Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OF ILOCOS NORTE

General Physics 1
Quarter 1 – Module 6:
Work, Energy and Energy
Conservation
MELC: Calculate the dot or scalar product of vectors (STEM_GP12WE-If-40)
Determine the work done by a force acting on a system (STEM_GP12WE-If-41)
Define work as a scalar or dot product of force and displacement
(STEM_GP12WE-If-42)
Interpret the work done by a force in one dimension as an area under a
Force vs. Position curve (STEM_GP12WE-If-43)
Relate the gravitational potential energy of a system or object to the
configuration of the system (STEM_GP12WE-Ig-48)
Relate the elastic potential energy of a system or object to the configuration
of the system (STEM_GP12WE-Ig-49)
Explain the properties and the effects of conservative forces
(STEM_GP12WE-Ig-50)
Use potential energy diagrams to infer force; stable, unstable, and neutral
equilibria; and turning points (STEM_GP12WE-Ig-53)
Solve problems involving work, energy, and power in contexts such as, but
not limited to, bungee jumping, design of roller-coasters, number of
people required to build structures such as the Great Pyramids and
the rice terraces; power and energy requirements of human activities
such as sleeping vs. sitting vs. standing, running vs. walking.
(STEM_GP12WE-Ihi-55)

Prepared by:
Roshela R. Agullana
(Pagudpud National High School)
Marvin Q. Abara
(Currimao National High School)
General Physics 1- Grade 12
Quarter 1 – Module 6: Work, Energy and Energy Conservation
First Edition, 2020

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 12

General Physics 1
Quarter 1 – Module 6:
Work, Energy and Energy
Conservation
Introductory Message
For the Facilitator:

Welcome to the General Physics 1 Module on Wok, Energy and Energy

Conservation. This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Note to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the General Physics 1, Module on Wok, Energy and Energy

Conservation. This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:

What I Need This will give you an idea of the skills or competencies
to Know you are expected to learn in the module.

What I This part includes an activity that aims to check what

Know you already know about the lesson to take. If you get
all the answers correct (100%), you may decide to skip
this module.

1
 What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a story, a song, a poem,
a problem opener, an activity or a situation.

What is it This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic.
You may check the answers to the exercises using the
Answer Key at the end of the module.

What I have This includes questions or blank sentence/paragraph

Learned to be filled in to process what you learned from the
lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.

Additional In this portion, another activity will be given to you to

Activities enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

This is a list of all sources used in developing this

References module.

2
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Physics. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – Work
• Lesson 2 – Energy and Energy Conservation

After going through this module, you are expected to:

1. Calculate the dot or scalar product of vectors (STEM_GP12WE-If-40)
2. Determine the work done by a force acting on a system (STEM_GP12WE-
If-41)
3. Define work as a scalar or dot product of force and displacement
(STEM_GP12WE-If-42)
4. Interpret the work done by a force in one dimension as an area under
a Force vs. Position curve (STEM_GP12WE-If-43)
5. Relate the gravitational potential energy of a system or object to the
configuration of the system (STEM_GP12WE-Ig-48)
6. Relate the elastic potential energy of a system or object to the
configuration of the system (STEM_GP12WE-Ig-49)

3
 7. Explain the properties and the effects of conservative forces
(STEM_GP12WE-Ig-50)
8. Use potential energy diagrams to infer force; stable, unstable, and
neutral equilibria; and turning points (STEM_GP12WE-Ig-53)
9. Solve problems involving work, energy, and power in contexts such as,
but not limited to, bungee jumping, design of roller-coasters, number
of people required to build structures such as the Great Pyramids and
the rice terraces; power and energy requirements of human activities
such as sleeping vs. sitting vs. standing, running vs. walking.
(STEM_GP12WE-Ihi-55)

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. In which situation is there work done on the system?

A. a basket being lifted
B. a man carrying a bag of cement
C. a boy pushing against the wall
D. a weightlifter holding a barbell in the air

2. A rock is thrown straight up from the surface of the Earth. Which one of the
following statements describes the energy transformation of the rock as it rises?
Neglect air resistance.
A. The total energy of the rock increases.
B. The kinetic energy increases and the potential energy decreases.
C. Both the kinetic energy and the potential energy of the rock remain the
same.
D. The kinetic energy decreases and the potential energy increases.
3. _________ happens when a force causes an object to move in the same direction
that the force is applied.

