This document is a science intervention material that provides instruction on the concepts of force and work. It uses examples, activities, and problems to teach students about different types of forces (contact vs. non-contact), what qualifies as work being done, and how to calculate work using various formulas. The material guides students through worked examples and encourages them to identify forces and calculate work in different situations. It also includes a game to help students learn related vocabulary words. The overall document aims to build students' understanding of key physics concepts through interactive lessons and practice problems.
Science Intervention materials on sciencearjeanmedel
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
This document provides a strategic intervention material to help students learn about solving real-life problems involving right triangles using trigonometric ratios. It begins with definitions of key terms like line of sight, angle of elevation, and angle of depression. Students are given examples of problems involving these angles and their solutions. Later activities require students to illustrate problem situations, identify given information, formulas used, and solve problems determining unknown angles or distances. The material aims to supplement classroom learning and help students independently practice and understand solving right triangle problems.
The document discusses key geometric concepts that should be taught in early elementary grades, including two and three dimensional shapes, coordinate geometry, transformations, symmetry, and spatial reasoning. It provides rationale for why geometry is important even at a young age. Several hands-on activities are described to help students explore and develop an understanding of these foundational geometric ideas in a developmentally appropriate manner through exploration and play.
Grade 8 Learning Module in Science - CompleteR Borres
1. The document describes a science module that covers forces and motion. It includes activities to demonstrate Newton's laws of motion through experiments with coins, carts pulled by rubber bands, and other examples.
2. Newton's first law of motion, the law of inertia, states that objects at rest stay at rest and objects in motion stay in motion unless acted upon by an unbalanced force. Newton's second law relates the acceleration of an object to the net force acting on it.
3. The module aims to explain how forces affect the motion of objects, whether they remain at rest, move at constant velocity, or accelerate. Key concepts covered include balanced and unbalanced forces, inertia, and Newton's three laws
K to 12 - Grade 8 Science Learner ModuleNico Granada
1) Students conducted an experiment to determine the relationship between force and acceleration by pulling a cart with varying numbers of rubber bands (1, 2, 3, 4) and measuring the cart's acceleration using a ticker tape timer.
2) Analysis of the ticker tape charts showed that as the number of rubber bands increased, representing greater force, the length of the strips increased, indicating higher average velocity over time intervals.
3) This demonstrated a direct relationship between the net force acting on an object and its acceleration, as described by Newton's second law of motion.
Angle of elevation and depression by: Erwin Navarromay222016
This document discusses measuring angles of elevation and depression using trigonometric ratios. It provides examples of how to calculate missing lengths or angles using trig functions when given the angle of elevation or depression and one leg of the right triangle formed by the observer's line of sight. Key terms like line of sight, angle of elevation, and angle of depression are defined. Steps for solving problems are outlined along with sample problems and solutions.
Science Intervention materials on sciencearjeanmedel
This document is a science intervention material that discusses the concepts of force and work. It uses pictures, examples, and activities to teach students about different types of forces (contact vs. non-contact), what constitutes work, and how to calculate work using various formulas. The material guides students through examples of determining if a situation involves a contact or non-contact force, identifying whether work is being done in images, and solving word problems to calculate work done. It also includes review questions and activities to help students assess their understanding of these core science concepts.
This document provides a strategic intervention material to help students learn about solving real-life problems involving right triangles using trigonometric ratios. It begins with definitions of key terms like line of sight, angle of elevation, and angle of depression. Students are given examples of problems involving these angles and their solutions. Later activities require students to illustrate problem situations, identify given information, formulas used, and solve problems determining unknown angles or distances. The material aims to supplement classroom learning and help students independently practice and understand solving right triangle problems.
The document discusses key geometric concepts that should be taught in early elementary grades, including two and three dimensional shapes, coordinate geometry, transformations, symmetry, and spatial reasoning. It provides rationale for why geometry is important even at a young age. Several hands-on activities are described to help students explore and develop an understanding of these foundational geometric ideas in a developmentally appropriate manner through exploration and play.
Grade 8 Learning Module in Science - CompleteR Borres
1. The document describes a science module that covers forces and motion. It includes activities to demonstrate Newton's laws of motion through experiments with coins, carts pulled by rubber bands, and other examples.
