WORK, POWER AND ENERGY MODULE 2

Topic: Mechanical Energy Transformations

Time: 3 hrs. (February 2-4, 2016 – Atis, Avocado, Lanzones, Guava, Mango)
Resources Needed: picture, Plastic folder or acetate, permanent marker pen, ruler or tape measure, pair of
scissors, cutter, juice drink straw, hot melt glue or super glue, masking tape, thread, 5-10 pcs paper clips, 2 1.5-
liter plastic bottle, 1 push pin, 3-inch nail, 2 3liter ice cream container, 2-liter bottled tap water supply, hand
towel or rag, funnel, activity sheet and science notebook.

I. OBJECTIVES
1. Construct a simple turbine unit
2. Demonstrate mechanical energy transformations
3. Demonstrate hydroelectric power (HEP) using a water reservoir system
II. PRIMING
A. Daily Routine
B. Recall/Drill
What is energy transformation?
C. Motivation
Brainstorm what pupils already know about water – think about from the tap, rainwater puddles,
rivers, streams and the sea.
III. CONCEPTS
- Turbine – device used to convert kinetic energy into mechanical energy
- Hydroelectric power: a form of energy generated by the conversion of free-falling water to
electricity
IV. ACTIVITY 2: “Hep Hep Hooray!”
V. GUIDELINES
A. Construction of the Turbine Model
1. Prepare in advance to show simple water wheels made up of plastic spoons or cut plastic bottle
sides attached to a cork centered on a stick or straw. Prepare also the turbine model they will be
making.
2. Remind students that glue may burn, bond skin or release gas that may irritate the eye. Too much
glue takes a longer time to set. Remind students to trim or smoothen the cut plastic bottle to avoid
scratches and cuts.
3. The turbine model should be light but strong enough for use in the next activities. Melted hot glue
may hold blades more securely than ordinary super glue. If students prefer to use cork for inserting
the blades securely before fixing with glue, then suggest that they trim the cork to a cylindrical shape
for a better blade assembly.
B. Construction of the Water Reservoir Model
1. Prepare in advance the sample water reservoir. Marked lines may be made using thin strips of
masking tape then labeled. It is best to fill the bottle first with water up to the different levels so the
marks will follow the water lines.
2. The holes made from the push pin are wide enough for water to be projected out the bottle’s side.
The water projections will also have enough force to rotate the blades at an adequate speed.
C. Mechanical Energy in Hydropower
1. In a real hydroelectric power plant, the tail water level is fixed at the bottom of a water channel or
penstock with openings to control the volume and flow rate of water that leaves the dam and enters
the power plant containing the turbine and generating units. The water that rotates the turbines
returns to the body of water below the dam.
2. Some groups may opt to modify the activity by using only the hole on the 5- cm level for the
different heads of flow due to different head water levels. This way the elevation of the exit openings
relative to the turbine is constant for different flow heads. This models more closely realistic water
storage levels that differ over a period of time.

HEP HEP HOORAY! | Activity 2

WORK, POWER AND ENERGY MODULE 2

VI. ANALYSIS
1. Using the turbine model, what are some ways you can do to lift the hanging paper clips? Cite
at least three methods.
2. For each method, what forms of energy will be involved in the process? Trace the
transformations of energy.
3. In lifting the paper clips how will you quantify and relate the work that you will do to the
energy transformations involved?
4. 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?
5. 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?
6. What mechanical energy transformations took place when water got projected out of the
holes?
7. What was the effect of the stored water’s head of flow to its range?
8. How would you explain this effect in terms of energy transformation?
9. 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?
10. Was the hypothesis you made correct? Why or why not?
11. 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?
12. 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?
13. . 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?
VII. ABSTRACTION
What is the mechanical energy transformation in hydroelectric power using water reservoir
system?
VIII. APPLICATION

IX. ASSIGNMENT
What is mechanical energy conservation?

HEP HEP HOORAY! | Activity 2