K TO 12 School SAN RAFAEL NHS Grade Level Grade 8

DAILY LESSON Teacher GERALD E. BACULNA Learning Area Science

LOG Teaching Dates and Time June 17-21, 2019 Quarter First/Week 3

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy.
B. Performance
Standard
C. Learning
Competencies/Write the The learners should be able to: The learners should be able to:
LC code for each  Identify situations in which work is done and in  describe how work is related to power and energy
which no work is done (S8FE-Ic-21)
Objectives: (S8FE-Ic-20)
The learners are expected The learners are expected to: The learners are expected to: The learners are expected The learners are expected to:
to:  compute the work done by  state the operational to:  recognize work as a
 state the operational constant force and a definition of power  compute for power means of transferring
definition of work variable force using the  solve problems on power output and power energy from one object to
 explain if work is done formula Work=Force X using the formula consumption of another.
in a given situation Distance. Power=Work/Time. electrical devices.  explain the relationship
 identify the one doing  identify the factors that  recognize some between Work , Power
the work and on which affect work. interesting facts about and Energy
object the work is done power
Work, Power and energy
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 17-25 pp. 17-25 pp. 17-25 pp. 17-25 pp. 17-25
pages
2. Learner’s Material .
pages
pp. 21-23 pp. 24 pp. 25 pp. 26-28 pp. 33-34
3. Textbook pages

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4. Additional Materials https://www.youtube.com/watch?v=l08K2EeKv60
from Learning http://www.mswipc.com/problem_sets/power_work/powerwork_sampleproblems.htm
Resource (LR) portal http://www.ducksters.com/science/physics/power.php
B. Other Learning Science 8 Learner’s Module. Campo, Pia C., et al. 2013
Resources
IV. PROCEDURES
A. Reviewing previous Word puzzle game: 4-Pics- Ask students to define work Ask students to calculate the Quick review on how to Agree-Disagree:
lesson or presenting the 1 Word for WORK and give examples. Let them given work word problem. calculate power by giving a Formulate five (5) statements
new lesson Can you guess what is the identify if there is work done A 900 N mountain climber sample problem. about the previous lesson and
word based on the pics you in the given examples. scales a 200 m cliff. How much If the person pushed the put them in a matrix.
see? work is done by the mountain cart for 6.0 seconds, how
climber? much power was Statement Agree Disagree
1.
generated?
2.
3.
4.
5.

Let students answer the matrix

by writing a cross mark in
each statement.

B. Establishing a The teacher introduces the
purpose for the lesson lesson by telling students
that they will learn what
work is. Ask them if any of
them know what work is.
Record their answers on the
board/chart paper.
-When you hear the word,
"Work," what is the first
thing you think of?
-Work may have different
meaning for different
people. What’s the
difference? “Work” in life?
“Work” in Physics?
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Play video calculating work
https://www.youtube.com/wat
ch?v=l08K2EeKv60
Ask a volunteer to write the
formula of Work on the board.
Work=Force X Distance.
Team up Word Game:
Pinoy Henyo
Divide the students into 2
groups. Each group will guess
the mystery word that they have
picked.(Ex. Power Time Work)
They will be given strictly 2
minutes only to guess the word.
The fastest group who will
guess the words wins the game.
Illustration of a big bulb will be
posted on the board. Then, ask
students what comes to their
mind if they hear the word
“Power”. Elicit from students
their own understanding of the
word “Power” and write it in a
Word Game: Charades
Divide the students into 2
groups. Each representative
by group would act out
each syllable of a word or
phrase in order, followed
by the whole phrase
together, while the rest of
the group guessed for the
word work, power, energy,
time, force, power output,
Newton, Joule,
Pick-up Lines:
Introduce the activity by
giving a sample pick-up line to
students.
Ex.
Are you a power button?
Why?
Because you ‘turn me on’.
Call on volunteers to do the
same as a starting point of the
lesson.
The topic/terms are posted on
the board. Let them find out
the reason why that term was
stated or mentioned.

C. Presenting Let students look at the
examples/instances for given pictures on the board.
the new lesson Ask them if there is work done. (
picture posted on the board)
a. A girl pushing a chair.
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The sample illustration will be
shown to the class. Ask a
volunteer from the class to
answer the problem.
Figure 1.
A box of 50 Newton of weight
is brought by a boy from A to
B and then brought back to
A. What is the work done by
this boy?
Answer
W = 0 joule
(There is no displacement of
the box)
Figure 2.
given yellow strips of paper.
Allow each group to paste the
strip of paper onto the bulb.
Facilitate a lecture-discussion
on how to calculate Power
using the formula P=W/T.
Problem number one (solving
for power):
A figure skater lifts his partner,
who weighs 450N, 1.0 m in 3.0
sec. How much power is
required to do this?
In order to solve this we have to
do some different steps. First
we write the formula on the
board as we intend to use
it. Second, we place the
numbers into the formula where
they go (called the set-up) and
lastly we do the mathematical
calculations to attain the
answer.
1. Formula:
P = W / t and W = F x d
2. W = 450N x 1 meter =
450 Joules
3. P = 450 Joules / 3 sec.
P = 150 W
Problem number two (solving
for time):
If this same skater uses 450W
of energy to lift his partner the
Let students analyze the Play a bowling game:
given situation. Ask students to roll a plastic or
rubber ball along the floor to
Situation 1: hit an empty plastic bottle.
When you run up a flight of Refer to Learner’s module
stairs in 5 seconds or take a p.25
slow walk up the same Is there work done on the
flight in 40 seconds. Do ball?
you think you are doing the What can a moving ball do?
same amount of work? What is being transferred to
the ball causing it to move
Emphasize to the class that continuously?
you are doing it at a
different rate however,
when you run up the stairs
you are working much
faster. While running up the
stairs you have a higher
power than when you walk
up the stairs.
Situation 2:
If the work takes you to
climb the stairs is 1000
joules, then how can you
calculate the power in both
cases P1 (running) and P2
(walking)?
Answer:
Power = W/t P1 = 1000 J ÷
5 s P1 = 200 W P2 = 1000 J
÷ 40 s P2 = 25 W
Let them understand that
the power was much higher

A body moves through a
displacement of 4 m while a
force F of 12 Newton acts on
it. What is the work done by
the force on the body?
Answer
Work = force x displacement
W=FxS
W = 12 x 4
W = 48 joule
b. A boy pushing a wall.
Elicit from students how
the given examples of
activities commonly called
work that do not involve a
force applied over a
distance, differ from those
that do.
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same distance (1 meter) how while running the stairs
long would it take to lift her? than while walking.
In order to solve this we have to
do some different steps. First
we write the formula as we
intend to use it. Second, we
place the numbers into the
formula where they go (called
the set-up) and lastly we do the
mathematical calculations to
attain the answer.
1. Formula: t = W / P
2. t = 450 Joules / 450W
3. t = 1 sec.
Problem number three (solving
for work):
A student uses 200W of power
in 10 seconds to lift boxes onto
the back of a truck, how much
work did they do?
In order to solve this we have to
do some different steps. First
we write the formula as we
intend to use it. Second, we
place the numbers into the
formula where they go (called
the set-up) and lastly we do the
mathematical calculations to
attain the answer.
1. Formula: W = P x t
2. W = 200W x 10
seconds