2. Newton's first law of motion, the law of inertia, states that objects at rest stay at rest and objects in motion stay in motion unless acted upon by an unbalanced force. Newton's second law relates the acceleration of an object to the net force acting on it.
3. The module aims to explain how forces affect the motion of objects, whether they remain at rest, move at constant velocity, or accelerate. Key concepts covered include balanced and unbalanced forces, inertia, and Newton's three laws
K to 12 - Grade 8 Science Learner ModuleNico Granada
1) Students conducted an experiment to determine the relationship between force and acceleration by pulling a cart with varying numbers of rubber bands (1, 2, 3, 4) and measuring the cart's acceleration using a ticker tape timer.
2) Analysis of the ticker tape charts showed that as the number of rubber bands increased, representing greater force, the length of the strips increased, indicating higher average velocity over time intervals.
3) This demonstrated a direct relationship between the net force acting on an object and its acceleration, as described by Newton's second law of motion.
Angle of elevation and depression by: Erwin Navarromay222016
This document discusses measuring angles of elevation and depression using trigonometric ratios. It provides examples of how to calculate missing lengths or angles using trig functions when given the angle of elevation or depression and one leg of the right triangle formed by the observer's line of sight. Key terms like line of sight, angle of elevation, and angle of depression are defined. Steps for solving problems are outlined along with sample problems and solutions.
(8) Inquiry Lab - Composition of Transformationswzuri
A combination of transformations differs from a single transformation in that it involves performing multiple transformations in sequence, while a single transformation only involves one type of transformation. They are the same in that both transformations preserve properties like size, shape, and angle measurements of the original figure. The document provides examples of using reflections and translations together to transform shapes and create decorative borders, demonstrating how combinations of transformations can be used.
The document introduces a lesson on forces that act on objects and how balanced and unbalanced forces affect an object's motion. It asks questions about what causes motion and different motion in objects. It also discusses how forces can make objects move, change speed or direction. The lesson considers a ball and explores activities involving balanced and unbalanced forces on examples like a pen and book. It explains that balanced forces result in no net force while unbalanced forces cause a change in motion.
5As Lesson Plan on Pairs of Angles Formed by Parallel Lines Cut by a TransversalElton John Embodo
The document outlines a lesson plan on teaching pairs of angles formed by parallel lines cut by a transversal. The objectives are for students to identify, classify, and discuss parallelism in real life. The lesson includes an activity where students draw and label parallel lines cut by a transversal. Various pairs of angles are analyzed, such as alternate interior angles, alternate exterior angles, and corresponding angles. Definitions are provided for each type of pair. The lesson aims to teach students the characteristics and properties of different pairs of angles formed with parallel lines.
Equivalent equations are equations that have the same solution sets. They are represented by the symbol "⇔". The document provides an example of equivalent equations 3x + 6 = 9 and x + 2 = 3, which have the same solution x = 3. It also discusses methods for solving equations with fractions, such as changing the equation into an equivalent equation without fractions by multiplying both sides by the lowest common multiple. Word problems can be solved by understanding the information given, representing the unknown as a variable, writing a mathematical model based on the information, solving the model, and checking the solution.
The document discusses the zodiacal light phenomenon. It is a faint glow that can be seen on clear moonless evenings coming from the horizon. It is caused by sunlight reflecting off dust particles in the solar system. The zodiacal light is brightest near the sun, so it is best visible after sunset or before dawn when the sun is below the horizon. It gets its name from appearing to run along the zodiac, the constellations that appear to surround the path of the planets.
Here are the answers to your Venn diagram questions:
1. A (whole numbers are integers)
2. Ø (no negative numbers are integers)
3. Ø (no integers are in C)
4. U (the union of integers and whole numbers is all integers)
5. U (the union of integers and negative numbers is all integers)
6. U (the union of integers and C is all integers)
7. Ø (no numbers are both whole and negative)
8. C (the intersection of whole numbers and C is the elements they have in common)
9. B (the union of negative numbers and C is all their elements)
Module 11 work, energy, power and machinesdionesioable
This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
The document outlines a lesson plan on applying trigonometric functions to solve word problems. The objectives are for students to use the six trigonometric functions of an acute angle and understand their importance. The lesson involves reviewing trigonometric functions, motivating students with an example, grouping students to solve sample problems, generalizing the problem-solving process, and evaluating students with an assignment. Sample problems include finding distances or heights using trigonometric ratios given angles of elevation or depression.
