WORK, ENERGY, POWER AND

MACHINES
ENERGY IS AN IMPORTANT CONCEPT IN EVERY DAY LIFE. IT
APPEARS AS GRAVITATIONAL POTENTIAL ENERGY OF
OBJECTS RAISED TO A CERTAIN HEIGHT, AS ELASTIC
POTENTIAL ENERGY IN A STRETCHED RUBBER BAND, AS
KINETIC ENERGY OF MOVING OBJECTS, OR AS CHEMICAL
ENERGY IN THE FOOD THAT WE EAT. CLOSELY ASSOCIATED
WITH ENERGY IS THE CONCEPT OF WORK. ENERGY IS
TRANSFERRED TO ANOTHER SYSTEM WHEN YOU DO
WORK. POWER PROVIDES A MEASURE OF THE ENERGY
EXPENDED PER UNIT TIME. EFFICIENCY OF MACHINES
PROVIDES A MEASURE OF THE ENERGY CONVERTED INTO
USEFUL WORK.
THIS LESSON IS ABOUT WORK, POWER, AND
ENERGY. IT CONSISTS OF THE FOLLOWING LESSONS:
▪ Lesson 1 - Work
▪ Lesson 2 - Energy
▪ Lesson 3 - Machines and Power
WHAT YOU ARE EXPECTED TO LEARN
After going through this module, you are expected to:
1. define work in a scientific sense;
2. calculate the work done by a force that moves an object through a certain displacement;
3. show that doing work on a body increases its energy;
4. distinguish between kinetic and potential energy;
5. calculate the kinetic energy and the potential energy of a free falling object;
6. show that mechanical energy of a free falling body is conserved;
7. identify some sources of energy;
8. show how simple machines like lever and inclined plane help us do work;
9. distinguish between ideal and actual mechanical advantages of machines;
10. calculate the mechanical advantages and efficiency of machines; and
11. compare the power ratings of some electrical appliances.
FAMILIARITY WITH THE FOLLOWING
TERMS WILL HELP YOU GET THE MOST
FROM THIS LESSON:
Terms Definition
1. Work - The product of a constant force magnitude and the magnitude of
the displacement
2. Joule - The unit of work which is the special name for Newton meter
3. Energy - The capacity to do work
4. Potential energy - The energy due to position
5. Kinetic energy - The energy due to motion
6. Power - The rate of doing work
7. Watt - The unit of power which is the special name for Joule per second
8. Machines - Devices that help us do work
9. Actual Mechanical - It determines the number of times a machine multiplies force
Advantage
10. Ideal Mechanical - The ratio of the effort distance to the resistance distance
Advantage
11. Efficiency - The ratio of the actual mechanical advantage to the ideal
mechanical advantage, or the ratio of the work output to the work
input
WORK
LESSON 1
 THINK OF THE MANY THINGS YOU DO AT HOME. DO
YOU WASH DISHES? DO YOU FETCH WATER, SCRUB OR
SWEEP THE FLOOR? WHAT DOES YOUR FATHER OR ANY
MEMBER OF YOUR FAMILY DO FOR A LIVING?
IN EVERYDAY USAGE, WORK IS DONE WHENEVER
FORCE IS APPLIED. YOU DO WORK IF YOU EXERT EFFORT
AND EARN FOR SUCH EFFORT. IN SCIENCE, HOWEVER,
WORK HAS A DIFFERENT MEANING. WORK IS DONE ON A
BODY WHEN FORCE IS APPLIED CAUSING THAT BODY TO
MOVE. TO UNDERSTAND MORE ABOUT WORK, DO THE
FOLLOWING ACTIVITY.
Click icon to add picture

ACTIVITY 1.1
DOING WORK
What you will do
 When you lifted the book, force was applied upward. The force you applied
has a magnitude equal to the magnitude of the book’s weight. The book also moved
upward. In this case, work was done in scientific sense.
When you pushed a table causing it to move along the floor, work was also
done. The table moved along the same direction as the force applied.
 In science, you do work by exerting force on the object through a distance.
The force you exert on the object moves the object from one place to another, that is,
the object undergoes a displacement.

Fig. 1.1. Work is done when a constant force F acts in the same direction as the
displacement, d.
 Work done, W, on a body by a constant force, F, acting on the body is
defined as the product of the magnitude of the force and the distance through which
the object moves, or in equation,

W = Fd
 From the equation, work done on the body is greater if F is greater, or if d is
greater, or if both F and d are greater. What is the SI unit of work? Yes, you are right!
The SI unit for work is

Unit of work = unit of F x unit of d

= newton x meter (N-m)
 The unit N-m is given a special name, Joule, in honor of James Prescott Joule.
Therefore
1 joule (J) = 1 newton-meter (N-m)
 What is the unit of work if F is in dynes and d is in cm? That’s right! The unit
of work is dyne-cm, which is given a special name of erg. So,

1 erg = 1 dyne-cm
 Now consider the situation that follows. A bag is pulled as shown in Fig. 1.2.
Is work done on the bag?

