Science Gr. 8 1st QTR

De La Salle Araneta University
Pioneer in Agricultural Sciences and Veterinary Medicine

BASIC EDUCATION DEPARTMENT
S.Y. 2020-2021
Prepared by:
Ms. Sheila Ivy P. Budoy
Submitted to
Mr. Jann Andre Padua

Academic Chair
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Message to Lasallian Learners
Good day, dear Lasallian learner! We are very much delighted that you join us in another exciting school year with the
Basic Education Department (BED) of De La Salle Araneta University.
We warmly welcome you to the home-based offline module in SCIENCE 9 for the FIRST QUARTER! This offline module
allows you to gain meaningful and engaging opportunities for both guided (with the help of your parents/ guardian/ siblings) and
independent learning at your own pace and time.
For you to easily go over this learning module, you have to be reminded about its corresponding parts accordingly. The
three main parts of the module are as follow:
PART OF THE MODULE WHAT DOES IT MEAN?

This section indicates what skills and competencies you are expected to learn and
Lasallian Targets
attain at the end of the week/ quarter.
This section contains the performance task (PeTa) you need to accomplish once you
learned the skills and competencies expected from you. It includes the details of your
Aim your Arrows at your PeTa!
(PeTa), the rubrics you need to remember, and other opportunities to show how you
have learned so far.
This section includes all discussion, activities, and other learning opportunities that
will help and guide you in attaining the expected skills and competencies. In this
Learning Flow
section, you are expected to be an active Lasallian learner that processes the learning
contents provided to you.
Under the Learning flow, you should also be acquainted with some of the essential parts to maximize your learning
experience in aa Lasallian way. The essential parts are as follow:
PART OF THE MODULE UNDER

WHAT DOES IT MEAN?
LEARNING FLOW
Recap time! This section allows you to check what you know and connect the previous lesson to
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the next lesson. This section can be applied if the lesson calls for it.
This section gives you an overview of what to expect in a particular lesson. Various
Let's Get Started!
exciting activities and drills make learning a new lesson fun!
This section provides a short discussion of the lesson and gives you a general idea of
Let's Talk About It!
what skills and competencies you need to learn.
This section is distributed randomly in the entire learning flow to check if you are still
on track during the lesson. You can see a checkpoint during and after the lesson. You
Checkpoint! will be asked your insights through an open response or answer a short checkup quiz.
If you got them 100% correctly, you might proceed to the next part of the learning
flow.
This section contains different activities and learning opportunities that allow you to
Let's Try It! deepen your understanding and develop the skills you are expected to develop in the
course of the lesson.
This section enables you to connect and transfer the skills and competencies you
Let's Wrap Up! have gained in real-life situations. You can also see that what you acquired responds
to the vision-mission of DLSAU.
This includes the task you need to accomplish that will tell if you have mastered the
skills and competencies that are expected from you. This can be given through a
Let's Check What you have Learned!
summative assessment for each topic/ unit, the PeTa you need to accomplish, or
other means of assessment.
At the end of the module, you can also find the list of References that your teacher used in developing this module. The
references used are sorted per topic covered in the module. You can also check these resources if you want to enrich your
learning experience.
Now that you are well-acquainted with the essential parts of the modules. Please remember the following reminders as you
go through this learning module.
1. Read all instructions carefully before doing each task.

2. Observe honesty and integrity in answering all tasks and activities provided in the module.
3. This module is designed suitable for six to eight weeks of learning. All activities are sorted on a session basis.
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4. There is a monitoring card attached at the end of the module that you can use as a reference to track which part should you
be in before examinations.
5. You are free to use the online resources found in the References should you have internet access, but if at the moment
you do not have access to the internet, this module will be enough.
6. Accomplish all Checkpoints, Activities, and Let's Check What Have Learned sections.
a. If you are asked to respond to a question as the discussion takes place, provide an insightful response.
b. Formative assessments are practice exercises to prepare you for summative assessments. These activities are not
recorded, but it will test your readiness for summative assessment. A key to correction is attached in the end for you
to check your progress for a particular skill or lesson, mainly if the assessment is multiple choice. Honesty is the
Key! Remember, in the major exam, a key to correction is not provided. You can only trust what you learned.
c. Summative assessment refers to the graded activities after a formative activity has been administered. These are for
submissions and to be checked by the teacher.
7. To avoid piling up of work, diligently accomplish the task for the day.
8. Should you have questions or concerns about an activity, feel free to contact me via the information provided.
9. Submissions should be made in two batches. The first batch covers Week 1 to 4 and should be submitted at 4 th week
during MQT Week. The second batch covers Week 5 to 8 and should be submitted at the Q.T. Week. The accomplished
modules should be submitted to the school by your parent or authorized guardian. You can also opt to submit your work
through a courier.
For inquiries or feedback, please write or chat:
Name of the Teacher: Ms. HEILA IVY P. BUDOY
Official DLSAU email account of the Teacher: sheila.budoy@dlsau.edu.ph
Address of the school: 303 Don Salvador Araneta Campus, Victoneta

