Science

Quarter 1_Week3
WORK, POWER AND ENERGY
Learner’s Activity Sheet

Google Search. Google. Accessed July 4, 2020.

https://www.google.com/search?q=gym+hard+work+images+hd
UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

CONTENT STANDARDS:
The learners demonstrate understanding of work using constant force, power, gravitational
potential energy, kinetic energy, and elastic potential energy.

PERFORMANCE STANDARD:
The learners should be able to develop a written plan and implement a “Newton’s
Olympics”.
MOST ESSENTIAL LEARNING COMPETENCY:
Identify and explain the factors that affect potential and kinetic energy
S8FE-Ic-20

Overview
Potential Energy
An object can store energy as the result of its position. For
example, the heavy ball of a demolition machine is storing
energy when it is held at an elevated position. This stored
energy of position is referred to as potential energy.
Similarly, a drawn bow is able to store energy as the result
of its position. When assuming its usual position (i.e.,
when not drawn), there is no energy stored in the bow. Yet
when its position is altered from its usual equilibrium
position, the bow is able to store energy by virtue of its
position. This stored energy of position is referred to as
potential energy. Potential energy is the stored energy of
https://www.physicsclassroom.com/class/energy/Lesson-
position possessed by an object. 1/Potential-Energy

Gravitational Potential Energy

The two examples above illustrate the two forms of potential
energy to be discussed in this course - gravitational potential
energy and elastic potential energy. Gravitational potential
energy is the energy stored in an object as the result of its vertical
position or height. The energy is stored as the result of the
gravitational attraction of the Earth for the object. The
gravitational potential energy of the massive ball of a demolition machine is dependent on two variables -
the mass of the ball and the height to which it is raised. There is a direct relation between gravitational
potential energy and the mass of an object. More massive objects have greater gravitational potential
energy. There is also a direct relation between gravitational potential energy and the height of an object.
The higher that an object is elevated, the greater the gravitational potential energy. These relationships are
expressed by the following equation:
PEgrav = mass • g • height

PEgrav = m *• g • h

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Week 3 Explaining the Causes of Motion in a Different Way

In the above equation, m represents the mass of the object, h represents the height of the object
and g represents the gravitational field strength (9.8 N/kg on Earth) - sometimes referred to as the
acceleration of gravity.
To determine the gravitational potential energy of an
object, a zero-height position must first be arbitrarily assigned.
Typically, the ground is considered to be a position of zero height.
But this is merely an arbitrarily assigned position that most people
agree upon. Since many of our labs are done on tabletops, it is often
customary to assign the tabletop to be the zero-height position.
Again, this is merely arbitrary. If the tabletop is the zero position,
then the potential energy of an object is based upon its height
relative to the tabletop. For example, a pendulum bob swinging to
and from above the tabletop has a potential energy that can be
measured based on its height above the tabletop. By measuring the
mass of the bob and the height of the bob above the tabletop, the
potential energy of the bob can be determined.
Since the gravitational potential energy of an object is directly proportional to its height above the
zero position, a doubling of the height will result in a doubling of the gravitational potential energy.
A tripling of the height will result in a tripling of the gravitational potential energy.
Kinetic energy is the energy of motion. An object that has motion - whether it is vertical or
horizontal motion - has kinetic energy. There are many forms of kinetic energy - vibrational (the energy
due to vibrational motion), rotational (the energy due to rotational motion), and translational (the energy
due to motion from one location to another). To keep matters simple, we will focus upon translational
kinetic energy. The amount of translational kinetic energy (from here on, the phrase kinetic energy will
refer to translational kinetic energy) that an object has depends upon two variables: the mass (m) of the
object and the speed (v) of the object. The following equation is used to represent the kinetic energy (KE)
of an object.

KE = 0.5 • m • v2
where m = mass of object
v = speed of object
This equation reveals that the kinetic energy of an object is
directly proportional to the square of its speed. That means that for a
twofold increase in speed, the kinetic energy will increase by a factor
of four. For a threefold increase in speed, the kinetic energy will
increase by a factor of nine. And for a fourfold increase in speed, the
kinetic energy will increase by a factor of sixteen. The kinetic energy
is dependent upon the square of the speed. As it is often said, an
equation is not merely a recipe for algebraic problem solving, but also
a guide to thinking about the relationship between quantities.
Kinetic energy is a scalar quantity; it does not have a direction. Unlike velocity, acceleration, force,
and momentum, the kinetic energy of an object is completely described by magnitude alone. Like work and
potential energy, the standard metric unit of measurement for kinetic energy is the Joule. As might be
implied by the above equation, 1 Joule is equivalent to 1 kg*(m/s)^2.

1 Joule = 1 kg • m2/s2

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

ACTIVITY 3.1
NAME: ________________________________________ GRADE & SECTION: _________________________
SUBJECT TEACHER: ___________________________ DATE: ______________________________________
TITLE OF THE ACTIVITY: Work, Power & Energy LEARNING COMPETENCY CODE: S8FE-Ia-16

For the learner:

This worksheet contains activities about the Gravitational Potential energy. You may answer
directly to this activity sheets and make sure to follow the directions stated in each part of the activity.
Answer all questions the best that you can and please write legibly.
For the parents:
Learners may require your guidance in following the directions and answering the questions in each
part of the activity. Make sure that they answer each part of the worksheet.

ACTIVITY 1: Gravitational Potential Energy

OBJECTIVE/S
• Define gravitational potential energy
• Determine the factors that affect the gravitational potential energy gained by an object
• Calculate the potential energy of an object
\\\

WHAT I NEED (MATERIALS)

▪ Worksheet
▪ Pen

WHAT TO DO (PROCEDURE)
Study the following example about getting the gravitational potential energy and check
your understanding of the concept of potential energy by answering the following
questions. SHOW your complete answer.

EXAMPLE: A 30 kg child climbs 15 meters up a tree. What is the child’s potential energy?

STEP 1. First we identify the Given information provided in the problem:

• mass = 30 kg
• height = 15 meters
STEP 2. Identify the Unknown information:
• weight

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Week 3 Explaining the Causes of Motion in a Different Way

• potential energy You should note that you are not given the weight of the child, but rather the
mass. To solve this problem, you must convert the child’s mass to his corresponding weight on
Earth.
• weight = mass x gravity
• weight = 30 kg x 9.8 m/sec2
• weight = 294 N
STEP 3. Identify the Equation • GPE = weight x height
STEP 4. Now, Substitute the information for weight and height into the gravitational potential
energy formula:
• GPE = 294 N x 15 meters
STEP 5. Solve the problem to give a potential energy value of 4410 J.

Solve the following problems:

1. A weightlifter lifts a set of 1250kg weights a vertical distance of 2m in a weightlifting contest. What
Potential Energy do the weights now possess?
Given Solution
Equation:

Answer

2. A shopper in a supermarket takes a box of sugar from a shelf that is 1.5 m high because he is going to
bake some muffins. He also needs to get some blueberries. The sugar has a weight of 5N. What
Potential Energy did the sugar have before it was taken from the shelf?
Given Solution
Equation:

Answer

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Week 3 Explaining the Causes of Motion in a Different Way

3. A baby carriage that is carrying twins is sitting at the top of a knoll that is 21 m high. The carriage
with the babies is 48kg. What is the Potential Energy of the twins and the carriage?
Given Solution
Equation:

Answer

ACTIVITY 3.2
NAME: ________________________________________ GRADE & SECTION: _______________________
SUBJECT TEACHER: ___________________________ DATE: ____________________________________
TITLE OF THE ACTIVITY: Unraveling Kinetic Energy LEARNING COMPETENCY CODE: S8FE-Ia-16

For the learner:

This worksheet contains activities about the Kinetic Energy. You may answer directly to this
activity sheets and make sure to follow the directions stated in each part of the activity. Answer all
questions the best that you can and please write legibly.
For the parents:
Learners may require your guidance in following the directions and answering the questions in each
part of the activity. Make sure that they answer each part of the worksheet.

ACTIVITY 2: UNRAVELING KINETIC ENERGY

OBJECTIVE/S
• Define kinetic energy.
• Determine the factors that affect the kinetic energy of an object.
• Calculate the kinetic energy of an object.
•
WHAT I NEED (MATERIALS)
▪ Worksheet
▪ Pen

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

WHAT TO DO (PROCEDURE)
Study the following example about getting the kinetic energy and check your
understanding of the concept of kinetic energy by answering the following questions.
SHOW your complete answer.

1. What is the mass of a concrete object moving with a speed of 60 m/s and has a kinetic energy of
12610 J?

Given Solution
Equation:

Answer
2. What is the kinetic energy of 185,000g object that is moving with a speed of 14.3 m/s?

Given Solution
Equation:

Answer

3. An object has a kinetic energy of 67.08 J and a mass of 109.13 lbs. How fast is the object moving?

Given Solution
Equation:

Answer

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

ACTIVITY 3.3
NAME: ________________________________________ GRADE & SECTION: _______________________
SUBJECT TEACHER: ___________________________ DATE: ____________________________________
TITLE OF THE ACTIVITY: Work, work, work! LEARNING COMPETENCY CODE: S8FE-Ia-16

For the learner:

This worksheet contains activities about the concept of work. You may answer directly to this
activity sheets and make sure to follow the directions stated in each part of the activity. Answer all
questions the best that you can and please write legibly.
For the parents:
Learners may require your guidance in following the directions and answering the questions in each
part of the activity. Make sure that they answer each part of the worksheet.

