Name:___________________________________ Year & Sec:_____________ Score:________
Teacher:_________________________________ Date:_______________ Rating:______
Activity 1
LITTLE SHOP OF TOYS
Objectives:
At the end of the activity, you should be able to:
o energy forms present in the operation of simple toys, and
o describe the energy transformations in the toys.
Materials Needed:
yoyo
friction toy car
deflated balloon
2 mystery objects
Activity Sheet / science notebook
Procedure:
1. Operate each toy to move and observe closely what causes it to start and
stop moving.
2. For each toy, identify all forms of energy involved in the process.
3. Trace the energy transformations by sketching and labeling the toy while in
motion.
4. From inside the room, choose two objects/toys of interest to you. Do steps 1 to
3.
5. For each toy or object, answer the following questions:
Questions:
Q1. What does the toy or object do?
Q2. What energy changes take place as this toy or object operates?
Q3. What form does the stored energy start out in?
Q4. What form does the stored energy turn into?
Q5. What form is the energy output in when it stops?
Q6. What made each object to move a certain displacement and what made
each object to come to a stop?
Conclusion:
Name:___________________________________ Year & Sec:___________ Score:_______
Teacher:_________________________________ Date:________________ Rating:______
Activity 2
Hep Hep Hooray!
Objectives:
At the end of the activity, you should be able to:
 construct a simple turbine unit
 demonstrate mechanical energy transformations, and
 demonstrate Hydroelectric Power (HEP) using a water reservoir
system.
Materials Needed:
plastic folder or acetate
permanent marker pen
ruler or tape measure
pair of scissors
cutter
juice drink straw
hot melt glue or super glue (cyanoacrylate adhesive)
masking tape
thread
5-10pcs paper clips
2 1.5-Liter plastic bottle
1 push pin
3-inch nail
2 3-Liter ice cream container
2-Liter bottled tap water supply
hand towel or rag
funnel
activity sheet / science notebook
Safety Precautions:
Procedure:
A. Construction of the Turbine Model
1. Prepare 8 blades for the turbine. Cut 2 inch by1 inch strips of plastic folder or
acetate. Shape it any way you want.
Figure 6. a) shaped strips for turbine blades
2. Glue the blades to the middle of the straw similar to the sample in Fig. 6 b).
The straw will serve as the shaft of the turbine.
Figure 6. b) the turbine model blade assembly
3. Make a turbine holder using one of the plastic bottles. Use a push pin then a
3-in nail to make holes at a 10-cm height to hold the straw. Ensure that the
turbine can rotate freely. If needed, make some plastic stopper to hold the
turbine in place.
Figure 6. c) the turbine model on its mount
4. Tie a meter-long thread around the turbine shaft (straw). Secure the knot to
the shaft with a tape. Loop the hanging end of the string and hook the
paper clips on it.
5. Position the turbine model on a table with the hanging paper clips free to
move.
Q1. Using the turbine model, what are some ways
you can do to lift the hanging paper clips? Cite
at least three methods.
Q2. For each method, what forms of energy will be
involved in the process? Trace the
transformations of energy.
Q3. In lifting the paper clips, how will you quantify
and relate the work that you will do to the
energy transformations involved?
6. Without needing other additional materials, try
the methods you can right away do. This will
also help you test the functionality and
durability of your turbine model.
7. Reinforce the turbine holder or strengthen
the blades with melted hot glue if needed.
Adding the watery super glue may just loosen
the already set bond between the blades and
the straw.
8. Remove the string and the paper clips from the
straw to have the turbine model ready for the
Hydropower activity.
Figure 6. d) Testing the turbine model
B. Water Reservoir Model Construction
1. From the bottom of the bottle, measure and mark with dots the 5cm, 10-cm, 15-cm, and 20-cm spots. These dots should lie along
the same vertical line and would be the exit points. Acrosss
these, make horizontal lines as tail water levels, ht.
2. Use the push pin to make a hole on each dot. Then put
masking tape over each hole. Fold the top as flap for pulling.
3. Make another horizontal line 5 centimeters above the 20-cm hole
and mark asthe head water level, hwof the stored water.
4. Determine the stored water’s Head of Flow, H by taking the
difference between the head water level and the tail water level
as indicated in the equation 𝐻 = ℎ𝑤− ℎ𝑡. Record these values in
Table 3.
Q4. If you are to investigate the relationship
between the stored water’s head of flow(the
height of the stored water above the exit
point) and the projected water’s range (the
horizontal distance), what would your problem
and hypothesis be?
Suggested format of problem in question form:
How does the dependent variable depend on the
independent variable?
Q5. What quantities will serve as the
a)independent variable - manipulated to affect the
dependent variable;
b) dependent variable - will be affected thus
measured; and
c) parameter variable - controlled and kept
constant?