A. Work B. Power C. Energy D. Heat

4. Energy is ______________________.
A. the ability to do work.
B. the work needed to create potential or kinetic energy.
C. the work that can be done by an object with PE or KE.
D. all of the above.

5. Which of the following happens to a coconut that falls freely?

A. Loses PE and gains KE

4
 B. Loses both PE and KE.
C. Gains PE and loses KE
D. Gains both PE and KE

6. A torchlight fell from a watch tower. The potential energy of the torchlight at the
highest point compared to its kinetic energy at the lowest point is _____________
A. lesser. B. equal. C. greater. D. not related.

7. The wind-up toy that is fully wound and at rest possesses _____________________.
A. kinetic but no potential energy
B. potential but no kinetic energy
C. both potential and kinetic energy in equal amounts
D. neither potential nor kinetic energy

8. In which case is there a decrease in gravitational potential energy?

A. Amada stretches horizontally a rubber band.
B. A car ascends a steep parking ramp.
C. Pamela’s puppy jumps down the chair.
D. Water is forced upward through a pipe.

9. Which one has more kinetic energy and why? A baseball or a soccer ball
A. a soccer ball because it is bigger C. a baseball because it is smaller
B. a soccer ball because it is lighter D. a baseball because it is heavier

10. How can you increase the potential energy of a diver in the Olympics?
A. go to a higher diving board B. go to a lower diving board
C. work out and loose weight D. jump

Lesson
Work
1
In the previous module you have learned how force affects the motion of an
object. All of the activities that we do daily involves force. Force is simply defined as
pulling or pushing an object that may cause it to move, change direction, move faster
or slower or even stop its motion. Whenever Force is applied, energy is exerted. This
process would then may result to Work.

But does the presence of Force always imply that Work is done on an object?
As depicted in the picture below, not all the time the Force that acts on an object
does Work. So when is work present? What are conditions that we need to check?

5
 What’s In
ACTIVITY 1: What is Work?

A. Identify if work is done to an object or person. Write your answer on a

separate sheet of paper.
1. a girl swimming across the pool
2. a boy jumping with joy as he carries his new puppy
3. a dog being lifted
4. a person inside an elevator going down
5. a person inside a cruising airplane

B. Write A if the following statement about work is TRUE and B if it is

FALSE. (Adapted from Activity Sheet of Nove Lheen Castillo Taguicana)

1. Work is a vector quantity.

2. When doing work, you apply a force and feel the other part of Newton’s First
Law of Motion force pair acting against you.

3. Force and displacement have directions associated with them but work does
not.

4. One joule is the amount of work done by a force of 1 N acting through a

distance of 1 m.
5. Work is done against something, such as work against gravity or

Note the Teachers

The teacher must consider the prerequisite skills needed in
the development of this competency including the schema or
background knowledge which may reinforce learning. This module
will help the learners bridge the gap of learning to attain mastery
of the lesson in its spiral progression.

6
 What is New

Janice is helping her mother to make Pagudpud souvenirs out from shells.
She let a box of shells is lying still on the table. Construct a Free-Diagram showing
all the forces acting on the box.

What is It
Work Defined (Adapted from WBLS on General Physics 1)

Work is a scalar quantity equal to the product of the displacement x and the
component of the force Fx in the direction of the displacement. In equation: Work (W)
= {Force (F) component] [ displacement (x)], W = F.x

There are three things necessary for the performance of work: there must be
an applied force F, there must be displacement x and the force must have a
component along the displacement.

1. If the displacement is zero, no work is done by the force. E.g., if you hold a
heavy box without moving it, you are exerting a force (counteracting the force
of gravity) but you are not doing work.

2. If the net force is zero, no work is done by the displacement (change in

location) of the object. E.g., if a cart is sliding across a frictionless air track at
a constant velocity, the net force on the cart is zero, which means no work is
being done.

3. If the displacement is perpendicular to the direction of the applied force (θ =

90°, which means cos θ = 0), no work is done by the force. E.g., you can slide
a very heavy object along a roller conveyor (pictured below), because the force
of gravity is acting vertically and the object’s displacement is horizontal, which
means gravity is doing no work, and therefore you do not have to do any work
against gravity.

