Beruflich Dokumente
Kultur Dokumente
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standard work using constant force, power, gravitational
potential energy, kinetic energy, and elastic
potential energy.
B. Performance The learners shall be able to develop a written plan
Standard and implement a “Newton’s Olympics”.
C. Learning LC21: Describe how work is related to power and
Competencies/ energy (S8FE-Ic-21)
Objectives
(Write the LC Objectives:
code 1. Define power.
for each) 2. Describe how work is related to power
3. Describe how work is related to energy
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 23 – 25
Guide pages
2. Learner’s pp. 33 – 36
Materials
pages
3. Textbook DepEd. Science and Technology IV. SEDP Series.
pages (1992). Philippines: Book Media Press, Inc.
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
Work Energy
Situation.
Mang Pedro and Mang Juan are best of friends.
One day, an old woman asked for help to lift 10
sacks of rice on top of the jeepney. She is willing to
give 100 pesos for who will do more work. Mang
Pedro lifts 5 sacks of rice in 1 minute. While Mang
Juan uses a pulley and lifts 5 sack of rice in 10
seconds.
P = W/t Average:
P = ∆E Is energy the same
Given the equation, with work? Explain.
explain how work and What is power?
energy is related to (Define or describe it
power. scientifically)
Average:
How much power is
required to do 1,200 J Difficult:
of work in 1 minute? How much power is
used in lifting a 25 kg
How much is the body at a height of 15
change in Potential meters in 10 seconds?
Energy of the block of
wood if it is lifted with a Power distributor such
force of 10 N to a height as SORECO send
of 4m? How much work monthly bills to their
is done on the block? customers. What do they
charge to customers,
Difficult: energy or power? (Prove
Horse A produces your answer)
twice the power of
Horse B. Can you How can you reduce
conclude that Horse A electric bills in your
does twice as much house and in the school?
work than Horse B?
The Fresnido
household consumes
12 kW-h of energy per
day. How much power
do they consume per
day?
B 20 1 Labo
C 30 2 rer 14
120
D 35 3 using 400
pulley
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
Prepared by:
JOANA MARIE P. FRESNIDO
AVERAGE LEARNER’S ACTIVITY
Q1. Have you done work when you raise the rock to 1 meter height? Did
you transfer energy to the rock? How do you know?
Roll a plastic or rubber ball along the floor to hit an empty plastic
bottle.
Procedure:
4. Each member will walk or run up the flight of stairs. Use a stopwatch or
any watch to get the time it takes for each member to climb the stairs.
Record the time in the 4th column.
5. Solve for the energy expended by each member. Record them in the
5th column of the table.
6. Compute for the power output of each member.
Q1. Who among the group members had the highest power output?
Q3. Who among the group members had the lowest power output?
Q5. What can you say about the work done by each member of the group?
Did each member perform the same amount of work in climbing the stairs?
ADVANCE LEARNER’S ACTIVITY
Materials Needed:
Procedure:
1. Given the materials needed in this activity and the table below, make
your own procedure on how to measure one’s power.
Data:
Q1. Who among the group members had the highest power output?
Q3. Who among the group members had the lowest power output?
Q5. What can you say about the work done by each member of the group?
Did each member perform the same amount of work in climbing the stairs?
Q6. Determine the potential energy (in joules) you gained by running up the
stairs.
Q7. Think of at least one way you could improve your power output.
VIII. OBJECTIVES
D. Content Standard The learners demonstrate an understanding of work
using constant force, power, gravitational potential
energy, kinetic energy, and elastic potential energy.
E. Performance The learners should be able to The learners shall
Standard be able to develop a written plan and implement a
“Newton’s Olympics”.
F. Learning LC: Relate speed and position of object to the
Competencies/ amount of energy possessed by a body.
Objectives (S8FE-Id-23)
(Write the LC
code Objectives:
for each) 1. Relate speed of object to the amount of
kinetic energy possessed by a body.
2. Relate position of object to the amount of
potential energy possessed by a body.
3. CONTENT The kinetic energy of an object is directly
proportional to the square of its speed.
8. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning Hewitt, P. G. (1997) Conceptual Physics (3rd ed.),
Resources Addison-Wesley Publishing Company, Inc.
https://betterlesson.com/lesson/640019/exploring-
the-relationship-between-potential-kinetic-energy
What type of
Get the meta card under mechanical energy
your chair. does the picture
Give situations or demonstrate? PE or
examples showing KE KE? Why?
and PE and paste it on
the board.
K. Explain L.
Dis Discussion
or
Follow-up: Questions:
An elephant on the
ground has greater
potential energy than a
leaf 15 feet in the air.
2h
O. Extend How will you apply the The students will make
learnings you have gain a photo essay about
today in the following the comparison of
areas? object’s KE and PE
a. Sports related to its speed and
b. Transportation position respectively.
c. Energy Resources
Problem: To construct a
mouse toy that will move
across the floor based on
the amount of potential
energy stored in a twisted
rubber band.
6. REMARKS
7. REFLECTION
8. OTHERS
H. No. of learners
who earned
80% on the
formative
assessment
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K. No. of learners
who continue to
require
remediation.
L. Which of my
teaching
strategies
worked well?
Why did it work?
M. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
N. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
Evaluated by:
RONA E. AGUILA
Objectives:
Materials:
Procedure:
B. Measure the height hA. Let the can roll down the board from point A.
Guide questions:
Think this!
How will you relate the speed of an object to the Kinetic Energy it
possesses?
Guide Questions:
Think this
How will you relate the position of an object to the Gravitational
Potential Energy it possesses?
Introduction:
In this lab, we are going to investigate potential, kinetic, and total energy.
potential energy is stored energy. Kinetic energy is the energy of motion.
Important Questions:
Instructions:
In this activity, the above questions are investigated. Complete this document
by filling in data tables and writing complete responses. This investigation
has three phases: Exploration, Explanation and Application. Work between
this document and the simulation (sim).
Exploration Phase:
(5-7 minutes)
4. Look at the variety of ways to display the data while the skater is moving.
5. Notice the reset button in the bottom right hand corner. It is orange with a
white arrow.
6. There is also a button to restart the skater from the original position he was
set up in.
Explanation Phase:
(25-30 minutes)
Aim: Create a rule for the amount of total energy versus the amount of
potential and kinetic energy.
Relate speed and kinetic energy of an object.
Reset all of the setting that you have placed on the screen by clicking the
orange button.
A D
Directions:
1) On the top right corner there is a grey box with different types of tools
used for collecting data. Click and make sure there is a check next to
the speed meter and the pie graph.
2) Click the slow-motion option at the bottom to make it easier to see the
change in the speed meter and the pie graph.
3) Click and drag the skater to the top of the ramp’s left side. Release the
skateboarder.
Half-Pipe:
The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
A changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
C
A D
In the
table below, write down whether the quantity of potential, kinetic, and total
energy increases, decreases, or stays the same.
Potential Kinetic
Position Total Energy
Energy Energy
Questions
3. How does the speed of the skater affect his kinetic energy?
________________________________________________________
4. How does the height affect the skater’s potential energy?
________________________________________________________
Curved Ramp:/
///The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
C
D
In the table below, write down whether the quantity of potential, kinetic,
and total energy increases, decreases, or stays the same.
D
Questions
________________________________________________________
3. How does the speed of the skater affect its kinetic energy?
________________________________________________________
4. How does the height affect the skater’s potential energy?
________________________________________________________
Wavy Ramp:/
///The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
A
E
C
D
B
In the table below, write down whether the quantity of potential, kinetic,
and total energy increases, decreases, or stays the same.
Potential
Position Kinetic Energy Total Energy
Energy
A
B
Questions:
________________________________________________________
3. How does the speed of the skater affect its kinetic energy?
________________________________________________________
4. How does the height affect the skater’s potential energy?
________________________________________________________
Conclusion:
As the speed increases, how does the potential, kinetic, and total energy
levels change?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Compare and contrast the energy levels on the half-pipe, the curved ramp,
and the wavy ramp. What were the similarities or differences between the
potential, kinetic and the total energies on these three ramps?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Application:
1. Now that you know a little bit about potential and kinetic energy, you are
going to get your creative juices flowing.