D. Discussing new Activity 1:
concepts and practicing Demonstrate the 4 stations
new skills #1 and divide the students into
4 groups. (Don’t tell them
. which stations are work and
which ones aren’t work)
(Station # 3 & # 4 are
examples of work!) Tell
them that after doing these
4 stations, they will have a
better idea of what work is.
Have the students do each
activity. Have them discuss
with their group if think
they are doing work or not.
3. When all groups have
had a chance to do all
stations, bring the class
back for discussion. Have
them share their findings.
Give them a hint that 2 of
the stations were examples
of work and the other 2
aren’t work.
4. Write the definition of
work on chart paper. Have
the students explain which
stations are examples of
work and which ones
aren’t. Write these on the
chart paper too.
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3. W= 2000 J
Presentation of sample work Presentation of sample power Discussion on how to Show the video Science of
problems on the board. Ask problems on the board. Ask calculate the consumption Golf: Work, Energy, and
students to solve the sample students to solve the sample of an electrical appliance Power.
problems. problems. will be facilitated. The https://www.youtube.com/wat
standard unit for measuring ch?v=mnxesTctOPU Let the
Sample problem: Sample problem; power will be introduced students complete the
1. A person pushes a 1. A student uses 200W of first which is Watt and unit statement below. Inform them
shopping cart with a power in 10 seconds to for work is joule (J), so a to write it in a piece of paper.
force of 9.0 newtons lift boxes onto the back Watt is the same as a
in a straight line for 12 of a truck, how much joule/second or J/s. This • When I watched the video, I
meters. How much work did they do? unit is named after the thought about….
work was done? 2. How much power is Scottish engineer, James Allow some volunteers to read
2. How far can you push required to do 200 Watt. what they have written.
a sled if you exert a joules of work in 4
force of 7.0 newtons seconds? What if you To calculate the
in the same direction, do the same work in 2 consumption of an
and the amount of seconds? Did you electrical appliance in kWh,
work on it is 56 notice anything? Say students have to take into
joules? what you noticed. account three factors:
3. Jun does 10 Joules of
work to pull the rope -the capacity of your
over 1.5 meter. How electrical
much force did he appliance, expressed in wat
use? t.-the number of
hours that the appliance is
in use in one day.
1. -the number of days per
year when the appliance is
in use.
The calculation is as
follows:
[number of hours’ use] x
[number of days’ use] x
([capacity of appliance
expressed in watt] / 1,000)
= number of kWh
 The capacity should be
divided by 1,000 to convert
the number of watts into the
number of kilowatts. This
finally gives us the number
of kWh (kilowatt hours)

Sample problem:
1.Calculation for the energy
consumption of a radio
alarm
(A radio alarm is on all the
time and therefore uses
energy continuously).

Hours/day 24
Days/year 365
Capacity of
10 watts
radio alarm

What is the annual energy

E. Discussing new To see how well the
concepts and practicing students understood
new skills # 2 “work”, let them perform
another activity if work is
done in situation
represented in the activity.
Refer to Learner’s module
p. 23
Let each group present their
answers and explanations.
consumption of radio
alarm? 24 x 365 x (10 watts
/ 1,000) = 87.6 kWh
To know each student’s
power output, ask them to
perform Activity 3 How
POWER-ful am I? Refer to
Learner’s Module pp.34-35
Let them present their
finished activity in class.
Each representative will
explain how he/she came
up with answer and make
corrections, if necessary.
Interactive discussion on how
work is related to power and
energy will be facilitated. Ask
them to form 4 to 5 groups
depending on the class size.
Questions per group will be
given based on the color of
paper they choose. Let them
summarize their answers per
group and share their group
answers in class.