When a teacher carries a book while walking from her table going
infront of the class, we can simply say that she is doing work. But in Physics,
she did not, even if she has exerted energy in carrying it. When your mother
asks you to carry a pail of water from your toilet going outside to water her
plants, there is work the moment you carry the pail, however, no work is done
anymore on it while carrying it going outside.

7
 Resultant Work is the algebraic sum of the individual works of each force. It
is also equal to the work of the resultant force.

Examples:

8
NOTE:

9
 What’s More
Let’s Work it Out!
Direction: Using the Physics concepts, draw the free-body diagram and determine if
work is done or not in the following situations. Justify your answer.

Situation Free-Body Diagram Is there Justification

(include the displacement) Work
Done?
(Yes/No)
1. Going up to a
flight of stairs
at the Stella
Maris Chapel
2. You tug a
stubborn
carabao which
refuses to
budge
3. A ripe
rambutan falls
from the tree
4. You pushed
against an
immovable
concrete wall
for 5 minutes
5. You push your
classmate on a
swing

What I have Learned

You Work on This!

1. What conditions must be satisfied if work is to be done?

2. List down 5 chores you do everyday that exhibits Work. Justify briefly your
answer.

10
 Lesson Energy and Energy
2 Conservation
In the previous lesson, you have learned the conditions needed for a Force to
do Work on an object. This time you are going to investigate the relationship between
Work, Power and Energy and how each of the type of Energy enables you to do Work
on an object.

When you push or lift a box on a floor, you applied a Force causing it to
displace to a certain distance d. Thus work is done on an object. You were able to
climb a tree or a run up a flight of stairs because of the Force you exerted to
compensate the Force due to gravity acting on you.

But there is one quantity that plays a vital role in all of these activities. What
makes you able to carry things? To run up the stairs? And how were you able to exert
those Forces?

It’s Energy! Energy enables you to exert Force to be able to do Work. Thus,
the common definition of Energy as the “ability to do Work” justifies its important
role.

Force, Energy and Work are quantities closely related to each other. In this
module, you will learn how these three quantities affects one another.

What’s In
Activity: KE to PE or PE to KE? (Adopted from the AS developed by GRACE C. RUIZ, Senior
School Teacher)

Directions: In the following situations, the only forces doing work upon the objects are internal
forces - gravitational and spring forces. Thus, energy is transformed from KE
to PE (or vice versa) while the total amount of mechanical energy is conserved.
Read each situation and indicate whether energy is transformed from KE to PE
or from PE to KE.
Description of Motion KE to PE or PE to KE?
Explain.
1. A ball falls from a height of 2 meters in the
absence of air resistance.

11
 2. A skier glides from location A to
location B across a friction free ice.

3. A baseball is traveling upward towards a man in the

bleachers.

4. A bungee cord begins to exert an upward

force upon a falling bungee jumper.

5. The spring of a dart gun exerts a force

on a dart as it is launched from an
initial rest position.

What is New

Activity: Look and Choose! (Adopted from the AS developed by GRACE C. RUIZ, Senior School
Teacher)

1. A 5000 kg coaster is released 20 meters above the ground on a frictionless

track. What is the approximate speed at ground level? (point A)

2. What is its approximate speed at 10 meters high (point B)?

3. How fast would the coaster have to be going at the start to reach 21 meters
high (point C)

12
 What is It

The principle of work and kinetic energy (also known as the work-energy
theorem) states that the work done by the sum of all forces acting on a particle equals
the change in the kinetic energy of the particle.

The work W done by the net force on a particle equals the change in the
particle’s kinetic energy KE: W=ΔKE=1/2mv2f−1/2mv2i Where vi and vf are the
speeds of the particle before and after the application of force, and m is the particle’s
mass. Kinetic energy is a form of energy associated with the motion of a particle,
single body, or system of objects moving together.

Work transfers energy from one place to another or one form to another. In
more general systems than the particle system mentioned here, work can change the
potential energy of a mechanical device, the heat energy in a thermal system, or the
electrical energy in an electrical device.

