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Abian, Ma. Gladys G.


Lesson Plan for Physics

I. Target

At the end of activities, students should be able to

a) Define the term work
b) Identify the force that does the work
c) Calculate the work done by a force in various situations
d) Determine the relationship between the work done and the energy transferred; and
e) Identify the different forms of energy

II. Subject Matter

A. Topics: Energy: The capacity to do Work
Subtopics: The scientific concept of work
Calculating concept of work
Energy in its many forms

B. Materials: Visual models

III. Learning Tasks

A. Recall

Teacher: Good afternoon class! Students: Good afternoon ma’am.

Teacher: Today we will discuss the Students: Yes, ma’am.

Energy: The capacity to do Work. Are you
familiar with the word energy class?

Teacher: Energy is a vital part of our daily

lives. Our day to day activities involve the
use of energy in order to perform work.

Teacher: The food we eat gives our body Students: Yes, ma’am.
the energy for movement. When we move
something, like pushcart, work is done.
Whenever work is done, energy is changed
into different forms.
Understand class?
B. Motivation

Teacher: Let us look at this figure on the

board. Who do you think does more work?
The boy or girl? ( figure posted on the

Teacher: Yes, Kriza? Kriza: The girl ma’am.

Teacher: Okay. And when do we say that

work is done in a particular action? We
will find it out later.

C. Lesson proper

Teacher: Work may have different Ivy: Doing assignments, reading and
meaning for different people. For reporting ma’am.
students, what do you think are works of
a student?
Yes, Ivy?

Teacher: Yes, thank you Ivy. Adults may Kizzy: Movement ma’am.
also go to work everyday. In these
examples work refers to a task that is
accomplished by exerting physical and
mental efforts. Work makes us tired
because we are transferring energy as we
do work. But in physics, work is done
whenever a force produces what? Yes,
Kizzy? Any idea?

Teacher: Yes, exactly. So, in this figure,

whenever you attempt to push a cart and
nothing happens, even if you are exerting
force but by definition you do no work on
the cart. Okay?

Teacher: on the other hand, if you push a Students: Yes, ma’am.

cart and it moves, you have already
accomplished is defined in physics as
work. Understand class?

Teacher: the term work has an explicit Darlyn: There must be force acting on the
quantitative and operational definition. object, the object must has to move a
For work to be done three conditions certain distance called displacement,
must be met. Please read the following there must be a component of the force in
Darlyn. the direction of motion.
Teacher: Thank you Darlyn. So let’s try to
look at this. A mother lifting up the baby
from the crib does work on the baby while
a father carrying the baby across the
room does not do any work on the baby.
Why do you think so? Any idea?

Teacher: Okay, what did you notice about Claudine: Ma’am they are parallel.
the direction of the force and its
displacement in the first figure?

Teacher: Yes, correct! So Claudine, what Claudine: Work is done by the mother as
can you conclude by that? she lifts the baby because the component
of the force exerted on the baby is parallel
to the displacement.

Teacher: Very good Claudine! This was Teddie: No work is done by the father as
the third condition for work to be done. he carries the baby because no part of the
Force must be parallel to the force is parallel to the displacement.
displacement. And on the other hand why
do you think no work is done in the
second figure? Teddie?

Teacher: You guys are brilliant! So let us

have this activity.

( activity posted on the board )

Activity: Put a check before the item if work is done to an object or person.

____a. a boy running across a playground

____b. a mother dancing with a baby in her arms
____c. a basket being lifted
____d. a person in an ascending elevator
____e. a big box dragged across the floor
____f. a man climbing up a tree
____ g. a girl walking up the stairs

Teacher: Okay class let us move on. So,

specifically, the work done on an object by
an applied force is defined as the product
of magnitude of the displacement
multiplied by the component of the force
parallel to the displacement.
So work is calculated by W= (Fcosθ)d
W= work (n.m or kg.m²/s² or J)
F= force parallel to the displacement (N)
d= displacement (m)
θ= the angle between the F and d

When the component of the force is in the

same direction as the displacement, work
done is positive. When the component of
the force is opposite to the displacement,
the work done is negative. If the force is
perpendicular to the displacement, the
work is zero.

Teacher: Let us answer this problem.

Each group should have a representative
to solve this.

Sample Problem:

A porter pulls a luggage along a level road for 5m by exerting a force of 20N at an
angle of 30° with the horizontal shoulder. How much does he do in pulling?

Teacher: Now our last topic is very simple Grace: I think ma’am most of the world’s
class. We will just talk about energy in its energy comes from the sun.
many forms. Where does most of the
world’s energy come from? Yes, grace?

Teacher: Good. Can you give an example Grace: For example ma’am is the chemical
for that? energy that we can get from eating fruit
and vegetables.

Teacher: For instance, the energy from Students: Yes, ma’am.

the wind and falling water is mechanical
energy. Chemical reactions like burning
and digestion release chemical stored in
fossil fuels and food, respectively. Energy
possessed by the moving molecules of
steam or any other substance is called
thermal energy. The nuclear processes of
fusion convert matter into nuclear energy.
Light from torch gives off radiant energy.
Air compression from a loud speaker
produce sound energy. Electrical charge
through moving cables has electrical
energy. It’s simple class, right? Did you
get it?
D. Application and Evaluation:

Short Quiz

I. Problem solving. Show your solution.

1. Richardson pulls a toy 3.0m across the floor by a string applying a force of 0.50N.
The string makes an angle of 30° with the horizontal direction. What is the amount of
work done by Richardson on the toy?

II. What are the different forms of energy? Give examples of each form.

IV. Agreement

On a one-half sheet of paper, write the definition of kinetic and potential energy.