This is intended for students who want to understand work and simple machines which is really a complex chapter. In this file, you will discover fun activities and active approach to understand the overall concept.
This document provides information about the physics concept of work. It defines work as being done only when a constant force causes an object to move in the direction of the applied force. Examples of work include pushing a heavy trolley or lifting a bag upwards. Work is not done if you push against a wall or push continuously in one spot without movement. Work can be calculated as work = force x distance. The document provides examples of calculating work and asks questions to test understanding.
This document discusses the concept of work in physics. It defines work as the product of the force applied and the distance an object is displaced in the direction of the force. It provides examples of situations that do and do not represent work being done. It also discusses power, defining it as the rate of doing work, or work divided by time. Several example problems are provided to demonstrate calculating work and power in different scenarios.
1. The lesson plan discusses relations and functions through classroom activities including a game to demonstrate examples.
2. Key concepts are defined, such as a relation being a set of ordered pairs and a function requiring each domain input to map to only one range output.
3. Examples of both relations that are functions and those that are not are analyzed, with students expected to understand the difference between one-to-one, one-to-many, and many-to-one relations.
Chapter 5-Work and Energy.Student edition.pptxTarekElHalabi2
The document discusses work and energy, defining work as being done when a force causes an object to be displaced. It provides the work formula of work equals force times distance and explains that work is only done when the force and displacement are parallel. Several examples are given to illustrate when work is and isn't done based on whether the force and displacement are parallel.
Friction is a force that opposes the motion between two surfaces that are touching. It causes objects to slow down and stop moving when in contact with another surface. The document discusses how friction is greater on rough surfaces, causing more resistance to motion, while friction is lower on smooth surfaces. It also notes the importance of friction in allowing us to perform daily tasks like walking without slipping.
1. The document contains a lesson on angles of elevation and depression. It includes class rules, learning objectives, activities to identify these angles, and a multiple choice test.
2. Students are split into groups to complete activities identifying line of sight and these angles in diagrams. They also search for real-world examples.
3. The lesson evaluates students on correctly identifying these angles, the organization and clarity of their work, and their presentation skills. It emphasizes applying the concepts to daily life.
The document discusses a 4th grade science lesson on the effects of force on objects. It includes examples of pushes and pulls, a generalization that force is needed to change the movement of an object, examples of pushes moving objects away from the body and pulls moving objects towards the body. It also includes a quiz with multiple choice questions about the effects of different amounts of force on objects and which objects require greater or lesser force to move. Students are assigned to list objects from their home that require greater or lesser force to move.
Work is defined as the product of the force applied to an object and the displacement of the object in the direction of the force. Work is only done when there is a component of force in the direction of motion. No work is done when the force is perpendicular to the displacement. Work has units of joules (J), which is calculated as newton-meters (N⋅m). Examples are provided to demonstrate calculating work done by applying different forces over various displacements and angles.
The document describes a lesson about gravity that discusses how gravity works and its effects on objects. It provides examples of gravitational forces and explains the importance of gravity. Students are expected to learn about gravity, give examples of its effects, and identify factors that affect the speed and movement of falling objects under gravitational pull.
Here are the answers:
1. Work = Force x Distance
= 50N x 10m
= 500 Joules
2. Work = Force x Distance
= Weight x Height
= 45 kg x 9.8 m/s^2 x 1.2m
= 546.4 Joules
3. Total Force = Tom's Force + Jerry's Force = 50N + 70N = 120N
Work = Total Force x Distance
= 120N x 4m
= 480 Joules
Work requires both force and movement in the direction of the force. The amount of work done can be calculated using the equation W=Fxd, where W is work in Joules, F is force in Newtons, and d is distance in meters. More work is required to lift a 100N potted plant 0.5m than a 50N potted plant the same distance. Examples are provided to calculate the work required to move a 250N car 5m (1250J) and lift a 63N book 3m (189J). Practice problems apply the equation to different scenarios requiring work.
This document provides information about different types of friction through examples, activities, and questions. It discusses sliding friction, rolling friction, static friction, and fluid friction. For sliding friction, it explains that it occurs between two surfaces in contact, acts opposite the direction of motion, and slows down moving objects. It provides examples like a book moving across a table. Rolling friction is described as occurring when objects roll over a surface, like a bicycle wheel. Students are asked to identify, analyze, and apply their understanding of friction concepts through various exercises and assessments.
(8) Inquiry Lab - Composition of Transformationswzuri
A combination of transformations differs from a single transformation in that it involves performing multiple transformations in sequence, while a single transformation only involves one type of transformation. They are the same in that both transformations preserve properties like size, shape, and angle measurements of the original figure. The document provides examples of using reflections and translations together to transform shapes and create decorative borders, demonstrating how combinations of transformations can be used.
The document introduces a lesson on forces that act on objects and how balanced and unbalanced forces affect an object's motion. It asks questions about what causes motion and different motion in objects. It also discusses how forces can make objects move, change speed or direction. The lesson considers a ball and explores activities involving balanced and unbalanced forces on examples like a pen and book. It explains that balanced forces result in no net force while unbalanced forces cause a change in motion.
5As Lesson Plan on Pairs of Angles Formed by Parallel Lines Cut by a TransversalElton John Embodo
The document outlines a lesson plan on teaching pairs of angles formed by parallel lines cut by a transversal. The objectives are for students to identify, classify, and discuss parallelism in real life. The lesson includes an activity where students draw and label parallel lines cut by a transversal. Various pairs of angles are analyzed, such as alternate interior angles, alternate exterior angles, and corresponding angles. Definitions are provided for each type of pair. The lesson aims to teach students the characteristics and properties of different pairs of angles formed with parallel lines.
Equivalent equations are equations that have the same solution sets. They are represented by the symbol "⇔". The document provides an example of equivalent equations 3x + 6 = 9 and x + 2 = 3, which have the same solution x = 3. It also discusses methods for solving equations with fractions, such as changing the equation into an equivalent equation without fractions by multiplying both sides by the lowest common multiple. Word problems can be solved by understanding the information given, representing the unknown as a variable, writing a mathematical model based on the information, solving the model, and checking the solution.
The document discusses the zodiacal light phenomenon. It is a faint glow that can be seen on clear moonless evenings coming from the horizon. It is caused by sunlight reflecting off dust particles in the solar system. The zodiacal light is brightest near the sun, so it is best visible after sunset or before dawn when the sun is below the horizon. It gets its name from appearing to run along the zodiac, the constellations that appear to surround the path of the planets.
Here are the answers to your Venn diagram questions:
1. A (whole numbers are integers)
2. Ø (no negative numbers are integers)
3. Ø (no integers are in C)
4. U (the union of integers and whole numbers is all integers)
5. U (the union of integers and negative numbers is all integers)
6. U (the union of integers and C is all integers)
7. Ø (no numbers are both whole and negative)
8. C (the intersection of whole numbers and C is the elements they have in common)
9. B (the union of negative numbers and C is all their elements)
Module 11 work, energy, power and machinesdionesioable
This module discusses work, energy, power, and machines. It contains three lessons that define work, explore the concepts of kinetic and potential energy, and examine how machines can help do work by multiplying force. The module objectives are to understand scientific definitions of work and energy, calculate work, kinetic energy, and potential energy, and analyze the mechanical advantages and efficiencies of simple machines. Learning activities include demonstrations of work, energy, and machines to reinforce the concepts.
The document outlines a lesson plan on applying trigonometric functions to solve word problems. The objectives are for students to use the six trigonometric functions of an acute angle and understand their importance. The lesson involves reviewing trigonometric functions, motivating students with an example, grouping students to solve sample problems, generalizing the problem-solving process, and evaluating students with an assignment. Sample problems include finding distances or heights using trigonometric ratios given angles of elevation or depression.
This is intended for students who want to understand work and simple machines which is really a complex chapter. In this file, you will discover fun activities and active approach to understand the overall concept.
This document provides information about the physics concept of work. It defines work as being done only when a constant force causes an object to move in the direction of the applied force. Examples of work include pushing a heavy trolley or lifting a bag upwards. Work is not done if you push against a wall or push continuously in one spot without movement. Work can be calculated as work = force x distance. The document provides examples of calculating work and asks questions to test understanding.
This document discusses the concept of work in physics. It defines work as the product of the force applied and the distance an object is displaced in the direction of the force. It provides examples of situations that do and do not represent work being done. It also discusses power, defining it as the rate of doing work, or work divided by time. Several example problems are provided to demonstrate calculating work and power in different scenarios.
