Grade 8 LP On Work and Energy

LESSON PLAN IN SCIENCE 8
Calao National High

School Grade Level Grade 8
School
JOANA MARIE PINTO -
Teacher Learning Area SCIENCE
FRESNIDO
rd
3 week Day 3-5
Time & Date Quarter 1ST
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standard work using constant force, power, gravitational
potential energy, kinetic energy, and elastic
potential energy.
B. Performance The learners shall be able to develop a written plan
Standard and implement a “Newton’s Olympics”.
C. Learning LC21: Describe how work is related to power and
Competencies/ energy (S8FE-Ic-21)
Objectives
(Write the LC Objectives:
code 1. Define power.
for each) 2. Describe how work is related to power
3. Describe how work is related to energy
II. CONTENT Work is a way of transferring energy.
Power is the rate of doing work or the rate of using

energy.
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 23 – 25
Guide pages
2. Learner’s pp. 33 – 36
Materials
pages
3. Textbook DepEd. Science and Technology IV. SEDP Series.
pages (1992). Philippines: Book Media Press, Inc.
4. Additional
Materials
from Learning
Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE Advance Learners Average Learners

A. Elicit List all what you have known and learned about
work and energy.
Work and Energy
Work Energy
B. Engage Show a picture of two construction workers and

an old woman, and narrate this story.
Situation.
Mang Pedro and Mang Juan are best of friends.
One day, an old woman asked for help to lift 10
sacks of rice on top of the jeepney. She is willing to
give 100 pesos for who will do more work. Mang
Pedro lifts 5 sacks of rice in 1 minute. While Mang
Juan uses a pulley and lifts 5 sack of rice in 10
seconds.
Who do you think will receive 100 pesos?

Why?
Who do you think has the greatest power?
Why?
What is power? Is it the same as work?
Energy?
(Elicit student’s idea about energy, work and

power)
C. Explore Pre Laboratory: Pre Laboratory:
Divide the class into Divide the class into
groups with 4 to 5 groups with 4 to 5
members. members.
Distribute the activity Distribute the activity
sheet sheet
Student should Together with the
discuss and explain to students, discuss and
their classmates the explain the objectives
objectives and and procedure of the
procedure of the activity.
activity.
Post Laboratory:
Post Laboratory: Each student
Each student computes his power.
computes the work
done and his power. Teacher should collect
the output of the
Teacher should collect students before the end
the output of the of the session.
students before the end
of the session.
D. Explain Day 2 Day 2

Discussion Discussion
Each group will post Each group will post

their output on the their output on the
board. board.
Let the student Let the student discuss
discuss their answers. their answers.
Compare and contrast Compare and contrast
their answers their answers
After the student’s After the student’s

discussion, the discussion, the following
following questions questions should be
should be asked and asked and emphasized
emphasized to the to the students by citing
students by citing other other situations or
situations or examples. examples.
HOT Questions HOT Questions

1. What happens to 1. What happens to
the energy of the the energy of the
one doing the one doing the
work and to the work and to the
object on which object on which
work is done? work is done?
2. How is work 2. How is work

related to related to energy?
energy?
3. Discuss scientific
3. Discuss scientific meaning of power
meaning of
power 4. How is Power
related to work
4. How is Power and energy?
related to work
and energy?
E. Elaborate Mastering the concepts can be done through
Quiz bee games. The following questions can be
encoded in a PowerPoint or Jeopardy Games:
Divide the class into 5 groups. Let each group
name their team.
Quiz Bee Game
Rules for the game:

Each team will have a chance to choose a
category.
All the teams will have a chance to answer the
question.
Each team will have 2 players for each question.
After 15 seconds, the players will show their
answer. If the team is correct they will be awarded
points, if they are incorrect the number of points
that the question is worth will be deducted from
their total score.
Any unsportsmanlike conduct will result in a
warning, followed by a loss of points.
Note: The teacher will ask the question “ Game ka