Gravitational Potential Energy

We all know instinctively that a heavy weight raised above someone's head
represents a potentially dangerous situation. The weight may be well secured, so it
is not necessarily dangerous. Our concern is that whatever is providing the force to
secure the weight against gravity might fail. To use correct physics terminology, we
are concerned about the gravitational potential energy of the weight.

All conservative forces have potential energy associated with them. They are
forces for which the work done by the force only depends on the initial and final
positions and is independent of path taken.

The net work is zero when the starting and ending positions is dependent on
the path taken.

Nonconservative forces are forces which the work done depends on the path
taken by an object. An example is friction force.

Gravitational potential energy is usually given the symbol Ug. It represents

the potential an object has to do work as a result of being located at a particular
position in a gravitational field.

Gravitational energy is the potential energy associated with gravitational force

(a conservative force), as work is required to elevate objects against Earth’s gravity.
The potential energy due to elevated positions is called gravitational potential energy,
evidenced, for example, by water held in an elevated reservoir or behind a dam. If an
object falls from one point to another point inside a gravitational field, the force of
gravity will do positive work on the object, and the gravitational potential energy will
decrease by the same amount.

13
 Potential energy (gravitational potential energy) as:

PE = mgh,

Where PE = potential energy measured in joules (J), m = mass of the object

(measured in kg), and h = perpendicular height from the reference point (measured
in m); g = gravitational acceleration (9.8m/s 2). Near the surface of the Earth, g can
be considered constant.

Elastic Potential Energy

Elastic potential energy is energy stored as a result of applying a force to

deform an elastic object. The energy is stored until the force is removed and the
object springs back to its original shape, doing work in the process. The deformation
could involve compressing, stretching or twisting the object. Many objects are
designed specifically to store elastic potential energy, for example:

The coil spring of a wind-up clock

An archer's stretched bow

A bent diving board, just before a diver jump

The twisted rubber band which powers a toy airplane

A bouncy ball, compressed at the moment it bounces off a brick wall.

An object designed to store elastic potential energy will typically have a high
elastic limit, however all elastic objects have a limit to the load they can sustain.
When deformed beyond the elastic limit, the object will no longer return to its original
shape.

The elastic potential energy U can be found from the work done

U = ½ (Δx) ⋅ k(Δx)

U = ½ k(Δx)2

where k is the spring constant (5 x 104N.m), Δx is the displacement.

Power

Power is defined as the rate at which work is done:

P = W/t

where P is power, W is work and t is time.

One watt (W) is work done at the rate of one joule per second.

1 W = 1 J/s and 1 kW = 1000 W

One horsepower is work done at the rate of 550 ft lb/s. ( 1 hp = 550 ft lb/s )

14
Conservation of Energy

As simply defined, Energy is the capacity to do Work and it comes in many

forms. In process of doing Work, Energy can be changed from one form to another
but the total energy in the system stays the same.

Consider the figure on the right.

The swinging pendulum possess both
Potential and Kinetic Energy. At points
C and B, it gains its maximum Potential
Energy and Minimum Kinetic Energy. As
it descends, the PE is converted into
Kinetic energy. When it reaches the
lowest point, A, it gains its maximum
Kinetic energy and minimum Potential
energy.

As it swings back and forth, the

energy constantly change from Potential
to Kinetic and vice versa. The total
energy of the system does not change.

This is called the Principle of Conservation of Energy which states that energy
cannot be created nor destroyed; it is just converted from one form to another.

Mathematically, Σ𝐸i=Σ𝐸f where 𝐸i=𝐾i+𝑈i and 𝐸f=𝐾f+𝑈f

The quantity 𝐸 is called Mechanical Energy and is equal to 𝐾+ 𝑈.