Fig. 1.2 A bag pulled a distance, d

 A force F acts along the handle of the bag and makes an angle θ with the
surface of the table. A component of this force, Fcosθ, moves the bag along the
surface of the table. The work done on the bag is the product of this component of
the force and the magnitude of the displacement, d, along which the bag moves.
W = Fcos θ d
where θ is the angle (180º or less) between the direction of F and the direction of d.
The F and d are the magnitudes of the force and displacement vectors, respectively.
They are both scalar quantities. Also, we assume that the force and θ are constant
while the object is having a displacement.
 Now, going back to the first two examples, wherein the book is lifted and the
table is pushed, could the equation
W= F cos θ d
be used? Let’s analyze.
 When the bag is lifted, the direction of the force and the displacement is the
same. Therefore, θ is 0, and cos θ = 1.
The equation
W= F cos θ d
becomes
W= Fd
Click icon to add picture

LET’S SEE IF YOU

UNDERSTAND THE
SCIENTIFIC MEANING OF
WORK. FILL IN THE TABLE
BY WRITING W IF WORK
IS DONE AND N IF NO
WORK IS DONE ON THE
OBJECT.
What you will do
Self-Test 1.1
 In pushing a jeepney a certain distance, lifting a suitcase and taking a load
upstairs, work is done on the jeepney, on the suitcase and on the load, respectively. In
holding a book, although force is exerted, this force does not move the book. It only
supports the book, otherwise it will fall. Hence, no work is done on holding a book. In
pushing the wall, although force is also applied, there is no displacement, so no work
is done on the wall as well.
WORK IS DONE ONLY WHEN FORCE APPLIED
ON THE OBJECT CAUSES THE OBJECT TO
HAVE A DISPLACEMENT IN THE SAME
DIRECTION AS THE DIRECTION OF THE
FORCE, OR THE COMPONENT OF A FORCE.
REMEMBER THIS:
EXAMPLE 1
How much work is done when a force of 500 N is used to slide a
heavy cabinet 1 meter across the floor?
Solution: a) Write the given quantities.
The given quantities are:
F = 500 N
D = 1m
b) Write the equation.
The equation for work is
W = Fd
c) Substitute the given quantities into the equation
W = 500 N x 1m
d) Do the mathematical operation required in the problem
Multiply to find the answer: 500 N-m
e) Answer: W = 500 N-m or 500 joules
EXAMPLE 2
How much work is done in lifting a 2 kg book onto a shelf 1.5 m high?

Solution: a) Write the given quantities.

The given quantities are:
m = 2 kg
d = 1.5 m
b) Write the equation.
The equation for work is
W = Fd
But the magnitude of F = magnitude of the weight which is
W = mg
Substitute the equation for the weight into the equation
W = Fd
= mgd
The equation W = mgd is the working equation
c) Substitute the given quantities into the equation
W = 2 kg x 9.8 m/s2 x 1.5 m
d) Do the mathematical operation:
W = 19.6 kg m/s2 x 1.5 m
= 29.40 kg m/s2 x m
e) Answer: W = 29.40 N-m or 29.40 joules
EXAMPLE 3
A cart load of sand is pulled 5 m across the ground as shown below. The
tension in the rope is 300 N and is directed 30 degrees above the horizontal. How
much work is done in pulling the load?

Figure 1.3 A cart load of sand is pulled across the ground

EXAMPLE 3
Solution: a) Write the given quantities.
The given quantities are:
d=5m
F = 300 N
θ = 30 degrees
b) Write the equation.
The basic equation is also the working equation, which is
Work = Fcos θ d
c) Substitute the given quantities into the working equation
W = 300 N x cos 30o x 5 m
= 300 N x 0.866 x 5 m
= 1 299 joules
Problems:
1. Suppose you lift a 3 kg book from the table onto a shelf 2 m
high. a) What force must you apply to move the book at
constant velocity? b) What work is done by this force?
2. How much work is done to carry a 3 kg book from one shelf to LET US SEE IF YOU
another 4 cm away but at the same level? CAN FOLLOW THE
SOLUTIONS GIVEN IN THE
SAMPLE PROBLEMS.
BELOW ARE SIMPLE
PROBLEMS FOR YOU TO
SOLVE. FOLLOW THE
PROCEDURES IN SOLVING
THE PROBLEMS.
What you will do
Self-Test 1.2
 ARE YOU THROUGH SOLVING THE PROBLEMS? IF
YES, PLEASE GO OVER YOUR SOLUTIONS TO MAKE
SURE YOU DID NOT MAKE ANY MISTAKE. IF YOU ARE
SURE YOUR SOLUTIONS ARE CORRECT, REFER TO
THE ANSWER KEY. IF YOU HAVE AN ERROR IN YOUR
SOLUTION, GO OVER THE SAMPLE PROBLEMS
AGAIN, THEN STUDY THE CONCEPTS DISCUSSED IN
THE LESSON. REVIEW YOUR SOLUTION. THIS TIME, I
AM SURE YOU WILL GET THE RIGHT ANSWER. KEEP
WORKING!
ENERGY
LESSON 2
 YOU ALWAYS HEAR THE WORD ENERGY.
COMMENTS LIKE “YOU FEEL TIRED BECAUSE
YOU DO NOT HAVE ENERGY” OR “YOU COULD
NOT RAISE YOUR HAND BECAUSE YOU DO
NOT HAVE ENERGY” ARE QUITE COMMON. IN
THIS LESSON YOU WILL LEARN MORE ABOUT
ENERGY. ARE YOU READY TO DO THE
FOLLOWING ACTIVITY?
Click icon to add picture