Avenue, Potrero, Malabon City, 1475
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Student's Learning Module in SCIENCE 8
Subject/ Grade Level/ Quarter/ Week No. SCIENCE_G8_Q1_WEEK 1 TO 8
Prepared by Ms. Sheila Ivy P. Budoy
Topic Newton's Laws of Motion
Work, Power, and Energy
Heat and Temperature
Electricity
Time allotment and Period of Completion 8 Weeks
LASALLIAN TARGETS
CONTENT STANDARD: The learner demonstrates an understanding of Newton's three Laws of Motion, work using constant force, power,
gravitational potential energy, kinetic energy, and elastic potential energy. Heat and temperature, and the effects of heat on the body. Current-
Voltage-Resistance relationship, electric power, electric energy, and home circuitry
PERFORMANCE STANDARD:
As a Learner, you will be able to:
1. observes road safety as a motorist or a pedestrian.
2. maximizes the benefits of energy while minimizing its use of its sources.
3. chooses appropriate materials for a specific function.
4. practices safety in handling electrical devices.
MOST ESSENTIAL LEARNING COMPETENCIES (Learning Outcomes Being Addressed This Week/Quarter):
At the end of the completion period allotted for this module, you should be able to achieve these:
1. S8FE-Ia-15: investigate the relationship between the amount of force applied and the mass of the object to the amount
of change in the object's motion.
2. S8FE-Ia-16: infer that when a body exerts a force on another, an equal amount of force is exerted back on it. Identify
and explain the factors that affect potential and kinetic energy.
3. S8FE-Ig-29: Differentiate between heat and temperature at the molecular level.
4. S8FE-Ii-31: Explain the advantages and disadvantages of series and parallel connections in homes.
5. S8FE-Ii-33: Explain the functions of circuit breakers, fuses, earthing, double insulations, and other safety devices in
the home.
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RELATED LGPs:
1. Challenge learners to realize their full potential.
2. Bring Christian perspectives to bear on human understanding, skills, and values of the learners.
3. Are dynamic and encourage differentiation, diversity, and synergy amongst learners that are friendly, caring and respectful
4. Ensure that the learners translate knowledge into something useful in actual practice for the betterment of society and the Church
5. Prepare the learners to participate responsibly in the world of work, family, community, nation, and Church.
AIM YOUR ARROW AT YOUR PeTa!
Interdisciplinary Performance Task with Mathematics, English, and Social Studies.
You are an inventor, and you are tasked task to create a small vehicle (self-
propelled vehicle) using the principle of the laws of Motion using recycled
materials. The vehicle must have a mechanism for motion based on
Newton's third law of motion. Your vehicle must move forward by pushing
back on something. Then, place your vehicle at the starting line at must at
least travel 1 meter from the starting line. You may use a rubber band,
balloon, or magnet to mobilize the vehicle. The Project will be graded using
the Rubrics.
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RUBRIC CRITERIA
10 7 5 3
Vehicle Vehicle design is neat
design and creative, showing Vehicle design is neat
Vehicle design is
that the student put and creative and
Vehicle design is faulty or does not
thought into the way closely follows the
neat and follows work. It does not
they made the vehicle. guidelines given.
the guidelines follow the basic
Design goes beyond Students put thought
given. The guidelines given.
what was given to into the way they
vehicle uses OR The vehicle
them. The vehicle made the vehicle.
allowed materials. uses materials not
uses the allowed The vehicle uses
allowed
materials allowed materials
Vehicle The final displacement The final The vehicle was

The final displacement
Performance is more than one displacement is not able to travel
is at one meter.
meter. below one meter. or move.
Paper All observations and
answers to the given
One incorrect answer All answers or no
questions were
the given questions answers at all
correct.
Time Meets the deadline or

One day late Two days late 3 - 4 days late
given schedule
LEARNING FLOW
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Week 1-2
LESSON 1: Newton's three Laws of Motion
Let's get started!
Teacher: When you ride a bicycle, your feet push on the pedals to make it move. In playing badminton, you exert force on the racket to hit the
shuttlecock, which causes it to zoom across the court suddenly. When you pull the rope in a flag ceremony, the flag rises. In each of these
activities, force and motion are involved.
What is a force? How is it related to motion? Fill out the graphic organizer below with your ideas about force and motion.
MOTION
FORCE
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Let's talk about it!
Teacher: Based on the mentioned examples, force may be defined as a