Σ𝐸i=Σ𝐸f ↔ 𝐾i+𝑈i=𝐾f+𝑈f Principle of Conservation of Energy

Where: 𝐾→𝐾𝑖𝑛𝑒𝑡𝑖𝑐 𝐸𝑛𝑒𝑟𝑔𝑦 and

𝑈→𝑃𝑜𝑡𝑒𝑛𝑡𝑖𝑎𝑙 𝐸𝑛𝑒𝑟𝑔𝑦 which can be 𝑈grav=𝑚𝑔y or

𝑈el=1/2 𝑘𝑥2 or both

Examples:

1. Determine the kinetic energy of a 625-kg roller coaster car that is moving
with a speed of 18.3 m/s.

15
 Solution: 𝐾𝐸=1/2𝑚𝑣2=1/2(625𝑘𝑔)(18.3𝑚/𝑠)2=1.05𝑥105𝐽
2. Use this principle to determine the blanks in the following diagram.
Knowing that the potential energy at the top of the tall platform is 50 J,
what is the potential energy at the other positions shown on the stair
steps and the incline?

Solution:

A: PE = 40 J (since the same mass is elevated to 4/5-ths height of the top stair)

B: PE = 30 J (since the same mass is elevated to 3/5-ths height of the top stair)

C: PE = 20 J (since the same mass is elevated to 2/5-ths height of the top stair)

D: PE = 10 J (since the same mass is elevated to 1/5-ths height of the top stair)

E and F: PE = 0 J (since the same mass is at the same zero height position as
shown for the bottom stair).

3. What is the elastic potential energy of a car spring that has been stretched
0.5m? The spring constant for the car is 90N/m.
Solution: 𝑈el=½𝑘𝑥2= ½ (90𝑁/𝑚)(0.5𝑚)2=11.25𝐽

4. A pitcher hurls a 0.25-kg softball. The ball starts from rest and leaves the
pitcher’s hand at a speed of 25m/s. How much work is done on the softball
by the hurler’s arm?
Given: 𝑚=0.25𝑘𝑔

𝑣f=25𝑚/𝑠

𝑣i=0𝑚/𝑠

Solution: 𝑊=½𝑚𝑣f2−½𝑚𝑣i2

=½ (0.25𝑘𝑔)(25𝑚𝑠)2−½ (0.25𝑘𝑔)(0)2

=78.125𝐽

16
5. Jean climbs a flight of stairs in 1.5min. If she weighs 450N and the stairs
is 10m from the ground, how much power will she develop?
Note: Do not to forget to convert the time into seconds

Solution:
𝑊 𝐹.𝑑 (450𝑁)(10𝑚) 50𝑁𝑚
P= = = = = 50W
𝑡 𝑡 90𝑠 𝑠

6. A cyclist is trying to leap across two hills by cycling horizontally off the taller
hill. The cyclist leaves the taller hill at a speed of 40m/s. Ignoring air
resistance, find the final speed with which the cyclist strikes the ground on
the other hill.

7. The speed of the hockey puck decreases from 45m/s to 44.67m/s in

coasting 16m across the ice. Find the coefficient of kinetic friction, 𝜇𝑘
between the puck and the ice.

17
 What’s More
(Adopted from the Activity Sheet developed by GRACE C. RUIZ, SHS Teacher III)

Directions: The following descriptions involve external forces (friction, applied,

normal, air resistance and tension forces) doing work upon an object.
Read the descriptions and indicate whether the objects gained energy
(positive work) or lost energy (negative work). Then, indicate whether the
gain or loss of energy resulted in a change in the object's kinetic energy,
potential energy, or both.

Change PE or
Description + or - Work? KE or Both?
1. Megan drops the ball and hits an
awesome forehand. The racket is
moving horizontally as the strings apply
a horizontal force while in contact with the ball.
2. A tee ball player hits a long ball off the
tee. During the contact time between ball
and bat, the bat is moving at a 10 degree
angle to the horizontal.

3. Rusty Nales pounds a nail into a block of

wood. The hammer head is moving
horizontally when it applies force to the nail.

4. The frictional force between highway

and tires pushes backwards on the tires of
a skidding car.
5. A diver experiences a horizontal reaction
force exerted by the blocks upon her feet at
start of the race.