na ba?” for every round to make the game lively.
The students will answer “game na!” and should
raise their right hand.
Sample questions Easy: Easy:
for quiz bee W = ∆ KE What is the SI unit of
W = ∆ PE energy and work?
Given the equation, Cite a situation
explain the relationship showing the relationship
of work and energy. of work and energy.
P = W/t Average:
P = ∆E Is energy the same
Given the equation, with work? Explain.
explain how work and What is power?
energy is related to (Define or describe it
power. scientifically)
Average:
How much power is
required to do 1,200 J Difficult:
of work in 1 minute? How much power is
used in lifting a 25 kg
How much is the body at a height of 15
change in Potential meters in 10 seconds?
Energy of the block of
wood if it is lifted with a Power distributor such
force of 10 N to a height as SORECO send
of 4m? How much work monthly bills to their
is done on the block? customers. What do they
charge to customers,
Difficult: energy or power? (Prove
Horse A produces your answer)
twice the power of
Horse B. Can you How can you reduce
conclude that Horse A electric bills in your
does twice as much house and in the school?
work than Horse B?
The Fresnido
household consumes
12 kW-h of energy per
day. How much power
do they consume per
day?
F. Evaluate Answer the following Answer the following

problems. problems.
A. Four laborers were A. Consider the work

moving cement bags that needs to be
from the ground done to bring up 40
floor to the second kg of hollow blocks to
floor. Each cement the sixth floor of a
bag weighs 50 kg building under
and the height of the construction.
first to the third floor
is 8 m. The table Complete the table
below shows the below.
number of cement
bags that the four
laborers have
moved up and the
corresponding time Ener Work Time Pow
gy done required er
spent. (secon
sour (Joul (Wa
ce es) ds) tt)
Laborer No. Time Labo
of (h) rer 14
600
Bags using 400
A 12 0.5 stairs
B 20 1 Labo
C 30 2 rer 14
120
D 35 3 using 400
pulley
1. Which of the Eng 14

laborers has the 30
ine 400
highest power?
Least power? (Prove
your answer) Which shows a
2. How much energy greatest transfer of
did laborer B energy?
consume in moving
up the 20 cement Which of the laborers
bags to the third has the highest power?
floor? Least power? (Prove
your answer)
B. How is work related
to energy? B. How is work related
to energy?
C. How are energy and
work related to C. How are energy and
power? work related to
power?
G. Extend Research the life of Research the life of

James Watt and his James Watt and his
* F and G contribution to Physics. contribution to Physics.
may be
interchange Make a video showing
d the relationship of work,
energy and power.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
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 it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
Prepared by:
JOANA MARIE P. FRESNIDO
AVERAGE LEARNER’S ACTIVITY
Work, Energy and Power
Part I: Work-Energy Relationship

Objective: Relate work and energy.
Materials Needed: ball, stone and plastic bottle
Procedure:
A. From the ground, raise a rock to a height of about 1 meter.
Q1. Have you done work when you raise the rock to 1 meter height? Did
you transfer energy to the rock? How do you know?
Q2. What form of energy is transfer to the rock?
B. Play a bowling game.
 Roll a plastic or rubber ball along the floor to hit an empty plastic
bottle.
Q3. Is there work done on the ball?

Q4. What was transferred to the ball that causes it to move?
Q5. What can a moving ball do?
Think: How is work related to energy?
Part II: How POWER-ful am I?

Objective:
Relate work, energy and power

Compute power output in walking or running up a flight of stairs.
Materials Needed: meter stick, timer
Procedure:
1. Write the group members’ names in the first column of Table 1.

2. Enter each member’s weight in column 2. To solve for the weight,
multiply the mass (in kg) by acceleration due to gravity (g=9.8 m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it
on the table.
4. Each member will walk or run up the flight of stairs. Use a stopwatch or
any watch to get the time it takes for each member to climb the stairs.
Record the time in the 4th column.
5. Solve for the energy expended by each member. Record them in the
5th column of the table.
6. Compute for the power output of each member.
Q1. Who among the group members had the highest power output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of the group?
Did each member perform the same amount of work in climbing the stairs?
ADVANCE LEARNER’S ACTIVITY
Work, Energy and Power
Part I: Work-Energy Relationship

Objective: Relate work and energy
Materials Needed:
ball, stone, plastic bottle, spring
Think: How is work related to energy?
Procedure:
A. Given the materials, design an experiment that shows the relationship of
work and energy.
B. Explain how work is related to energy in your experiment.
Plus Factor:
Explain Work-Energy Theorem
Give 2 problems with solution about work-energy theorem
Part II: How POWER-ful am I?