push or pull. There are two or more forces that may act on an object at
the same time. Two equal forces that act on an object in opposite
directions are called balanced forces. The sum of these forces is zero,
and they do not cause any change in the motion of an object.
However, if one of the two forces is greater than the other, the object
would move in the direction of the greater force. The sum of these
forces is not equal to zero and will cause a change in motion of the
object. These forces are called the unbalanced forces. Unbalance
forces may cause an object to start moving, change speed, stop
moving, or change direction.
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CHECKPOINT!
Give an example of each of the following:
1. A force causing an object to start moving
__________________________________________________________________________________________________________
2. A force causing an object to stop moving
__________________________________________________________________________________________________________
3. A force causing an object to change direction
__________________________________________________________________________________________________________
4. A force causing an object to change the speed
_________________________________________________________________________________________________________
Teacher: Good job!
Do you know the story wherein Sir Isaac Newton was contemplating why an apple falls from a tree to the
ground? According to the story, it was because of Newton's curiosity and amazement that he was able to
discover the relationship between motion and force. His discoveries are summarized in the three laws of
motion.
FIRST LAW: LAW OF INERTIA
The tendency of an object to persist in its state of rest or uniform motion in a straight line is called inertia.
It is because of this property that the following are observed:
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1. A passenger tends to move forward when the car suddenly stops.
2. A bullet fired from a gun continues its motion if not for the resistance of air
and the pull of gravity.
3. A moving car remains in uniform motion, and it's retarded by force applied on
the brakes.
Newton's first law of motion- the law of inertia- may be stated as: Objects in
motion tend to stay in motion and objects at rest tend to stay at rest unless
acted upon by an unbalanced force.
CHECKPOINT!
A. In question 1, below, a code letter has been substituted for each letter of the alphabet. To find what the sentence says, use the following
key to decode it. In the key, the code letters are shown directly below the alphabet letter they stand for. Write the correct letter directly
above each code letter, then read the sentence.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
X M J W T A O U R V G Q D Z B Y I E P N H C S L F K
1. ________________________________________________________________________________________________________
X M B W F E T D X R Z P X N J B Z P N X Z N C T Q B J R N F H Z Q T P P
_________________________________________________________________________________________________________
X Z H Z M X Q X Z J T W A B E J T X J N P B Z R N
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2. Which law of motion does the above sentence state? ___________________________________________________________
B. Answer the following questions on the lines provided.
3. What is a force? ________________________________________________________________________________________
4. Is it possible for an object to be in motion and still have forces acting on it? Explain. __________________________________
______________________________________________________________________________________________________
5. What is inertia? How are mass and inertia related? _____________________________________________________________
______________________________________________________________________________________________________
Teacher: Good job!
SECOND LAW: LAW OF ACCELERATION

Teacher: According to Newton's first law of motion, an object will remain its state of motion unless
there is the net force acting on it. So, what will happen to an object when a net force causes the
object to accelerate? Acceleration means a change in the speed of the object, in its direction, or both
its speed and direction.
Suppose you and your friends were asked to transfer

five balikbayan boxes full of relief goods to an
evacuation center near your school. Since the
evacuation center is walking distance from your
school, you opted to use a pushcart to transfer boxes.
In doing so, you observe that the more people there

are pushing the cart, the faster the cart accelerates. This observation suggested that the greater the
force applied on the cart, the greater the acceleration of the cart. Thus, if more people join in pushing
the cart, then the cart will accelerate faster.
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Newton's second law of motion states that: the acceleration of an object is directly proportional to the net force applied on it and
inversely proportional to its mass. It can be written mathematically as:
a= F net or F= m x a Sample Problem:
m How much force is needed to accelerate a
bus with a mass of 1000kg at 5m/s2?
where: S.I. Unit Given:
F= net or unbalanced force N (newton)
m= 1000kg a= 5m/s2
a= acceleration m/s2 (meter per second square)
m= mass of the body kg (kilogram) Solution:
F= m a
= (1000kg) (5m/s2)
= 5000 N
CHECKPOINT!
A. Circle the term in parentheses that best completes the statement.
1. Gravity is a (force, mass, distance )
2. As the force acting on you increases, your acceleration (increases, decreases, remains the same )
3. The unit of force is the meter, kilogram, newton )
4. If you go to the moon, your mass (increases, decreases, remains the same )
5. If there is no change in force as you increase the mass a truck is carrying, its acceleration (increases, decreases, remains the same )
B. Solve the following problem. Show your solution and box your final answer with a correct unit.
1. A force of 40.5 N is exerted on a 13.6 kg box. What is the box's acceleration?
2. What is the unbalanced force required to accelerate a 1500 kg race car at 3.3 m/s2?
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3. What is the mass of a falling rock if it produces a force of 120.6 N? Note: constant acceleration due to gravity is 9.8m/s 2
Teacher: Good job!
THIRD LAW: LAW OF INTERACTION

The law of interaction states that: for every action, there is an equal but opposite reaction
As the third law of motion states, forces always act in pairs. If there is an action force, there is
also a reaction force. Suppose you try pushing a wall. When you push against a wall, you feel a force
against in your hand. The force of the wall pushing your hand back is equal to the force you are exerting
on it. Without the force exerted by the wall on your hand, your hand would have moved through the wall.
The same holds true even when you are merely standing on the ground. Due to the gravity, you
exert a force on the ground. As a reaction, the ground pushes you back up, or else you would have moved
down to the ground. These are examples of action-reaction pairs. In an action-reaction pair, the two forces are equal but are acting in the
opposite direction.
Examples of Action-Reaction Pairs

1. Action: While swimming, you push the water backward
Reaction: the water pushes you forward
2. Action: When thrown, a bowling ball pushes the bowling pin backward
Reaction: the bowling pin pushes the bowling ball forward
3. Action: Enclosed air pushes against the balloon wall outward

Reaction: the balloon wall pushes enclosed air particles inward
4. Action: In electric fan, the wind blows on you

Reaction: force on the fan
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CHECKPOINT!
Study the picture below of a boy holding a bucket and answer the following questions.
1. Identify the pairs of action-reaction forces involving the bucket.
2. What are the balanced forces acting on the bucket?
3. What happens if the hand-on-bucket force increases? Explain.
4. What could you do to increase the Earth-on-bucket force?
5. State the third law of motion.
Teacher: Good job!
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Let's TRY it!

