UNIVERSITY OF THE CORDILLERAS

INTERGRATED SCHOOL – SENIOR HIGH SCHOOL

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I

L3: Work and Power

NAME OF STUDENTS
(Family name, First Name, Middle initial)
L Bension, Haddasah Andrei SECTION | GROUP #: 4
M2 Akkod, Khyle Dhylan
M3 Corpuz, Mc John DATE PERFORMED: 15 – 11 – 24
M4 Myers, Justin James
M5 Garcia, Gwyneth DATE SUBMITTED: 19 – 11 – 24
M6 Keryao, Shanel
M7 GROUP SCORE:
M8

A. LEARNING OBJECTIVES
At the end of the laboratory activity, you should be able to:
a. Identify the variables that affect work;
b. display a camaraderie within the group; and
c. solve the force, work, power, and horsepower based on their data.

B. INTRODUCTION

In physics, Work (W) is defined as the product of Force (F), displacement (d), and the cosine of the angle ( ) between
the Force and the displacement. In symbols
𝑊 =𝐹𝑑𝑐𝑜𝑠𝜃

This means that work is done by a force when the force has a component that is parallel to the direction of the
displacement. Work can have positive as well as negative values. A negative value occurs when the component of the force
is opposite the direction of displacement.

In this activity, you will apply the principles of Physics, particularly on Work and Power, to some of the basic fitness
activities: Push-ups, Curl-ups, and Leg workout. Let’s see how strong you are, or better yet, how powerful you are in doing
these activities.

Example: In going up a flight of stairs, a student does work because he/she exerts an upward force while going
upward. The value of the work done in this situation is given by the relationship:

Work (W) = change in potential energy

= (Weight)(height)
= mgh
where: m = mass of the student
g = acceleration due to gravity
h = change of height / height of stairs

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 UNIVERSITY OF THE CORDILLERAS
INTERGRATED SCHOOL – SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I
W = Work done by the students (measured in (Joules) J; 1 J = 1 Nm)

The term Power (P) refers to the rate of doing work or of expending energy. In symbols

Power (P) = Work/time = W/t

NOTE: Be careful not to hurt yourself in doing the activities. If you have extreme medical conditions limiting you from
doing the activity, inform you instructor immediately for alternative problem set.

C. MATERIALS
- Timer/ smartphone
- Ruler/ meter stick/ tape measure

D. PROCEDURE PRELIMINARIES
• It Is important that during this activity you know your current weight. We will be using Newtons as our
standard.
• Obtain your current mass using a weighing scale. If you do not have a weighing scale, use your latest mass.

PART A: PUSH UPS (CHEST and ARMS)

1) In an “up/ready push-up position”, place your hands on a weighing scale to determine the amount of your
body’s mass you will be pushing. Record the data in kg in the data table a.
2) If you do not have a scale: In a regular push up, you lift/push 64% of your mass.
3) For ladies, if you cannot perform a regular push up, you may perform a knee push up (49% of your mass).
4) Measure the distance (m) from the floor to the front of your body (chest). You may ask assistance from
someone for this.
a. You can do as many push-ups as you like (5 push-ups minimum; 25 maximum).
b. Remember to multiply the distance by the number of push-ups you do in order to get the total distance
in meters. Record the total distance in your data table.
5) Measure and record the amount of time (s) it takes to perform the 5 push-ups (or depends on how many you
preformed)
6) Calculate the force (N), work (J), power (W) and horsepower (hp) that was produced from this activity and
record your data in the table below. This is the equation for horsepower
𝑃
ℎ𝑝 =
746𝑊𝑎𝑡𝑡
𝑠
PART B: CURL UPS (BICEPS)
1) Use the scale to measure and record the mass (kg) of your object. If you have dumbbells, you may simply use
it and record the mass.
Note: If you don’t have dumbbells, you may use a water-filled plastic bottle and compute for the mass using
the volume (you should know this from chemistry) .
2) Hold the weight in your hand that you will be using for this activity. Let your arm hang down in a relaxed, ready
position.

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 UNIVERSITY OF THE CORDILLERAS
INTERGRATED SCHOOL – SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I
3) Measure the distance(m) from this starting position to its final position as you curl your arm upward, stopping
at your shoulder. Multiply the distance of one arm curl and multiply it by 10 to get the total distance in meters.
Record the total distance in your data table.
4) You will be doing 10 arm curls in as little time as possible. Measure and record the total time (s) it takes to
perform the 10 arm curls.
5) Calculate the force (N), work (J), power (W) and horsepower (hp) that was produced from this activity and
record your data in the table below.

PART C: STAIR RUN

1) Look for a flight of stairs near you. (Minimum of about 30 steps) 2) Measure
the height of flight of stairs you are going to use.
3) Ran up the flight of stairs as fast as they can and measure the time needed to do this. Record your data.
4) Calculate the force (N), work (J), power (W) and horsepower (hp) that was produced from this activity and
record your data in the table below.

E. DATA AND OBSERVATION:

TABLE A. PUSH UPS

Members (Family MASS No. of Distance Time Force Work Power Horsepower
Name) Push-ups

TABLE B. CURL UPS

Members (Family MASS No. of Curl- Distance Time Force Work Power Horsepower
Name) ups`

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 UNIVERSITY OF THE CORDILLERAS
INTERGRATED SCHOOL – SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I
TABLE C. STAIR RUN
Members (Family MASS Distance Time Force Work Power Horsepower
Name)

F. QUESTION FOR ANALYSIS

1. Identify which two variable affect work. Force and Displacement
2. Which activity required most work? Explain this using the two variables that affect work from answer #1.
Stair running demands greater work since it involves vertical displacement, which means lifting your body against
gravity with each step. In stair running, the vertical height of each step contributes to the overall distance travelled.
Since force is the rate at which work is done, stair running requires a larger force output since you do more work
in a shorter length of time. As a result, the combination of the vertical displacement and force of the execution
makes stair running more intensive therefore requires more work.

3. Which activity produced the most power? Explain why.

Stair running produces more power because it involves lifting your body vertically with each step, which increases
the amount of work performed. Because power is the rate at which labor is accomplished, and running on stairs is
often faster and has less time. This leads to a higher power output. Furthermore, the combination of the work and
time makes stair running more intensive therefore produces more power.

4. If you wanted to produce more power, what could you do to maximize power?
To maximize power, you can either increase the amount of work done or reduce the time it takes to do the work.
Increasing work can be achieved by adding more resistance, such as running faster, lifting heavier dumbbells, or
increasing the intensity of the push ups. To reduce the time, you would need to perform the task more quickly,
which is essentially about improving your speed or efficiency.

DOCUMENTATION
For documentations kindly print the pictures in a 1-page long paper with the following mechanics:
• MARGIN: 0.5 cm (under custom margin);
• PICTURE SIZE: not larger than a wallet size picture nor smaller than a 1 x 1 picture, all sizes of the picture
should be the same with each other; and
• LABEL your pictures.

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 UNIVERSITY OF THE CORDILLERAS
INTERGRATED SCHOOL – SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I

PEER EVALUATION
Remarks/ signature
Name of student Evaluation (peer scores in %) of student Total

Let each member sign in

the space
In
(Family name, Initial of first name; provided; if absent
L M2 M3 M4 M5 M6 M7 M8 during laboratory, percent Final score
Example. Dela Cruz, b.)
write absent then let age
the student sign.
L

M2

M3

M4

M5

M6

M7

M8

Scores Section Group #

RUBRIC FOR ASSESSING ACTUAL LABORATORY ACTIVITY PERFORMANCE

NOT
Needs APPLICA
Criteria Excellent (20%) Good (18%) Satisfactory (16%) Inadequate (12%)
Improvement (14%) BLE
(0%)
Team Actively and Collaborates May need Limited contribution Rarely contributes Absent
collaboration consistently effectively with occasional to the team effort. to during
collaborates with team members, prompting to fully Requires constant the team laboratory
team members, contributing engage with the prompting to effort, hindering class.
contributing significantly to consistently to the team. participate. group progress.
the success of the group. success of the group.

Responsibility and Consistently completes Completes assigned Generally, Often fails to Consistently fails Absent
Punctuality assigned tasks on time and tasks on time. May completes complete assigned to during
takes responsibility for occasionally require assigned tasks tasks on time. complete laborato ry
their role within the group. reminders. but may miss Needs constant assigned tasks class.
deadlines. reminders to fulfill on time.
Requires tasks.
reminders.
Communication Communicates Communicates well Communicates Communicatio n is Poor Absent
Skills effectively with team with team adequately with limited, hindering communicatio during
members, actively listening members, actively team members, effective n; fails to actively laborato ry
to others, expressing ideas participating in but may not collaboration. participate in class.
clearly, and providing discussions and actively participate Feedback is vague discussions,
constructive feedback. expressing ideas in discussions. or not hindering
clearly. constructive. collaboration.

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 UNIVERSITY OF THE CORDILLERAS
INTERGRATED SCHOOL – SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS GENERAL
PHYSICS I
Problem-Solving Actively engages in Contributes to Participates in Contributes Rarely participates Absent
Abilities problem-solving within problem-solving problem-solving minimally to in during
the group, within the group, but may require problem-solving problemsolving, laborato ry
contributing creative and offering creative and guidance or efforts and often offering little to class.
effective solutions to effective solutions to suggestions from relies on others for no input or
challenges. challenges. others. solutions. solutions.

Overall Consistently goes beyond Contributes Contributes to Limited Rarely contributes Absent
Contribution to assigned tasks. consistently to the the success of contribution to the to the success of during
Group Success success of the group. but may have success, with the group. laborato ry
some frequent class.
limitations. shortcomings.

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