Objective:
Relate work, energy and power

Compute power output in walking or running up a flight of stairs.
Materials Needed:
meterstick, timer, weighing scale, stairs
Procedure:
1. Given the materials needed in this activity and the table below, make
your own procedure on how to measure one’s power.
Data:
Height of stair:______ meter
Name Mass Potential Potential Change Work Time Power

of of Energy Energy in PE Done taken (J/s)
Climber Climber of of ∆PE (J) to
(kg) Climber Climber climb
(at the (at the PEfinal – the
bottom top of PEinitial stairs
of the the stair) (s)
stair)
Q1. Who among the group members had the highest power output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of the group?
Did each member perform the same amount of work in climbing the stairs?
Q6. Determine the potential energy (in joules) you gained by running up the
stairs.
Q7. Think of at least one way you could improve your power output.
LESSON PLAN IN SCIENCE 8

Calao National High
School Grade Level Grade 8
School
JOANA MARIE PINTO -
Teacher Learning Area SCIENCE
FRESNIDO
rd
3 week Day 2 and Day 3
Time & Date Quarter 1ST
VIII. OBJECTIVES
D. Content Standard The learners demonstrate an understanding of work
using constant force, power, gravitational potential
energy, kinetic energy, and elastic potential energy.
E. Performance The learners should be able to The learners shall
Standard be able to develop a written plan and implement a
“Newton’s Olympics”.
F. Learning LC: Relate speed and position of object to the
Competencies/ amount of energy possessed by a body.
Objectives (S8FE-Id-23)
(Write the LC
code Objectives:
for each) 1. Relate speed of object to the amount of
kinetic energy possessed by a body.
2. Relate position of object to the amount of
potential energy possessed by a body.
3. CONTENT The kinetic energy of an object is directly
proportional to the square of its speed.
Potential energy is the energy that is stored in an

object due to its position relative to some zero
position. An object possesses gravitational potential
energy if it is positioned at a height above (or below)
the zero height.
4. LEARNING
RESOURCES
C. References
5. Teacher’s pp. 21 – 22
Guide pages
6. Learner’s pp. 26 – 29
Materials
pages
7. Textbook High School Science IV Physics in Your
pages Environment Teacher’s Edition pp. 100 – 101, p.p.
284.
8. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning Hewitt, P. G. (1997) Conceptual Physics (3rd ed.),
Resources Addison-Wesley Publishing Company, Inc.
https://betterlesson.com/lesson/640019/exploring-
the-relationship-between-potential-kinetic-energy
5. PROCEDURE Advance Learners Average Learners

H. Elicit Put the meta cards Show the picture
secretly under the chair of below.
the students. The green
meta card will be for KE
and the orange meta card
will be for PE.
Kinetic Potential
Energy Energy
What type of
Get the meta card under mechanical energy
your chair. does the picture
Give situations or demonstrate? PE or
examples showing KE KE? Why?
and PE and paste it on
the board.
Explain your answer

briefly why you
considered it as PE or
KE.
I. Engage Show pictures of waterfalls that can be found in
Sorsogon.
Photo source: Busay Falls | Guinlajon, Sorsogon
https://web.facebook.com/sorsogon360
Photo source:Nasipit Falls, Bulusan, Sorsogon,

Philippines. Retrieved from
https://web.facebook.com/bahaykubo.wmylc/photos
Photo source: Bayugin Falls San Francisco,
Bulusan, Sorsogon Retrieved from
https://web.facebook.com/sorsogon360/photos
Which falls could have the highest potential source

of hydroelectric power? Why do you say so?
Your answers are connected to our lesson for today.

How do the position and speed of an object relate to
the energy it possesses?
J. Explore Pre Laboratory: Pre Laboratory:

