EXPERIMENT NO.2
HOME-BASED EXPERIMENT
Integration with PEHM
“Let’s Get Physic-al, Physic-al”
ANSWER SHEET
Component
Problems
Hypothesis
Documentation
Data and
Results
(9-12) or (11-15)
or (8-10)
(5-8) or (6-10)
or (5-7)
Purpose of the lab or the
question to be answered during
the lab is accurate, clearly
identified and stated.
Purpose of the lab or the
question to be answered
during the lab is partially
identified – vague.
Hypothesized relationship between
the variables and the predicted
results is clear and reasonable based
on what has been studied and the
information collected
Hypothesized relationship
between the variables and the
predicted results is reasonable
based on general knowledge
and observations
The documentations are labeled
properly and clearly show the actual
significant parts of the experiment;
it provides evidences that the
members followed & performed the
experiment; supports data and
results
The documentations partially
show significant performances
of the members; provides
selected evidences and
partially supports the groups'
data and results
Data & Results are clear, complete
logical; with proper units; excellent
source for interpretation; backed up
with complete and correct
computations & solutions
Data & Results are complete
but some are inaccurate and
questionable; with some units
missing; may still be a good
source for interpretation;
backed up with solution and
computation but with few
mistakes
Students demonstrate an
accurate understanding of the
scientific concepts; Questions are
answered completely and correctly;
Proper analysis is
very evident
Students have basic
knowledge
of content, but may lack some
understanding of some
concepts. Questions are
answered fairly well with
minimal Errors. Some
analyses are inaccurate.
Conclusion
Conclusion includes a summary of
the experiment, whether the findings
supported the hypothesis, possible
sources of error, and what was
learned from the experiment
Application
questions
Students demonstrate an
accurate understanding of the
scientific concepts; Questions are
answered completely, scientifically
sound and correctly;
Errors, if any are minimal
Conclusion includes a general
overview of the experiment
and what was learned from the
experiment; “something is
missing”
Students have basic
knowledge
of content, but may lack some
understanding of some
scientific concepts. Questions
are
answered fairly well
Processing
Questions
& Analysis
(1-4) or (1-5)
or (1-4)
Purpose of the lab or
the question to be
answered during the
lab is erroneous or
irrelevant.
Hypothesized
relationship between the
variables and the
predicted results has
been stated, but appears
to be based on flawed
logic
There are some
irrelevant pictures;
documentation is
limited; it hardly shows
evidence of members'
participation and are
very limited to support
the groups' data and
results
Data & Results are
incomplete; with
missing units; not a good
source for interpretation;
solution and
computation with
mistakes and
irregularities
Students appear to have
not
fully grasped the lab
content; the report is
incomplete
and/or so inaccurate.
Major errors can be
found. Proper analysis is
not evident
Conclusion shows little
effort and reflection; “a
lot is missing”
Students appear to have
not
fully grasped the lab
content; the answers are
so incomplete
and/or so inaccurate.
Contributio
n
/15
/15
/15
/15
/15
/15
/10
/100
X50
TOTAL
Punctuality
Scor
e
3- point deduction per day for submitting late from the date of submission
Teacher has the right to deduct points from student/s who did not perform tasks equitably
based from
% Contribution Report
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Fina
l total Score
Objectives: At the end of the activity, the students are expected to:
1. describe how work is related to power and energy;
2. determine what makes one do more work and be more powerful compared to others;
3. infer the effect of doing more work on the approximate number of calories burned.
Problems:
1.
2.
3.
Hypothesis:
1.
2.
3.
Data, Computation & Documentation
Part A: Leg Power
Table 1
(Note: you may fill in one piece of information only - either in kg or lbs.)
Name of members
1=
2=
3=
4=
5=
mass in kg
Weight in lbs.
no. of steps
height of each step
in meters
Note: Convert mass in kg to Newtons (mass in kg multiplied by 9.8 m/s2)
Convert lbs. to Newtons (multiplied by 4.45)
Table 2:
Note: Each table is for one group member’s use only. Copy and add tables when necessary.
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Name of Member: ______________________________
Activity
Weight in Total Height
Time in seconds (s)
st
nd
Newtons
of stairs in
1
2 Rep.
3rd Rep.
meters
Walking
Running
Activity
Total Work done
Joules
Calories
4th
Rep.
