Cebu Normal University

Integrated Laboratory School

Osmeña Blvd., Cebu City

Gonzales, Neljun C. September 6, 2018

Student Teacher Date of Teaching

Mrs. Blanca A. Alejandro TTH (7:30-9:30 A.M.)

Name of Mentor Class Schedule

Lesson Plan in Grade 8 Science

(Power)

I. Intended Learning Outcomes

At the end of the period, the Grade 8 students with 85% proficiency should
be able to:
a. define the concept of power;
b. explain the relationship of work and energy to power;
c. calculate the amount of power used through solving problems; and
d. apply knowledge in solving power to real-world situation.

II. Learning Resources

Topic: Power
Concept: a. Power is the rate of doing work or the rate of using energy. It is the work
per time ratio. Mathematically, it is computed using the equation,
Power= Work/Time or P= W/T. The standard metric unit of power
is “Watt” (W).
Skills to be Developed: higher order thinking skills, analytical skills, collaborative
skills, mathematical skills, communication skills
Values Integrated: curiosity, cooperation, cautiousness, patience and
open-mindedness
Instructional Materials: meter stick, timer, worksheets, manila paper, pentel pen,
colored paper
References: 1.Asuncion, A., et al. 2013. Science Grade 8 Teacher’s Guide First Edition.
Pasig City. pp. 23-26
2. Rabago, Lilia M., Ph.D., et. al. 2014. Vibal Science and Technology
(Laboratory and Manual Workbook). Quezon City. pp. 22-23
3. Pavico, J. et. Al. 2017. Exploring Life Through Science Grade 8. 927
Quezon Avenue, Quezon City. Vibal Group Inc. pp. 33-36
Electronic Sources:
1. https://www.physicsclassroom.com/class/energy/Lesson-1/Power
2. https://en.m.wikipedia.org/wiki/Power_(physics)
3. https://www.discoveryeducation.com/teachers/free-lesson-plans/
elements-of-physics-energy-and-work.cfm
III. Learning Experiences
A. Elicit
The teacher will conduct a review about potential and kinetic energy. He
will raise the following questions:
1. What is Energy?
- Energy is the capacity to do work.
2. What are the two forms of energy?
- Potential and Kinetic Energy
3. What is potential energy?
- The energy of an object at rest.
4. What is kinetic energy?
- The energy of an object at motion.
5. What are some examples that exhibit potential energy? Kinetic energy?
- A roller coaster sitting on a track has potential energy. A moving roller
coaster has kinetic energy.
6. How do you use energy?
- Answers will vary

B. Engage
The teacher will present a picture in the class showing a man pushing a
box. He will ask the following questions:
1. What have you observe in the picture?
- The man pushes the box.
2. What happens to the box when pushed by the man?
- The box was moved to the direction of motion as an external force was
applied to the object.
3. What happens when an external force was applied to an object and it covers a
displacement or direction of motion?
- Work is done.
4. How does the man enables the object to work?
- By the application or transfer of energy.
5. What do you call is the rate of using energy or the rate of doing work?
- Power

C. Explore
1. The teacher will divide the class into five groups. The students will
perform an activity entitled, “How POWER-ful am I?” The teacher will
provide the worksheets per group and the materials needed for the
activity including a meterstick and timer. In this activity, the students will
relate the concepts of work and energy to power. They should be able to
compute for their power after climbing the stairs.
 Activity # 1.__
How POWER-FUL am I?

Objective:
After performing this activity, you should be able to compute for your
power in walking or running up a flight of stairs.

Materials:
Meterstick
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.

Table 1
Height of stairs Time taken to Energy
Name Weight (N) (m) climb the stairs expended (J) Power (J/s)
(s)
1.
2.
3.
4.
5.
6.
7.
8.

2. After performing the activity, the teacher will collect the worksheets
per group and will ask the following guide questions:
a. Who among the group members did the most work?
- Answers will vary
b. Who developed the greatest power output?
- Answers will vary
c. What is the highest power output?
- Answers will vary
d. Who developed the lowest power output?
- Answers will vary
e. What is the lowest power output?
- Answers will vary
f. Did each member perform the same amount of work in climbing the
stairs? Why?
- Answers will vary
g. How do you determine your power output? Explain briefly.
- Answers will vary

D. Explain
• The teacher will process the topic in the class. He will ask the
following questions:
1. In physics term, how do you describe power?
- Power is the rate of doing work or the rate of using energy.
2. How can we measure or calculate for power?
- Through the formula given, P= W/T or Power= Work done/Time.
3. What is the unit of power?
- Joule per second (J/S) or Watts (W)
4. How does work affects the amount of power?
- The more work done or expended, the greater the amount of
power output. As work is directly proportional to power.
5. How is power affected by the change in time?
- The shorter the time taken to do the work, the higher the rate of power.
However, the longer the time taken, the lower the power rating. As time
is inversely proportional to power.
 • The teacher will present two sample problems in the class about
power. He will solve the sample problems on the board and
relate power to the concept of work and energy.

