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Science: Quarter 4 - Module 4
Science: Quarter 4 - Module 4
Science: Quarter 4 - Module 4
Science
Quarter 4 – Module 4:
Conservation of Mechanical Energy
Science – Grade 9
Alternative Delivery Mode
Quarter 4 – Module 4: Conservation of Mechanical Energy
First Edition, 2020
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Science
Quarter 4 – Module 4:
Conservation of Mechanical Energy
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed with completing this module or if you need to ask
your facilitator or your teacher’s assistance for a better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.
In addition to the material in the main test, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you with your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
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What I Need to Know
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What I Know
Directions: Read and analyze each statement below. Choose the letter of the best
answer. Write the chosen letter on a separate sheet of paper/in your notebook.
a. entirely kinetic
b. entirely potential
c. entirely gravitational
d. both kinetic and potential
4. Which event does NOT describe potential energy being changed into kinetic
energy?
a. A box sliding down a ramp.
b. A mango falling from the tree.
c. A pen spring being compressed.
d. A stretched rubber band got loosened.
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6. Which sequence of energy transformation best describes what happens when
you switch on your battery-run radio?
a. Mechanical Energy → Electrical Energy → Sound Energy
b. Mechanical Energy → Chemical Energy → Sound Energy
c. Chemical Energy → Electrical Energy → Sound Energy
d. Chemical Energy → Mechanical Energy → Sound Energy
9. A torchlight fell from a watchtower. What is the potential energy of the torchlight
at the highest point compared to its kinetic energy at the lowest point?
a. lesser
b. equal
c. greater
d. not related
10. The potential energy of a 1-kg object on top of a hill is 18 J. What is its velocity
in m/s just before it hits the bottom of the hill?
A. 36
B. 18
C. 6
D. 3
12. A bag drops some distance and gains 90 J of kinetic energy. Considering air
resistance, how much gravitational potential energy did the bag lose?
A. more than 90 J
B. exactly 90 J
C. less than 90 J
D. cannot be determined from the information given
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13. What does the wind-up toy that is fully wound and at rest possesses?
A. kinetic but no potential energy
B. potential but no kinetic energy
C. both potential and kinetic energy in equal amounts
D. neither potential nor kinetic energy
15. A picture frame falls off the wall. Considering the presence of air, how does the
kinetic energy (K) just before striking the floor be compare to the potential energy
(P) at its hanging point?
A. K is equal to P.
B. K is greater than P.
C. K is less than P.
D. It is impossible to tell.
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Lesson
1 Mechanical Energy
You learned from the previous modules that a body falling freely constantly
increases its velocity. Its height, therefore, decreases quadratically from the point of
release since it is falling instantly. You’ve also learned that mechanical energy
depends on an object’s changing position and motion or the conversion between the
object’s potential energy and kinetic energy.
What’s In
Directions: Figure out the words that will complete the answer to the questions
below. Write your answers in your notebook/on separate sheets of paper.
2. What happens to a sturdy wall when pushed? The wall does not move.
It s __ a __ s __ __ e r e __ __ is.
Let's figure out how much you know about your answer to item number 4! Make use
of all the letters you supplied on the blanks from item numbers 1 to 3. Arrange the
jumbled letters to form a definition of your answer to item number 4 above.
E __ e __ g y __ s t __ __ c __ p __ c i __ __ t __ d __ __ o__ k.
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What’s New
Directions: Study the illustrations below. Which of the following illustrates WORK
that is being done? Explain your answers in your notebook/on separate sheets of
paper.
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What is It
Work
When a force acts upon an object to cause a displacement of the object, it is
said that work was done upon the object. There are three key ingredients to
workforce, displacement, and cause. In order for a force to qualify as having done
work on an object, there must be a displacement and the force must cause the
displacement.
Joule
The joule is equal to the energy transferred to (or work done on) an object when
a force of one newton acts on that object in the direction of the force's motion through
a distance of one meter (1 newton meter or N x m). It is named after the English
physicist James Prescott Joule.
To illustrate,
An example is that of a waiter carrying a tray full of meals across the room at
a constant speed. Work is not done because the force supplied is upward but the
displacement of the tray is horizontal. As such, the angle (θ) between the force and
displacement is 90 degrees. Since cosine 90 degrees is O, then regardless of the
magnitude of force and displacement, work would be zero. A vertical force can never
cause a horizontal displacement; thus, a vertical force does not do work on a
horizontally displaced object. JOULE is the unit of work and 1 joule is equal to 1
Newton-meter. (1 J = 1 N x m)
Energy
Energy is the name of the game. Everything exists or ceases to exist because
of its presence or absence. It is stored in different forms and can transfer or
transform. It can be transferred without being transformed. It can also be
transformed without being transferred. It can also be transformed during transfers.