ACTIVITY 2.1
ENERGY: AN
ABILITY TO
DO WORK
What you will do
 When you dropped the rock onto the nail, you observed that the nail was
pushed down the wood or the soil. You could not push the nail if you just held the
rock close to the nail. What you did was to raise the rock and to let it fall on the nail.
Did you exert force when you raised the rock? How much force did you exert? Was
work done on the nail?
 When you raised the rock to a certain height, you actually exerted force to
overcome its weight. The force you exerted had the same magnitude as the rock’s
weight but opposite in direction. Since the rock was moved in the same direction as
the force applied, work was done on the rock. In that raised position, the rock had the
ability to do work. So, when you let the rock fall on the nail, the nail was pushed onto
the ground or onto the wooden block. The rock did work on the nail. The rock, in its
raised position, had the ability to do work or its energy increases. This energy was
gravitational potential energy. Gravitational potential energy is energy due to the
object’s position with reference to the earth’s surface.
WHAT YOU WILL DO
ACTIVITY 2.2
 Work was done when you bent the ruler. Energy is transferred from you to
the ruler. Because of its bent position, the ruler possesses energy. This energy due to
its bent position is elastic potential energy. If you place an object beside the bent end
of the ruler, and then, release the bent end of the ruler, the object would be hit and
pushed to a distance.
A slingshot with its rubber stretched also has elastic potential energy. If a
stone is placed in between the stretched rubber, the slingshot can do work by
releasing the rubber from your hold.
GRAVITATIONAL POTENTIAL ENERGY
One of the most familiar forms of potential energy is gravitational potential energy. In the
previous section of this lesson, you learned about potential energy. You also learned about
what gravitational potential energy is. In this section, you will learn how to determine
gravitational potential energy. Consider again an object of mass, m, lifted to a certain
height, h. Work done on the object gives this object gravitational potential energy. The
change in the object’s gravitational potential energy is the work done in raising it to that
height. Since the work done on the object to raise it at that height is given by the equation,
W = mgh
then, the change in the object’s gravitational potential energy is
∆PE = mgh
where h = the height above the reference level. If the object is raised from the ground, the
reference level is the ground. If the object, however, is raised from the table, the table is the
reference level.
 Using the equation we have derived, could you give the unit of gravitational
potential energy? Yes, you are right! The unit of gravitational energy is the same as
the unit of work, joule. To understand more about gravitational potential energy, let
us use the equation in solving problems. Study very well the following sample
problems.
EXAMPLE 1
How much potential energy is gained by a 2-kg book when it is raised 1.5 m above the
table?

Take note that we are looking for the increase in gravitational potential energy with
reference to the table top. So, the zero level is the table top.

Solution:

Let h = height above the table top

1. Write the equation that relates the given quantities and the unknown quantities.
This equation is ∆PE = mgh
2. Substitute the given quantities into the working equation. The basic equation is
also the working equation

∆PE = mgh

∆PE = (2 kg)(9.8 m/s2 )(1.5 m)

= 29.4 joules
EXAMPLE 2
A book with mass of 1.5 kg on a table that is 1.2 m high is raised onto a shelf. The
shelf is 2 m from the table top. a) What is the gravitational potential energy of the book relative
to the table top? b) What is the gravitational potential energy of the book relative to the floor?

a) The zero level is the table top.

Solution:
1. The equation is: ∆PE = mgh
2. Substitute the given quantities into the equation.

∆PE = (1.5 kg)(9.8m/s2 )(2m)

= 29.4 joules
EXAMPLE 2
A book with mass of 1.5 kg on a table that is 1.2 m high is raised onto a shelf. The
shelf is 2 m from the table top. a) What is the gravitational potential energy of the book relative
to the table top? b) What is the gravitational potential energy of the book relative to the floor?

b) The zero level is the floor.

