a

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF GENERAL TRIAS CITY

SANTIAGO NATIONAL HIGH SCHOOL

Santiago, City of General Trias, Cavite

Lesson:
A. Topic: MECHANICAL ENERGY
Sub-topic: Potential and Kinetic Energy
Time: 50 mins. (February 4, 2020)
References:
Learner’s module pp.281-283
Teacher’s module pp. 193-194
https://www.scholastic.com/content/dam/teachers/sponsored-
content/nascarspeed/ActivitySheet2_KineticEnergy.pdf
Materials: Video, Powerpoint and activity sheet
Content Standards:
The learners demonstrate an understanding of conservation of
mechanical energy
Performance Standards:
The learners shall be able to create a device that shows conservation
of mechanical energy
Competency: explain energy transformation in various activities/events (e.g.,
waterfalls, archery, amusement rides);
TEACHING STRATEGY: INQUIRY-BASED/EXPERIMENT
Code: S9FE-IVd-39
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. differentiate between potential and kinetic energy,
2. describe the relationship between potential and kinetic energy
3. cite importance of potential and kinetic energy in real-life situations
II. PRIMING
A. Daily Routine
1. Greetings
2. Checking of Attendance
B. Recall
What is collision?
C. Motivation
Begin by showing the class three items: 1) an item of food (such as
banana or can of soda drink), 2) a battery, and 3) you, standing on a stool
or chair. Ask the class what these three things have in common.
D. Presentation of the topic
The teacher shows a video presentation about kinetic and potential
energies to the class as a means of providing the students prior
knowledge about the topic.
-After the presentation, the teacher asks the students questions that will
lead to the topic.
Question:
What do you think is our topic for today?

Santiago, City of General Trias, (046) 443-4338

depedcavite.santiagonhs@gmail.
Cavite
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 a

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF GENERAL TRIAS CITY

III. ACTIVITY PROPER – “Ramp It Up”

Each group will perform the activity “Ramp It Up”.

IV. ANALYSIS
1. What happened when you raised the height of the ramp? Was your
prediction correct?
2. Did raising the ramp’s height give the car more or less potential
energy? Explain your answer.
3. Did the car in Run 1 or 2 end up with more kinetic energy? How
could you tell?
V. ABSTRACTION
- The teacher presents the concept of mechanical energy to the class by
opening the topic about kinetic and potential energies. After which, he
asks students to describe potential energy and kinetic energy based on
the activity presented earlier.
- Gravitational potential energy is discussed by the teacher, describing it
as the energy an object has in relation to its mass and relative height.
He informs the students that the unit for energy is joules J which is
equal to N∙m.
𝑃𝐸𝑔 = 𝑚𝑔ℎ

- Kinetic energy is discussed by the teacher to the class, describing it as

the energy in motion. Therefore it depends on the mass and velocity of
a moving object.
𝟏
𝑲𝑬 = 𝒎𝒗𝟐
𝟐

VI. APPLICATION
-The teacher asks the students of what is the importance of mechanical
energy in real-life situations.
Questions:
What is the importance of understanding potential and kinetic energy?
What are the practical applications of mechanical energy?
How do we harness electricity in hydroelectric power plants?
VII. CLOSURE - ESP
“Use your potential to give your dreams a perfect kinetic energy”

VIII. ASSESSMENT
DIRECTION: Read carefully the question and choose the letter of the best
answer. Encircle the letter of the correct answer.
1. Which among the objects is considered as having potential energy?
A. ambulance B. candle flame C. hot plate D. milk

Santiago, City of General Trias, (046) 443-4338

depedcavite.santiagonhs@gmail.
Cavite
com
 a

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF GENERAL TRIAS CITY

2. Which example best represents kinetic energy?

A. stretched rubber band C. glass of milk
B. A computer D. A flying kite
3. When a person is jump roping where do they have the most potential
energy?
A. at the bottom when they bend their knees
B. in the middle of their jump
C. at the bottom when they hit the ground
D. at the top right before they go down again
4. How can you increase the potential energy of a diver in the Olympics?
A. work out and loose weight
B. go to a lower diving board
C. go to a higher diving board
D. jump
5. When coal is burned to produce electricity, the electrical energy produced
is less than the potential energy of the coal. Which best explains this
observation?
A. as the coal is heated, the molecules move so fast that they are destroyed
B. some of the energy in the coal is destroyed by the intense heat required to
release its potential energy
C. some of the potential energy in the coal is converted into forms of
energy other than electricity
D. the amount of energy in the coal is not known

Prepared by:

RODNEY L. BARBA
Teacher I

Checked by:

CORAZON P. ARCILLA
Head Teacher III

Noted:

CECILIA C. PAPA
Principal II

Santiago, City of General Trias, (046) 443-4338

depedcavite.santiagonhs@gmail.
Cavite
com