Learning Area
Learning Delivery Modality
School
LESSON Teacher
EXEMPLAR
Teaching Date
Teaching Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials from
Learning Resources
B. List of Learning Resources
for Development and
Engagement Activities
IV. PROCEDURES
A. Introduction
Science
Modular Distance Modality (Learners-Led Modality)
Wawa National HS Grade Level Grade 8
Joyce Ann D. Perez Learning Area Science HS
September 18-22, 2023 Quarter First
9:30-10:30 No. of Days 4 days
(see PIVOT 4A BOW for t
number of days)
At the end of the lesson, learners are expected to:
1. Define kinetic energy.
2. Relate the speed and position of object to the amount of energy possessed by a
body.
3. Calculate the kinetic energy of a moving body.
The learners demonstrate understanding of work using constant force, power,
gravitational potential energy, kinetic energy, and elastic potential energy
The learners should be able to develop a written plan and implement a “Newton’s
Olympics”
S8 FE-Ia-17 MELC 3: Identify and explain the factors that affect potential and
kinetic energy.
Differentiate potential energy and kinetic energy.
Potential and Kinetic Energy
For the teacher: Laptop, Projector, book and answer sheets
Teachers Guide pp 10-11
Grade 8 Learner ‘s Module pp 10-12
Science @ Work p. 318-321
https://irp-cdn.multiscreensite.com
In this lesson, you learn the different factors that affect potential and kinetic
energy. Energy is defined as the ability to do work. When work is being done, we
say that it is kinetic energy or energy in motion. The word “kinetic” in English
comes from the Greek word kinetikos (moving). Potential energy is pre-sent when
the work is waiting to be done, or when there is the potential for work to be
performed. It is affected by the mass of the objects and gravitational force. The
acceleration due to gravity is 9.9 m/s2 or rounded off as 10 m/s2. The two objects
that are in the same position have potential energy, yet an object with greater mass
has greater potential energy, with respect to it position. An object of the same
mass that is placed at different position have different potential energy contained.
The object at a higher position will have a greater potential energy. Kinetic energy
is the energy of motion, potential energy comes from work having been done on an
object which was then stored.
Try to get a piece of rubber band. It has potential energy relative to its
position when placed in your hands. It has the gravitational potential energy. If
you zinged the rubber band from your finger, then the potential energy has been
transformed into kinetic energy. While it was stretch waiting for you to release it, it
has potential energy again. It was stationary but work was done on it to move it to
its present position.
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 More work means more energy is provided to and stored by the rubber
band when it was stretched farther. When you release the rubber band, it has more
energy to move. More energy means more work can be done by the rubber band.
There is a connectedness between potential and kinetic energy. For moving
objects, you can calculate kinetic energy using the formula:
KE = (mass x velocity2)/2 or 1/2 mv2
Although mass and velocity both have great effects on kinetic energy, it is
velocity, more significantly, that determines kinetic energy. Observe the picture
below. Which picture of the child shows potential energy? Which of them showed
kinetic energy?

The kinetic energy of a particle is a single quantity, but the kinetic energy
of a system of particles can sometimes be divided into various types, depending on
the system and its motion. For example, if all the particles in a system have the
same velocity, the system is undergoing translational motion and has translation-al
kinetic energy. If an object is rotating, it could have rotational kinetic energy, or if
it’s vibrating, it could have vibrational kinetic energy. The kinetic energy of a
system, relative to an internal frame of reference, may be called internal kinetic
energy. The kinetic energy associated with random molecular motion may be
called thermal energy. This various type of energy is associated that for every
kind of kinetic energy, it is the same physical quantity.

Learning Task No. 1: Analyze the picture below. Determine if it shows potential or
kinetic energy.

B. Development
Learning Task No. 2: Compare Picture A and Picture B below. Answer the guide
question. Write your answer in your notebook.

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Guide Questions:
1. Which picture shows potential energy?
2. Which picture shows kinetic energy?
3. What factor (s) affect the potential energy?
4. What factor (s) affect kinetic energy?

Although mass and velocity both have great effects on kinetic energy, it is velocity,
more significantly, that determines kinetic energy. Study at the sample problem
below.
What is the kinetic energy of a 45 kg object moving at 13 m/sec?
1. First we identify the information we are given in the problem:

mass = 45 kg velocity = 13 m/sec

2. Next, we place this information into the kinetic energy formula:
KE = 1/2 mv2 KE = 1/2 (45 kg)(13 m/sec)2
The kinetic energy value computed is 3802.5 J.
Note: The unit for energy is the same as for work: the Joule (J).

Learning Task No. 3: Analyze the following statements and write Fact if there is
work done and Bluff
if there’s no work done. Support your answer.
________ 1.Lifting a box from the ground to a table top
_______ 2. Holding a book while reading
________ 3. Pushing a box across the floor
________ 4. Carrying a bag
________ 5. Walking upstairs

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 Learning Task No. 4: Look at the things around you. List at least five examples of
potential and kinetic energy. Write your answer in your notebook.

C. Engagement Learning Task No. 5 Determine if the given situation shows potential or kinetic
energy. Calculate using the formula given below.

P.E. = mass x acceleration due to gravity x height

P.E. = mgh= N x h acceleration due to gravity = 9.8 m/s2 or 10m/s2
1 Newton (N) = 1 kg x 1 m/s2 or 1 kg m/s2 (Set up a simple kinetic energy
experiment using a ramp and some cars.)

KE = 1/2 mv2
1. You throw a ball with a mass of 2.1 kg. The ball leaves your hand at 30m/s. The
ball has ______________ energy. Calculate it.

2. There is a bell at the top of a tower that is 50 m high. The bell weighs 190N. The
bell has ______________energy. Calculate it.

3. At what height is an object that has a mass of 56 kg if its gravitational potential

energy is 9800 J?

4. There is a blender at the cabinet that is 5 m high. The blender weighs 50N.

The blender has ___________ energy. Calculate it.

Learning Task No. 6.

Directions: Listed down below are objects or activities you might have at home.
Decide if it has Gravitational Potential Energy state your reason. Number 1 is done
for you.

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 IV. Assimilation Learning Task No. 7

Directions: Read the questions below and choose the letter of the correct answer.
1.A roller coaster climbing the first hill is an example of
A. building kinetic energy.
B. building potential energy.
C. gravitational forces.
D. nuclear energy.
2. Of the following units, the one that is a unit of potential energy is?
A. Newton
B. Joule
C. Meter
D. Liter
3. A stationary object may have
A. potential energy
B. velocity
C. kinetic energy
D. acceleration
4. A 50-kilogram object is located 5 meters above the ground level. Find its
potential energy.
A. The object's potential energy is 2450 J.
B. The object's potential energy is 24.50 J.
C. The object's potential energy is 2.450 J.
D. The object's potential energy is 245.0 J.
5. A 12 kg cat who is resting on a tree has a potential energy of 50 J. Calculate its
position (height) relative to the ground.
A. The cat is located 0.43 m above the ground.
B. The cat is located 0.43 m above the ground.
C. The cat is located 0.43 m above the ground.
D. The cat is located 0.43 m above the ground.
V. REFLECTION
No. of learners who earned 80% in
the evaluation
No. of learners who require
additional activities for remediation
who scored below 80%
Did the remedial lessons work? No.
of learners who have caught up with
the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter which
my principal or supervisor can help
me solve?
What innovation or localized materials
did I use/discover which I wish to
share with other teachers?
REMARKS
Due to MDL, teachers will discuss first this topic on f to f class for the students to
understand the lesson.

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Prepared by: Noted

JOYCE ANN D. PEREZ LUISA D. VISPO

Teacher I Principal I