Solution:
1. The equation is: ∆PE = mgh
2. Substitute the given quantities into the equation, then do the necessary mathematical
operations. We have

∆PE = (1.5 Kg)(9.8 m/s2 )( 3.2 m)

= 47.04 joules
 ARE YOU READY TO DO THE PRACTICE
EXERCISES? IF NOT, GO OVER THE
EXAMPLES AND STUDY THE SOLUTIONS.
ONCE YOU ARE READY, GO ON WITH THE
PRACTICE EXERCISES.
1. A bag of groceries with mass of 5 kg is lifted to a height of 1 m.
What is the increase in potential energy of the bag at this
point?
READ AND
2. What is the increase in potential energy of a 5-kg barbell when
it is lifted by the weightlifter 2 m above the floor? UNDERSTAND
THE PROBLEMS
VERY WELL.
WRITE YOUR
ANSWERS ON
A PIECE OF
PAPER.
What you will do
Self-Test 2.1
KINETIC ENERGY
The total work done on a body is related not only to the body’s displacement
but also to the changes in its speed. Work done is transformed into energy due to
motion, or kinetic energy.
To derive an expression for kinetic energy, let us analyze what happens to a
body when a constant force, F, is exerted on it along the horizontal. Due to this force,
the body moves a distance, d. We say work is done on the body, which is, W = Fd.
Using Newton’s second law, we can replace the force by the product of mass and
acceleration giving us
W = (ma)(d)
 If the body was initially moving in the direction of F with a speed v1, then
after moving through a distance d it will have a speed v2. Using the equation for
motion you studied in the previous lesson, this speed may be expressed as

v22 = v12 + 2ad

Rearranging the last expression and multiplying by m/2, we have,

2ad + v12 = v2

2ad = v22 - v12

(2ad = v22 - v12) m/2

mad = ½ mv22 – ½ mv12

But, the expression (ma)(d) = W, so,

W = ½ mv22 – ½ mv12
 Recall that work done on the body in this case changes the body’s motion.
The quantity ½ mv2 is called kinetic energy, KE. The equation W = ½ mv22 – ½ mv12
means that the work done on a body by the net force acting on it is equal to the
change in kinetic energy of the body.
 THINK ABOUT IT!
WHAT IS THE SI UNIT OF KINETIC
ENERGY?
 Using the equation KE = ½ mv2 , we can derive the SI unit of kinetic energy.
Since the SI unit of m is kg and the SI unit of v is m/s, then, the SI unit of KE is
KE = ½ mv2
joule = kg(m/s)2
= kgm2/s2
The unit, kgm2/s2 may also be written as (kgm/s2)(m), or N-m. Do you still
recall that the unit N-m was given a special name, joule?
Let us use the equation we just derived to solve problems on kinetic energy.
EXAMPLE 1
A 5-kg body moves with a speed of 7m/s. What is its kinetic energy?
Solution:
1. The basic equation is KE = ½ mv2
2. Substitute the given quantities into the equation. We have
KE = ½ mv2
= ½ (5 kg)(7 m/s)2
= 122.5 joules
EXAMPLE 2
What is the kinetic energy of a baseball with mass of 2kg moving at a speed of 4m/s?
Solution:
1. The basic equation is KE = ½ mv2 .
2. Substitute the given quantities into the equation:
KE = ½ mv2
= ½ (2 kg)(4 m/s)2
= 16 joules
WHAT YOU WILL DO
ACTIVITY 2.3
Study the example problems using the equation for kinetic energy. Then, try solving
the problems that follow.
1. A 2-kg fish is swimming with a speed of 0.1 m/s. What is its KE?
2. What is the KE of a 5-kg object moving at a speed of 4 m/s?
WHAT YOU WILL DO
SELF-TEST 2.2
Tell whether each statement is true or false:
1. When work that is done on a body increases its velocity, then, there is an increase
in the kinetic energy of the body.
2. The kinetic energy of a more massive object at rest is greater than that of a less
massive moving object.
3. If the velocity of a moving object is doubled, its kinetic energy is also doubled.
4. The unit of kinetic energy is the same as the unit of work.
5. The unit kg m2 /s2 is also a unit of energy.
CONSERVATION OF MECHANICAL
ENERGY
Let us try to examine what happens to the mechanical energy of a free falling
body. But, before that, let us first recall the concept of free fall.
 Did you observe that the speed of the object increased as it falls? The speed
increased at the rate of 9.8 m/s every second or its acceleration was 9.8 m/s2. Do you
remember that this is the acceleration due to gravity?
Did you also observe that the total distance of the object from the ground at
the initial position was 78. 4 m, and as the object fell, its distance from the ground
decreased?
Now let us determine what happens to the free falling object’s kinetic energy
and potential energy.
WHAT YOU WILL DO
ACTIVITY 2.5
1. Study the solution in determining the kinetic energy and the potential energy at t
= 0 s and t = 1 s. Then, compute the KE and PE at the other remaining positions.
Enter your results in the summary in Table 2.1 (Assume mass of the object is 1.0
kg).
2. Compute also the change in PE and the change in KE at every position and enter
results in Table 2.1
EXAMPLE 1
At t = 0 s, the object is 78.4 m from the ground. Assuming that the mass of the object
is 1 kg, and using the equations for PE, we have
PE = mgh
= (1 kg)(9.8 m/s2 )(78.4 m)
= 768.32 J