1. The lesson plan discusses relations and functions through classroom activities including a game to demonstrate examples.
2. Key concepts are defined, such as a relation being a set of ordered pairs and a function requiring each domain input to map to only one range output.
3. Examples of both relations that are functions and those that are not are analyzed, with students expected to understand the difference between one-to-one, one-to-many, and many-to-one relations.
Chapter 5-Work and Energy.Student edition.pptxTarekElHalabi2
The document discusses work and energy, defining work as being done when a force causes an object to be displaced. It provides the work formula of work equals force times distance and explains that work is only done when the force and displacement are parallel. Several examples are given to illustrate when work is and isn't done based on whether the force and displacement are parallel.
Friction is a force that opposes the motion between two surfaces that are touching. It causes objects to slow down and stop moving when in contact with another surface. The document discusses how friction is greater on rough surfaces, causing more resistance to motion, while friction is lower on smooth surfaces. It also notes the importance of friction in allowing us to perform daily tasks like walking without slipping.
1. The document contains a lesson on angles of elevation and depression. It includes class rules, learning objectives, activities to identify these angles, and a multiple choice test.
2. Students are split into groups to complete activities identifying line of sight and these angles in diagrams. They also search for real-world examples.
3. The lesson evaluates students on correctly identifying these angles, the organization and clarity of their work, and their presentation skills. It emphasizes applying the concepts to daily life.
The document discusses a 4th grade science lesson on the effects of force on objects. It includes examples of pushes and pulls, a generalization that force is needed to change the movement of an object, examples of pushes moving objects away from the body and pulls moving objects towards the body. It also includes a quiz with multiple choice questions about the effects of different amounts of force on objects and which objects require greater or lesser force to move. Students are assigned to list objects from their home that require greater or lesser force to move.
Work is defined as the product of the force applied to an object and the displacement of the object in the direction of the force. Work is only done when there is a component of force in the direction of motion. No work is done when the force is perpendicular to the displacement. Work has units of joules (J), which is calculated as newton-meters (N⋅m). Examples are provided to demonstrate calculating work done by applying different forces over various displacements and angles.
The document describes a lesson about gravity that discusses how gravity works and its effects on objects. It provides examples of gravitational forces and explains the importance of gravity. Students are expected to learn about gravity, give examples of its effects, and identify factors that affect the speed and movement of falling objects under gravitational pull.
Here are the answers:
1. Work = Force x Distance
= 50N x 10m
= 500 Joules
2. Work = Force x Distance
= Weight x Height
= 45 kg x 9.8 m/s^2 x 1.2m
= 546.4 Joules
3. Total Force = Tom's Force + Jerry's Force = 50N + 70N = 120N
Work = Total Force x Distance
= 120N x 4m
= 480 Joules
Work requires both force and movement in the direction of the force. The amount of work done can be calculated using the equation W=Fxd, where W is work in Joules, F is force in Newtons, and d is distance in meters. More work is required to lift a 100N potted plant 0.5m than a 50N potted plant the same distance. Examples are provided to calculate the work required to move a 250N car 5m (1250J) and lift a 63N book 3m (189J). Practice problems apply the equation to different scenarios requiring work.
This document provides information about different types of friction through examples, activities, and questions. It discusses sliding friction, rolling friction, static friction, and fluid friction. For sliding friction, it explains that it occurs between two surfaces in contact, acts opposite the direction of motion, and slows down moving objects. It provides examples like a book moving across a table. Rolling friction is described as occurring when objects roll over a surface, like a bicycle wheel. Students are asked to identify, analyze, and apply their understanding of friction concepts through various exercises and assessments.
Detailed lesson plan of Similar Triangles in Inductive MethodLorie Jane Letada
1) The document describes a lesson plan on similar triangles taught by instructor Lorie Jane L. Letada.
2) The lesson introduces similar triangles and how to use ratio and proportion to calculate unknown side lengths. It includes examples of setting up and solving similar triangle ratios.
3) Students watch a video demonstrating how similar triangles can be used with a mirror to measure the height of an object without climbing it. They then practice applying ratio and proportion to similar triangle problems.