ACTIVITY 3: Work, work work!

Introduction:
In physics, work represents a measurable change in a system, caused by a force.
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 work - force, 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. There are
several good examples of work that can be observed in everyday life -
a horse pulling a plow through the field, a father pushing a grocery cart
down the aisle of a grocery store, a freshman lifting a backpack full of
books upon her shoulder, a weightlifter lifting a barbell above his head,
an Olympian launching the shot-put, etc. In each case described here there is a force exerted upon an
object to cause that object to be displaced.
Mathematically, work can be expressed by the following equation.
W = F • d • cos Θ

The Meaning of Theta

When determining the measure of the angle in the work equation, it is

important to recognize that the angle has a precise definition - it is the angle
between the force and the displacement vector. Be sure to avoid mindlessly
using any 'ole angle in the equation. A common physics lab involves applying
a force to displace a cart up a ramp to the top of a chair or box. A force is
applied to a cart to displace it up the incline at constant speed. Several incline
angles are typically used; yet the force is always applied parallel to the incline.
The displacement of the cart is also parallel to the incline. Since F and d are in
the same direction, the angle theta in the work equation is 0 degrees.
Nevertheless, most students experienced the strong temptation to measure the
angle of incline and use it in the equation. Don't forget: the angle in the equation

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

is not just any 'ole angle. It is defined as the angle between the force and the
displacement vector.

OBJECTIVE/S
• Differentiate between the scientific and layman’s definition of work.
• Identify the factors affecting the work done.
• Calculate the work done in a given situation.

WHAT I NEED (MATERIALS)

▪ Worksheet
▪ Pen

WHAT TO DO (PROCEDURE
Part A: Read the following five statements and determine whether they represent examples
of work or not. Write YES if it represents work and NO if it is not.

Statement: Work (Yes or No)

1. A teacher applies a force to a wall and becomes exhausted.
2. A book falls off a table and free falls to the ground.

3. A waiter carries a tray full of meals above his head by one arm straight
across the room at constant speed.

4. A rocket accelerates through space.

5. a mouse pushing a piece of cheese with its nose across the floor.

Part B: Express your understanding of the concept and mathematics of work by answering the
following questions.
1. Apply the work equation to determine the amount of work done by the applied force in each of the
three situations described below.

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

Given Solution
Equation:

Answer

2. A student with a mass of 80.0 kg runs up three flights of stairs in 12.0 sec. The student has gone a
vertical distance of 8.0 m. Determine the amount of work done by the student to elevate his body to
this height. Assume that his speed is constant.
Given Solution
Equation:

Answer

3. Calculate the work done by a 2.0-N force (directed at a 30° angle to the vertical) to move a 500-gram
box a horizontal distance of 400 cm across a rough floor at a constant speed of 0.5 m/s. (HINT: Be
cautious with the units.)
Given Solution
Equation:

Answer

ACTIVITY 3.4
NAME: ________________________________________ GRADE & SECTION: _______________________
SUBJECT TEACHER: ___________________________ DATE: ____________________________________
TITLE OF THE ACTIVITY: Power pa more! LEARNING COMPETENCY CODE: S8FE-Ia-16

For the learner:

This worksheet contains activities about the concept of power. You may answer directly to this
activity sheets and make sure to follow the directions stated in each part of the activity. Answer all
questions the best that you can and please write legibly.

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

For the parents:

Learners may require your guidance in following the directions and answering the questions in each
part of the activity. Make sure that they answer each part of the worksheet.

ACTIVITY 4: Power pa More!

Introduction:
The quantity work has to do with a force causing a displacement. Work has nothing to do with the
amount of time that this force acts to cause the displacement. Sometimes, the work is done very quickly
and other times the work is done rather slowly. For example, a rock climber takes an abnormally long time
to elevate her body up a few meters along the side of a cliff. On the other hand, a trail hiker (who selects
the easier path up the mountain) might elevate her body a few meters in a short amount of time. The two
people might do the same amount of work, yet the hiker does the work in considerably less time than the
rock climber. The quantity that has to do with the rate at which a certain amount of work is done is known
as the power. The hiker has a greater power rating than the rock climber.
Power is the rate at which work is done. It is the work/time ratio. Mathematically, it is computed
using the following equation.
Power = Work / time
or
P=W/t

The standard metric unit of power is the Watt. As is implied by the equation
for power, a unit of power is equivalent to a unit of work divided by a unit of time.
Thus, a Watt is equivalent to a Joule/second. For historical reasons, the horsepower is
occasionally used to describe the power delivered by a machine. One horsepower is
equivalent to approximately 750 Watts.