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F. Developing mastery Let students explain if work
(Leads to Formative is done in the given
Assessment 3) situation. A mother lifting
up the baby from the crib does
work on the baby while a father
carrying the baby across the
room does not do any work on
the baby. Ask: Why do you
think so?
G. Finding practical
applications of concepts
and skills in daily living
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Divide the class into groups.
Each student will be handed a
worksheet with instructions to
complete the activity. The
students will be calculating
work and sharing the results
on the board. The teacher will
then call students to the board
from each group to explain
how he/she came up with
answer and make corrections,
if necessary.
Refer to Appendix 1
Allow the students to
accomplish the worksheet. Let
them present their finished
worksheets in class. Each
representative will explain how
he/she came up with answer
and make corrections, if
necessary.
Refer to Appendix 2
Ask the students
accomplish the worksheet
and share their
accomplished work.
http://www.ducksters.com/s
cience/quiz/power_question
s.php
Refer to Appendix 4
Let students appreciate
some interesting facts about
power.
-Explosions may not
always release a lot of
energy, but because they
release energy over a very
short period time, they can
still be very powerful.
-The "power" bill we get in
the mail is usually billed in
kilowatt hours. This is
power over time which is
actually a measurement of
energy used and not power.
-The power exerted by the
Space Shuttle rockets at
lift-off is around 12 billion
watts.
-One horsepower is equal to
the power it takes to lift 550
pounds up one foot in one
second.
Draw the visual organizer on
the board. Let the students
think how work is related to
power and energy. Ask them
to write their answers in the
figure given below and
answers shall be shared in the
class.
wor
k
Emphasize to students that
work, energy and power are
words used frequently in our
everyday lives. What exactly
do they mean? To put it
simply, work is done when
force causes movement or
causes an object to move.
Energy is the inherent ability
of any object to do work and
when work is done, energy is
transferred, while power is the
rate at which that work is
done.
H. Making Ask students what they Ask students to come up with Ask students to generalize the Ask students what they Ask students to come up with
generalizations and had learned and then write a generalization of the lesson. lessons learned in class. had learned and then a generalization of the lesson.
abstractions about the conclusions on the board. instruct them to note down Show them a coin. Let them
lesson Direct them to note down what they had learned on visualize that
the conclusions on their their notebooks. work and energy are two sides
notebooks of the same coin. Work done
is generally referred in
relation to the force applied
while energy is used in
reference to other factors such
as
heat. Power is defined as work
done per unit time.
or energy per unit time.
Eg: if you supply 50 joules
over a period of 5 seconds,
you have supplied 50/5=10
Watts of power.
I. Evaluating Learning Put a check before the item Paper and Pen Test: Accomplished worksheet will Paper and Pen Test: Paper and Pen Test:
if work is done to an object (Work word problems) serve as evaluation. Ask students to accomplish Modified True or False:
or person. the worksheet. Write T if the statement is
____a. a boy running across Refer to Appendix 3. true; if false correct the
a playground underlined word to make it
____b. a mother dancing true.
with a baby in her arms
____c. a basket being
lifted
____d. a person in an
ascending elevator
____e. a big box
dragged across the floor
____f. a man climbing up a
tree
____ g. a girl walking
up the stairs
____ h. a guava fruit falling
from a tree
____ i. a girl carrying a
basket walking down a
street
8|Page
 ____ j. a boy pushing his
toy cart across a slippery
floor.
J. Additional activities Have students research the
for application for conversion factors among
remediation work/energy units (e.g., joules,
calories, foot-pounds, kilowatt-
hours) and among power units
(e.g., watts, horsepower).
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
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 these
work?

F. What difficulties did I

encounter which my
principal or

9|Page
 supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Appendix 1

Name: _______________________________________ Date: ___________

Work Problems Worksheet #1

1) Danica uses 20N of force to push a lawn mower 10 meters. How much work does she do?

2) How much work does an elephant do while moving a circus wagon 20 meters with a pulling force of 200N?

3) A 900N mountain climber scales a 100m cliff. How much work is done by the mountain climber?

4) Coleen uses 45N of force to stop the cart 1 meter from running his foot over. How much work does he do?

5) How much work is done when a force of 33N pulls a wagon 13 meters?

6) How much work is required to pull a sled 5 meters if you use 60N of force?

7) Maeve does 15 Joules of work to push the pencil over 1 meter. How much force did he use?

8) Karen uses a force of 25 Newtons to lift her grocery bag while doing 50 Joules of work. How far did she lift the grocery bags?

9) The baseball player does 1234 Joules of work when hitting a baseball into left field. Assuming the baseball landed 100 meters away from home plate, how much force did
the player use to hit the ball?

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 Work Problems Worksheet #1 ANSWER KEY

1) Amy uses 20N of force to push a lawn mower 10 meters. How much work does she do?
Work = Force X Distance

Work = 20N X 10m

Work = 200 J

2) How much work does an elephant do while moving a circus wagon 20 meters with a pulling force of 200N? Work = Force X Distance

Work = 200N X 20m

Work = 4000 J

3) A 900N mountain climber scales a 100m cliff. How much work is done by the mountain climber?
Work = Force X Distance

Work = 900N X 100m

Work = 90,000 J

4) Shawn uses 45N of force to stop the cart 1 meter from running his foot over. How much work does he do?
Work = Force X Distance

Work = 45N X 1m

Work = 45 J

5) How much work is done when a force of 33N pulls a wagon 13 meters?
Work = Force X Distance

Work = 33N X 13m

Work = 429 J

6) How much work is required to pull a sled 5 meters if you use 60N of force?
Work = Force X Distance

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 Work = 60N X 5m

Work = 300 J

7) Tommy does 15 Joules of work to push the pencil over 1 meter. How much force did he use?
Force = Work / Distance

Force = 15 J / 1 m

Force = 15 N

8) Angela uses a force of 25 Newtons to lift her grocery bag while doing 50 Joules of work. How far did she lift the grocery bags?
Distance = Work / Force