Divide the class into Divide the class into
groups with 4 to 5 groups with 4 to 5
members. members.
Distribute the activity Distribute the activity
sheet sheet
Student should discuss Together with the
and explain to their students, discuss and
classmates the objectives explain the objectives
and procedure of the and procedure of the
activity. activity.
Post Laboratory: Post Laboratory:
Teacher should collect Teacher should

the output of the students collect the output of the
before the end of the students before the end
session. of the session.
K. Explain L.
Dis Discussion
Discussion Each group will post

their output on the
Each group will post board.
their output on the board. Let the student
Let the student discuss discuss their answers.
their answers. Compare and
Compare and contrast contrast their answers
their answers
After the student’s
After the student’s discussion, the
discussion, the following following questions
questions should be should be asked and
asked and emphasize the emphasize the
dependence of potential dependence of
energy on height and the potential energy on
dependence of kinetic height and the
energy on speed. dependence of kinetic
energy on speed.
Guides for discussion:
Guides for discussion:
1. Students should
know the formula 1. Students should
for PE and KE and know the
could derive the formula for PE
formula. and KE and
could derive the
2. Using the equation formula.
KE= ½ mv2 ,
students could 2. Students could
relate speed from relate speed and
KE of an object. KE of an object.
3. Using the equation

PE =mgh, students 3. Students could
could relate the relate the
position of an position of an
object relative to object relative to
the ground to its the ground to its
PE. PE.
Clarify the misconceptions
of the students (if any)
Clarify the
misconceptions of the
students (if any)
M. Elaborate Mastery of the topic can Mastery of the topic

be done through small can be done through a
group discussion. game.
Divide the class into 8 Divide the class into

groups. Let each group 10 groups. ( at least 3-
name their team and have 4 members each
their yell. group)
Each group will be given Let each team have

problems to solve. their yell.
The first group who will Each team will be

finish first will be given 2 given 15 seconds to
smileys . discuss their answer
with the group.
The group to answer
correctly and explain it If they think the
comprehensively their will statement is true they
have 5 smileys will all do the tumpak
gesture, if the question
Group I and II is false they will do the
Two ways lead to the top ligwak gesture.
of Mt Bulusan. One is Each team will explain
steep and direct, while the their answer.
other is twice as long but
less steep. How much 1 point will be given
more potential energy for the correct gesture
would you gain if you take and another 2 points
the longer path? for correct explanation,
a total of 3 points.
The team with the

highest point will be
declared as the winner.
TUMPAK ganern or
LIGWAK ganern?
or
Follow-up: Questions:
Which path would When work that is

you rather take? done on a body
Why? increases its speed,
then, there is an
Group III and IV increase in the kinetic
energy of the body.
Given the formula of
KE = ½ mv2 , analyze the The kinetic energy of
following problems. a more massive object
at rest is greater than
A girl of mass 40 kg is that of a less massive
skating at a constant moving object.
speed of 1 m/s. Suppose
she doubles her speed, If the velocity of a
moving object is
a. What will be the doubled, its kinetic
change in her energy is also doubled.
kinetic energy?
b. How is the speed The unit of kinetic
of an object related energy is the same as
to the Kinetic the unit of work.
energy possessed
The unit kg m2/s2 is
by an object?
c. What will happen also a unit of energy.
to her KE if she Three rocks of equal
reduced her speed mass are positioned as
1/3 than the shown in figure below.
original. All ramps have the
Group V and VI same height. The
yellow rock has the
A ball, initially at rest, rolls greatest potential
down a frictionless plane energy.
and attains a speed of 10
m/s at the bottom. To
achieve a speed of 20 m/s
at the bottom, how many
times higher must the
plane be? Explain your
answer.
An elephant on the
ground has greater
potential energy than a
leaf 15 feet in the air.
N. Evaluate Answer the following Answer the following

questions. questions.
* F and G may
be A truck and a bus have A truck and a bus
interchanged the same mass, but the have the same mass,
truck has twice Kinetic but the truck has twice
Energy than a bus. How Kinetic Energy than a
do their speeds compare? bus. How do their
Explain. speeds compare?
Explain.
A moving motorbike has
kinetic energy. If it speeds
up until it is going five Given the diagram
times as fast, how much below, all the boxes
kinetic energy does it have the same mass,
have in comparison? which box has the
greatest gravitational
potential energy?
Explain.
Given the picture below,

among the three persons
who has the greatest
gravitational potential
energy? Explain.
2h
O. Extend How will you apply the The students will make
learnings you have gain a photo essay about
today in the following the comparison of
areas? object’s KE and PE
a. Sports related to its speed and
b. Transportation position respectively.
c. Energy Resources
By group, the students will

construct a “Kinetic
Mouse”
Problem: To construct a
mouse toy that will move
across the floor based on
the amount of potential
energy stored in a twisted
rubber band.
6. REMARKS
7. REFLECTION
8. OTHERS
H. No. of learners
who earned
80% on the
formative
assessment
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K. No. of learners
who continue to
require
remediation.
L. Which of my
teaching
strategies
worked well?
Why did it work?
M. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
N. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
Prepared by:
JOANA MARIE P. FRESNIDO
Evaluated by:
RONA E. AGUILA
AVERAGE LEARNER’S ACTIVITY