The KE at t = 0 s is,
KE = ½ mv2
= ½ (1kg)(0)2
=0

The total mechanical energy of the free falling object at t = 0s is

TME = PE + KE
= 768.32 + 0
= 768.32 J
At t = 1 s, the potential energy is,
PE = mgh
PE = (1 kg)(9.8 m/s2 )(78.4 m – 4.9 m)
PE = (9.8kg m/s2 )(73.5 m)
PE = 720.30 J
The kinetic energy at t = 1 s is,
KE = ½ mv2
KE = ½(1 kg)(9.8 m/s)2
KE = 48.02 J
The total mechanical energy is,
TME = PE + KE
TME = 720.30 J + 48.02 J
TME = 768.32 J
TABLE 2.1 SUMMARY OF THE
MECHANICAL ENERGY OF A FREE
FALLING BODY
 WERE YOU ABLE TO COMPLETE THE TABLE CORRECTLY. IF
YES, CONGRATULATIONS! YOU MAY PROCEED TO THE NEXT
ACTIVITY. IF NOT, GO OVER YOUR SOLUTIONS AGAIN. DO
NOT STOP UNLESS YOU MASTER THE COMPUTATIONS, AND
YOU HAVE COMPLETELY FILLED UP THE BLANK SPACES IN
THE TABLE. KEEP WORKING! HAVE PATIENCE!
Click icon to add picture

