Learning Activity Sheet No. 2.

Activity Title: Mechanical energy rules! (of forms and transformation)

Learning Target: Differentiate potential and kinetic energy.
Reference : Science 9 Learner’s Material Page/s: 4
Author: M.A.Actub- SBTVHS

Concept Notes:

Energy is the name of the game. Everything exists or ceases to exist

because of its presence or absence. It is stored in different forms and can
transfer and/or transform. It can be transferred without being transformed. It
can also be transformed without being transferred. It can also be transformed
during transfers.

In general, the energy acquired by objects upon which work is done is known
as mechanical energy. You have learned in Grade 8 Science that mechanical energy
fall under two categories:

Table1. Different forms of Mechanical energy

A. Potential Energy
 Energy in matter due to arrangement of its parts, its
composition, location and structure. It is commonly
considered as a stored energy having the potential to do
the mechanical work.
 The various forms of potential energy

B. Kinetic Energy  Energy in moving matter and wave

 Some forms of kinetic energy

*Chemical, electrical and nuclear energies in general exhibit characteristics that are electromagnetic in
nature...though they also have potential energy. (Excerpt from the Encyclopedia Britannica)

Exercise: Cite at least two (2) differences of potential and kinetic energy.
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 Learning Activity Sheet No. 2.2

Activity Title: Potential energy and Kinetic energy

Learning Target: Calculate the potential and kinetic energy of objects.
Reference : Science 9 Learner’s Material Page/s: 5
Author: M.A. Actub- SBTVHS

Concept Notes:

Recall in Grade 8 Science that mechanical work done when equated to

changes in the mechanical energies resulted to operational definitions of kinetic
and potential energy in the following equations:

where:
PE grav = mgh PE grav = gravitational potential energy
m = mass of object
PE elas = ½ kx2 g = acceleration due to gravity
h = height or elevation difference
where:
PE elas = elastic potential energy
k = spring constant
x =compression or extension length

where:
KE = ½ mv 2

KE = Kinetic energy
m = mass of object
v = velocity of object

Exercises:

1. A girl with a mass of 32kg climbs a 4 meters high stairs. Calculate the
potential energy of the girl? (acceleration due to gravity=9.8 m/s 2)

2. Find the kinetic energy of a 1000 kg motorcycle travelling

in a straight highway with a speed of
30km/h.

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 Learning Activity Sheet No. 2.3

Activity Title: Mechanical forms of energy and its transformation

Learning Targets: Trace and explain the transformation of energy.
Reference : Science 9 Learner’s Material Page/s: 5
Author: Miriam A. Actub- SBTVHS

Concept Notes

The evidence and varied uses of the different energy forms is everywhere.
Its flow causes change through heat and work.

Be it energy moving through the food chain or an electric power plant,

energy can never be created from nothing nor can it be destroyed into nothing.
Energy is simply transformed from one form to another or transferred from one
system to another. It flows from a source (serving as input system) into an output
system during transfers and/or transformations.

Examples:

Fig
ure 1. Energy transformation in a lit electric lamp

Exercise:

Draw and describe the energy transformations in :

a) An Electric fan
b) A running car

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 Learning Activity Sheet No. 2.4

Activity Title: LITTLE SHOP OF TOYS

Learning Targets: Identify the energy forms present in the operation of simple
toys; and
Describe the energy transformations in the different toys.

Reference: Science 9 Learner’s Material Page: 6-7

Author: M.A. Actub- SBTVHS

Concept Notes

Use your understanding on transformation of mechanical energy of figure 4

for doing Activity 2.4.

Materials Needed:
Yoyo

Friction toy car

Deflated balloon

1 or 2 mystery objects (to be prepared by the teacher)

Activity Sheet / science notebook

Procedure:
1. Operate each toy ( yoyo, friction toy car, deflated balloon )to move and observe

closely what causes it to start and stop moving.

2. For each toy, identify all forms of energy involved in the process.

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3. Trace the energy transformations by sketching and labeling the toy while in

motion.