KE and PE
Objectives:
1. Relate speed of object to the amount of Kinetic Energy possessed by a

body
2. Relate position of object to the amount of Potential Energy possessed
by a body
Materials:
1 Evaporated milk can (with contents)

2 wooden boards
10 books
Procedure:
A. Position the boards and can as shown in the Figure below.

Figure 1:
B. Measure the height hA. Let the can roll down the board from point A.
C. Observe the motion of the can from position A to E.
Guide questions:
1. Does the can move faster or slower from position A to position C?

2. Does the can move faster or slower from position C to position E?
3. In which position, A, C, or E, is the can’s speed greatest? Slowest?
4. In which position, A, C, or E, is the kinetic energy of the can greatest?
Smallest?
5. What happens to the KE of an object if it move faster? Slower?
Think this!
How will you relate the speed of an object to the Kinetic Energy it
possesses?
D. Measure height hE reached by the can as it goes up to position E.
Guide Questions:
1. Compare hA with hE.

2. In which position, A, C, or E, is the can’s height greatest? Smallest?
3. In which position, A, C, or E, is the can’s gravitational potential energy
greatest? Smallest?
4. In position B and D, does the can have energy? Does it have
gravitational potential energy? Explain your answer.
5. What happens to the GPE of an object if it moves to more elevated/
higher position??
Think this
How will you relate the position of an object to the Gravitational
Potential Energy it possesses?

KE and PE
Energy Skate Park: Basics
Introduction:
In this lab, we are going to investigate potential, kinetic, and total energy.
potential energy is stored energy. Kinetic energy is the energy of motion.
Important Questions:
1. How do we determine the amount of potential and kinetic energy of an

object?
2. How do we compare the measurements of two different types of
energy?
3. How does the speed affect the kinetic energy of an object?
Instructions:
In this activity, the above questions are investigated. Complete this document
by filling in data tables and writing complete responses. This investigation
has three phases: Exploration, Explanation and Application. Work between
this document and the simulation (sim).
1. Click this link: https://phet.colorado.edu/en/simulation/energy-skate-park-

basics
This is a screen shot of the website:
**If the link is not working type in https://phet.colorado.edu
a. Enter “Energy Skate Park: The Basics” in the search bar.

b. Find “Energy Skate Park: The Basics” and click the large start
button.
2. This screen appears.
Exploration Phase:
(5-7 minutes)
1. Briefly explore this sim. Click the “Intro” tab.
2. Place the skater at various starting points on the ramp.
3. Explore changing his mass and the type of ramp.
4. Look at the variety of ways to display the data while the skater is moving.
5. Notice the reset button in the bottom right hand corner. It is orange with a
white arrow.
6. There is also a button to restart the skater from the original position he was
set up in.
Explanation Phase:
(25-30 minutes)
This phase has an investigative goal.
Aim: Create a rule for the amount of total energy versus the amount of
potential and kinetic energy.
Relate speed and kinetic energy of an object.
Relate height and potential energy of an object.
Reset all of the setting that you have placed on the screen by clicking the
orange button.
Your screen should look like this:
Select the box that says “Grid”
Use the ramp shaped like a U.
Select the box next to “bar graph.”
Your Screen should look like this without the letters:
A D
Directions:
1) On the top right corner there is a grey box with different types of tools
used for collecting data. Click and make sure there is a check next to
the speed meter and the pie graph.
2) Click the slow-motion option at the bottom to make it easier to see the
change in the speed meter and the pie graph.
3) Click and drag the skater to the top of the ramp’s left side. Release the
skateboarder.
Half-Pipe:
The first time, just watch prior to collecting data. Observe the changes of
energy with the pie chart. After observing with the pie chart, observe the
A changes of energy on the bar graph (make sure there is a check).
Reset the Skater and be sure that the same data tools are being used.
C
A D
In the
table below, write down whether the quantity of potential, kinetic, and total
energy increases, decreases, or stays the same.
Potential Kinetic
Position Total Energy
Energy Energy
Questions
1. Where does the skater have the most potential energy?