This document discusses work and energy. It defines work as force times displacement, and notes that work is done when a force causes an object to move in the direction of the force. The document provides examples of situations where work is and isn't done. It also discusses how work is calculated, and how work is related to energy, with the unit of work (joules) being the same as the unit of energy. Students are given practice problems to calculate work.
contextualized powerpoint ptresentation in Science 8 first quarter WORKIrish Mendoza
This document discusses work and energy. It defines work as force times displacement, and notes that work is done when a force causes an object to move in the direction of the force. The document provides examples of situations where work is and isn't done. It also discusses how work is calculated, and how work is related to energy, with the unit of work (joules) being the same as the unit of energy. Students are given practice problems to calculate work.
This document contains a daily lesson log for an 8th grade science class covering balanced and unbalanced forces. The lesson objectives are to investigate the relationship between force and motion, identify forces acting on objects, and explain why objects stay at rest or in motion. The content presented includes examples and activities to demonstrate balanced and unbalanced forces. Formative assessments with multiple choice questions are used to evaluate student learning. The teacher reflects on teaching strategies and student performance.
1) The document provides instructions and information for students on various physics concepts like speed, distance, displacement, and motion. It includes examples of calculating speed and directions for assignments.
2) Students are asked to conduct experiments measuring their running speed over 10 meters and the distance and displacement of walking to the classroom door and back.
3) Other topics covered include defining key terms like speed, velocity, acceleration, and using graphs to illustrate motion. Real-world examples comparing the speeds of different objects are also discussed.
Similar to Science intervention material SCIENCE PHOTOSYNTHESIS (20)
6. Hey, look again at the
pictures of the two friends.
What made Reymark push
the table at a certain
distance?
He made
it
because
he
exerted a
force on
it.
What do you
mean by
that?
When you
pushed
something
that means
you applied
a
FORCE…or
even when
you pull
something..
Clever!!!
Hmm…
even pulling
something?
7. ! You
are still
connecte
Congratulations! You
are really d…
learning a
lot . You did a lot of
work today.
Let’s
working on
it. Turn on
to the next
page.
8. Objective:
To identify if the given situation is a contact or non-contact force.
Directions:
Put a check ( ) whether the following
situations are contact force or non-contact force.
Situations Contact Force Non-contact
Force
1. Writing the
results of the
activity
2. Formation of
Rainbow
3. Playing
Basketball
4. Falling of
leaves
5. Painting the
9. Force - is a push or pull that produces motion,
prevents motion and changes the direction of the
motion of an object. It has both magnitude and
direction and therefore, a vector quantity.
Contact Force - a force between two
objects (or an object and a
surface) that are in contact
with each other.
NON-CONTACT FORCE - IS ANY FORCE
APPLIED TO AN OBJECT BY
ANOTHER BODY THAT IS NOT IN
DIRECT CONTACT WITH IT.
“Superb!!! The first reality
is unfolded…”
10. Great!
Now I
know
what
force is
and its
two
types.
….and this
is
somewhat
related to
work...
Really?
How come
they are
related
with each
other??
12. Objective:
To determine if there is a work done or no work done in
the pictures.
Directions:
Put a check () whether the following pictures show a
work done or no work done.
1.
2.
Work doneNo work done Work doneNo work done
13. 3.
5.
4.
Work doneNo work done
6.
Work done
No work done
Work done Work done
No work done No work done
14. 7.
8.
Work doneNo work done
9. 10.
Work doneNo work done
Work doneNo work done
Work doneNo work done
15. You really
learning a lot. You
did a lot of Work
today.
You’ve
just
about
mastered
it!
16. now, I understand
that its not only
force matters, if it is
applied at angle, to
lift upward the
object, having a
coefficient of friction
along a horizontal
surface but also the
distance the object
moved must be in
the same direction.
What? Say it now!
Hurry up!
Precisely! Your such
a gifted modern
James Prescott
Joule!
But, another reality
knocks my
mind…Eppsss… I
am going to treat
you your favorite
cheeseburger.
How can we
determine the
amount of work
done on the object?
17. That’s really a
nice question.
Maybe now,
you’ve really
understand the
scientific
definition of
work.
Of course!
And ready to
solve
problems..
But…one last
question
please!
What is that?
Hurry up!
What are
those
formulas
and steps to
follow?
Ah, see! We
have 4
formulas to
consider .
You mean,
we’ll torn on
to the next
page?