ACTIVITY 1: MAGIC TRICK
Directions: Place an index card over the rim of a glass, then place a coin on top of the index card. Hold a
corner of the index card and, with the coin on top of it, quickly slide the index card off the rim of the
glass. What happens to the coin? Do this magic trick several times.
1. Describe what happens to coin.
_____________________________________________________________________________
___________________________________________________________________________________________________________
2. Use Newton's first law of motion to explain what happens if you remove the card quickly.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
3. Explain what happens if you remove the card slowly.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Teacher: Good job!
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ACTIVITY 2: NEWTON'S LAWS ON THE ROAD

Objectives:
1. Find scenarios where Newton's laws of motion are involved.
2. Apply Newton's laws of motion in explaining the motion of vehicles and other objects seen on the road.
Materials: pen
Procedure:
1. Watch T.V. news about what is happening on the road nowadays (like traffic, transportation, accidents on the road..etc.).
2. Look for interesting road situations wherein Newton's laws of motion are involved. Write each situation in the Data Chart below.
3. Analyze each road situation and state how Newton's laws of motion are applied to each.
Data Chart
ROAD SITUATION HOW NEWTON'S LAWS APPLY TO THE SITUATION
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Questions:
1. What is the importance of Newton's laws of motion to road safety?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. What traffic rules have been enforced based on Newton's laws of motion, what would it be?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
3. If you would propose a new traffic rule based on Newton's laws of motion, what would it be?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Teacher: Good job!
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Let's WRAP Up!

Give examples of each Newton’s Laws of Motion that you observed in these different scenarios.
Agriculture (garden, farm, plants...)

1.
2.
3.
Animal Welfare (treatment or protection to pets or any animals)

1.
2.
3.
Food security (availability, access, utilization..)

1.
2.
3.
Teacher: Good job!
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Let's CHECK what you have learned!
A. Directions: Encircle the letter of the correct answer.
1. For every action, there is an equal and opposite reaction.

A. First law of Motion C. Third law of Motion
B. Second law of Motion D. Velocity
2. The result of unbalanced forces.

A. inertia B. force C. mass D. motion
3. Resistance to change
A. force B. inertia C. gravity D. speed
4. Amount of matter in an object or a measure of the inertia of an object.

A. mass B. weight C. force D. acceleration
5. It is a push or pull.
A. motion B. force C. friction D. acceleration
6. The force that opposes motion between two surfaces.

A. friction B. weight C. inertia D. gravity
7. A measure of gravitational attraction or force or gravity pulling one object toward the center of another object
A. weight B. Friction C. gravity D. mass
8. Force is equal to the change in momentum per change in time. For a constant mass, force equals mass times acceleration.
A. First law of motion C. Third law of motion
B. Second law of Motion D. Friction
9. More mass means more _____________.

A. gravity B. weight C. motion D. inertia
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10. The acceleration due to gravity is equivalent to ____________.

A. 99.9 m/s2 B. 9.5 m/s2 C. 9.8 m/s2 D. 10 m/s2
B. Directions: Solve the following problem. Show your solution and box your final answer with a correct unit
1. A ball is thrown with a force of 160.5 N. The ball has an acceleration of 4.66 m/s2. What is the mass of the ball?
2. What is the mass of a falling rock if it produces a force of 147.8 N?
3. What is the net force required to accelerate a car at a rate of 2.65 m/s2 if the car has a mass of 423.74 kg?
4. What is the acceleration of softball if it has a mass of 3.47 kg and hits the catchers' glove with a force of 270.12 N?
5. Your car has a mass of 250.80 kg. If your car produces a force of 1208.64 N. How fast will it accelerate?
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C. Identify which law of motion is observed in the following situations.

Write I for the law of inertia, II for the law of acceleration, and III for the law of interaction.
_______1. Rockets are launched into space using jet propulsion, where exhaust accelerates out from the rocket, and the rocket accelerates in
the opposite direction.
_______2. A student leaves a pencil on a desk, and the pencil stays in the same spot until another student picks it up.
_______3. The mas pushes the stationary car.
_______4. Two students are in a baseball game. The first students hit a ball very hard, and it has a greater acceleration than the second
student who bunts the ball lightly.
_______5. A magician pulls a tablecloth out from under dishes and glasses on a table without disturbing them.
_______6. Heavier objects require more force than lighter objects to move or accelerate them.
_______7. Wearing of seatbelts inside a car.
_______8. While riding a skateboard, you fly forward off the board when you hit a curb or any other object that abruptly halts the motion of the
skateboard.
_______9. A riffle recoils when fired.
_______10. A truck requires a more powerful engine than a compact car.
Teacher: Great job! I will check on your work and will soon give you an update on how well you did on the
activity.
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Week 3
LESSON 2: Work, Power, and Energy
Recap time!
WORD UP: Identify the term that is being described in each number. Then look for and encircle each term in the puzzle.
1. Tendency of an object to resist the change in motion. __________________________