Figure 7a) Water Reservoir Model
5. Write your problem and hypothesis on your activity sheet.
6. Fill the bottle with water up to the 25-cm mark. Elevate this bottle on an
inverted ice-cream container with its holed-side facing the other water
container where the turbine model is.
Figure 7 b) water reservoir and turbine assembly, and Figure 7 c) range
measurement
7. Line with masking tape the back of a ruler for easier readings. Use the ruler to
measure the falling water’s maximum range (horizontal distance
between the bases of the hole and the point the projected water hits the
blade).
8. Examine the water reservoir with the turbine model assembly and be familiar
with its operation. Reposition the turbine when needed.
C. Mechanical Energy in Hydropower
1. Remove the masking tape from the 5-cm hole to release the water. Be ready
to reposition the water turbine model such that the nearest blade hit by the
projecting water is in the horizontal position. Cover the hole with your finger or
with a tape when needed.
2. Measure the maximum range of the water and record this result in Table 3.
3. Uncover again the 5-cm hole and observe the projecting water as well
as the movement of the turbine blades.
4. Cover again the 5-cm hole. Use the funnel and the bottled water supply to
refill the water reservoir up to the 25-cm mark.
5. Repeat steps 1 to 4 for a total of three trials. Compute and record the
average range.
6. Dry the wet surfaces and check the tape hole covers.
7. Follow steps 1 to 6 for the 10-cm, 15-cm, and 20-cm holes.
8. Water conservation tip. Reuse the water collected on the pan. Use the
funnel to transfer water from the collecting container back into the water
reservoir model or the water supply bottle.
Table 3. Effect of the Water’s Head of Flow on the Water Range
Q6. What mechanical energy transformations took place when water got
projected out of the holes?
Q7. What was the effect of the stored water’s head of flow to its range?
Q8. How would you explain this effect in terms of energy transformation?
Q9. In Question 4, you formulated your hypothesis regarding the effect of
the stored water’s height to the water’s range. What was your hypothesis?
Q10. Was the hypothesis you made correct? Why or why not?
Q11. The data collected showed the effect of the head of flow on the flow
range and not on the water’s force that powers the blades to rotate. How
would you relate the range to the water’s force?
Q12. In the activity, the hydropower was to do mechanical work by rotating the
blades. What can be done to make good use of the water’s power?
Q13. In a typical actual Hydroelectric Power (HEP) Plant, the turbines are fixed
and so the tail water level is constant (Refer to Figure 8). Only the head water
level from the reservoir varies depending on the stored water. How would you
modify this activity to model a real working HEP plant?
Conclusion:
Name:___________________________________ Year & Sec:___________ Score:_______
Teacher:_________________________________ Date:________________ Rating:______
Activity 31
Bashing Ball!
Objectives:
At the end of the activity, you should be able to:
maximum or minimum; and
Materials Needed:
bowling ball or basketball
rope
ceiling
Procedure:
1. Ask a custodian or a maintainance personnel to hang a bowling ball or a
basketball using a mesh or a net from the ceiling. Make sure that the ceiling is
stable and sturdy.
2. After the teacher demonstrates the activity, ask for a willing and brave
volunteer from the class.
3. Have the student grab the ball and walk backwards carefully until the
ball is level with his/her nose.
4. Ask the student to remain still as possible while holding the ball against the tip
of his/her nose. Make sure the string is taut so the ball will swing smoothly and
evenly when it is released.
5. Warn the student to keep his body still, especially the head. S/he should
not move his/her head backward or forward.
6. Ask the student to release the ball without any additional push.
Figure 10. Giant Pendulum
7. Ask the other students to predict what will happen when the bowling ball is
released and returns.
Questions:
Q1. Did the bowling ball reach the tip of the nose of the student volunteer? Did
it rise higher or lower than its original height?
Q2. At what location(s) along the path of the bowling ball is the ball’s kinetic
energy highest?
Q3. At what location(s) along the path of the bowling ball is the ball’s
gravitational potential energy highest?
Conclusions:
Name:___________________________________ Year & Sec:_____________ Score:________
Teacher:_________________________________ Date:_______________ Rating:______
Activity 2
Bouncy Balls, Revisited
Objectives:
At the end of the activity, you should be able to:
a bouncing ball is not conserved
Materials:
three balls of different masses,
ruler or meter stick
Procedure:
1. Drop each ball from a height of your choice. Measure the height of the
bounce of each ball. Perform three trials for each ball. Note how each ball
bounces upon impact.
2. Record the heights in the table below.
3. Calculate the velocity of the ball just before it hits the ground and after it hits
the ground.
Q1. Which equation(s) can you use to calculate these velocities?
4. Calculate the kinetic energies of the ball just before it hits the ground and after
it hits the ground.
5. Get the difference in the kinetic energies of the ball.
Table 5. Summary of the Mechanical Energy of a Free Falling Body
Q2. What happens to the kinetic energy of the ball after its collision with the
ground? What does this mean?
Conclusion: