Grade 9 Test Questions

4th Quarter
Based on PISA Standard

NAME : MA. LUISA F. CONSTANTINO GRADE LEVEL : 9

SCHOOL : DON CARLOS LEDESMA NATIONAL HIGH SCHOOL LEARNING AREA: SCIENCE
MELC COGNITIVE PROCESS DIMENSION
Construct a model to demonstrate that the heat can do Creating Level
work
S9FE-IVe-42
SELECTED-RESPONSE ITEM CONSTRUCTED RESPONSE
Read and analyze:
Construct a model on how heat can do
Heat is the energy transferred from one body to work by demonstrating the students the
another as a result of temperature difference. There use of boiling water in the kettle and
are several ways by which heat can be converted into
aluminium propeller (turbine).Put the
useful work.
aluminium propeller near the nozzle of
the kettle (steam outlet) and then they
will observe.

QUESTIONS:
Based on your model , how heat can do
1. Based on the model , which situations shows work?
That water in the kettle transform work to the
propeller? ANSWER:
a. The propeller did not move near the nozzle of
the kettle The turbine blades move ( work )
b. The propeller moves faster near the nozzle of because of thermal energy that comes
the kettle from the steam of boiling water ( heat )
c. The propeller stop moving as it put near the from the kettle. The heat converted to
nozzle of the kettle work or into mechanical energy.
d. When the propeller did not react to the boiling
water.
ANSWER: B

2. How will you know that the water in the kettle

have performed work?
a. When the water’s temperature is below
100⁰C.
b. When the water’s temperature is above
100⁰C.
 c. When the water’s temperature does not
change
d. When the water’s temperature reaches
100⁰C and starts to boil.

ANSWER: D
A

Based on the picture how energy transformation

happens in the hot air balloon.

A. Heat Energy Chemical Energy

Electrical Energy
B. Thermal Energy Kinetic Energy
Sound Energy
C. Heat Energy Kinetic Energy
Mechanical Energy
D. Electrical Energy Mechanical Energy
Thermal Energy

ANSWER: C

FRAMEWORK CATEGORIES FRAMEWORK EXTENSION

TOPIC Construct a model to demonstrate that heat

can do work
PISA COMPETENCY Evaluate and design scientific inquiry
PISA KNOWLEDGE Procedural knowledge
CONTEXT High
COGNITIVE DEMAND Frontiers of Science and Technology
ITEM FORMAT Q1 Multiple Choice
Q2 Multiple Choice

Grade 9 Test Questions

4th Quarter
Based on PISA Standard
Context Environment

Cognitive Demand HIGH

Item Format Q1 Multiple choice

 Q2 Open response

Grade 9 Test Questions

4th Quarter
Based on PISA Standard

Name: SHARMIE B. DELIMA/REYNALD LAGUNDAY Grade Level: 9

 School: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL Learning Area: SCIENCE

MELC Cognitive Process Dimension/s

INVESTIGATE THE RELATIONSHIP BETWEEN THE ANGLE

OF RELEASE AND THE HEIGHT AND RANGE OF ANALYZING LEVEL
PROJECTILE- ( S9FE-Iva-35)

Selected – Response Item Constructed – Response Item

Projectile motion has two components: horizontal and Study the graph below showing the angle of release and
vertical. The horizontal displacement travelled by a the range of a projectile motion. Answer the question
projectile is called its range.The angle at which the that follow .
object is launched dictates the range, height , and time
of flight the object will experience.

Source: SCIENCE 9 LEARNING ACTIVITY SHEET, QUARTER 4-MELC

2,WEEK 1-2

Source: SCIENCE 9 LEARNING ACTIVITY SHEET, QUARTER 4-MELC

1. Based from your analysis, how is the angle of
2,WEEK 1-2
release related with the height and range of the
Analyze the graph above and answer the following projectile?
questions.
ANSWER:
1. At what angle of release did the projectile
travel the shortest range? As the angle of release is more than 45 0, the height of the
projectile would be higher with a shorter range . Whereas,
i. 150 if the angle of release is lower than 450, the height of the
projectile would be lower with a longer range.
ii. 300

iii. 450

iv. 75

A. i and ii

B. iii and iv
 C. i and iv

D. Ii and iii

ANSWER: C

2. At what angles of release did the projectile

travel at the same range?

A. 300 and 600

B. 150 and 750

C. Both A and B

D. A only

ANSWER: C

3. At what angle of release did the projectile

reach the maximum height?

A. 150

B. 300

C. 450

D. 600

ANSWER: C

4. Based from the graph, which of the following

statements best describe the relationship
between the angle of release, height and range
of a projectile?

A. As the angle of release is more than 45 0 , the

projectile would be higher with a shorter range .
Whereas, if the angle of release is lower than 450,
the projectile would be lower with a longer
range.

B. As the angle of release is more than 45 0 , the

projectile would be lower with a shorter range .
Whereas, if the angle of release is lower than 450,
the projectile would be higher with a longer
range.

C. As the angle of release is more than 45 0 , the

projectile would be higher with a longer range .
Whereas, if the angle of release is lower than 450,
the projectile would be lower with a shorter
range.

D. As the angle of release is more than 45 0 , the

 projectile would be shorter with a higher range .
Whereas, if the angle of release is lower than 450,
the projectile would be higher with a shorter
range.

ANSWER: A

Framework Categories Framework Extension

Topic PROJECTILE MOTION

PISA Competency Explaining phenomena scientifically

INVESTIGATING THE RELATIONSHIP BETWEEN THE ANGLE OF RELEASE AND

THE HEIGHT AND RANGE OF PROJECTILE.

PISA Knowledge PROCEDURAL KNOWLEDGE-PHYSICS

Context Environment

Cognitive Demand HIGH

Item Format Q1 Multiple choice

Q2 Open response

Grade 9 Test Questions

4th Quarter
Based on PISA Standard
 MELC Cognitive Process Dimension/s

Explain How Electrical Energy is generated,

transmitted, and distributed (S9FE-IVh-j-46) Analyzing Level

Selected – Response Item Constructed – Response Item

For items 1-4, refer to the selection:

Steam is generated at the electrical power plant by the

burning of fossil fuels.

The steam powers a turbine which spins a huge

magnet inside a copper wire. Heat energy converts to
mechanical energy which then converts to electrical
energy in the generator.

Electricity flows from the power plant through wires to Based on the picture above, analyze how
the step up transformer. The transformer raises the Electrical Energy is generated, transmitted, and
voltage so it can travel long distances-its raised as high distributed.
as 756,000 volts.
1. How will you explain the generation,
The electric current then runs through the power lines transmission, and distribution of Electrical
to the substation transformer where voltage is lowered energy to your household?
to between 2000 and 13000 volts.

Electricity is then taken through the lines to a pole

Answer:
transformer – or a transformer box if underground – and
voltage is lowered again to between 120 and 240 volts. From the generating power plants, electricity was
converted into the Step-Up transformers is then
From here electricity comes into your home through a
made to travel along cables and wires called
service box, where your meter is located to measure
transmission substation. Transmission substation
how much you use. Wires take electricity around your
may either be constructed overhead on towers or
home powering your lights and all your other appliances
they may be underground. They are operated at
high voltages, send out large amounts of
electrical power, and extend over considerable
distances. This power is then carried through
lines to the Step-down transformers and carried
through the power distribution systems located in
Question: the local service area. The local distribution
system connects the transmission system to the
1. Which of the following explains how electrical customer’s household/residences.
energy is generated?
A. moving water
B. Earth’s crust
C. remains of plants and animals
D. turbines capture kinetic energy

Answer: C

1. Which of the following explains how electrical energy

is transmitted?
A. The power is transmitted via a shaft to a
 generator which then converts it into electrical 2. Based on the picture below analyze and
energy. explain how electrical energy is generated,
B. Power plants used heat from deep inside Earth transmitted and distributed using wind.
to generate steam to make electricity.
C. Sunlight hits the solar panels and creates an
electrical field.
D. Steam is generated at the electrical power plant
by burning of fossil fuels.

Answer: D

2. Which of the following explains how electrical energy

is distributed for human use?
A. Electricity is taken through the lines to a pole
transformer then into your home through a
service box.
B. Electricity is taken through the step-up
transformers then into your home through a
service box.
C. Electricity is taken through the step-down Answer:
transformers then into your home through a
service box. A wind turbine transmission system is
D. Electricity is taken through the generating power described where in mechanical power directly
plants then into your home through a service from the slow rotation of the shaft of a large
box. wind turbine rotor is carried over the electrical
power through a synchronous generator via
Answer: A the circulation of high pressure gas running in
a closed circuit. Wind turbines use blades to
3. Which of the following choices best explains how collect the wind’s kinetic energy. Wind flows
Electrical Energy is generated, transmitted, and over the blades creating lift which causes the
distributed? blades to run the blades are connected to a
A. By burning of fossil fuels from the power plants, drive shaft that turns an electric generator
electricity was converted into the step-up which produces electricity.
transformers, this power is then carried through
lines to the step-down transformers and carried
through the power distribution systems located in
the local service area to your residences.
B. By burning of fossil fuels from the power plants,
electricity was converted into the step-down
transformers, this power is then carried through
lines to the step-up transformers and carried
through the power distribution systems located in
the local service area to your residences.
C. By burning of fossil fuels from the local service
area, electricity was converted into the step-up
transformers, this power is then carried through
lines to the step-down transformers and carried
through the service located in the local service
area to your residences.
D. By burning of fossil fuels from the power plants,
electricity was converted into the transmission
lines, this power is then carried through lines to
the step-down transformers and carried through
the power distribution systems located in the
local service area to your residences.

Answer: A

School: DON CARLOS LEDESMA NATIONAL HIGH SCHOOL Learning Area: SCIENCE
 Framework Framework Extension
Categories

Topic Electricity and Magnetism

PISA Competency Explain Phenomena Scientifically

Explain How is Electrical Energy is Generated, Transmitted and Distributed.

PISA Knowledge Procedural Knowledge

Context Natural Resources/Local/Personal/National/Global

Cognitive Demand High

Item Format Q1 Multiple choice

Q2 Open response

Grade 9 Test Questions

2nd Quarter
Based on PISA Standard
NAME : MA. LUISA F. CONSTANTINO GRADE LEVEL : 9
SCHOOL : DON CARLOS LEDESMA NATIONAL HIGH SCHOOL LEARNING AREA: SCIENCE
 MELC COGNITIVE PROCESS DIMENSION
Competency : Creating Level
Recognize the general classes and uses of
organic compound
S9MT-IIh-18
SELECTED-RESPONSE ITEM CONSTRUCTED RESPONSE

Hydrocarbons are organic compound that contain Carbon compounds are also called organic
carbon and hydrogen , such as Methane , Ethane, compound. Methane is an example of
Butane and more. There families are Alkanes, carbon compound. Its formula is (CH4) . It
Alkenes and Alkynes. has 1 carbon atom and 4 hydrogen atoms
Gasoline, Kerosene, Formaldehyde, acetone, acetic
acid are some of the example of organic
compound. It comes from living things.

Methane (CH4)

Butane (C4H10)

QUESTIONS:

1. Which is true about organic compound?

I. Organic compound have hydrogen and

calcium
II. Organic compound contains carbonate
III. Organic compound have carbon and
hydrogen
IV. It comes from living things
A. I and II
B. II and III
C. I and III
D. III and IV
ANSWER: D

QUESTIONS: QUESTION:

2. Which is true about organic compound? What is the use of methane?

I.Organic compound have hydrogen and calcium ANSWER:

II Organic compound contains carbonate
III .Organic compound have carbon and hydrogen The use of methane as Hydrocarbon is
IV It comes from living things for fuel to make heat and light
A. I and II
B. II and III
C. I and III
D. III and IV
ANSWER: D

I. Ethyl alcohol is an example of

hydrocarbon or organic compound. What
is the use of Ethyl alcohol?
I. Fuel
II. Disinfectant
III. Fertilizer
IV. Medicine
A. I and II
B. III and IV
C. II and IV
D. I and III

ANSWER: C

1. My mother wanted to buy a substances- to

fry fish for our viand , but she found out that
thers no substance for frying fish in the
kitchen. What substance she will going to
use to fry fish?
A. kerosene
B. salt
C. alcohol
D. edible oil
ANSWER: D

FRAMEWORK CATEGORIES FRAMEWORK EXTENSION

TOPIC Recognize the general classes and uses of

organic compound
PISA COMPETENCY Evaluate and design scientific inquiry
PISA KNOWLEDGE Procedural knowledge
CONTEXT High
COGNITIVE DEMAND Frontiers of Science and Technology
ITEM FORMAT Q1 Multiple Choice
Q2 Multiple Choice

Grade 9 Test Questions

2nd Quarter
Based on PISA Standard
NAME : MA. LUISA F. CONSTANTINO GRADE LEVEL : 9

SCHOOL : DON CARLOS LEDESMA NATIONAL HIGH SCHOOL LEARNING AREA: SCIENCE
MELC COGNITIVE PROCESS DIMENSION
Explain how ions are formed Creating Level
S9MT-II e-f-16
SELECTED-RESPONSE ITEM CONSTRUCTED RESPONSE
Selection:
Lewis Dot Structure is a convenient way of
It is said that elements with low ionization energy showing valence electron. When bonds are
tend to form CATION ( positive charge ions) .An formed atoms may lose or gain electrons.
atoms with high ionization energy tend to accept
Group IA and IIA are metals and they are
electrons to form ANION. Group IA ,IIA are
CATIONS ,while group VI A ,VII A are ANIONS. cations ions VIA and VIIA are non-metals
they are anion.
Na atom loses 1 electron to make Na Cation or Na
ion while Chlorine receives 1 electron to become Cl
anion.