2. Where inertia is attributed. __________________________
3. Rate of change in an object’s velocity. __________________________
4. A push or a pull applied to an object that may change its state of motion. __________________________
5. Amount of gravitational force that Earth exerts on an object. __________________________
I M P H Y S I C S I N W
N A A I O Y F O R C E I
E P R S U N I T E I R L
R P R O S T E A G S U F
T E A L O X E H A R D E
I M P O R T T A S A S R
A C C E L E R A T I O N
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Let's get started!

Imagine you have a friend sitting in a wagon, and you are going to
pretend that you are a horse and pull the wagon. You will pull the wagon
with a special bunjy cord puller so you can always apply the same force,
whether you are moving or standing still.
Your friend in the wagon puts his feet on the ground and won't let
you move. You pull the cord so that the nylon string just touches the
bunjy cord. How long do you think you could hold the cord tight before
you get tired? (Here you are applying a force, but you are not doing any
work.) Now your friend in the wagon lets his feet slide so you can pull just
as hard as before only now you are pulling and moving too. How long do
you think you can keep this up until you get tired?
Now you are doing work, and this takes energy. If you keep this up
for a very long distance, you would probably get winded. If your
friend lets you move very fast and you still pull with the same force,
you will get very winded. When you just pull without moving, you
are exerting a force, but you aren't doing work, so you probably
won't get tired.
If your friend held the wagon still and you tied the cord around
a tree and pulled it tight, the tree could exert the same force as you
did. Do you think the tree would get tired? The tree can exert
a force, but can the tree do work?
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In the previous lesson, the motion of an object was analyzed using Newton's three laws of motion. These laws were used to analyze and
predict the final state of the motion of an object. Acceleration was obtained by getting the quotient of the force applied and the mass of the
object. Velocity and displacement were determined using the acceleration of the object.
WORK
Most people equate work with the acts that they do: may it be cleaning the room, washing the dishes, dancing, or studying. However, in
Physics, work has a more specific definition.
Work is defined in terms of the force applied to an object and its displacement. Work is done when a force acts on an object and causes
the object to move along the direction of the force.
Three conditions must be satisfied before anyone can say that work is done on an object.
1. Force must be applied on the object
2. The object must have a displacement
3. The direction of the displacement must be a component of the force applied to the object.
CHECK POINT!
Identify whether or not work is done on the following
situations. Put a check mark (√) on the blanks if
work is done by the gravitational work. Otherwise,
put a cross mark (x).
______1. a monkey climbing up a tree.

______2. a basket lifted off the ground
______3. a girl walking up a staircase
______4. an Olympian launching a shot-put
______5. a rocket accelerating through outer
space
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In equation form,
work done = force applied × distance moved

in direction of force
Where:
 force is measured in newton (N)
 distance is measured in meters (m) W= Fd W=mgd W=Fd Cosθ
 work done is measured in joules (Nm/ J)
Sample Problem:
Suppose a rightward force of 100 N is
applied to a box with a mass of 15 kg.
The box is displaced in the direction of
the force. If the box moved 5m at a
constant speed, how much work is done
on it?
Given:
F= 100N d= 5m Suppose the woman in the figure above applies a 50 N
Solution: force to a 25-kg box at an angle of 30 degrees above
the horizontal. She manages to pull the box 5 meters.
W= Fd
a) Calculate the WORK done by the woman on
= (100N) (5m) the box
= 500 Nm or 500 J 
W  Fd cos
W  (50)(5) cos 30 
= 216.5 J
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CHECKPOINT!
Word Problems:
1. A force of 58.7 N acts on a block at an angle of 30 o above the horizontal distance of 3.0m. How much work is done by the applied
force?
2. A toy car is pulled along by a piece of string, which is at 35° to the horizontal. Calculate the work done in pulling the toy if the tension in
the string is 12.8 N, and it is pulled along 5.4 m.
3. How much work is done by a student who lifts a 5kg box to a vertical height of 1.5 m? (note: acceleration due to gravity= 9.8 m/s2)
Teacher: Good Job!
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POWER
When you climb the stairs by walking, you do it more slowly than when you do run. So, the difference in your actions is the time spent to
finish the work. When you involve time in comparing the amount of work done, you are looking at the power spent in doing work.
If you run going up the stairs instead of walking, you have more power because you are doing work rapidly. If your rate of doing work is
doubled, it delivers twice as much power, but it does not necessarily do twice as much as work. Twice the power means doing the same
amount of work at half the time or doing twice the work at the same time.
Power is the amount of work done in a unit of time. The equation represents it as:
Power= Work Power= force x displacement

