Topic Work, Power and Energy

Grade Level 8
Time Allotment 120 Minutes Date: April 29, 2019
Teacher Cliff Patrick P. Berondo/Jendelou H. Buhi-an
Learning Competencies and Objectives

 Identify situations in which work is done and in which no work is done (S8FE – 1c -20).

ELICIT Materials/Assessment
Tools

 Post the word WORK on the board. Metacard

 Solicit ideas from the students on how they describe or
understand work in the context of life and on Science.

ENGAGE Materials/Assessment
Tools
 The teacher will give the students fact sheets that define work,
force and displacement. Fact Sheet
 The teacher will then let the students read the definition of each Pictures
term together a number of times.
 The teacher will let the students give their own definition based
on their understanding.
EXPLORE Materials/Assessment
Tools
 The teacher will divide the students into small groups.
 The teacher will post pictures on the board that displays Pictures
whether work is done or not done.
EXPLAIN Materials/Assessment
Tools
 The students will present their output to the class based on the
displayed pictures.
ELABORATE Materials/Assessment
Tools
 The teacher will provide situation to each group showing work is
done and work is not done. Pictures
 Group 1: pushing the wall with two hands
 Group 2: push a chair
 Group 3: roaming around the classroom while carrying a
notebook
EVALUATE Materials/Assessment
Tools
 Ball relay
The teacher will play music and the students will pass the ball.
When the music stops, the one holding the ball will pick a paper
indicating a situation. The student will then identify if work is done
or work is not done.
EXTEND Materials/Assessment
Tools
Define power and energy.
REFERENCES
 Learners’ Module
Topic Work, Power and Energy
Grade Level 8
Time Allotment 180 Minutes Date: April 29, 2019
Teacher Cliff Patrick P. Berondo/Jendelou H. Buhi-an
Learning Competencies and Objectives

 Describe how work is related to power and energy (S8FE-Ic-21).

ELICIT Materials/Assessment Tools

 The teacher will show a picture o the class. The students will identify
if work is done or work is not done on the object.

ENGAGE Materials/Assessment Tools

 The teacher will provide reading materials about work, power and
energy with their corresponding formula.
EXPLORE Materials/Assessment Tools
1. The teacher will divide the class into small groups (3-5 members/ group)
2. Activity sheets and the materials needed in the activity will be given to
the group.

Activity 1 (Grade 8 Learners’ Module pp 34-35)

Objective: Describe how work is related to power and energy.

Materials: meter stick, timer
Procedure:

1. Write the group members’ names in the first column of Table 1.

2. Enter each member’s weight in column 2. To solve the weight, multiply
the mass (in kg) by acceleration due to gravity (g=9.8m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it
on the table.
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 4thcolumn.
5. Solve for the energy expended by each member. Record them in the
5thcolumn of the table.
6. Compute for the power output power of each member.

Note to the teacher: The teacher will compute for the weight, energy and
power of the first member of the group as model.

Questions:
1. Who among the group members had the highest power output?
___________________________________
2. What is the highest power output? _____________________________
3. Who among the group members had the lowest power output?
___________________________
4. What is the lowest power output? _____________________________
5. 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? ______________________________
6. What factor/s determine the highest/lowest output?
___________________________________
7. From the data in table 1, describe the relationship between:
a. work and energy _________________________________
b. work and power _________________________________
EXPLAIN Materials/Assessment Tools
The students will present their output.
ELABORATE Materials/Assessment Tools
The teacher will elaborate the relationship between power and energy
based on real life scenarios.
EVALUATE Materials/Assessment Tools
The teacher will give a short quiz.
Describe how work is related to power and energy.
EXTEND Materials/Assessment Tools
Define potential and kinetic energy.
REFERENCES
Topic Work, Power and Energy
Grade Level 8
Time Allotment 120 Minutes Date: April 29, 2019
Teacher Cliff Patrick P. Berondo/Jendelou H. Buhi-an
Learning Competencies and Objectives

 Differentiate potential and kinetic energy (S8FE-Id-22).

ELICIT Materials/Assessment Tools

 Describe how work is related to power and energy.

ENGAGE Materials/Assessment Tools

 The teacher will asked the students to define the following:

a. Potential energy – the stored energy of position possessed by an object

b. Kinetic energy - the energy in motion

EXPLORE Materials/Assessment Tools

 The teacher will post the picture shown below.

Keypoints:
1. What is shown in the picture?
2. Based on the picture, where can we identify potential energy?
3. Based on the picture, where can we identify kinetic energy?