2. You are going to go to the tab on the bottom that says “playground” and
create your own ramp and test the kinetic and potential energy.
3. Make multiple different versions and see if you can change the maximum
amount of energy that your ramp has.
4. Choose one of the ramps that you have created. Post a picture and tell us
where the skater has the most potential energy and the most kinetic energy.
ADVANCE LEARNER’S ACTIVITY
KE and PE
Energy Skate Park: Basics
Introduction:
In this lab, we are going to investigate potential, kinetic, and total energy.
potential energy is stored energy. Kinetic energy is the energy of motion.
Important Questions:
Instructions:
In this activity, the above questions are investigated. Complete this document
by filling in data tables and writing complete responses. This investigation
has three phases: Exploration, Explanation and Application. Work between
this document and the simulation (sim).
b. Find “Energy Skate Park: The Basics” and click the large start
button.
Exploration Phase:
(5-7 minutes)
4. Look at the variety of ways to display the data while the skater is moving.
5. Notice the reset button in the bottom right hand corner. It is orange with a
white arrow.
6. There is also a button to restart the skater from the original position he was
set up in.
Explanation Phase:
(25-30 minutes)
Reset all of the setting that you have placed on the screen by clicking the
orange button.
A D
C
Directions:
4) On the top right corner there is a grey box with different types of tools
used for collecting data. Click and make sure there is a check next to
the speed meter and the pie graph.
5) Click the slow-motion option at the bottom to make it easier to see the
change in the speed meter and the pie graph.
6) Click and drag the skater to the top of the ramp’s left side. Release the
skateboarder.
Half-Pipe:
The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
A changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
C
A D
In the
table below, write down whether the quantity of potential, kinetic, and total
energy increases, decreases, or stays the same.
Potential Kinetic
Position Total Energy
Energy Energy
A decreases increases stays the same
B decreases increases stays the same
C decreases increases stays the same
D increases decreases stays the same
Questions
1. Where does the skater have the most potential energy?
The skater has the most potential energy at points A and D.
2. Where does the skater have the most kinetic energy?
The skater has the most kinetic energy at point C.
3. How does the speed of the skater affect his kinetic energy?
As the speed of the skater increases, his kinetic energy also
increases as depicted in the graph and speedometer.
4. How does the height affect the skater’s potential energy?
The higher the location of the skater is, the greater is his potential
energy.
Curved Ramp:/
///The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
C
D
In the table below, write down whether the quantity of potential, kinetic,
and total energy increases, decreases, or stays the same.
Questions
Wavy Ramp:/
///The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
E
A
C
D
B
In the table below, write down whether the quantity of potential, kinetic,
and total energy increases, decreases, or stays the same.
Potential
Position Kinetic Energy Total Energy
Energy
Questions:
Conclusion:
How do the potential, kinetic, and total energy levels change in relation to
speed and mass?
As the speed increases, the kinetic energy of the object also increases. The
higher the location of the object is, the greater is its potential energy. The total
energy of the object remains the same at all locations.
Compare and contrast the energy levels on the half-pipe, the curved ramp,
and the wavy ramp. What were the similarities or differences between the
potential, kinetic and the total energies on these three ramps?
The energy levels of the object on the three ramps stay the same. However,
the locations for the most potential and kinetic energies vary on the three
ramps.
Application:
1. Now that you know a little bit about potential and kinetic energy, you are
going to get your creative juices flowing.
2. You are going to go to the tab on the bottom that says “playground” and
create your own ramp and test the kinetic and potential energy.
3. Make multiple different versions and see if you can change the maximum
amount of energy that your ramp has.
4. Choose one of the ramps that you have created. Post a picture and tell us
where the skater has the most potential energy and the most kinetic energy.
Answers may vary but below is a sample picture.