School Camarin High School Grade Grade 9

DAILY
Teacher Jans Charles C. Flores Quarter Fourth Grading
LESSON
Dates August 10, 2021 Learning Area Physics
LOG
Time 2:00 – 3:00 PM Topic Conservation of
HS
Mechanical Energy

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
conservation of mechanical energy.
B. Performance The learners shall be able to:
Standards create a device that shows conservation of mechanical energy.
C. Learning The learner demonstrates understanding of:
Competencies / “Conservation of Mechanical Energy”:
Objectives Specifically, at the end of the lesson, the students should be
able to:
1. explain how mechanical energy is conserved;
2. create a model that shows how mechanical energy is conserved
using simple objects at home; and
3. cite the importance of conservation of mechanical energy in our
daily activities.
Code: S9FE-IVc39
II. CONTENT Physics: Conservation of Mechanical Energy
III. LEARNING Most Essential Learning Competencies
RESOURCES
A. References
1. Teacher’s Guide • Bentillo, E. et al. (2004). Conservation of mechanical energy.
pages Science and Technology IV SEMP. Book Media Press, Inc. Chapter
13. Pg 314 – 316.
• Padua, A. et al. (2005). Conservation of mechanical energy.
Science and Technology Physics. Vibal Publishing House, Inc.
Chapter 9. Pg 188 – 193.
2. Learners’ Materials • Padua, A. et al. (2005). Conservation of mechanical energy.
pages Science and Technology Physics. Vibal Publishing House, Inc.
Chapter 9. Pg 188 – 193.
3. Textbook pages • Bentillo, E. et al. (2004). Conservation of mechanical energy.
Science and Technology IV SEMP. Book Media Press, Inc. Chapter
13. Pg 314 – 316.
• Padua, A. et al. (2005). Conservation of mechanical energy.
Science and Technology Physics. Vibal Publishing House, Inc.
Chapter 9. Pg 188 – 193.
B. Other Learning • PowerPoint presentation
Resources
C. Time Allotment • 45 minutes – 50 minutes
D. Materials • Laptop
Needed • PowerPoint
• Calculator
• Google Form
Preliminaries:
1. Prayer
IV. PROCEDURES 2. Greetings
3. Checking of Attendance
4. Rules and Regulations
A. (ELICIT) LIFE OF A BALL
 Directions: The students are asked about the previous lesson and are
expected to answer the following question:
1. What is the acceleration at point A, B, and C?
- Expected answer: at point A and point C, there is no acceleration
as Caloy is not moving while at point B, the acceleration is
9.8m/s^2 which is acceleration due to gravity.

2. What kind/s of energy acts at point A, B, and C?

- Expected answer: At all the points, the only energy present is
potential energy specifically at point B, it is gravitational potential
energy.

3. What is projectile motion?

- Expected answers: Projectile motion is the motion of an object
thrown or projected into the air, subjected to only the
acceleration of gravity.

Activity Description:
This activity will be used in order to recall the learners towards
the topic last meeting. In addition, this activity serves as a starting
knowledge which allows the learners to have a connection of concept
for today’s session.

(This activity will be taken for 5 minutes)

B. Establishing a ADVENTURE TIME!
purpose for the
lesson (ENGAGE)
C. Presenting
examples/
instances of the
new lesson
(ENGAGE)
 Directions:
1. The students will be asked to find a green and red object that
they will raise on each scenario. Green represents “go” and red
represents “stop”.
2. A series of scenarios will be presented to the class;
3. Given the scenarios presented, the students will be asked to
answer whether they will go and continue with the adventure, or
they will stop and go home.
4. After getting the answers from the students, the teacher will be
assessing the prior knowledge of the students based on the result
of the activity.

Activity Description:
This activity will be used in order to engage and motivate the
learners towards the topic. In addition, this activity serves as a
springboard which allows the learners to have a glimpse of the concept
to be presented within the session.

Guide Questions:
1. With the different scenarios, will you stop or continue?
- Expected answer: Stop or continue, depending on the
reasoning of each student.

2. How can you relate kinetic and potential energy to this activity?
- Expected answer: “Stop” represents potential energy as it is an
energy at rest and “Continue” represents kinetic energy as it is
an energy at motion.

(This activity will be taken for 5 minutes)

D. Discussing new ILAN KA BES?
concepts and
practicing new
skills #1
(EXPLORE)
E. Discussing
concepts and
practicing new
skills #2 (EXPLORE)

Directions:
1. A list of simple activities will be presented to the class;
2. Each simple activity will have a corresponding point/s;
3. The students will be asked to identify which simple activities
they did earlier that day and add all the points that
corresponds with them.

Activity Description:
This activity allows the learners to relate changes of form of
energy in their daily lives. This will also give them some glimpse about
the concept of the conservation of mechanical energy.

Guide Questions:

1. How many points have you collected?

 - Expected answer: Total of points depends on how many activities
the students have performed.