Time time
Where: SI UNIT
W= work (J) joules
t= time (s) seconds
F= force (N) newton
d= displacement (m) meter
P= power (W) watts
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This equation shows that a powerful object is both fast and robust. A car, a person, or a machine must be fast and robust to be powerful.
As implied by definition, power has the unit joule per second (J/s). One joule per second is also equivalent to one watt (W). Power is
directly proportional to time. An object that performs more work in less amount of time has more power. So, between two cars, the car that
could accelerate in a shorter time interval has more power.
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Sample Problem:
When doing chin-ups, a physics student lifts her CHECK POINT!
42.0 kg body a distance of 0.25m in 2.0 s. What is
the power delivered by the student’s biceps? 1. Dan climbs a flight of stairs in 90 s. If he weighs 450 N and the
Given: stairs is 10m from the ground, how much power will he
develop?
m=42.0 kg d= 0.25 m t= 2.0 s
Solutions:
In order to raise her body upward at a constant
speed, the student must apply a force equal to her
weight (W=mgd)the work done to lift her body is
2. Isay used 150 N of horizontal force to move a box from one
W=mgd corner of the classroom to a distance of 4.5 m to the right. It
= (42.0kg) (9.8m/s2) (0.25 m) took her 56 s to finish the work. Kiko pushed an identical box
= 102.9 J using the same force toward the same position. It took him 48 s
to do it. Compare the powers of Isay and Kiko in pushing the
The Power is box.
P= W 102.9 J = 51.5 J/s or 51.5 W
T 2.0 s
Page | 30
ENERGY
Energy is defined as the ability to do work. Energy exists in different forms.
In this lesson, we will focus on the energy derived from mechanical means known as mechanical energy. There are two types of
mechanical energy: kinetic energy and potential energy.
KINETIC ENERGY
The energy that you possess when you are doing your activities is kinetic energy. Kinetic energy (K.E.) is referred to as energy in motion.
This means that the greater the movement of an object, the greater is its kinetic energy. Its speed can measure an object's motion; therefore,
speed is a factor that determines an object's kinetic energy. It can be expressed as:
KE= ½ mv2
Where:
KE= kinetic energy of an object (N.m or J)
m= mass of the object (kg)
v= speed of the object (m/s)
Sample Problem:
A 30 kg motorcycle is traveling with
a velocity of 5 m/s. What is its kinetic
energy at this velocity?
Solution:
KE = ½ mv2
= ½ (30kg) (5m/s)2
= ½ (30 kg) (25 m2/s2)
= 375 J
Page | 31
CHECKPOINT!
1. A 30.6 kg motorcycle is traveling with a velocity of 5.5 m/s. what is its kinetic energy at this velocity? How about if 8.7 m/s? 10.9m/s?
a.
b.
c.
2. What is the kinetic energy of a 200 kg roller coaster car that is moving with a speed of 12.0 m/s?
Teacher: Good Job!
POTENTIAL ENERGY
Potential Energy (P.E.) is the energy associated with an object's position or configuration. The greater the distance of the object from a
reference point, the higher its potential energy.
There are many types of potential energy. Two of these types are the elastic potential
energy and gravitational potential energy.
Elastic Potential Energy is the energy stored in an elastic material such as rubber
band and spring. These materials are elastic because they can be deformed or
stretched and then return to their original state. When an arrow is pulled in a bow,
elastic potential energy is stored in the bow.
Page | 32
Gravitational Potential Energy (GPE) is the energy stored in an object as a result of its position from the ground. This is stored due to the
gravitational pull of the Earth on an object. It is directly dependent on the weight (mg) of the object and its position from the ground or its
height (h).
PE= mgh
Where:
PE= potential energy of an object expressed (N.m or J)
m= mass of the object (kg)
g= acceleration due to gravity (9.8m/s2)
h= height (distance) from reference point (m)
Sample Problem:
A 1 kg durian fruit was raised from the
ground. How much potential energy does it
have when lifted 20.0m?
Solution:
PE= mgh
= (1 kg) (9.8 m/s2) (20.0 m)
= 196 J
Page | 33
CHECKPOINT!
1. A 2-kg toy cart is loaded with a brick and pulled at a constant speed along an inclined plane to a height of a seat top. If the height of
the seat top is 0.45 m, what is the potential energy of the cart at the seat top?
2. A supermarket employee lifts a baked bean tin, weighing 0.250kg, from the floor to a shelf 2 m high. How much gravitational potential
energy does it gain?
3. A pole vaulter of mass 80 kg jumps a height of 5 m. What is his gravitational potential energy at the highest point of his jump?
Teacher: Good Job!
Page | 34
Let's try it!