4. From inside the room, choose two objects/toys of interest to you. Do steps 1 to

3.
5. For each toy or object, answer the following questions:

TOYS
QUESTIONS
Friction toy Deflated (Mystery
Yoyo
car Balloon Object)

Q1. What does the toy or

object do?

Q2. What energy changes take

place as this toy or object
operates?

Q3. What form does the

stored energy start out in?

Q4. What form does the

stored energy turn into?

Q5. What form is the energy

output in when it stops?

Q6. What made each object to

move a certain displacement
and what made each object to
come to a stop?

Learning Activity Sheet No. 2.5

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Activity Title: HEP HEP HOORAY!
Learning Targets: Construct a simple turbine unit.
Demonstrate mechanical energy transformations, and
Demonstrate Hydroelectric Power (HEP) using water reservoir system.
Reference: Science 9 Learner’s Material Page Number:7-12
Author: M. A. Actub - SBTVHS

Concept Notes

What are the similarities in the mechanical energy forms present in a

stretched bowstring and in an elevated volume of water? What mechanical work

can possibly be done by the transformations of these mechanical energies?

Think about your answers as you do the next activity.

Figure 5. Comparison of mechanical energy in a stretched bow and a waterfalls.

(Adapted from the Energy of Moving Water Student Guide from www.NEED.org)

Materials Needed:

plastic folder or acetate 5-10 pcs paper clips

permanent marker pen 2 1.5-Liter plastic bottle
ruler or tape measure 1 push pin
pair of scissors 3-inch nail
cutter 2 3-Liter ice cream container
juice drink straw 2-Liter bottled tap water supply
hot melt glue or super glue hand towel or rag
(cyanoacrylate adhesive) funnel
masking tape activity sheet / science notebook
thread

Safety Precautions:

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  Danger of injury from the pair of scissors and cutter.
 Danger of eye or skin injury from glue
 Use of water container for collecting water.
 Use of towel or rag to dry off wet surfaces.
 Follow all safety lab rules.

Procedure:
A. Construction of the Turbine Model
1. Prepare 8 blades for the turbine. Cut 2 inch by 1 inch strips of plastic folder or

acetate. Shape it any way you want.

Figure 6. a) shaped strips for turbine blades

2. Glue the blades to the middle of the straw similar to the sample in Fig. 6 b).
The straw will serve as the shaft of the turbine.

Figure 6. b) The turbine model blade assembly

3. Make a turbine holder using one of the plastic bottles. Use a push pin then a 3-
in nail to make holes at a 10-cm height to hold the straw. Ensure that the turbine
can rotate freely. If needed, make some plastic stopper to hold the turbine in
place.

Figure 6. c) The turbine model on its mount

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4. Tie a meter-long thread around the turbine shaft (straw). Secure the knot to
the shaft with a tape. Loop the hanging end of the string and hook the paper clips
on it.

5. Position the turbine model on a table with the hanging paper clips free to move.

Q1. Using the turbine model, what are some ways you can
do to lift the hanging paper clips?
Cite at least three methods.

Q2. For each method, what forms of energy will be

involved in the process? Trace the transformations of
energy.

Q3. In lifting the paper clips, how will you quantify and
relate the work that you will do to the energy
transformations involved?
Figure 6. d) Testing the turbine model

6. Without needing other additional materials, try the methods you can right away
do. This will also help you test the functionality and durability of your turbine
model.

7. Reinforce the turbine holder or strengthen the blades with melted hot glue if
needed. Adding the watery super glue may just loosen the already set bond
between the blades and the straw.

8. Remove the string and the paper clips from the straw to have the turbine model
ready for the Hydropower activity.

B. Water Reservoir Model Construction

1. From the bottom of the bottle, measure and mark with dots the 5-cm, 10-cm,
15-cm, and 20-cm spots. These dots should lie along the same vertical line and
would be the exit points. Across these, make horizontal lines as tail water levels,
ht.

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2. Use the push pin to make a hole on each dot. Then put masking tape over each
hole. Fold the top as flap for pulling.

3. Make another horizontal line 5 centimeters above the 20-cm

hole and mark as the head water level, hw of the stored water.

