Es Tg Module 2 Climate Revised

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   1 FOR TRAINING PURPOSES ONLY WORK, POWER, AND ENERGY   Content Standard Performance Standard The Learners demonstrate an understanding of the conservation of mechanical energy The Learners create a device that show conservation of mechanical energy In the previous two years, the students learned that energy transfers may cause changes in the properties of the object. They related the energy changes of particles to the observable changes in the temperature, electric current, and the sound amplitude. They also demonstrated an understanding of mechanical work using constant force, and related work done to the general types of mechanical energy and power. This year, the focus of study will be on the energy changes and its conservation with emphasis on mechanical energy. The students need to demonstrate their understanding of mechanical energy and its conservation by performing activities showing mechanical work. They also need to identify and analyze the accompanying energy transformations that will take place. Ultimately, they should be able to recognize that in every natural or human-powered process, the total mechanical energy remains constant. If in Module 1 the students learned that moving objects possess momentum and mechanical energy. Now, in this module, they will learn through Activity 1 that the working mechanisms of objects involve energy transformations and conservation. This principle will be studied contextually using common events and man-made devices or structures with emphases on practical and safe applications. This module is good for six to seven sessions. The activities were made simple or broken into parts so that students will be able to finish them and still have time to discuss the results, the process or the products made and collaborate with others on the conduct of the next part or the pursuit of enrichment activities. Specifically, at the end of Module 2, the students should be able to answer the following key questions and use the learning objectives as guide: Unit 4 MODULE   2 Suggested time allotment: 6-7 hours   2 FOR TRAINING PURPOSES ONLY Key questions for this module Learning Competencies / Objectives 1. Trace and explain the energy transformations in various activities. 2. Perform activities to demonstrate conservation of mechanical energy. 3. Ascertain that the total mechanical energy remains the same during any process. Diagnostic Assessment Directions. Choose the letter of the correct answer. 1 . What is the energy of a motorcycle moving slowly at the top of a hill?  A. entirely kinetic B. entirely potential C. entirely gravitational D. both kinetic and potential 2. Which event is explained in the sequence of energy changes shown in the diagram below?  A. a headlight is on B. a turbine spins C. electric current powers a flat iron D. gasoline burns to run a jeepney 3. In the Agus VI Hydroelectric Power (HEP) Plant, which energy transformation takes place?  A. electrical energy mechanical energy electrical energy. B. gravitational potential energy kinetic energy electrical energy C. heat mechanical energy electrical energy. D. nuclear energy heat electrical energy 4. 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. What are the changes in the forms of energy especially mechanical energy? How is mechanical energy conserved during transfers and transformations? Chemical Energy Heat Mechanical Energy (with wasted heat)   3 FOR TRAINING PURPOSES ONLY 5. 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. 6. Which sequence of energy transformation best describes what happens when you switch on your battery-run radio?  A. Mechanical Energy   Electrical Energy   Sound Energy B. Mechanical Energy   Chemical Energy   Sound Energy C. Chemical Energy Electrical Energy Sound Energy  D. Chemical Energy   Mechanical Energy   Sound Energy 7. Which among the forms of energy is considered a potential energy? A. chemical energy B. radiant energy C. sound energy D. thermal energy 8. Which of the following happens to a coconut that falls freely? A. Loses potential energy and gains kinetic energy. B. Loses both potential energy and kinetic energy. C. Gains potential energy and loses kinetic energy. D. Gains both potential energy and kinetic energy. 9. 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. 10. The potential energy of a 1-kg object on top of a hill is 18 J. What is its velocity in m/s just before it hits the bottom of the hill?  A. 36 B. 18 C. 6 D. 3 11. The total mechanical energy of a swinging bungee jumper  A. is equally divided between kinetic energy and potential energy. B. at any one instant, is either all kinetic energy or all potential energy. C. can never be negative. D. is constant, if only conservative forces act. 12. A bag drops some distance and gains 90 J of kinetic energy. Considering air resistance, how much gravitational potential energy did the bag lose? A. more than 90 J B. exactly 90 J C. less than 90 J D. cannot be determined from the information given   4 FOR TRAINING PURPOSES ONLY Little Shop of Toys   13. 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 14. 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. 15. A picture frame falls off the wall. Considering the presence of air, how does the kinetic energy (K) just before striking the floor compare to the potential energy (P) at its hanging point?  A. K is equal to P. B. K is greater than P. C. K is less than P. D. It is impossible to tell. Mechanical Energy Forms and Transformations Table 1 summarizes the various forms of energies categorized as either kinetic or potential mechanical energy, while Table 2 gives a quick review of the potential and kinetic energy equations needed for mechanical energy conservation computations.  Ask students to discuss why each form of energy is categorized as such. For example, some students might prefer to categorize electrical energy under kinetic energy due to their more common understanding of macroscopic electricity as movement of electrons in a conductor as compared to their understanding of microscopic electricity as a result of the electric potential energy used to move charges. In this activity, students can work with each available toy or object in any order they want as long as they can id entify the transfers and transformations of the different energy forms present in the use of the toys or objects. Teaching Tips (Time allotment: 1 hour) 1. Figures 1 to 4 serve as specific examples of tracing changes in energy forms. Help the students identify the energy storage system where energy is processed, before tracing where the energy source is coming from and where it is going into as used and unused energy outputs. ACTIVITY 1  
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