2. How can you relate the concept of Kinetic and Potential energy
to one of the activities that you did?
- Expected answer: The activity depends on which students have
performed but Kinetic energy is related to objects at motion and
Potential energy is related to objects at rest. When stopping an
object, it will possess potential energy and if it will be moved, it will
possess kinetic energy.

(This activity will be taken for 5 minutes)

F. Developing Presentation of the Lesson through Online Discussion
mastery Metals and Non-metals
(Leads to
Formative
Assessment 3)
(EXPLAIN)

What is Conservation of Energy?

As stated in the Conservation of Energy, energy can neither be created

nor destroyed, it can only change from one form to another.

What is Mechanical Energy?

Mechanical Energy is the energy that is possessed by an object due to
its motion or due to its position. Mechanical energy is sum of the
potential and kinetic energy and is acquired by objects upon which
work is done.
There are two (2) kinds of Mechanical Energy:
1. Potential Energy – energy possessed by objects at rest.
a. Gravitational Potential Energy – is the energy possessed by an
object because of its location or position. It is represented in an
equation,
GPE = mgh
where GPE = Gravitational Potential Energy
m = mass
g = acceleration due to gravity (9.8m/s^2)
h = height
b. Elastic Potential Energy – is the energy stored in a stretched or
compressed elastic material such as spring.

2. Kinetic Energy – is the energy possessed by an object in motion.

It is represented in an equation,
KE = ½ mv^2
where KE = Kinetic Energy
m = mass
v = velocity
Mechanical Energy is represented in an equation,
MEt = PE + KE
where MEt = Total Mechanical Energy
PE = Potential Energy
KE = Kinetic Energy

What is Conservation of Mechanical Energy?

Law of Conservation of Mechanical Energy states that the total amount

of mechanical energy, in a conservative system (system in which there
is no dissipation of energy so that the total energy remains constant with
time) in the absence of dissipative forces (example are friction, air
resistance except gravitational force), mechanical energy remains
constant.

This means that potential energy can become kinetic energy, or vice
versa, but energy cannot “disappear”. For example, in the absence of
air resistance, the mechanical energy of an object moving through the
air in the Earth's gravitational field, remains constant (is conserved).

In the absence of dissipative forces, total mechanical energy MEt is

conserved. In symbols,

MEt = PE + KE = constant

Given:
Mass = 0.1 kg
g = 9.8 m/s^2
h = 10m
Formula: GPE = mgh ; MEt = PE + KE

A.
Solution:
GPE = (0.1 kg) (9.8 m/s^2) (10 m)
GPE = 9.8 J
MEt = 9.8 J +0
MEt = 9.8 J

B.
Solution:
GPE = (0.1 kg) (9.8 m/s^2) (8 m)
GPE = 7.84 J
9.8 J = 7.84 J + KE
KE = 9.8 J – 7.84
KE = 1.96 J

C.
Solutions:
GPE = (0.1 kg) (9.8 m/s^2) (4 m)
GPE = 3.92 J
9.8 J = 3.92 J + KE
KE = 9.8 J – 3.92 J
KE = 5.88

Conservation of Mechanical Energy in Nature and Others

 At the top of the waterfall, the water is higher in the gravitational field
of the Earth and has gravitational potential energy. When it falls, the
potential energy turns into kinetic energy. So, energy is not created, it
was there at the beginning, stored as potential energy.

When a roller coaster has reached its initial summit and begins its
descent through loops, turns and smaller hills, the only forces acting
upon the coaster cars are the force of gravity, and the force of the track
which is pushing up on the cars but the direction of the force of tracks is
perpendicular to the motion of the cars and thus is incapable of doing
any work upon the train of cars. The air resistance is indeed capable of
doing work upon the cars and thus draining a small amount of energy
from the total mechanical energy which the cars possess. However, due
to the complexity of this force and its small contribution to the large
quantity of energy possessed by the cars, it is often neglected. By
neglecting the influence of air resistance, it can be said that the total
mechanical energy of the train of cars is conserved during the ride. That
is to say, the total amount of mechanical energy (kinetic plus potential)
possessed by the cars is the same throughout the ride. Energy is neither
gained nor lost, only transformed from kinetic energy to potential
energy and vice versa.

A bow and an arrow are another day-to-day example of mechanical

energy. When an arrow is drawn, it possesses energy in the form of
elastic potential energy and when it is released, the bow renders kinetic
energy, due to pulling, to the arrow that propels it towards the target.
Both these energies, when combined, give the arrow the mechanical
energy to move and hit the target. Hence, the mechanical energy of
the arrow did the work on the target by changing its state.

Moon is earth’s only natural satellite and it revolves around the earth just
like earth and the other seven planets revolve around the sun. Moon
possesses potential energy due to its position with respect to earth as
well as kinetic energy, since it orbits around the earth. Therefore, we can
say that the moon exhibits high mechanical energy in the form of
potential energy and kinetic energy due to its position and motion,
respectively. The mechanical energy of the Earth-Moon system remains
constant due to the law of conservation of mechanical energy. As
explained earlier, this law says that the mechanical energy of a closed
system remains constant if there is no external force applied to it, except
for the gravitational force. Since there is no friction or air resistance in
space, therefore, the mechanical energy of the Earth-Moon system
remains constant with the rhythmic interchange between kinetic and
potential energy at different times of the month.