OBJECTIVE/S
• Define power.
• Calculate power expended in a given situation.

WHAT I NEED (MATERIALS)

▪ Worksheet
▪ Pen
WHAT TO DO (PROCEDURE)
Part A. Watch and comprehend to the “Power and Work Song” following the link given
below. Write your answers in the spaces provided after each given question.

https://www.youtube.com/watch?v=q-a9asXZ_gE

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UNIT 1 WORK, POWER AND ENERGY
Week 3 Explaining the Causes of Motion in a Different Way

1. Describe the power.

______________________________________________________________________________
2. What are the variables needed in solving power?
______________________________________________________________________________
3. What is the formula to calculate power?
______________________________________________________________________________
4. What are the units used for each variable needed in solving power?
______________________________________________________________________________
5. How is power related to work?
______________________________________________________________________________
______________________________________________________________________________

Part B. Solve for the following questions. Write your answers inside the box.
1. A horse performs 12,000 joules of fast vault in 8.5 seconds. What is the horse’s power?
Given Solution

Equation:

Answer

2. Jack and Jill are both helping to fetch a pail of water in a hill that is 16 meters high. Each of
them carries 5 liters of water in a bucket, but Jill finished her chore in 1 hour while Jack requires
1.5 hours to complete his part. Who does more work, or do they both do the same amount?
Who has more power?
Given Solution

Equation:

Answer

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Week 3 Explaining the Causes of Motion in a Different Way

3. An electric motor has a total power output of 25 watts completed a work measuring 5,000
joules. How much time it took for an electric motor to complete its task?

Given Solution

Equation:

Answer

GENERALIZATION
Write down in the box what you have learned from the lessons this week.

__________________________________________________________________________________
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SUMMARY:
Work

• The infinitesimal increment of work done by a force, acting over an infinitesimal displacement, is
the dot product of the force and the displacement.
• The work done by a force, acting over a finite path, is the integral of the infinitesimal increments
of work done along the path.
• The work done against a force is the negative of the work done by the force.

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Kinetic Energy

• The kinetic energy of a particle is the product of one-half its mass and the square of its speed, for
non-relativistic speeds.
• The kinetic energy of a system is the sum of the kinetic energies of all the particles in the system.
• Kinetic energy is relative to a frame of reference, is always positive, and is sometimes given special
names for different types of motion.

Potential Energy

• Stored energy that depends upon the relative position of various parts of a system. A spring has
more potential energy when it is compressed or stretched. A steel ball has more potential energy
raised above the ground than it has after falling to Earth. In the raised position it is capable of doing
more work.
• Potential energy is a property of a system and not of an individual body or particle; the system
composed of Earth and the raised ball, for example, has more potential energy as the two are farther
separated.

Work-Energy Theorem

• Because the net force on a particle is equal to its mass times the derivative of its velocity, the
integral for the net work done on the particle is equal to the change in the particle’s kinetic energy.
This is the work-energy theorem.
• You can use the work-energy theorem to find certain properties of a system, without having to
solve the differential equation for Newton’s second law.

Power

• Power is the rate of doing work; that is, the derivative of work with respect to time.
• Alternatively, the work done, during a time interval, is the integral of the power supplied over the
time interval.
• The power delivered by a force, acting on a moving particle, is the dot product of the force and the
particle’s velocity

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REFERENCES
• “Work, Energy, and Power.” The Physics Classroom. Accessed July 4, 2020.
https://www.physicsclassroom.com/class/energy.
• “Potential Energy.” The Physics Classroom. Accessed July 4, 2020.
https://www.physicsclassroom.com/class/energy/Lesson-1/Potential-Energy.
• “Definition and Mathematics of Work.” The Physics Classroom. Accessed July 4, 2020.
https://www.physicsclassroom.com/class/energy/Lesson-1/Definition-and-Mathematics-of-Work.
• Libretexts. “7.S: Work and Kinetic Energy (Summary).” Physics LibreTexts. Libretexts, May 10,
2020.
https://phys.libretexts.org/Bookshelves/University_Physics/Book:_University_Physics_(OpenSta
x)/Map:_University_Physics_I_-
_Mechanics,_Sound,_Oscillations,_and_Waves_(OpenStax)/07:_Work_and_Kinetic_Energy/7.0
S:_7.S:_Work_and_Kinetic_Energy_(Summary).
• The Editors of Encyclopaedia Britannica. “Potential Energy.” Encyclopædia Britannica.
Encyclopædia Britannica, inc., May 26, 2020.
https://www.britannica.com/science/potential-energy.

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