Calcium Oxygen
Na +
Cl
Cation giver Anion receiver
QUESTIONS: QUESTIONS:

1. What will likely to happen when Na gives Why does calcium ion is a cation and
to its electron oxygen ion is an anion?
A. Na atom will become NaCl
B. Na atom will losses, 1 electron to become ANSWER:
cation
Calcium is a cation because it gives its
C. Cl and Na are both found in group VII A electron and it is a metal element while
D. Cl atom is a positive ion oxygen is an anion because it receives
electrons and it belongs to non-metallic
ANSWER: B
element to form ionic bonding.
2. Explain how calcium ion with two valence
electron and oxygen atom with 6 valence
electron formed?

A. Calcium ion losses 2 electrons to make

cation while oxygen ion receiver 6
electrons to make anion to make them
stable
B. Calcium ion is anion while oxygen ion is
a cation
C. Calcium atom received two eletrons and
its charge is positive
D. Calcium oxygen are both anions
ANSWER: A

3. What will happen to a non-metallic atom

after ionic bonding?
I. It forms a cation
II. It form an anion
III. Makes them stable
IV. Becomes unstable

A. I and II
B. II and III
C. III and IV
D. I and IV

ANSWER: B

FRAMEWORK CATEGORIES FRAMEWORK EXTENSION

TOPIC Construct a model to demonstrate that heat
can do work
PISA COMPETENCY Evaluate and design scientific inquiry
PISA KNOWLEDGE Procedural knowledge
CONTEXT High
COGNITIVE DEMAND Frontiers of Science and Technology
ITEM FORMAT Q1 Multiple Choice
Q2 Multiple Choice
 Grade Test Questions
2ND Quarter
Based on PISA Standard
NAME : MA. LUISA F. CONSTANTINO GRADE LEVEL : 9

SCHOOL : DON CARLOS LEDESMA NATIONAL HIGH SCHOOL LEARNING AREA: SCIENCE
MELC COGNITIVE PROCESS DIMENSION
Use mole concept to express mass of the Creating Level
substance
S9MT-II i-19
SELECTED-RESPONSE ITEM CONSTRUCTED RESPONSE
 Molar mass M is the mass of 1 mole of atoms
or molecules Steps in converting the given mass of an
 Molar mass of an atom is the mass given in element.
the periodic table STEP 1
 The formula is :
M=mass of an atom Determine the given mass of the
No. of mole element
To determine the mole

n= m/M STEP 2
n=mole Calculate the number of moles using the
M=mass
formula
M=molar mass
 Unit of mole is g/mole
N=mass
QUESTIONS: Molar mass

1. How many grams are equivalent to 5 QUESTIONS:

moles of silver?
How solve the moles of an atom or
A. 540 grams element?
B. 450 grams
ANSWER:
C. 650 grams
D. 700 grams To solve for the moles of a
substance ,get the mass of the element
ANSWER: A divided by molar mass.

2. How many moles are in 48 grams of

magnesium?
A. 5 moles of Magnesium
B. 2 moles of Magnesium
C. 4 moles of Magnesium
D. 8 moles of Magnesium

ANSWER: B
QUESTIONS: QUESTIONS:

3. How many grams are equivalent to 5 How do you compute the moles of an
moles of silver? atom or element?
E. 540 grams
ANSWER:
F. 450 grams
G. 650 grams To compute the moles of a
substance ,get the mass of the element
H. 700 grams
divided by molar mass.

ANSWER: A

FRAMEWORK CATEGORIES FRAMEWORK EXTENSION

TOPIC Construct a model to demonstrate that heat

can do work
PISA COMPETENCY Evaluate and design scientific inquiry
PISA KNOWLEDGE Procedural knowledge
CONTEXT High
COGNITIVE DEMAND Frontiers of Science and Technology
ITEM FORMAT Q1 Multiple Choice
Q2 Multiple Choice