________________________________________________________
2. Where does the skater have the most kinetic energy?
________________________________________________________
3. How does the speed of the skater affect his kinetic energy?
________________________________________________________
4. How does the height affect the skater’s potential energy?
________________________________________________________
Curved Ramp:/
///The first time, just watch prior to collecting data. Observe the changes of
changes of energy on the bar graph (make sure there is a check).
C
D
In the table below, write down whether the quantity of potential, kinetic,
and total energy increases, decreases, or stays the same.
Position Potential Energy Kinetic Energy Total Energy
D
Questions

______________________________________________________
________________________________________________________
3. How does the speed of the skater affect its kinetic energy?
________________________________________________________
________________________________________________________
Wavy Ramp:/
A
E
C
D
B
Potential
Position Kinetic Energy Total Energy
Energy
A
B
Questions:

______________________________________________________
________________________________________________________
3. How does the speed of the skater affect its kinetic energy?
________________________________________________________
________________________________________________________
Conclusion:
As the speed increases, how does the potential, kinetic, and total energy
levels change?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Compare and contrast the energy levels on the half-pipe, the curved ramp,
and the wavy ramp. What were the similarities or differences between the
potential, kinetic and the total energies on these three ramps?
______________________________________________________________
______________________________________________________________
______________________________________________________________
Application:
1. Now that you know a little bit about potential and kinetic energy, you are
going to get your creative juices flowing.
2. You are going to go to the tab on the bottom that says “playground” and
create your own ramp and test the kinetic and potential energy.
3. Make multiple different versions and see if you can change the maximum
amount of energy that your ramp has.
4. Choose one of the ramps that you have created. Post a picture and tell us
where the skater has the most potential energy and the most kinetic energy.
KE and PE
Energy Skate Park: Basics
Introduction:
In this lab, we are going to investigate potential, kinetic, and total energy.
potential energy is stored energy. Kinetic energy is the energy of motion.
Important Questions:
4. How do we determine the amount of potential and kinetic energy of an

object?
5. How do we compare the measurements of two different types of
energy?
6. How does the speed affect the kinetic energy of an object?
Instructions:
In this activity, the above questions are investigated. Complete this document
by filling in data tables and writing complete responses. This investigation
has three phases: Exploration, Explanation and Application. Work between
this document and the simulation (sim).
1. Click this link: https://phet.colorado.edu/en/simulation/energy-skate-park-

basics
This is a screen shot of the website:
**If the link is not working type in https://phet.colorado.edu

a. Enter “Energy Skate Park: The Basics” in the search bar.
b. Find “Energy Skate Park: The Basics” and click the large start
button.
2. This screen appears.
Exploration Phase:
(5-7 minutes)
1. Briefly explore this sim. Click the “Intro” tab.
2. Place the skater at various starting points on the ramp.
3. Explore changing his mass and the type of ramp.
4. Look at the variety of ways to display the data while the skater is moving.
5. Notice the reset button in the bottom right hand corner. It is orange with a
white arrow.
6. There is also a button to restart the skater from the original position he was
set up in.
Explanation Phase:
(25-30 minutes)
This phase has an investigative goal.

Aim: Create a rule for the amount of total energy versus the amount of
potential and kinetic energy.
Relate speed and kinetic energy of an object.
Relate height and potential energy of an object.
Reset all of the setting that you have placed on the screen by clicking the
orange button.
Your screen should look like this:
Select the box that says “Grid”
Use the ramp shaped like a U.
Select the box next to “bar graph.”
Your Screen should look like this without the letters:
A D
C
Directions:
4) On the top right corner there is a grey box with different types of tools
used for collecting data. Click and make sure there is a check next to
the speed meter and the pie graph.
5) Click the slow-motion option at the bottom to make it easier to see the
change in the speed meter and the pie graph.
6) Click and drag the skater to the top of the ramp’s left side. Release the
skateboarder.
Half-Pipe:
The first time, just watch prior to collecting data. Observe the changes of
A changes of energy on the bar graph (make sure there is a check).
C
A D
In the
table below, write down whether the quantity of potential, kinetic, and total
energy increases, decreases, or stays the same.
Potential Kinetic
Position Total Energy
Energy Energy
A decreases increases stays the same
B decreases increases stays the same
C decreases increases stays the same
D increases decreases stays the same
Questions
The skater has the most potential energy at points A and D.
The skater has the most kinetic energy at point C.
As the speed of the skater increases, his kinetic energy also
increases as depicted in the graph and speedometer.
The higher the location of the skater is, the greater is his potential
energy.
Curved Ramp:/
C
D
Position Potential Energy Kinetic Energy Total Energy