Power
Watts
Horse
power
Walking
Running
Documentation: Paste here at least 1-2 pictures per member who performed
Data & Computations:
(Show your INDIVIDUAL computations here for work & power – adjust the size of box if
necessary)
Indicate name of member for each set of computations
Analysis:
a. How does the work compare walking up the stairs vs. running up the stairs?
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Total
Time
b.
c.
d.
e.
How does the power compare walking up the stairs vs. running up the stairs?
Does work have to do with the amount of time that the force acts? Explain.
Who did the most work among the group members? Why?
In the activity you have done, is it possible to accurately compare and determine who is
the most powerful among the members? Explain.
Part B. Flex your muscles
Table 3
(Note: you may fill in one piece of information only - either in kg or lbs.)
Name of members
Mass of load in kg
(x2)
Weight of load inlbs. (x2)
No. of repetition
Height of lift in
meters
Table 4:
Note: Each table is for one group member’s use only. Copy and add tables when necessary.
Name of Member: ______________________________
Activity
Total Work done
Joules
Calories
Time
Power
Watts
Horse
power
Lifting
weights
Documentation: Paste here at least 1-2 pictures per member who performed. Indicate names
Data & Computations:
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(Show your INDIVIDUAL computations here for work & power – adjust size of box if necessary)
Adjust the size if necessary.
Indicate name of member for each set of computations
Analysis
a. Who did the most work among the group members? Why?
b. In the activity you have done, is it possible to accurately compare and determine who is
the most powerful among the members? Explain.
C. PUSH-UPS
Table 5
(Note: you may fill in one piece of information only - either in kg or lbs.)
Name of members
Mass in kg
Weight in N.
Distance, d1
Distance, d2
No. of repetition
The vertical distance
that the shoulder
was raised
Table 6:
Members
No. of
push-ups
Distance
In meters
Analysis:
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Reaction
Force, FR in
Newtons
Time in
Seconds
(s)
Work
in J
Power in Power in
J/s
hp
a. Who did the most work among the group members? Why?
b. In the activity you have done, is it possible to accurately compare and determine who is
the most powerful among the members? Explain.
Documentation: Paste here at least 1-2 pictures per member who performed
Adjust the size if necessary
Data & Computations:
(Show your INDIVIDUAL computations here for work & power – adjust size of box if necessary)
Adjust the size if necessary.
Indicate name of member for each set of computations
D. Computation of the approximate number of calories burned:
Amount of Calories burned
Members
Climbing
stairs
(walking)
running
Lifting
weights
Push-ups
Data & Computations:
(Show your INDIVIDUAL computations here– adjust size of box if necessary)
Indicate name of member for each set of computations
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Conclusions
POST LAB CALCULATIONS:
1. In your PE class you were required to do two more types of exercises to complete the 5 sets.
Describe these two additional types of exercises and determine which part of your execution
showed work is done and why.
2. The calories we watch in our diet are actually kilocalories, or 1000 calories (usually designated
as 1 C "big calories"). If a "Snickers" bar has 250 Calories (big calories), how many flights of stairs
would you need to climb to burn off the energy from the candy bar? Show your work. Assuming
1 flight of stairs = 1350 Joules
3. A typical human’s power rating for an entire day is 100 watts (W = J/s). How did the power
rating of your most powerful member when climbing stairs compare to that value?
4. Two people climb to the roof of a building. The older person walked up a gentle ramp; the
young person climbed up a steep spiral staircase. Which person did more work? Explain.
5. You lift a 2 kg dumbbell from the floor over your head to a height of 2 m. (a) How much work did you
do to lift this weight? (b) Where did the work/energy go after lifting the dumbbell above your head? (c)
How much energy does the dumbbell-earth system have when above your head? (d) If you drop the
weight, what type of energy does the system have halfway down? (e) What type of energy does the
system have just before impact? (f) After impact, where is the energy?
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Ref:
Experiment 7: Work, Power and Energy Formal Report Royce Navera, Noelle Oquendo, Lee Padua, Bernadette Piedra Department of Math and
Physics College of Science, University of Santo Tomas España, Manila Philippines
https://www.matsuk12.us/cms/lib/AK01000953/Centricity/Domain/2254/Work-Power%20Lab.pdf
https://www.businessinsider.com/how-to-calculate-calories-burned-exercise-met-value-2017-8
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https://www.uwsp.edu/cnr-ap/KEEP/nres633/Pages/Unit1/Section-D-Activities-and-Experiments.aspx
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