WHAT YOU
WILL DO
ACTIVITY 2.6
 Did you observe that the potential energy decreased as the object fell? Did
you also observe that in a freely falling body, as the potential energy decreases, the
kinetic energy increases? Notice that as the object freely falls, the change in potential
energy equals the change in kinetic energy. For example, at t = 1 s, the decrease in
potential energy, 48.02 J, is the same as the increase in kinetic energy. At all positions,
the change in kinetic energy is equal to the change in potential energy. We may
conclude that mechanical energy is conserved. What is lost as potential energy
becomes kinetic energy. What you observed is a good example of conservation of
energy.
From the activities can you now give a general definition of energy? How do
you differentiate potential energy from kinetic energy?
 ENERGY IS THE ABILITY TO DO WORK.
THE TWO BASIC FORMS OF ENERGY ARE
POTENTIAL ENERGY AND KINETIC ENERGY.
POTENTIAL ENERGY IS ENERGY DUE TO POSITION
WHILE KINETIC ENERGY IS ENERGY DUE TO
CHANGE IN POSITION.
THINK ABOUT THIS!
As an object falls, will the change in kinetic energy be always the same as the
change in potential energy? What do you think will happen if air friction acts on an
object as it falls?
If air friction acts on the object, potential energy still decreases, but the
decrease in potential energy is no longer equal to the change in kinetic energy.
Actually, it will be greater than the change in kinetic energy. Potential energy lost is
not totally converted to kinetic energy. Some of the energy is converted into thermal
energy of the molecules of air the object encounters. If you could measure the
temperature of the air around the object, there would be a little increase in the
temperature of the air.
THE LAW OF CONSERVATION OF
ENERGY STATES THAT IN AN
ISOLATED SYSTEM, THE TOTAL
AMOUNT OF ENERGY IS
CONSERVED.
 The law of conservation of energy tells us that, although energy changes to
other forms in a given system, the total amount of energy cannot change. For
example, when an object freely falls, the total energy gained when it is raised from
the ground to a certain height remains the same. It is only transformed from
gravitational potential energy to kinetic energy. When it rests on the ground, the
kinetic energy is transformed to thermal energy of the ground and the part of the
object that touches the ground.
WHAT YOU WILL DO
ACTIVITY 2.7
Tie a stone at the end of a string. Hold the string at the other end. Set the
stone into vibration. This will be your swinging pendulum.
1. Explain how conservation of mechanical energy is involved in the swinging of the
pendulum.
2. What enables the Space Shuttle in the Enchanted Kingdom to loop a loop?
SOURCES OF ENERGY
Conservation of energy happens everywhere. Energy constantly changes
from one form to another and the flow of energy never stops. But, the total energy
remains the same. When you turned on the electric lamps, energy changes from
electrical to light and heat. But, if you trace where this electrical energy comes from,
you will find that there are many sources of energy.
SOURCES OF ELECTRICAL ENERGY
The most common source of electrical energy worldwide is coal. It is burned
in coal fired power plants. The heat obtained from burning coal is used to boil water
and produce steam. The steam runs the turbines where electricity is generated.
Electricity, in turn, is distributed to the community by electric companies. When you
turned on the electric lamps, you tapped into that energy.
Heat from under the earth is another source of electrical energy being
harnessed in geothermal power plants. Steam from underneath the earth is tapped. It
is used to turn the blades of the turbines. The generator converts the mechanical
energy in the turbines to electrical energy.
SOURCES OF ELECTRICAL ENERGY
Another source of electrical energy is the energy released by atomic nucleus
during controlled nuclear reaction in nuclear power plants. A large amount of energy
is released during the fission of the nucleus of an atom of a radioactive element like
uranium. This tremendous amount of energy is used to run the turbines in nuclear
power plants. Electricity is thus generated and distributed to the community.
Generally, the basic processes in power plants are the same. The blades of
theturbines must be made to turn to generate electricity. Thus, mechanical energy is
converted to electrical energy. The difference among these power plants is the source
of energy that turns the blades of the turbines.
WHAT YOU WILL DO
ACTIVITY 2.8
Answer the following questions:
1. Identify the sources of electrical energy discussed in this module.
2. What are the basic processes common to all power plants?
RESEARCH WORK
1. Are there power plants in your locality? What are the sources of electrical energy
in these power plants?
2. Aside from producing electrical energy, what are the other uses of energy derived
from fuels such as coal?
NONRENEWABLE RESOURCES
Fuels are substances that may be burned to produce heat, light, or power.
The most commonly used fuels are dried dung or animal wastes, wood, peat, and
coal. There are also manufactured fuels such as charcoal, coke, and water gas. Lately,
petroleum and natural gas have come in widespread use.
Fossil fuels are carbon–rich deposits of ancient life that burn with flame.
These have been the most important energy source during the past centuries. Fossil
fuels include coal, oil or petroleum, and natural gas. They account for approximately
90% of all energy consumed by industrial nations.
Estimates by geologists reveal that it takes millions of years to form fossil fuel
deposits. Although the natural processes involved in the formation of fossil fuels still
continue today, the rate of using fossil fuels is very, very much greater than the rate of
their formation. They are, therefore, classified as nonrenewable resources. They
cannot easily be replaced.
WHAT YOU WILL DO
ACTIVITY 2.9
Answer the following questions:
1. Give one nonrenewable energy source.
2. What form of energy is present in the following?
a. a swinging pendulum
b. a uranium atom underneath the earth
c. water in dams
d. fossil fuels
3. How do you think can you help to solve the problem of energy shortage?
MACHINES AND POWER
LESSON 3
 You may have observed some people pushing a heavy rock using a piece of
wood. There are also those who carry water in a pail using a piece of wood. A pail of
water is hung at each end of the pole with its middle resting on the shoulder. Have
you noticed the device used at the top of the flag pole to raise the flag? These are
simple machines. Simple machines are tools with one or two parts that make work
easier.
 What are machines? These are devices that help us do work easier. In what
way do machines help us do work easier? Suppose that you want to transfer a heavy
rock in your garden. You could not do this using your bare hands. Probably, you will
use a long piece of wood or a crowbar, if you have. Look at the picture below to see
how a lever, like the crowbar works.
BASIC TYPES OF MACHINE
There are only two basic types of machines. These are the lever and the
inclined plane. The other simple machines are modifications of the lever or the
inclined plane.
THE LEVER
A lever has a fulcrum. This is the point where the lever is supported. Can you
identify in the picture (Figure 3.1) where the fulcrum is? Notice that the man pushes
down on one side of the bar. The opposite side of the bar pushes up on the rock and
lifts one side of the rock. The distance from the man’s force (effort) to the fulcrum is
the effort arm. The distance from the rock (the resistance) to the fulcrum is the
resistance arm. In using a lever, you apply less effort, but this is used to lift heavy load.
The lever helps us do work by increasing the force we exert.
WHAT YOU WILL DO
ACTIVITY 3.1
1. Find a heavy rock in your backyard. Try to lift and move it 0.5 m across.
2. Place one end of the bamboo pole or any wooden pole under the rock and pull
up on the end not under the rock. What do you observe?
3. Repeat #2 until the rock is moved 0.5 m across the ground.
4. Compare the force you exerted to move the rock.
5. How did the lever (the bamboo pole) help you do work?
 Did you notice that you exerted less effort in transferring the rock across the
ground using the lever? However, you could move the rock only a little distance at a
time. The lever helps you do work by increasing the force you apply, but this is done at
the expense of speed. Using the lever, you do the work easier, that is, you exert less
effort, but you do the work slowly.
THREE CLASSES OF LEVER
Think of the tools you used at home that are examples of lever. Aside from
the seesaw, there are many tools used at home and in your community that are lever.
There are three classes of levers: first class, second class and third class levers (Fig.
3.2)
The seesaw is a first class lever. The fulcrum is between the effort and the
resistance. The wheelbarrow is an example of a second class lever. The resistance is
between the effort and the fulcrum. The ice tong is a third class lever. Effort is exerted
at the middle to close the open ends in picking up the ice. The other end joined by a
screw is the fulcrum.
THE INCLINED PLANE
Suppose that you want to raise a heavy load unto the truck. To do this, you
use a wooden plank, one end of which is on the ground while the other end is resting
on the rear of the truck. The load is pushed up or pulled up along the plank. You
would probably find out that it is easier to push the load up the plank than to lift it. To
find out how this plank helps you do work, do the activity that follows.
Click icon to add picture

WHAT YOU
WILL DO
ACTIVITY 3.2
 The plank is an inclined plane. The plank helps you do work by exerting lesser
force than when lifting the object. The force you apply in using an inclined plane is
used to lift heavy load.
To have more quantitative results and to understand very well how the
inclined plane works, do this activity in school.
Click icon to add picture

WHAT YOU
WILL DO
ACTIVITY 3.3
 In the activity, notice that the force applied in pulling the load up the inclined
plane is less than the weight of the load. The inclined plane helps us do work by
exerting less effort in moving a heavy load to a certain height. This simple machine
helps us do work by increasing the force we apply.
WORK ON AN INCLINED PLANE
Lifting the load directly requires a large force acting through a small distance,
such as the height of the truck. If the load is pushed up the inclined plane onto the
truck, a smaller force is needed, but the load moves a greater distance, the length of
the inclined plane. The force exerted in pushing the load is the effort, E. The length of
the inclined plane is the distance the effort is moved. This is the effort distance, dE. If
the magnitude of this force is multiplied by the distance the effort is moved, what do
we have? You are right! Work is done. This work is the input work. In equation,

Input work = E x dE
 What is the effect of doing this work? Very good! The load is moved to the
top of the inclined plane, and onto the rear of the truck. The load is raised to a certain
height. The weight of the load is the resistance, R while the height of the inclined
plane is the distance the resistance is moved. This is the resistance distance, dR. If the
magnitude of this force is multiplied by the resistance distance, the product is the
output work or the work done by the machine. In equation,

Output work = R x dR

It is a common observation that it is easier to walk or push or pull up a long

gentle slope than a short, steep one. Less force is exerted on the long slope than on
the short one.
OTHER USES OF MACHINES
The bicycle helps us do work by increasing the speed. However, this is done
at the expense of force. When you step in the pedal and exert force, the pedal rotates
around the crank axle. The pedaling action is transmitted to the rear wheel causing it
to rotate and drive the bicycle forward. You need to exert greater force than the force
you exert when you just walk. But work is done faster.
 Do you notice how a single fixed pulley at the top of the flagpole operates?
How does a single-fixed pulley help us do work? To raise the flag to the top of the
flagpole, the rope to which the flag is attached is pulled down. The rope passes
through the grove of the pulley. The magnitude of the force applied is no greater than
the force due to the flag’s weight. Force applied is not increased using the single-fixed
pulley. Instead, the pulley helps us do work by changing the direction of the force.
Another way by which a machine helps us do work is by transforming energy.
A generator transforms mechanical energy to electrical energy.
HOW ELSE DO MACHINES HELP
US DO WORK?
THINK ABOUT IT!
MECHANICAL ADVANTAGE
In the activity on the inclined plane, notice also that the force applied in
pulling the load up the inclined plane is less than the weight of the load. The inclined
plane helps us do work by exerting less effort in moving a heavy load to a certain
height. Do you recall that this simple machine helps us do work by increasing the force
we apply? The number of times a machine multiplies force is its mechanical
advantage. To determine this, we divide the resistance force by the effort. This is the
actual mechanical advantage, AMA. In equation,
 If friction is neglected, the mechanical advantage is the ratio of the effort
distance to the resistance distance. This is the ideal mechanical advantage, I.M.A. , or
OTHER SIMPLE MACHINES
The other simple machines like the wheel and axle, wedge, screw, and the
pulley are modifications of the lever and the inclined plane. You have seen one use of
the pulley, that of changing the direction of the force. Combination of two or more
pulleys has another use. Have you seen how a car mechanic raises the engine of a car
that is to be repaired? A system of pulleys is used for this purpose. To find out how a
combination of pulleys work, do the activity below.
Click icon to add picture