C decreases increases stays the same
D decreases increases stays the same
Questions

The skater has the most potential energy at point A.
The skater has the most kinetic energy at point D.
energy.
Wavy Ramp:/
E
A
C
D
B
Potential
Position Kinetic Energy Total Energy
Energy
C increases decreases stays the same
D decreases increases stays the same
E increases decreases stays the same
Questions:

The skater has the most potential energy at point E.
The skater has the most kinetic energy at point B.
energy.
Conclusion:
How do the potential, kinetic, and total energy levels change in relation to
speed and mass?
As the speed increases, the kinetic energy of the object also increases. The
higher the location of the object is, the greater is its potential energy. The total
energy of the object remains the same at all locations.
Compare and contrast the energy levels on the half-pipe, the curved ramp,
and the wavy ramp. What were the similarities or differences between the
potential, kinetic and the total energies on these three ramps?
The energy levels of the object on the three ramps stay the same. However,
the locations for the most potential and kinetic energies vary on the three
ramps.
Application:
1. Now that you know a little bit about potential and kinetic energy, you are
going to get your creative juices flowing.
2. You are going to go to the tab on the bottom that says “playground” and
create your own ramp and test the kinetic and potential energy.
3. Make multiple different versions and see if you can change the maximum
amount of energy that your ramp has.
4. Choose one of the ramps that you have created. Post a picture and tell us
where the skater has the most potential energy and the most kinetic energy.
Answers may vary but below is a sample picture.

Grade 8 LP On Work and Energy

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Grade 8 LP On Work and Energy

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LESSON PLAN IN SCIENCE 8

Calao National High

II. CONTENT Work is a way of transferring energy.

Power is the rate of doing work or the rate of using

IV. PROCEDURE Advance Learners Average Learners

B. Engage Show a picture of two construction workers and

Who do you think will receive 100 pesos?

(Elicit student’s idea about energy, work and

D. Explain Day 2 Day 2

Each group will post Each group will post

After the student’s After the student’s

HOT Questions HOT Questions

2. How is work 2. How is work

Quiz Bee Game

Rules for the game:

Note: The teacher will ask the question “ Game ka

F. Evaluate Answer the following Answer the following

A. Four laborers were A. Consider the work

1. Which of the Eng 14

G. Extend Research the life of Research the life of

Work, Energy and Power

Part I: Work-Energy Relationship

Q2. What form of energy is transfer to the rock?

B. Play a bowling game.

Q3. Is there work done on the ball?

Part II: How POWER-ful am I?

Relate work, energy and power

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

Q2. What is the highest power output?

Q4. What is the lowest power output?

Work, Energy and Power

Part I: Work-Energy Relationship

Part II: How POWER-ful am I?

Relate work, energy and power

meterstick, timer, weighing scale, stairs

Height of stair:______ meter

Name Mass Potential Potential Change Work Time Power

Q2. What is the highest power output?

Q4. What is the lowest power output?

LESSON PLAN IN SCIENCE 8

Potential energy is the energy that is stored in an

5. PROCEDURE Advance Learners Average Learners

Explain your answer

Photo source:Nasipit Falls, Bulusan, Sorsogon,

Which falls could have the highest potential source

Your answers are connected to our lesson for today.

J. Explore Pre Laboratory: Pre Laboratory:

Post Laboratory: Post Laboratory:

Teacher should collect Teacher should

Discussion Each group will post

3. Using the equation

M. Elaborate Mastery of the topic can Mastery of the topic

Divide the class into 8 Divide the class into

Each group will be given Let each team have

The first group who will Each team will be

The team with the

Which path would When work that is

N. Evaluate Answer the following Answer the following

Given the picture below,

By group, the students will

JOANA MARIE P. FRESNIDO

AVERAGE LEARNER’S ACTIVITY