In general, the energy acquired by objects upon which work is done is known
as mechanical energy. You have learned in Grade 8 Science that mechanical energy
falls under two categories:
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1. Potential Energy- Energy in matter due to arrangements of its parts,
composition, location, and structure. It is commonly considered as stored energy
having the potential to do mechanical work. The various forms of potential energy
are gravitational, chemical, elastic, electrical, and nuclear. Chemical, electrical
and nuclear energies in general exhibit characteristics that are electromagnetic in
nature though they also have potential energy.
2. Kinetic Energy - Energy in moving matter and wave. Some forms of kinetic energy
are motion, radiant, sound, and thermal waves.
It can be recalled in Grade 8 Science that mechanical work is done when equated
to changes in the mechanical energies resulted in operational definitions of kinetic
and potential energy in the following equations:
A. Potential Energy
𝑃𝐸𝑔𝑟𝑎𝑣 = 𝑚𝑔ℎ where
PEgrav = gravitational potential energy
m = mass of an object
g = acceleration due to gravity
h = height or elevation difference
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𝑃𝐸𝑒𝑙𝑎𝑠 = 2
𝑘𝑥2 where
PEelas = elastic potential energy
k = spring constant
x = compression or extension length
B. Kinetic Energy
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KE = 𝑚𝑣2 where
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KE = kinetic energy
m = mass of an object
v = velocity of an object
The evidence and varied uses of the different energy forms are everywhere. Its
flow causes change through heat and work. Be it energy moving through the food
chain or an electric power plant, energy can never be created from nothing nor can
it be destroyed into nothing. Energy is simply transformed from one form to another
or transferred from one system to another. It flows from a source (serving as an input
system) into an output system during transfers and/or transformations.
Study the next topic about the conservation of mechanical energy that is
shown below for a better understanding
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Conservation of Mechanical Energy
Mechanical energy is the sum of the potential and kinetic energies in a system.
The principle of the conservation of mechanical energy states that the total
mechanical energy in a system (i.e., the sum of the potential plus kinetic energies)
remains constant as long as the only forces acting are conservative forces. We could
use a circular definition and say that a conservative force is a force that does not
change the total mechanical energy, which is true but might not shed much light on
what it means.
A good way to think of conservative forces is to consider what happens on a
round trip. If the kinetic energy is the same after a round trip, the force is a
conservative force, or at least is acting as a conservative force. To observe gravity, for
example, you throw a ball straight up and it leaves to your hand with a certain
amount of kinetic energy. At the top of its path, it has no kinetic energy, but it has
potential energy equal to the kinetic energy it had when it left your hand. When you
catch it again it will have the same kinetic energy as it had when it left your hand.
All along the path, the sum of the kinetic and potential energy is constant, and the
kinetic energy at the end, when the ball is back at its starting point, is the same as
the kinetic energy at the start, so gravity is a conservative force.
On the other hand, kinetic energy is a non-conservative force, because it acts
to reduce mechanical energy in a system. Note that non-conservative forces do not
always reduce mechanical energy. More so, non-conservative force changes the
mechanical energy, so a force that increases the total mechanical energy, like the
force provided by a motor or engine, is also a non-conservative force.
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As the bob swings from point a to point c (on a frictionless surface), it is
accompanied by an increase in speed. As the bob loses height and Potential Energy
(PE), it gains speed and Kinetic Energy (KE), yet the total of the two forms of
mechanical energy is conserved.
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The human body is a type of energy-conversion device. It converts food into
power, which can be used to do work. A car engine converts gasoline into power,
which can also be used to do work. A pendulum clock is a device that uses the energy
stored in hanging weights to do work. When you lift an object higher, it gains
potential energy. The higher you lift it, and the heavier it is, the more energy it gains.
For example, if you lift a bowling ball 1 inch, and drop it on the roof of your car, it
would not do much damage (please, don't try this). But if you lift the ball 100 feet
and drop it on your car, it will put a huge dent in the roof. The same ball dropped
from a greater height has much more energy. So, by increasing the height of an
object, you increase its potential energy.
What’s More
Direction: Classify whether the following has potential energy or kinetic energy.
Write the set of words in your notebook/ on separate sheets of paper.
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What I Can Do
Directions: Analyze and illustrate the given problems. Show your mathematical
solutions and explain your answers in your notebook/on a separate sheet of paper.
1. How much work is done when you lift an object that weighs 150 N to a height of
5 meters?
2. A cylindrical container having a mass of 20 kg is being pushed up an inclined
plane. How much work is done on the container when it is 4 meters above the
floor?
3. How much work do you do to a 12-N rock that you carry horizontally across a
4m room?
Assessment
Directions: Read and analyze the given situation. Answer the questions that follow
and write them in your notebook/on a separate sheet of paper.
A pendulum is hanging from a point and its total mechanical energy is 10,000
J. Neglecting friction, if energy is conserved, what values should you put in the
blanks?
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Additional Activities
Directions: Put a checkmark ( /) in the given situation below to illustrate the work
being done. Then, briefly illustrate and explain why the work is done in those items.
Write your answers in your notebook/on a separate sheet of paper.
1. A waiter carrying a tray full of local fruits like durian, lanzones and mangosteen
above his head with one arm straight and moving across the room at a constant
speed.
2. A lady going to the second floor using the elevator.
3. A girl kicking a small ball that flew towards the field.
4. A vendor securing a basket of puto and bibingkang kanin items on his head.
5. A body-builder holding a heavy barbell above his head for 5 minutes.
Criteria 1 2 3 4
Sentence Many errors in Contains Uses correct Uses correct
structure, grammar, frequent errors grammar, grammar,
word spelling, and in grammar, spelling, and spelling,
choice, punctuation spelling, and punctuation punctuation
grammar, that punctuation with few errors throughout
spelling, make the with no errors
punctuation reader’s
comprehension
difficult
Explanation The The The The
of the answer explanation explanation is explanation is explanation is
poorly focused on the focused on the focused,
addresses the situation and situation and purposeful,
situation and includes few includes and reflects
includes loosely related relevant ideas clear insight
irrelevant ideas ideas and ideas
Illustration of Poor Acceptable Adequate Excellent
situation interpretation interpretation interpretation interpretation
and and and and
communication communication communication communication
of thematic of thematic of thematic of thematic
concepts due to concepts concepts concepts
inappropriate
or inadequate
images or
thoughts
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Assessment What I Know
1. D
1. Point C – This is where kinetic What’s More
2. D
energy is at its maximum. Potential Energy Kinetic Energy 3. B
2. Points A and E – These are the
food in your a compact disc 4. B
points where potential energy is
stomach (CD) being 5. C
maximum.
played 6. A
3. A. 10, 000 J
a compressed a rubber band 7. A
B. 10, 000 J
spring released from 8. A
C.10, 000 J
being stretched 9. B
D. 10, 000 J
gasoline in a fuel a ripe durian
E. 10, 000 J 10. C
tank fruit falling
11. A
from a tree
12. C
a barbell held water falling
above a from Maria 13. B
gymnast's Cristina Falls 14. C
head for 5 15.B
minutes
a roller coaster a soccer ball
at the peak of flying across
the hill the school field
What I Can Do
What’s in What's More
1. W=Fd
1. It is set in motion and it Answers may vary
moves away from the hand. = (150 N) (5m)
2. The wall does not move. W = 750 Nm or J
It stays where it is. What's New
3. We exert force on them. Answers may vary 2. W = PE = mgh
4. In order to do work, = (20 kg) (9.8 m/s2) (4 m)
people require energy. W = 784 Nm or J
What I have Learned
F = mag
Figure it out! 1. PE
= (20 kg) (9.8 m/s2)
2. PE
Energy is the capacity to do F = 196 N
3. KE
work. so, W = F d
4. KE
= (196 N) (4 m)
5.PE
W = 784 Nm or J
3. W = F d cos θ
= (12 N) (4m) (cos 90)
= (48 Nm) (0)
W=0
Answer Key
References
Books
BEAM. (2009). 4th Year – Physics Force, Power, Work and Energy. Mode Swing.
AusAID.
Hewitt, Paul G. (2010). Conceptual Physics Ninth Edition. Addison Wesley Publishing
Inc. Integrated Science IV. Second Edition.
NA. (2006). Practical Work in High School Physics, UP- NISMED SEDP Series
Textbook, Physics. 159-161.
Websites:
http://science.howstuffworks.com/fpte8.htm
http://physics.bu.edu/~duffy/py105/EnergyConservation.html#:~:text=The%20p
nciple%20of%20the%20conservation,forces%20acting%20are%20conservative
%20forces.
http://www.teachersdomain.org/resource/phy03.sci.phys.matter.zmill/
http://www.need.org/needpdf/Science%20of%20Energy.pdf
http://www.education.com/science-fair/article/build-toy-throw-ball-target/
http://www.yale.edu/ynhti/curriculum/units/2004/4/04.04.06.x.html
http://sprott.physics.wisc.edu/demobook/chapter1.htm
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Energy_Transfe
rs_and_Transformations:_Sparking_Student_Interest
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