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Name of the Practice Teacher: Joebert A. Palma Jr.

Year and Section:


Grade 9, Diamond, Gold, and Pearl
Subject and Time:
Physics, 9:45 10:45, 10:45 11:45, and
3:00 4:00
Date(s):
17 February 2016
Name of the Critic Teacher:
Ms Evelyn V. Sarrosa
A Semi-Detailed Lesson Plan in Grade 9 Physics
9:45 AM 11:45 AM; 3:00 PM 4:00 PM
I.

Objectives:
At the end of the lesson, the students should be able to:
a) define the term work
b) calculate the work done by a force, and power used in doing
work in various situations
c) describe what power is, and
d) cite the importance of understanding work and power

II. Subject Matter: Work and Power


III. Instructional Materials
A. Audio-Visual Aid: Manila paper, video presentation
B. References
1. Padua, A. & Crisostomo, R. (2010). Practical and explorational
physics: modular approach. Quezon: Vibal Publishing House,
Inc.
2. Nave, C. (2016). HyperPhysics: kinetic energy. Georgia State
University.
Retrieved,
7
February
2016,
from
http://hyperphysics.phy-astr.gsu.edu/hbase/ke.html
3. The Physics Classroom. (2016). Work, energy, and power:
mechanical energy. Retrieved, 7 February 2016, from
http://www.physicsclassroom.com/class/energy/lesson1/Mechanical-Energy
IV. Procedure
A. Routine
-The teacher asks the class to pray and then checks the attendance
after.
-Students are asked to arrange their chairs properly and to pick up
pieces of paper.
B. Motivation
-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.
Questions:
Can you describe kinetic energy? How about potential
energy?
What activities show kinetic and potential energies?
What do you think is our topic for today?
C. Lesson Proper
-The objectives are presented to the class.
a. Activity
-The teacher shows a tray with sand inside to the class. He then
asks two volunteers in front.
1

-The teacher hands a marble to the one volunteer, and a tennis


ball to the other. He instructs the two students to drop the balls
simultaneously to the tray of sand and to narrate to the class
what happened and share their observations.
-The teacher then instructs one student to drop the tennis ball at
different heights and then to observe what will happen.
b. Analysis
-After the activity, the teacher asks group members several
questions about the activity.
Questions:
What did you observe on the sand after dropping the
marble? How about after dropping the tennis ball?
Which of the two had a deeper crater?
Why do you think the tennis ball had deeper crater?
After dropping the tennis ball at different heights, at
which height did the tennis ball had deeper crater?
Why do you think that happened?
c. 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 weight
and relative height. He informs the students that the unit for
energy is joules J which is equal to N m .
PE g =W =F d=mgh
-The teacher uses the activity earlier as an example to
gravitational potential energy. He explains that the higher the
distance from the relative zero height, the higher the
gravitational potential energy. The teacher assigns values for the
different height of the tennis ball, and then uses the formula to
solve for the potential energy of the two balls at different height.
-Kinetic energy is discussed by the teacher to the class,
describing it as the energy in motion. Therefore it depends on
the mass and speed of a moving object. The formula for kinetic
energy is also discussed by extracting it from Newtons second
law of motion and the formula for constant acceleration
Fnet =ma
If net force is constant, then the acceleration is also
constant
2

v v i
a= f
2d
Fnet =m

v f v i
2d

Simplifying, we get
1
1
F d= m v f 2 mv i2
2
2
2

Hence
F d=W =KE f KE i

or Work-Energy Theorem

Where
1
KE= m v 2
2
-Conservation of energy is presented to the class by tossing the
tennis ball in the air. The teacher narrates that the stored
chemical energy in the body is transferred to the ball as kinetic
energy. As the ball reaches the maximum height, the kinetic
energy is converted to potential energy, but then immediately
converted back to kinetic energy as the ball falls. The teacher
explains that the sum f kinetic and potential energy is called
mechanical energy.
-The teacher then asks the students to state the law of
conservation of energy in analogy to the tossing of ball.
d. Application
-The teacher presents sample problems involving potential
energy and kinetic energy. The teacher answers the problems
while discussing each part of the formulas.
-After the presentation of the formulas and sample problems, the
teacher presents several problems to the class for the pairs to
answer.
Problems:
1. An object has a mass of 3 kg. Calculate its potential
energy 3 m above the ground.
2. A 20-kg box falls from a bridge and lands in the water 20
m below. Find its (a) initial PE, (b) maximum KE, and (c)
velocity upon reaching the water.
D. Values Integration
-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?
E. Evaluation
-A problem is presented to the class. The students are asked to answer
the problem in pairs in a one-half sheet of paper.
Problem:
8
3
1. In the 98m-high Maria Cristina Falls, 1.3 10 cm of water
flows every second. If

1 cm of water is equal 1 g , find the (a)

initial PE of the water flow, (b) maximum KE, and (c)


velocity upon reaching the turbines of the power plant on
the ground.
V. Assignment
A. What to do: Find what is asked in the problem:
A 0.625 Spalding basketball was dropped from the basketball ring at a
3

height of 3.048 m. Find the (1a) initial PE of the ball, (1b) maximum
KE, and (1c) velocity upon reaching the floor.
If Stephen Curry receives the ball 1.91 m above the ground, what is
the (2a) initial PE, (2b) maximum KE, and (2c) velocity of the ball from
the distance between the basketball ring and Stephen Currys hands?
B. Where to write: One-half sheet of paper
C. When to pass: 11 February 2016
D. Number of points: 30 points
VI. Strategies Used
Motivation
Lesson Proper
a) Group discussion
b) Lecturette
c) Values integration

Video presentation
Group discussions and Ball Drop
activity;
Presentation
Q&A