(The discussion will be taken for 20 minutes)

G. Finding BUILD IT UP
practical
applications of
concepts and skills
in daily living
(ELABORATE)
 Directions: The students will create a simple model of a pendulum using
objects on their surroundings. A sample will be presented in the class
and they will answer the guide questions.

Materials needed:
• Two (2) set of Strings
• Weights (any objects which you can tie to the string)
• Two (2) chairs at same height
What to do:
1. Tie a weight onto the end of the piece of string number
1.
2. Tie the string with weights to the middle part of string
number 2.
3. Tie the both ends of the string number 2 to the backs of
two chairs (the chairs must be the same at height).
4. Make sure the string number 2 is all stretched out.
5. Present the made model of pendulum to the class.

Guide Questions:
1. What are the things that you have used in your pendulum model?
Expected answer: Strings can be yarn or strong thread that can
hold the chosen weights and weights can be in any shape just that
can be tied to the string.

2. How would you relate this activity in real-life situations?

Expected answer: This model is a simple demonstration on how
conservation of mechanical energy is present in our lives. We
might now know but it is applied in our simple activities at home
like sweeping the floor using a broom.

(This activity will be taken for 10 minutes)

H. Evaluating DON’T STOP THINKING!
learning
(EVALUATE) Activity Description:
Given the questions presented in the class, the students will be
answering a 5-items quiz. This quiz will be done by the students in order
to check the mastery, understanding and critical thinking skills of the
learners regarding the topic discussed for today’s session.

1. Which of the following are the two kinds of potential energy?

a. Gravitational Potential Energy and Elastic Potential Energy
b. Gravitational Energy and Elastic Energy
c. Gravitational Potential Energy and Elastic Energy
d. Gravitational Energy and Elastic Potential Energy
2. Which of the following is NOT a factor in finding GPE?
a. Velocity
b. Mass
c. Acceleration due to gravity
d. Height
3. It is a system where there is no dissipation of energy which makes
the total energy constant with time.
a. Closed system
b. Open system
c. Isolated system
d. Conservative system
4. The following are examples of dissipative forces which affects
Conservation of Mechanical Energy EXCEPT what?
 a. Friction
b. Air Resistance
c. Gravitational Force
d. None of the above
5. Based on the law of conservation of mechanical energy, which
of the following BEST describes how can the energy remain
constant?
a. When it is used to do work.
b. When it is transformed into another form
c. When its form is not changed.
d. When it is applied to an object

Directions: The quiz will be given in google form and the link will be sent
to the chat box of the google meet. The students will be given 5 minutes
to answer.

(This activity will be taken for 5 minutes)

J. Additional WRITE IT UP
activities for
application or Directions: Write an essay with a minimum of one (1) page about how
remediation conservation of mechanical energy is applied to our daily life and its
(EXTEND) importance.

The students will be graded according to the given criteria:

Elements 4 3 2 1
Focus & Details There is one There is one There is one There is one
clear, well- clear, well- clear, well- clear, well-
focused topic. focused topic. focused topic. focused topic.
Main ideas are Main ideas are Main ideas are Main ideas are
clear and are clear but are clear but are clear but are
well supported not well not well not well
by detailed supported by supported by supported by
and accurate detailed detailed detailed
information. information. information. information.
Organization The The The The
introduction is introduction is introduction is introduction is
inviting, states inviting, states inviting, states inviting, states
the main the main the main the main
topic, and topic, and topic, and topic, and
provides an provides an provides an provides an
overview of overview of overview of overview of
the paper. the paper. the paper. the paper.
Information is Information is Information is Information is
relevant and relevant and relevant and relevant and
presented in a presented in a presented in a presented in a
logical order. logical order. logical order. logical order.
The conclusion The conclusion The conclusion The conclusion
is strong. is strong. is strong. is strong.
Word The The The The
introduction introduction introduction introduction
states the states the states the states the
main topic main topic main topic main topic
and provides and provides and provides and provides
an overview of an overview of an overview of an overview of
the paper. A the paper. A the paper. A the paper. A
conclusion is conclusion is conclusion is conclusion is
included. included. included. included.
Sentence, The The The The
Structure, introduction introduction introduction introduction
Grammar & states the states the states the states the
Spelling. main topic. A main topic. A main topic. A main topic. A
 conclusion is conclusion is conclusion is conclusion is
included. included. included. included.

Reviewer’s
Comments:

Activity Description:
This activity will further check the mastery of the learners
regarding the topic discussed for today’s session and its application in
real life situations. This will also help students in knowing the importance
of conservation of mechanical energy to their daily life.

(This activity will be passed on the next session)

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I used/discover
which I wish to
share with other
learners?

Prepared by:

Flores, Jans Charles C.

BSE - Science 3B