4.Determine the stored water’s Head of Flow, H by taking the

difference between the head water level and the tail water level
as indicated in the equation 𝐻 = ℎ𝑤 − ℎ𝑡. Record these values in
Table 3.

Figure 7 a) Water Reservoir Model

Q4. If you are to investigate the relationship between

the stored water’s head of flow (the height of the
stored water above the exit point) and the projected
water’s range (the horizontal distance),what would your
problem and hypothesis be?

Suggested format of problem in question form:

How does the dependent variable depend on the independent variable?
Q5. What quantities will serve as the :
a) independent variable - manipulated to affect the
dependent variable;
b) dependent variable - will be affected thus measured; and
c) parameter variable - controlled and kept constant?

5. Write your problem and hypothesis on your activity sheet.

6. Fill the bottle with water up to the 25-cm mark. Elevate this bottle on an
inverted ice-cream container with its holed-side facing the other water container

9
where the turbine model is.

7. Line with masking tape the back of a ruler for easier readings. Use the ruler to
measure the falling water’s maximum range (horizontal distance between the
bases of the hole and the point the projected water hits the blade).

8. Examine the water reservoir with the turbine model assembly and be familiar
with its operation. Reposition the turbine when needed.

C. Mechanical Energy in Hydropower

1. Remove the masking tape from the 5-cm hole to release the water. Be ready
to reposition the water turbine model such that the nearest blade hit by the
projecting water is in the horizontal position. Cover the hole with your finger
or with a tape when needed.

2. Measure the maximum range of the water and record this result in Table 3.

3. Uncover again the 5-cm hole and observe the projecting water as well as the
movement of the turbine blades.

4. Cover again the 5-cm hole. Use the funnel and the bottled water supply to
refill the water reservoir up to the 25-cm mark.

5. Repeat steps 1 to 4 for a total of three trials. Compute and record the
average range.

6. Dry the wet surfaces and check the tape hole covers.

7. Follow steps 1 to 6 for the 10-cm, 15-cm, and 20-cm holes.

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 8. Water conservation tip. Reuse the water collected on the pan. Use the
funnel to transfer water from the collecting container back into the
water reservoir model or the water supply bottle.

Table 3 Effect of the Water’s Head of Flow on the Water Range

Stored Range, R (cm)

Head Tail Water's
water water Trial Trial Trial Average
Height
level, level, 1 2 3 Range,
or Head
Rave (cm)
of Flow,
hw (cm) ht (cm) H (cm)
Equation
: H = hw
– ht

25.0 5.0 20.0

25.0 10.0
25.0 15.0
25.0 20.0

Q6. What mechanical energy transformations took place when

water got projected out of the holes?

Q7. What was the effect of the stored water’s head of flow to its

range?

Q8. How would you explain this effect in terms of energy

transformation?

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 Q9. In Question 4, you formulated your hypothesis regarding the

effect of the stored water’s height to the water’s range.

What was your hypothesis?

Q10. Was the hypothesis you made correct? Why or why not?

Q11. The data collected showed the effect of the head of flow on

the flow range and not on the water’s force that powers the

blades to rotate. How would you relate the range to the

water’s force?

Q12. In the activity, the hydropower was to do mechanical work by

rotating the blades. What can be done to make good use of

the water’s power?

Q13. In a typical actual Hydroelectric Power (HEP) Plant, the

turbines are fixed and so the tail water level is constant
(Refer to Figure 8). Only the head water level from the
reservoir varies depending on the stored water. How would
you modify this activity to model a real working HEP plant?

A typical Hydroelectric Power Plant has three main parts as shown below:
1) the water reservoir
2) the dam
3) the power plant
(turbines and generators)

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Figure 8. Illustration on the main parts of a HEP Plant courtesy of www.NEED.org

Just like the stretched bowstring and the elevated waterfalls, the stored
water in the reservoir has potential energy. When water is made to flow down the
penstock, the potential energy changes into kinetic energy. The power of the
rushing water spins the turbine, which in turn spins the coils of wire inside a ring
of magnets, thus generating electricity. You will look into these in detail when you
tackle electric power generation in Module 4.

Learning Activity Sheet No. 2.6

Activity Title: Conservation of Mechanical Energy reigns!

Learning Target: Determine that the total mechanical energy remains the
same during any process.
Reference : Science 9 Learner’s Material Page: 12-13
Author: M.A.Actub- SBTVHS

Concept Notes

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 Complete your understanding about
work, power and energy. Hop on and
prepare to have fun with amusement events
and rides…

Refer to Figure 1, Ponder this question:

“How would you compare the total energy
of the biker in locations T, O, and P?

Figure1

You learned that a body falling freely constantly increases its velocity. Its

height therefore decreases quadratically from the point of release since it is

falling faster and faster. You also learned in the previous discussion that

mechanical energy depends on an object’s changing position and motion or the

conversion between the object’s potential energy and kinetic energy.

Let us now examine what happens to the mechanical energy of a roller

coaster from Figure 10 below. If the cart moves from positions H to O, the
potential energy decreases since its height decreases. On the other hand, its
speed increases as it moves down, thus its kinetic energy increases. From point O
to P, it gains back its potential energy since it is moving up at higher elevation. In
contrast, its kinetic energy decreases as it moves up because it slows down. This
exchange of potential and kinetic energy is known as mechanical energy.

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 Figure 2. Conservation of Mechanical Energy in a Roller Coaster

Well, at the top of the hill, the car is stationary, so as the car begins to
move down the hill, the potential energy begins to be converted to kinetic energy.
The car gathers speed until it reaches back on top of the other side of the hill
and converts the gained kinetic energy back to potential energy.

Ignoring frictional force, the total mechanical energy, which is the sum of
its kinetic and potential energies, remains constant at all points of the track. In
equation form,
ME1 = ME2 = ME3 = …

PE1 + KE1 = PE2 +KE2 = PE3 +KE3 = …

EXERCISE:

A crane lifted a 200-kg load to a height of 20 meters from the ground.

Applying the law of conservation of mechanical energy, at which height (position)
is the potential and kinetic energies of the load equal?

Learning Activity Sheet No. 2.7

Activity Title: Bashing Ball!

Learning Targets: Identify the positions where kinetic energy or potential
energy is at maximum or minimum; and
Explain the result of the demonstration using
conservation of energy.
Reference : Science 9 Learner’s Material Page/s: 14-16
Author: M.A.Actub- SBTVHS

15
Materials Needed:

bowling ball or basketball

rope
ceiling

Procedure:

1. Ask a custodian or a maintenance personnel to hang a bowling ball or a

basketball using a mesh or a net from the ceiling. Make sure that the ceiling is
stable and sturdy.

2. After the teacher demonstrates the activity, ask for a willing and brave
volunteer from the class.

3. Have the student grab the ball and walk backwards carefully until the ball is
level with his/her nose.

4. Ask the student to remain still as possible while holding the ball against the tip
of his/her nose. Make sure the string is taut so the ball will swing smoothly and
evenly when it is released.

5. Warn the student to keep his body still,

especially the head. S/he should not move
his/her head backward or forward.

6. Ask the student to release the ball

without any additional push.

7. Ask the other students to predict what will happen when the bowling ball when
it is released and returns.

Q1. Did the bowling ball reach the tip of the nose of the student volunteer?
Did it rise higher or lower than its original height?

Q2. At what location(s) along the path of the bowling ball is the ball’s kinetic
energy highest?

Q3. At what location(s) along the path of the bowling ball is the ball’s gravitational
potential energy highest?
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________________________________________________________________

From the activity, you identified the point where potential energy and
kinetic energy is at its highest and lowest point. You are now ready to quantify or
measure the potential and kinetic energy from these points.

Consider a 1-kg stone dropped on top of a hill and reached the ground after
3s. From your concept on free fall, the height of the hill can be computed using
the formula:

h = ½ agt2 and vf = agt since vi = 0.

Now let us determine what happens to the free falling object’s kinetic
energy and potential energy.