WHAT YOU
WILL DO
ACTIVITY 3.4
Click icon to add picture

WHAT YOU
WILL DO
ACTIVITY 3.5
 Notice that in figure a, there is only one strand supporting the load. The IMA
is 1. In figure b, there are two strands supporting the load and the IMA is 2. In figure c,
there are three strands supporting the load and the IMA is 3. In figure d, there four
strands supporting the load and the IMA is 4.
 GENERALLY, THE IMA OF A
PULLEY SYSTEM IS THE NUMBER
OF
STRANDS SUPPORTING THE
LOAD.
WHAT YOU WILL DO
SELF-TEST 3.1
Fill in the blanks with the correct words or phrases to complete the statements:
1. _________ are devices that help us do work.
2. The two basic types of machines are the _________ and ________.
3. There are ________ classes of lever.
4. The point where the lever is supported is called _________.
5. The effort multiplied by the effort distance gives the machine’s _________.
6. _______is the product of the resistance and the resistance distance.
7. The number of times a machine multiplies force is its________.
8. ________ determines the IMA of the pulley system.
9. The IMA of a pulley system is determined by counting the ___________ supporting the load.
10. The single fixed pulley has an IMA equal to _______.
 You often hear somebody saying that an athlete is more powerful than
another, or that animals are more powerful than humans. What really is power?
Power provides a measure of both the amount of work done or the amount
of energy expended and the time it takes to do it. If you do a physical task quickly you
have more power than when you do the same task slowly.
 In science, power is defined as the rate at which work is done or the rate at
which energy is expended, or is transferred, or transformed. In equation,
Power = work/time
or
Power = energy/time
 What is the SI unit of power? Since the SI unit of work is joule and the SI unit
of time is second, the SI unit of power is Joule/second. This is given a special name,
watt, in honor of James Watt. So,
1 watt (W) = 1 joule (J)/second (s)
 A bigger unit, kilowatt (kW) is also commonly used. This is the commonly
used unit of lectrical power. However, we still use the English system unit of power
which is the horsepower. The power of some electrical devices like the motor of air-
condition is still expressed in horsepower.
1 horsepower (hp) = 746 watts
 You might be familiar with the unit kilowatt hour (kWh) seen on electrical
bills. What quantity has this as the unit? The equation defining power as energy
divided by time maybe written as
Energy = power x time
Using the above equation, if power is expressed in kilowatt and time is in
hour, the unit of energy is kilowatt-hour.
WHAT YOU WILL DO
SELF- TEST 3.2
Fill in the blank to complete each statement:
1. ________ is defined as the rate at which work is done.
2. The SI unit of power is j/s which is given a special name _________.
3. A horsepower is equivalent to _________watts.
4. _______ is equal to power x time.
5. Kilowatt-hour is a unit of ________.
WHAT YOU WILL DO
ACTIVITY 3.6
 Many power tools are still in horsepower. Some air conditioners, for example,
have power rating of 1 hp, others with power ratings of 2 hp. An electric household
mixer uses a motor with a power of ¼ hp.
WHICH IS MORE POWERFUL?
Suppose that hollow blocks are to be loaded onto a truck. What are two ways
of doing this? First, a person could lift the hollow blocks one at time and place them
on the truck. Second, a forklift could be used to lift the hollow blocks all at the same
time. Compare the work done when a person is able to lift all the hollow blocks one at
a time and the work done using the forklift.
You are right! The same amount of work is done. The force on each hollow
block is equal to the magnitude of the weight of the hollow block. The total force
exerted to lift all the hollow blocks times the distance they are moved (the height of
the truck) is the same whether the blocks are loaded one at a time or all at the same
time. But, the power in lifting the hollow block one at a time is lesser than when the
blocks are loaded at once.
EXAMPLE PROBLEM 1
Suppose that the mass of all the hollow blocks is 900 kg. If the truck bed has
a weight of 1.3 m, how much work is done in lifting the hollow blocks onto the truck
bed? If the forklift does the work in 15 seconds, what is the power? If the person does
the same work in 1 hour, what is the person’s power? In which situation is power
greater?
Solution:
The amount of work done in lifting the hollow blocks is
Work = mgd
= 900 kg x 9.8 m/s2 x 1.3 m
= 11 466 J
The power of the forklift is
Power = Work/Time
= 11446 joules/15 seconds
= 764.4 W
The power of the person is
Power = Work/time
= 11 446 J / 1 h
= 11 446 J / 3600 s
= 3.185 W
 Notice that in problem 1, the forklift has greater power than the person. The
same amount of work is done, but work was done in a shorter time using the forklift.
WHAT YOU WILL DO
ACTIVITY 3.7
Read and understand the following problems. Then, solve. If you are
through, check your solution.
1. How much electrical energy per second is consumed in an incandescent bulb that
has a power rating of 50 watts?
2. What is the power of an engine that does 3000 joules of work in 4 seconds?
LET’S SUMMARIZE
POSTTEST
KEY TO ANSWERS
REFERENCES
Young, Hugh D. and Friedman R.G.(2004). University physics (11th ed). Addison
Wesley, San Francisco, CA: Pearson Education South Asia PTE Ltd.
Hewitt, P. (2002). Conceptual physics: the high school physics program. Upper Saddle
River, New Jersey: Prentice – Hall, Inc.