Distance = 50 J / 25 N

Distance = 2 m

9) The baseball player does 1234 Joules of work when hitting a baseball into left field. Assuming the baseball landed 100 meters away from home plate, how much force did
the player use to hit the ball?
Force = Work / Distance

Force = 1234 J / 100 m

Force = 12.34 N

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Appendix 2
Power Problems Worksheet #2

Name: _______________________________________ Date: ___________

A. Sample Power Problems:
1. W= 500 Joules Formula: P = W/t
t = 25 seconds Substitution: P = 500 J/25 sec
P=? Answer with unit of measure: 20 W

2. P = 25 watts Formula: t = W/P

W = 5000 Joules Substitution: t = 5000 J/25 W
t=? Answer with unit of measure: t = 200 sec

3. P = 170 watts Formula: W = Pt

t = 20 seconds Substitution: W = 170 W(20 sec)
W=? Answer with unit of measure: W = 3,400 J
3. If a man moves a large box that weighs 10 Newtons 20 meters in 30 seconds, how much power was used?
F = 10 N P = W/t and W = Fd, so P = Fd/t
d = 20 m P = (10 N x 20 m)/30 sec
t = 30 sec P = 6.67 W
B. Fill-in-the-blank:
1. Power is the rate at which work is done.
2. When calculating power, you should use the formula P = work divided by time. In this formula, “P” stands for power, W stands for work, and t for time.
3. The SI unit for Power is the Watt.

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C. Power Problems
4. W = 100 J P = W/t 6. W = 225 J t = W/P 7. P = 20 W W = Pt
t = 10 s P = 100/10 P = 25 W t = 225/25 t = 15 s W = 20 x 15
P=? P = 10 W t=? t = 9 sec W=? W = 300 J

8. W = 500 J P = W/t 9. W = 336 J t = W/P 10. W = ? W = Pt

t = 25 s P = 500/25 t=? t = 336/14 t = 16.6 s W = 64(16.6)
P=? P = 20 W P = 14 W t = 24 sec P = 64 W W = 1,062.4 J

11. A person weighing 600 N gets on an elevator. The elevator lifts the person 6 m in 10 seconds.
How much power was used? F = 600 N P = Fd/t
d = 6m P = (600 x 6)/10
t = 10 sec P = 360 W

12. How much time is needed to produce 720 Joules of work if 90 watts of power is used?
W = 720 J t = W/P t = 8 sec
P = 90 W t = 720 J/90 W

13. If 68 W of power is produced in 18 seconds, how much work is done?

P = 68 W W = Pt W = 1,224 J
t = 18 sec W = 68(18)

14. A set of pulleys lifts an 800 N 4 meters in 7 seconds. What power was used?
F = 800 N P = Fd/t P = 457.1 W
d=4m P = 800(4)/7
t = 7 sec

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Appendix 3
Power Problems Worksheet #2
Name: _______________________________________ Date: ___________

Use your understanding of work and power to answer the following questions.
1. Two physics students, Will N. Andable and Ben Pumpiniron, are in the weightlifting room. Will lifts the 100-pound barbell over his head 10
times in one minute; Ben lifts the 100-pound barbell over his head 10 times in 10 seconds.
a. Which student does the most work?
b. Which student delivers the most power?
c. Explain your answers.

2. During a physics lab, Jack and Jill ran up a hill. Jack is twice as massive as Jill; yet Jill ascends the same distance in half the time.
a. Who did the most work?
b. Who delivered the most power?
c. Explain your answers.

3. A tired squirrel (mass of approximately 1 kg) does push-ups by applying a force to elevate its center-of-mass by 5 cm in
order to do a mere 0.50 Joule of work. If the tired squirrel does all this work in 2 seconds, then determine its power.

4. When doing a chin-up, a physics student lifts her 42.0-kg body a distance of 0.25 meters in 2 seconds. What is the power delivered by the
student's biceps?