ACTIVITY 1: Complete the graphic organizer below by filling up the box with the required information. Cut or draw a picture that illustrates
concrete or real-life examples of energy.
Definition:
EXAMPLES: NON- EXAMPLES:
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ ENERGY _______________________
_______________________ _______________________
Illustration: _______________________
_______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Page | 35
ACTIVITY 2: The term work, power, and energy often mean the same thing in everyday use. Browse through newspaper or magazine
advertisements that illustrate the usage of these words, which are contrary to the definitions used in physics. Paste it in the box below.
POWER
WORK ENERGY
Page | 36
ACTIVITY 3: How high does a ball bounce?
Hold a meter stick vertically, with the zero ends on the ground. Drop a tennis ball
from the 50-cm mark and record the height to which it bounces. Drop the tennis ball
from the 100-cm mark and record the height to which it bounces. Predict how high the
ball will bounce if dropped from the 75-cm mark. Test your predictions.
Think This Over:
How does the height from which you drop the ball relate to the height to which it
bounces?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Page | 37
Let's Wrap Up!
_____________________________________________________
REFLECTIONS:
____________________________________________________
_____________________________________________________ Write your experiences in doing schoolwork. Relate these
experiences with the following:
_____________________________________________________ 1. Choose a job you love, and you will never work a day
in the life. (By Confucius)
_____________________________________________________
2. It is not how much power you have that counts, but
_____________________________________________________ how you use it. (By Leaving)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Page | 38

A. Direction: Encircled the letter of the correct answer.
1. Scientists say that "work" is done in the following cases EXCEPT.

A. Pushing a door C. lifting a pail of water
B. Pulling a school bag D. carrying a chair across the room
2. In a marathon, the winner and the runner up have the same mass. Compared with the runner up, the winner has more _____.
A. Energy B. force C. power D. work
3. What can you conclude about two boys having the same height and climbing the same height of stairs at a different time?
A. They will do the same work and use the same power
B. They will do different work but use the same power
C. They will do the same work and use different power
D. They will do the same work and have no power
4. Which of the following factors would affect the amount of work done?
I. Amount of force
II. Shape of the object
III. Speed of the object
IV. Displacement in the direction of the force
A. I and II B. I and IV C. II and III D. III and IV
5. Which of the following possesses gravitational potential energy?

A. Moving car (flat road) C. jumping boy
B. Moving car (inclined road) D. cloud
6. When the speed of a car is doubled, what happens to its kinetic energy?
A. Halved B. doubled C. tripled D. quadrupled
Page | 39
7. Which of the following quantity DOES NOT use the unit of joule?
A. Potential energy B. Kinetic energy C. Work D. Power
8. This refers to energy by virtue of its motion.

A. kinetic energy C. elastic potential energy
B. gravitational potential energy D. speed energy
9. Which of the following is a unit for Power?

A. N B. N.m C. J/s D. J
10. This refers to energy by virtue of its position.

A. kinetic energy C. gravitational potential energy
B. elastic potential energy D. speed energy
B. Directions: Solve the following problem. Show your solution and box your final answer with a correct unit.
Solve for Work Done

1. A toy cart is pulled parallel to the floor by a boy with a force of magnitude 8.5 N to the right at a distance of 2 m. How much work is
done by the boy in pulling the cart?
2. A lawnmower is pushed by a gardener with a force of 24.8 N to the right at an angle of 40 0 below the horizontal. The lawnmower
moves a distance of 6.7m. How much work is done by the force exerted by the gardener in moving the lawnmower?
Page | 40
3. A 13.5 kg box at rest is pushed parallel across a frictionless horizontal tabletop. The box travels a distance of 7.3m. How much work is
done by the force on the box?
Solving for Power

1. A 560 N woman runs up a staircase, which is 12.5 m high in 9.6 s. How much power did she use up?
2. A 60.3 kg man climbs up to the fourth floor of a building, which is 12 m high. If it takes the man 40 s to climb, how much power did she
use up?
Solving for Energy

1. What is the change in the potential energy of a body weighing 50.6 kg that is raised to a height of 15.5 m?
Page | 41
2. What is the kinetic energy of a 60.3 kg man running at a speed of 8.2 m/s?
3. What is the gravitational potential energy of a 2.3 kg box that is placed on a shelf that is 3.4 m high?
4. A father and son went jogging. If the son weighs 50 kg and the father 75 kg, and both of them ran at a speed of 2.5 m/s, who had the
greater kinetic energy?
activity.
Page | 42
Week 4: Accomplishing the Performance Task
Your task as an inventor is to device a small vehicle (self-propelled vehicle) using the
principle of the Laws of Motion using recycled materials. The vehicle must have a mechanism for
motion based on Newton's third law of motion. Your vehicle must move forward by pushing back on
something. Then, place your vehicle at the starting line at must at least travel 1 meter from the
starting line. You may use a rubber band, balloon, or magnet to mobilize the vehicle. The Project
will be graded using the Rubrics.
In doing your performance task, you have to take note of the following:
 In a separate paper include the following details (documentation)
1. list all the materials you used
2. pictures while you are doing the self-propelled vehicle
3. picture of the final product
4. answer to the following questions
QUESTIONS:
1. Which law of motion was applied to your self-propelled vehicle?
2. How does it work?
3. What did you learn in doing this activity?
Note: In returning the module, the final product and documentation must also be submitted.
Page | 43
Week 5
LESSON 3: Heat and Temperature
Let's get started!
Venn Diagram: In your understanding of the given words below, write details that indicate differences between the two words in the outer
circles. Write the details that indicate their similarities in the area where the circles overlap.
Temperature Heat
Page | 44