At t = 0 s, the object is 44.1 m from the ground. Using the

equations for Potential Energy, we have
PE = mgh
= (1 kg)(9.8 m/s2 )(44.1 m)
PE = 432.18 J

Figure 11. A dropped stone

The Kinetic Energy at t = 0 s is,

KE = ½ mv2
= ½ (1kg)(0)2
KE = 0

The Total Mechanical Energy of the free falling object at t = 0s is :

TME = PE + KE
= 432.18 + 0
TME = 432.18

At t = 1 s, the Potential Energy is,

PE = mgh
= (1 kg)(9.8 m/s2)(44.1m – 4.9 m)
= (9.8kg m/s2)(39.2 m)
PE = 384.16 J

The Kinetic Energy at t = 1 s is,

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 KE = ½ mv2
= ½(1 kg)(9.8 m/s)2
KE = 48.02 J

The Total Mechanical Energy is,

TME = PE + KE
= 384.16 J + 48.02 J
TME = 432.18 J

Summarizing the answers in the table, you can see clearly the equivalence of
the Total Mechanical Energy in every second.

Following the steps in getting the Kinetic Energy and Potential Energy for t
= 0 s and t = 1 s, complete the table.

Table1. Summary of the Mechanical Energy of a Free Falling Body

TME
Time (s) Height (m) Velocity PE (J) KE (J) (PE + KE)
(m/s)
J
0 44.1 0 432.18 0 432.18
1 39.2 9.8 384.16 48.02 432.18
2
3

You have observed that an object freely falling gains kinetic energy since its
velocity increases constantly. On the other hand, its potential energy decreases
since its height decreases. The increase in its kinetic energy comes from the lost
in its potential energy. In the example of a 1- kg stone dropped from a hill, at t =
0, its stored energy which is the potential energy is not yet converted into kinetic
energy. As the stone falls as in t = 1 s, the decrease in potential energy, 48.02 J,
is equal to the increase in its kinetic energy. After 2 s, the amount of energy lost
and gained by potential energy and kinetic energy respectively is still the same. At
all points in its path, the change in its potential energy is equal to the change in its
kinetic energy.

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 Learning Activity Sheet No. 2. 8

Activity Title: Bouncy Balls, Revisited

Learning Target: Infer that the kinetic energy of a bouncing ball is not conserved.

Reference : Science 9 Learner’s Material Page/s: 16-18

Author: M.A.Actub- SBTVHS

Materials:

Three (3) balls of different masses,

ruler or meter stick

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 Procedure:

1. Drop each ball from a height of your choice. Measure the height of the bounce

of each ball. Perform three trials for each ball. Note how each ball bounces upon

impact.

2. Record the heights in the table below.

3. Calculate the velocity of the ball just before it hits the ground and after it hits

the ground.

Q1. Which equation(s) can you use to calculate these velocities?

4. Calculate the kinetic energies of the ball just before it hits the ground and

after it hits the ground.

5. Get the difference in the kinetic energies of the ball. (Show your solution)

Table 1.Summary of the Mechanical Energy of a Free Falling Body

Ball Mass Initial Final Initial Rebound Initial Rebound Change in

of Height Height, Velocity, Velocity, Kinetic Kinetic Kinetic
Ball, , hi hf (m) vi (m/s) vf (m/s) Energy, Energy, KEf Energy,
m (m) KEi (J) (J) Δ KEf (J)
(kg)

Ball Mass Initial Final Initial Rebound Initial Rebound Change in

of Height Height, Velocity, Velocity, Kinetic Kinetic Kinetic
Ball, , hi hf (m) vi (m/s) vf (m/s) Energy, Energy, KEf Energy,
m (m) KEi (J) (J) Δ KEf (J)
(kg)

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where:

vi = velocity of the ball just before it hits the ground

Vf = Rebound velocity of the ball right after it hits the ground

KEi = Kinetic Energy of the ball just before it hits the ground

KEf = Kinetic Energy of the ball just after it hits the ground

Q2. What happens to the kinetic energy of the ball after its collision with the
ground? What does this mean?

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