18. Formulas
of Work
F x D
Force x
distance
mgh
Mass x
accelerati
on due to
gravity x
height
μ FnD
Coefficien
t of friction
x Normal
F x
distance
Cos θ Fd
Cosine θ
x force x
distance
Expressed in Joules (J)
1N•m = 1J
1dyre•cm = 1 erg
In honor of James
Prescott Joule
19. Step 1 : Write the given,
required and formula to
be used.
Step 2: Substitute
the values.
Step 3: Compute for
the required.
Step 4: Box your
final answer.
Turn on to
the next
page .
20. Sample Problem:
Suppose you pull your
schoolbag with a force
of 30 N parallel to the
ground to your
classroom 20m away.
What is the work done
in your bag?
Let’s
compute!
Step1: Given
F= 30N d =
20m
Step2: Required
W =?
Step3: Formula W =
Fxd
=
(S3t0eNp4)(:2 F0imna)l answer: =
600Nm
Are you now ready to
solve problems?
21. Objective:
To compute for the work done in the given problems/situations.
Problem 1:
A man
pushes his car
with a force of
30N to the right.
He moves the
car at a distance
of 3 meters to the
right. What
amount of work
has he done?
Problem 2:
A
loaded cart as
shown in figure
, was push along
the handle of 30o
with the direction
of motion and
the cart moved
through a
distance of 6 m,
how much work
was done?
Given:
Required:
Solution:
Given:
Required:
Solution:
22. Problem 3:
A book
weighing 10N
moves at a
constant velocity
along a
horizontal
surface having a
coefficient of
friction of 0.30.
what is the work
done on the book
if it is moved at a
distance of
0.5m?
Given:
Required:
Solution:
Problem 4:
Suppos
e a librarian lift a
1.5kg book from
the lowest shelf
in the cabinet to
the fourth shelf
2m higher. What
is the work done
on the book?
(assume
g=9.8m/s²)
Given:
Required:
Solution:
23. Though you’re
hungry, we are
still on the right
track . . . Since
we certainly did
well today.
Cheeseburge
r !!! ???
Jollibee . . .
Jollibee …
have first a
game…
Hmm..
Ehem.. Later
for that, let
us sum up
first our
learnings
They are still on the
right track… since
they certainly did
well today…
24. I’ve learned that…
Work
Force
Distan
ce
Contac
t
Non-contact
F x D
Cos θ
x Fd
μFnD
Displace
ment
mgh
Product of the force
exerted on an object and
the distance the object
move
If a force is applied at an
angle
At constant velocity,
along a horizontal
surface with coefficient of
friction
Lifting an object w/c is
equal to the weight and
gravity
Is
done
only
whe
n a
force
is
appli
ed to
a
body
and
mov
es it.
25. Directions:
Choose the letter of the correct answer. Write
your answer on the space provided before each number.
____1. Which of the following forces is an example of a contact
force?
a. Gravitational force b. Magnetic force c. Electric forced.
Frictional force
____2. Which of the following are NOT examples of non-contact
force?
a. Gravitational force b. Magnetic force c. Electric forced.
____3.WFhricicht ioisn tahle feoxrcaemple of non-contact force in the
following situations?
a. Sun and planets gravitational pull b. sweeping the floor
b. A ball rolling d. playing softball
____4. Non-contact force can also be termed as
a. Action-Reaction Force c. Air-Resistance Force
b. Action-at-a-distance d. Frictional Force
____5. Contact force can also be termed as
a. Action-Reaction Force c. Air-Resistance
Force
b. Action-at-a-distance d. Frictional Force
26. Directions:
Choose the letter of the correct answer. Write your
answer on the space provided before each number.
_____1. In which instance there is no work done in the
system?
a. a basket being lifted
b. a person who stood in an ascending
elevator
c. a stone whirled around a horizontal circle
d. a big box dragged along the floor
_____2. Work can be defined as _______________.
a. a vector quantity
b. performed every time you exert force
c. the product of the applied force and the time the
force acts
d. done only when an object moves some distance due
to an applied force
_____3. In which of the following situations work is done?
a. lifting an object from the floor to the table top
b. supporting an object on your head while standing in
place
c. pushing a concrete wall
d. carrying a bag on your lap while seating
______4. From the pictures below, which situation/action show the
presence of work?
