible.
National Power Corporations deliver electricity through transmission lines
going all throughout the farthest areas through transmission lines and reach to step-
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down transformer in a distribution substation decreasing its voltage to a range of
34,500 – 138,000 volts ready for distributions in a local distribution system in local
service areas.
The distribution system (South Cotabato Electric Cooperative I (SOCOTECO
I)) will deliver its electricity but first reduce much further the voltage ranging from
2,400 – 19,920 volts in their step-down transformer substation.
Before it reaches our homes, posts outside our homes, near the streets
converts the huge voltage of electricity coming from our local substations with its
step-down transformers making the voltage 220 volts. The allowable voltage that
is required for our appliances and gadgets to function properly. A surge of electricity
will be sieved by the transformers in the post, electrical fuse, and circuit breakers at
home.
V. Process Questions:
Let’s check your understanding. Answer the following questions.
1. What is electricity? How is electricity produced?
2. What are the six sources of electricity?
3. What are the different Power Plants found in Philippines?
4. How electricity reaches us from the electric power plant?
VI. Activities:

In this activity, you will be able to:

Objective:

1. Identify different types of energy resources that generates electricity;

2. describe how electricity is generated in an electric company
Direction: Label the type of power plant found in the Philippines. Connect each
power plant to their type and the places they are located. Write your answer on a
separate sheet of paper.

A. CONAL Coal Power

1. ___________________ Plant (Maasim,
Sarangani Province

B. Maria Christina
Hydro Electric Power
2. ___________________
Plant (Iligan City)

C. Geothermal Power
3. ___________________ Plant (Tiwi Albay)

D. Diesel Power Plant

(Dampas, Tagbilaran
City)

4. ___________________

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Activity: Tracing Power
Objective:
1. trace the energy transformation in an electrical power plant;
2. differentiate a step-up from a step-down transformer; and
3. Identify specific areas where step-up transformers and step-down
transformers are utilized.
Direction: In this activity, you will trace the path of the electricity from its source
going to your homes. Arrange each illustration on which it’s correct order of
production, transmission, and distribution of electricity. Write the letter of your
answer on a separate sheet.

A. 138,000 - 765,000 V B. 12,000 V C.220

D. E. F. Home

Answer. 1___ 2 _____ 3 _____ 4_____ 5_____ 6 _____

Q1. Which illustration comes first? Why? ____________________________

Q2. What is the function of the step-up transformer? _________________
Q3. What can you infer why transmission lines are bigger, taller, and much farther
from housing areas? __________________________________
Q4.How does step-down substation help regulate electricity?
______________________________
Q5. What is the main purpose why posts near our houses contains step-down
transformers? _________________________________________

VII. REFLECTION/GENERALIZATION:
Give 5 insights/ learnings about what you have learned from the lesson.

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