18
 What I have Learned
Activity: Time to recharge – I need more ENERGY. (Adopted from the Module
developed by the Division of Cagayan De Oro)

Direction: Do as instructed

Consider the diagram at the right in

answering the next three questions. Five
locations along a roller coaster track are
shown. Assume that there are negligible
friction and air resistance forces acting
upon the coaster car.

a. Rank the five locations in order of increasing PE (smallest to largest PE). Use <
and or = signs

b. Rank the five locations in order of increasing KE (smallest to largest KE). Use <
and or = signs.

c. Complete the relationship of the potential energy between the pair of points given:
Use <, > and or = signs.

i. A ____ C ii. E ____ A iii. D ____ C

iv. D ____ E v. C ____ B vi. B ____ A

What I Can Do
(Adopted from the Activity Sheet developed by GRACE C. RUIZ, SHS Teacher III)

Directions: Based on the illustrations below, read the following details and answer
the question that follows (explain details). Show your solution and
convert it to calories.

On many occasions, there is more than one force acting upon an object. A
free-body diagram is a diagram that depicts the type and the direction of all the forces
acting upon an object. The following descriptions and their accompanying free-body
diagrams show the forces acting upon an object. For each case, indicate which
force(s) are doing work upon the object. Then calculate the work done by these forces.

19
 Free-Body Amount of
Force Doing
Diagram Work Done
Work on the
by Each
Object
Force
1. A 10-N force is applied to push a block J C
across a friction free surface for a
displacement of 5.0 m to the right.

2. A 10-N frictional force slows a

moving block to a stop after a
displacement of 5.0 m to the right.

3. A 10-N force is applied to push a

block across a frictional surface at
constant speed for a displacement of
5.0 m to the right.

4. An approximately 2-kg object is sliding at

constant speed across a friction free surface for
a displacement of 5 m to the right.

5. An approximately 2-kg object is pulled

upward at constant speed by a 20-N force for a
vertical displacement of 5 m.

Assessment

(Adopted from the Module developed by the Division of Cagayan De Oro)

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

For numbers 1 to 4, refer to the figure given.

1. At what point in its motion is the kinetic energy of the
pendulum bob maximum?
A. A B. B C.C D. D

2. At what point in its motion is the kinetic energy of the

pendulum bob minimum?
A. E B. C C. A D. B

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3. At what point in its motion is the potential energy of the pendulum bob
minimum?
A. A B. B C.C D. D

4. At what point in its motion is the potential energy on the pendulum bob
maximum?
A. E B. C C. A D. B

5. In a marathon, the winner and the runner-up have the same mass. Compared
with the runner-up, the winner has more ____________.
A. energy B. force C. power D. work

6. Which event does NOT describe potential energy being changed into kinetic
energy?
A. A box sliding down a ramp.
B. A mango falling from a crate.
C. A pen spring being compressed.
D. A stretched rubber band got loosened.

7. Which event illustrates the direct transformation of potential to kinetic energy?

A. A basketball player catches a flying ball.
B. A Kalesa moves from rest.
C. Kathy’s arrow is released from its bow.
D. The spring mechanism of a toy is rotated until it locked.

8. A runner jumps over a hurdle. Neglecting friction, the potential energy of the
runner at the highest point compared to his kinetic energy at the lowest
point is _________________.
A. lesser. B. equal. C. greater. D. not related.

9. The potential energy of a 4-kg object on top of a hill is 72 J. What is its velocity
in m/s just before it hits the ground?
A. 36 B. 18 C. 6 D. 3

10. In order to do work, energy is ____________________.

A. transferred or converted B. used up
C. lost D. lost or transferred

11. A man carries a load of 500 N to a distance of 100 m. The work done by
him is _______________.
A. 5 N B. 50,000 Nm C. 0 D. 1/5 N

12. Power is a measure of the _____________________.

A. rate of change of momentum
B. force which produces motion
C. change of energy
D. rate of change of energy

13. When angle between force and displacement is 90° then work done is _________.
A. 0 J B. 1 J C. 10 J D. 50 J

14. What power is needed to lift a 49-kg person a vertical distance of 5.0 m in
20.0 s?
A 12.5 W B. 210 W C. 120 W D. 25 W

21
15. Greg applies a force of 100 N to move a box 5 meters. How much work did he
do?
A. 100 J B. 5 J C. 500 J D. 500 N

16. If you push on a 300 kg rock with a force of 1,000 N for 10 s, and it doesn't
move, how much work have you done on the rock?
A. 0 J B. 10,000 J C. 300,000 J D. 3,000,000 J

17. As a baseball flies through the air after being hit, which of the following types
of energy does it have?
A. potential energy C. mechanical energy
B. kinetic energy D. chemical energy

18. Which would ALWAYS be true of an object possessing a potential energy of 0

joules?
A. It is on the ground. C. It is moving on the ground
B. It is at rest. D. It is moving.