______5. With the pictures below, choose which of the
situation/action show the absence of work.
a. b. c.
d.
27.
28. Unlock the secret message in the golden scroll by using the code chart
below.
Let us all unfold the Reality
of Work.
“42 31 34 24
22 35
16 31 34 13 15
15 43 15 34 36 15 14
36 21 34 31 37 16 21
11
14 22 35 36 11 27 13
15.”
GOT IT
???
1 2 3 4 5 6 7
1 A B C D E F G
2 H I J K L M N
3 O P Q R S T U
4 V W X Y Z
29. How many words of three (3) letters or more can you
track down on this circles? The letters need not be connected by
lines. At least one word can be formed in the eleven letters that
reveals the secret to reach the finish line.
E
E
E
A
V
S
R
P
N
E
C R
How did you
score?
5-15: Good
16-25: Very
Good
26 or more:
Excellent!
Perseverance.
Keep on trying!
Work for it!
30. T T NEME CA L P S I D
MU J EME F A L K I I H
MT YODDOF X X S Y Z
EHHCU Z RYMT RRC
EHYGWL CWA V RCO
S B X X I T EN T NVUS
S BOB J E C T L NGO I
A XCP NEWTONO L N
MOV E NO I T C I R F E
Let’s do
this fun
activity,
just try
to hunt
for words
you think
that has
any
relationsh
ip with
work!!!
31. Arlene A. Aceron - Brazal et. al, 2002, Saint
Bernadette Publications, Inc., Physics for Filipinos,
p. 52, 85-88
Lolita M. Salmorin et. al, 2004, Abiva Publishing
House, Inc.,
Science and Technology Physics IV, p. 179-182
Delia Cordero-Navaza et. al, 1996, Phoenix
Publishing House, Inc.,
You and the Natural World Series Physics, p.
116-117
http://www.tutor4physicspositivenegativework.htm
http://www.princetonol.../Files...Praise.htm
http://images.google.com.ph/images
http://en.wikipedia.org
http://physics.info/work
32. 1. A 2. D 3. B 4. B 5. A
Present or
Absent?
See how smart you
are!
1. A 2. D 3. C 4. C
5. D
It out!
1. C 2. A 3.A 4. B 5.
B
THIS IS REALLY IS IT!
33. Work
done
No work
done
1.
2.
3.
4.
5.
Work
done
6.
7.
8.
9.
10
.
No work
done
34. Given:
F = 30N to
the right
d = 3m, to
the right
Required:
W = ?
Solution:
W= F x d
= (30N) (3m)
= 90Nm or 90 J,
to the right
Given:
Cos 30° = 0.866
F = 70N
d = 6m
Required:
W = ?
Solution:
W = (F cos θ) d
= (70N x 0.866)
6m
=363.72 J
35. Given:
Fn = 10 N
d = 0.5 m
μ = 0.30
Required:
W=?
Solution: W = μ Fn
d
(0.30)(10
N)(0.5)
= 1.5J
Given:
m= 1.5 kg
g= 9.8
m/s²
h=2m
Required:
W=?
Solution: W= mgh
=1.5 kg)(9.8m/s²)(2m)
= 29.4 Nm
36.
37. Carp crave cave crap eve
creep
peace vane vase spare spear
case
Sea pea see acne near
arc
verse ear nap car peers
pen
race are rape care seen
can
neap rare rear ran cap
serve
Reserve nerve preserve
38. T T N E M E C A L P S I D
M U J E M E F A L K I I H
M T Y O D D O F X X S Y Z
E H H C U Z R Y M T R R C
E H Y G W L C W A V R C O
S B X X I T E N T N V U S
S B O B J E C T L N G O I
A X C P N E W T O N O L N
M O V E N O I T C I R F E
39. Most certainly, a Physics
teacher or any other person
standing is doing work, but the
work being done isn’t easily
visible. Inside the body the
heart is pumping blood, the
digestive system is grinding
away of breakfast, receptors
are drawing molecules across
cell membranes. We do work
even as we sleep. Forces
causing displacement are
happening everywhere under
our skins.
40. “Being busy does not always
mean real
work. The object of all work is
production or accomplishment
and to
either of these ends there must
be
forethought, system, planning,
intelligence, and honest
purpose, as
well as perspiration. Seeming to
do is
not doing.”