EXPLAIN Materials/Assessment Tools

 The students will be divided into small groups.
 Each group will differentiate potential and kinetic energy based on the
picture and table shown below.
A

A B
Exhibits displacement
Motion or action is
exhibited
Energy is transferred
from one moving
object to another
when a collision or
contact takes place
Energy is used
Energy is stored
Restores energy
ELABORATE Materials/Assessment Tools
 The teacher will present a video clip showing the difference between
potential and kinetic energy.
EVALUATE Materials/Assessment Tools
 The teacher will give a short quiz.
EXTEND Materials/Assessment Tools
Define speed.
REFERENCES
 Learners’ Module
Topic Work, Power and Energy
Grade Level 8
Time Allotment 180 Minutes Date: April 29, 2019
Teacher Cliff Patrick P. Berondo/Jendelou H. Buhi-an
Learning Competencies and Objectives

 Relate speed and position of object to the amount of energy possessed by a body S8FE-Id-23

ELICIT Materials/Assessment Tools

 Differentiate potential and kinetic energy based on the picture and table
shown below.
A

A B
Exhibits displacement
Motion or action is
exhibited
Energy is transferred
from one moving
object to another
when a collision or
contact takes place
Energy is used
Energy is stored
Restores energy
ENGAGE Materials/Assessment Tools
 The teacher will describe speed and velocity.
 The teacher will say, “Speed is how fast an object is moving.

If a cheetah covers 50 meters in a time of 2 seconds, its speed is 25 m/s.

If speed is a description of how fast an object moves, velocity is how fast and in
what direction it moves. “The cheetah runs 25 m/s to the east.”
 The teacher will explain how to solve kinetic energy and the velocity using the
formula below.
1 2
KE  mv
2

Sample problem: Determine the KE of a 5kg roller coaster toy car that is moving
with a speed of 15m/s.
Given: m=5kg, v=15m/s

1 2 1
KE  mv KE  [(5kg)(15m / s ) 2 ]
2 2
KE  562.50J

If the roller coaster car in the above problem were moving

twice the speed, then what would be its new kinetic energy?
Given: m=5kg, v=30m/s
 1 2 1
KE  mv KE  [(5kg)(30m / s ) 2 ] KE  2250J
2 2

Based on the above calculations, as the speed increases, the KE of

the roller coaster car increases. Hence, speed is directly
proportional to the KE of the object.
The boy has a KE of 225J and he weighs 50kg, when he runs to the
east, what is his velocity?
2 KE 2(225 J )
v v v  9m / s
m 50kg
v  3m / s

 The teacher will explain how to solve potential energy and height using the
formula below.
PE  mgh

Sample problem: A cart is loaded with a brick and pulled at constant speed
along an inclined plane to the height of a seat-top. If the
mass of the loaded cart is 3kg and the height of the seat top is
0.45m, then what is the PE of the loaded cart at the height of
the seat-top?
Given: m=3kg, g=9.8m/s2, h=0.45m
PE  (3kg)(9.8m / s 2 )(0.45m)
PE  13.2J

If the height of the above problem is doubled, what would be the

new PE of the loaded cart?
Given: m=3kg, g=9.8m/s2, h=0.90m

PE  (3kg)(9.8m / s 2 )(0.90m)
PE  26.46J

A rock has a mass of 2kg with a PE of 196J, what is its height when
its place at the top of high cliff?
PE 196 J
h h
mg (2kg)(9.8m / s s )
h  10m

EXPLORE Materials/Assessment Tools

1. The teacher will then group the students into 3-5 members.
2. Each group will follow what the teacher has modeled.
1. Each group will set up the inclined plane on top of the table, making sure it is
fix and will not move.
3. They will measure the height of the inclined plane and will record it in the table
below.
4. They will measure the mass of the marble (in kilogram) and will record it.
5. They will put the milk box (any carton will do) at the bottom of the ramp to
catch the marble then measure the distance traveled by the carton from the
ramp and will do it in three trials and will take the average distance.

Height of
Inclined Average
Plane Distance
(meters) Trial 1 Trial 2 Trial 3 (meters)
6. They will then use the different height in the table 1 and will compute the
potential energy of the marble in each designated heights with the mass
recorded above and the acceleration due to gravity g = 9.8 m/s2. (Since
potential energy is the energy in position and it will be converted into kinetic
energy as the body moves, then let your computed potential energy be equal
to the Kinetic Energy.)
7. They will then calculate the speed of the marble as it rolls down at different
height of the inclined plane.

EXPLAIN Materials/Assessment Tools

 Each group will present their output.
ELABORATE Materials/Assessment Tools
 The teacher will make corrections/clarifications regarding the students’
output.
EVALUATE Materials/Assessment Tools
In 1/4 sheet of paper,
1. relate the height of an object to its energy possessed
relate the speed of an object to its energy possessed
EXTEND Materials/Assessment Tools
Define sound.
REFERENCES
 Learners’ Module