19. The amount of work that can be done by a 8000-W machine in 12 seconds is
A. 667 J B. 96,000 J C. 800 J D. 960 J

20. If an engine does 783 J of work in 9 seconds, its average power is

A. 87 W B. 774 W C. 7047 W D. 792 W

21. What is the kinetic energy of a 4 kg rock falling through the air at 5 m/s?
A. 10 J B. 50 J C. 20 J D. 200 J

22. How much power does it take to lift a 1,000 N load 10 m in 20 s?

A. 5 W B. 500 W C. 2,000 W D. 200,000 W

23. If you increase _________ and __________ then you will increase the objects
amount of potential energy.
A. mass, height C. mass, velocity
B. mass, acceleration D. mass, speed

24. If you push identical boxes from the bottom of each ramp to the same height at
the top, which ramp would require you to do the most work on the box? Ignore
friction.

D. all the same

25. All of the identical balls start at the same height. Which will have the highest
velocity when it reaches the bottom of its ramp? Ignore friction.

22
 Additional Activities
Activity: Justify! (Adopted from the Activity Sheet developed by NOVE LHEEN CASTILLO
TAGUICANA. Special Science Teacher I)

Directions: Analyze the situations below and perform what is asked in each item.

1. It was shown that the energy required to lift a satellite into a low Earth orbit
(the change in potential energy) is only a small fraction of the kinetic energy
needed to keep it in orbit. Is this true for larger orbits? Is there a trend to the
ratio of kinetic energy to change in potential energy as the size of the orbit
increases?

2. Assume you are in a spacecraft in orbit about the Sun at Earth’s orbit, but far
away from Earth (so that it can be ignored). How could you redirect your
tangential velocity to the radial direction such that you could then pass by
Mars’s orbit? What would be required to change just the direction of the
velocity?
3. If we send a probe out of the solar system starting form Earth’s surface, do we
only have to escape the Sun?