5. Calculate the energy consumption of a vacuum cleaner.In the table below we assume that the vacuum cleaner is used for two hours once a
week. What is the annual energy consumption of vacuum cleaner? Answer: 2 x 52 x (2,000 watts / 1,000) = 208 kWh
6.
Hours/day 2 hours
Days/year 52 days
Capacity of 2000
radio alarm watts

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Appendix 3
Power Problems Worksheet #2 Answer Key
Name: _______________________________________ Date: ___________

Use your understanding of work and power to answer the following questions.
1. Two physics students, Will N. Andable and Ben Pumpiniron, are in the weightlifting room. Will lifts the 100-pound barbell over his head 10
times in one minute; Ben lifts the 100-pound barbell over his head 10 times in 10 seconds.
d. Which student does the most work? ______________
e. Which student delivers the most power? ______________
f. Explain your answers.
Answer:
Ben and Will do the same amount of work. They apply the same force to lift the same barbell the same distance above their heads.
Yet, Ben is the most "power-full" since he does the same work in less time. Power and time are inversely proportional.
2. During a physics lab, Jack and Jill ran up a hill. Jack is twice as massive as Jill; yet Jill ascends the same distance in half the time.
d. Who did the most work? ______________
e. Who delivered the most power? ______________
f. Explain your answers.
Answer:
Jack does more work than Jill. Jack must apply twice the force to lift his twice-as-massive body up the same flight of stairs. Yet,
Jill is just as "power-full" as Jack. Jill does one-half the work yet does it one-half the time. The reduction in work done is
compensated for by the reduction in time.
3. A tired squirrel (mass of approximately 1 kg) does push-ups by applying a force to elevate its center-of-mass by 5 cm in
order to do a mere 0.50 Joule of work. If the tired squirrel does all this work in 2 seconds, then determine its power.
Answer:
The tired squirrel does 0.50 Joule of work in 2.0 seconds. The power rating of this squirrel is found by P = W / t = (0.50 J) / (2.0 s) = 0.25 Watts
4. When doing a chin-up, a physics student lifts her 42.0-kg body a distance of 0.25 meters in 2 seconds. What is the power delivered by the
student's biceps?
Answer:
To raise her body upward at a constant speed, the student must apply a force which is equal to her weight (m•g). The work done to lift her body is
W = F * d = (411.6 N) * (0.250 m) W = 102.9 J The power is the work/time ratio which is (102.9 J) / (2 seconds) = 51.5 Watts (rounded)

5. Calculate the energy consumption of a vacuum cleaner. In the table below we assume that the vacuum cleaner is used for two hours once a
week. What is the annual energy consumption of vacuum cleaner? Answer: 2 x 52 x (2,000 watts / 1,000) = 208 kWh
Hours/day 2 hours
Days/year 52 days
Capacity of 2000
radio alarm watts
Appendix 4
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Name: _______________________________________ Date: ___________
Multiple Choice: Choose the letter of the correct answer.

1. Power in physics is the rate of doing work or the rate of using __________.
a. Current b. Speed c. Energy d. Velocity

2. To calculate power, we use the formula: Power = Work divided by ______.

a. Velocity b. Force c. Distance d. Time

3. What is the standard unit of measurement for power?

a. Ampere b. Watt c. Newton d. Joule

4. Will you use more power running up the stairs or walking up the stairs?
a. Running up the stairs b. Walking up the stairs c. The same in both d. Either a and b

5. If it takes 10 J of work to move a rock 15 meters in 5 seconds, what is the power?

a. 1 W b. 2 W c. 50 W d. 150 W

6. If it takes 50 J of work to climb a set of stairs, how fast would you have to climb them to use 5 Watts of power?
a. 2 seconds b. 5 seconds c. 10 seconds d. 50 seconds

7. How many watts are in a Kilowatt?

a. 1 W b. 2 W c. 745 W d. 1000 W

8. Which of the following is the conversion of unit from joules per second to watts?
a. 1 watt = 1 joule/1 sec b. 1 watt = 1 joule/1 sec c. 1 watt = 1 joule/1 sec d. 1 watt = 1 joule/1 sec

9. Watt (W) is a unit of measurement used to express energy capacity. This unit is named after the Scottish engineer, _________.
a. Jaime Watt. b. James Whatt. c. Janes Watt. d. James Watt.

10. In the table below we assume that the rice cooker is used for one and a half hours once a week. What is the annual energy consumption of vacuum cleaner? Answer: 1.5 x 52 x
(500 watts / 1,000) = 39 kWh
Hours/day 2 hours
Days/year 52 days
Capacity of 500
radio alarm watts

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