Sample Problem 1

Height of stairs Time taken to Energy

Name Weight (N) (m) climb the stairs expended (J) Power (J/s)
(s)
Bella 441 5 10 2205 220
Troy 490 5 8 2450 306
Anna 392 5 10 1960 196
John 441 5 9 2205 245

1. Find the power rating of Troy.

Given:
F= 490 N
d= 5 m
t= 8 sec
Find:
W= ?
P=?

Solution:
W= Fd
= 490 N (5m)
= 2450 N/m or
W = 2450 Joules

P= W/t
= 2450 J/ 8 sec
= 306.25 J/s or
P= 306.25 Watts

Sample Problem 2
1. Dan climbs a flight of stairs in 1.5 minutes. If he weighs 450 N and the stairs is 10 m from the
ground, how much power will he develop?

Given:
F= 450 N
d= 10 m
 t= 1.5 min or 90 sec
Find:
P= ?

Solution:
P= W/t
= F (d)_
t
= 450 N (10 m)/ 90 s
= 4,500 N.m/ 90 s
= 4,500 J/ 90 s
= 50 J/s or 50 Watts

E. Elaborate
1. With the same groupings, the teacher will prepare set of questions
to be answered by the students for the Quiz bowl. The questions are
consist of six different problems involving power. The scoring points will
start with one point until five points as the level of questions ascend. The
students are given only 30 second to answer each five questions. The last
set of question corresponds to ten points which can only be answered
within one minute.
2. The teacher will raise the following set of problems.
Problems:
1. Harry Potter elevates his 80-kg body up to the 2.0-meter stairwell in 1.8 seconds. What is the
total power rating of Harry Potter?
Answer: 871.11 Watts

2. Andy and Bryan each lift a 150-kg barbell to a height of 1.5 m off the ground. Andy lifts his
barbell in 1.0 second while Bryan lift his in 2.0 seconds. (a.) Who does the more work?
(b.) Who exerts more power?
Answers: a.) Both Andy and Bryan will do the same amount of work.
b.) Andy will exert more power since he made the work in less time.

3. An electric motor lifts an elevator at 9 meters in 15 seconds of time by exerting an upward

force of 12,000 N. What power does the motor will produce in kilowatts?
Answer: 7.2 kilowatts

4. Hannah lifts a small box with a mass of 15-kg as she climbs the flight of stairs at 300 cm.
If Hannah lifted the box within 1.5 seconds, what would be her power rating?
Answer: 294 Watts

5. A machine is able able to lift 200-kg of bricks vertically to a height of 20 m above the
ground. If the power of the machine is 1,200 W, how much time can the bricks be lifted
above the building?
 Answer: 32.67 seconds

6. An escalator is used to move 20 passengers every one-minute from the first floor of
department store to the next floor. The second floor is located 5.2 m above the first floor.
The passenger’s mass is 54.9 kg in average. Determine the power requirement of the
escalator to move the number of passengers in the amount of time.
Answer: 932.57 Watts

F. Extend
The teacher will give one situational practice problem for the whole
class about power. The students will calculate the amount of power output
based on the problem given. The teacher will provide a piece of paper for the
solution and let the class solve the problem individually to internalize the
concept about power. The teacher will collect the papers and ask some
process questions:
1. How do you determine the power rating of the problem?
- Answers will vary
2. How do you derive work to power?
- Answers will vary

G. Evaluate
The teacher will conduct a five item multiple choice type of test and
one solving problem about power to test the understanding of the students
to the topic. (10 points)

Name: ________________________ Grade and Section: ____________________

I. Multiple Choice (5 points)

Direction: Read and answer the questions carefully. Encircle the letter of the correct answer.

1. What is the rate of doing work or the rate of using energy?

A. force
B. power
C. work
D. energy

2. What is the standard metric unit of power?

A. horsepower
B. kilowatts
C. watts
D. joule
3. What is the equivalent amount of horsepower to watts?
A. 764 watts
B. 746 watts
C. 647 watts
D. 674 watts

4. How is power related to work?

A. The lesser the work applied on an object, the greater the power.
B. The greater the work applied on an object, the lesser the power.
C. The greater the work applied on an object, the greater the power.
D. The amount of work applied to an object is equal to the power output.

5. How can you describe the relationship between the time taken to do the work to the
amount of power expended to an object?
A. Power is equally proportional to time.
B. Power is indirectly proportional to time.
C. Time is directly proportional to power.
D. Time is inversely proportional to power.

PROBLEM SOLVING (5 points)

Direction: Determine what is asked in the problem. Show your solution.

1. Calum Scott has just arrived at the airport dragging his suitcase with a force of 190 N to the
luggage check-in desk at 8.5 m. If it takes him to drag his suitcase in 3 minutes, what is the
amount of power he exerted?

Given:
F= 190 N
d= 8.5 m
t = 3 min or 180 s
Find:
P= ?
Solution:
P= W/t
= 190 N (8.5 m)_
180 s
= 1,615 J_
180 s
P = 8.97 Watts
IV. Assignment
The teacher will let the students to make a creative output
presentation where power can be applied or used in daily life activities. This
will be reflected in a short sized bondpaper. (10 points)