23
 24
Lesson 1: Work
What’s In What I Have Learned
Activity 1: What is Work?
A.
1. Work done
2. Work done
3. Work done
4. No work done
5. No work done
B. 1. B
2.B
3.A
4.A
5.A
What’s New
What’s More
1.
2.
What I Know
3.
1. A
2. D
4. 3. A
4. D
5. A
6. B
7. B
5. 8. C
9. D
10. A
11.
Answer Key
 25
Lesson 2: Energy and Energy Conservation
What’s In
1. PE to KE. The ball is losing height (falling) and gaining speed. Thus, the internal or
conservative force (gravity) transforms the energy from PE (height) to KE (speed).
2. PE to KE. The skier is losing height (the final location is lower than the starting location)
and gaining speed (the skier is faster at B than at A). Thus, the internal force or
conservative (gravity) transforms the energy from PE (height) to KE (speed).
3. KE to PE. The ball is gaining height (rising) and losing speed (slowing down). Thus, the
internal or conservative force (gravity) transforms the energy from KE (speed) to PE
(height).
4. KE to PE. The jumper is losing speed (slowing down) and the bunjee cord is stretching.
Thus, the internal or conservative force (spring) transforms the energy from KE (speed)
to PE (a stretched "spring"). One might also argue that the gravitational PE is decreasing
due to the loss of height.
5. PE to KE. The spring changes from a compressed state to a relaxed state and the dart
starts moving. Thus, the internal or conservative force (spring) transforms the energy
from PE (a compressed spring) to KE (speed).
What is New
1. D
2. B
3. D
 26
What’s More
+ or - Work? Change PE or KE or Both?
The force is to the right and the displacement The applied force of the racket causes the ball to
is to the right. F and d are in the same gain speed. Thus, the external or
direction. Thus, positive work is done. nonconservative force alters the kinetic energy
of the ball.
The force is up and to the right and the The applied force of the bat causes the ball to
displacement is up and to the right. >F and d gain both height and speed. Since the force has
are in the same direction. Thus, positive work an up component, it contributes to a height
is done. change. Thus, the external or nonconservative
force alters the both the kinetic energy and the
potential energy of the ball.
The force is to the left and the displacement The applied force of the hammer causes the nail
is to the left. F and d are in the same direction. to gain speed. Thus, the external or
Thus, positive work is done. nonconservative force alters the kinetic energy
of the nail.
The force is to the left and the displacement The friction force on the car causes the car to
is to the right. F and d are in the opposite lose speed. Thus, the external or
direction. Thus, negative work is done. nonconservative force alters the kinetic energy
of the car.
The force is to the right and the displacement The applied force of the starting blocks causes
is to the right. F and d are in the same the diver to gain speed. Thus, the external force
direction. Thus, positive work is done. alters the kinetic energy of the diver. (NOTE:
there is another force - gravity - which changes
the diver's height; but the blocks are not
responsible for this height change.)
What I Have Learned
 27
What I Can Do
No. Amount of Joules to Calories
Forces Doing Work
Work Done Conversion
on the Object
by Each Force
1 Only Fapp does work. Fgrav 0.012 kilocalorie
Wapp= (10 N) *
and Fnorm do not do work
(5 m) *cos (0
since a vertical force cannot
degrees) = +50
cause a horizontal
Joules
displacement.
2 Only Ffrict does work. Fgrav -0.012 kilocalorie
Wfrict =(10 N) *
and Fnorm do not do work
(5 m) * cos (180
since a vertical force cannot
degrees) = -50
cause a horizontal
Joules
displacement.
3 Wapp = (10 N) * 0.012 kilocalorie
Fapp and Ffrict do work. (5 m) * cos (0
Fgrav and Fnorm do not do deg) = +50 Joules
work since a vertical force
cannot cause a horizontal Wfrict = (10 N) *
displacement. (5 m) * cos (180 -0.012 kilocalorie
deg) = -50 Joules
4 Neither of these forces do
work. Forces do not do work 0
No work is done.
when they makes a 90-degree
angle with the displacement.
5 Wtens = (20 N) * 0.024 kilocalorie
(5 m) * cos (0
Fgrav and Ftens do work. deg) = +100
Forces do work when there is Joules
some component of force in
the same or opposite direction Wgrav = (20 N) -0.024 kilocalorie
of the displacement. * (5 m) * cos
(180 deg) = -100
Joules
Additional Activities
Assessment 1. As we move to larger orbits, the change in potential
energy increases, whereas the orbital velocity decreases.
Hence, the ratio is highest near Earth’s surface (technically
infinite if we orbit at Earth’s surface with no elevation
change), moving to zero as we reach infinitely far away.
2. You change the direction of your velocity with a force
that is perpendicular to the velocity at all points. In effect,
you must constantly adjust the thrusters, creating a
centripetal force until your momentum changes from
tangential to radial. A simple momentum vector diagram
shows that the net change in momentum is √2 times the
magnitude of momentum itself. This turns out to be a very
inefficient way to reach Mars. We discuss the most efficient
way in Kepler’s Laws of Planetary Motion.
3. The probe must overcome both the gravitational pull
of Earth and the Sun. In the second calculation of our
example, we found the speed necessary to escape the Sun
from a distance of Earth’s orbit, not from Earth itself. The
proper way to find this value is to start with the energy
equation, (Figure), in which you would include a potential
energy term for both Earth and the Sun.
References
Department of Education. K To 12 Most Essential Learning Competencies With
Corresponding CG Codes. Pasig City: Department of Education Central
Office, 2020.
Department of Education – Bureau of Learning Resources (DepEd-BLR). Quarter 1 -
Module 6: Work, Energy and Energy Conservation. Cagayan De Oro.
Schools Division of Ilocos Norte. Contextualized Activity Sheets in General Physics
1.
Schools Division of Ilocos Norte. Whole Brain Literacy System Outcomes-Based
Education Lesson Plans. General Physics 1.

28
For inquiries and feedback, please write or call:

Schools Division of Ilocos Norte – Curriculum Implementation Division

Learning Resource Management Section (SDOIN-CID LRMS)

Office Address: Brgy. 7B, Giron Street, Laoag City, Ilocos Norte
Telefax: (077) 771-0960
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