Temperature
Temperature is qualitatively described as hot or cold. Many objects can be described in terms of
temperature. Lukewarm, warm, chilly, and cold are some terms used to describe the temperature of an
object. In science, the temperature is a measure of the average translational kinetic energy of the molecules
of an object—the higher the average translational kinetic energy of the molecules, the higher the object's
temperature.
Temperature is measured in different scales using a thermometer or a thermal meter. Galileo Galilei
pioneered this device in 1602. Thermometers are classified according to their use. Thermometers that are
used in hospitals and clinics are called clinical thermometers, while thermometers that are used in getting the
temperatures of different substances are called laboratory thermometers.
Clinical thermometer
Laboratory thermometer
Thermometers are classified according to the substance used, which respond to heat. Examples are mercury thermometers, alcohol
thermometers, and thermocouple thermometers. Infrared thermometers are used for measuring very high temperatures.
Page | 45
The table shows the difference between mercury and alcohol thermometers.
MERCURY ALCOHOL
Expensive Cheap
Toxic Nontoxic
Does not stick to the glass Wets and sticks to the glass
Visible meniscus Needs to be dyed
Reacts quickly Slow to react
Boiling point: 3750 C Boiling point: 780 C
Freezing point: -390 C Freezing point: 150 C
Expands uniformly Expands non-uniformly
Temperature is commonly measured in degrees Celsius (0C). In

some places, the unit degrees Fahrenheit (0F) is also used. However,
for measurements used in scientific applications, the temperature is
commonly expressed using the unit Kelvin (K), which is the S.I. Unit for
temperature.
The Kelvin scale is calibrated based on the energy of the molecules.

The term absolute zero is given to the lowest possible temperature for
the Kelvin scale, which means that energy ceases at that temperature.
You can convert temperature readings from one unit to another

using the following conversion formulas:
Page | 46
CHECK POINT!
Converting Temperature Reading
Convert the following temperature readings to the specified unit.
1. 45 0C = ________ 0F 4. 1085 K = _________ 0C
2. 108 0C= ________ 0C 5. 56.10 0F = ________ K
3. 455 0C = ________ K
Heat is the energy transferred from one object to another due to the difference in the object's temperatures. Heat travels from an object
with a higher temperature to an object with a lower temperature. For example, heat will travel from the boiling water to the ice since boiling
water has a higher temperature than the ice.
Page | 47
All objects are made up of atoms and molecules. These particles, when heated,
move rapidly. It is the rapid movement that increases their kinetic energy. As a
result, the object expands. In general, all objects expand when heated and contract
when cooled. The expansion of objects happens in a three-dimensional scale and
may not be noticeable unless one takes measurements before and after the object is
exposed to heat. Therefore, metals are installed during the construction of bridges.
These metals are called expansion joints. They are installed to provide bridges and
allow them to expand. Since the expansion is three dimensional, bridges may
develop cracks.
Life Lessons
Our normal body functions at an average temperature of 37 0C or 98.6 0F. Our bodily operations
depend on blood circulation and many chemical reactions that occur in our system. The human body has
natural ways of gaining or losing heat to maintain normal body temperature. When the body is subjected to
much work, it causes the body's temperature to rise; hence, the body compensates by getting rid of the
excess heat. Once there are an increase in the body's temperature, the heart rate increases, and the blood
vessels expand to deliver more blood to the outer layers of the skin. In the skin, this is where heat is
dissipated through sweating. If sweating progress further, there will be less blood that will go to other parts
of the body like the muscles and vital organs, and this will lead to heat stress. It is, therefore, important to
always replenish the loss fluids so that we avoid heat-related illnesses.
Page | 48
Let's try it!
Activity 1: Think about this
Firewalking is the act of walking barefoot over a bed of live hot

coals.
Research about the physics explanation of why and how certain

people can walk on live embers.
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Page | 49
ACTIVITY 2: Heat flow
Objective: To determine the direction of heat flow
Materials: hot water cold water lukewarm water three glasses
Instruction:
1. Fill three glass with water. One with hot, another with cold, and the last one with
lukewarm.
2. Dip one finger in cold water and another in hot water. After some time, dip two
fingers in the beaker with lukewarm water. Take note of how
your fingers feel.
Guide Questions:
1. What did you feel when you dipped your finger in cold water followed bt that of in lukewarm water?
2. What did you feel when you dipped your finger in hot water followed bt that of in lukewarm water?
3. To what direction does the heat flow? Support your answer.
Page | 50
WRAP it up!
Answer the following questions:
Why does one feel uncomfortable during a hot, Why is it more convenient to wear light colored
humid day? clothing than dark colored clothing during hot
days?
Explain what happens when butter melts after Why does drinking plenty of water or sports
leaving it on a table after quite some time. drinks help prevent heat stroke?
Page | 51
1. How would you describe heat? Heat is the ____________.

A. internal energy of an object. C. flow of energy due to temperature difference
B. hotness or coldness of an object. D. average kinetic energy per molecule of an object.
2. Why are bridges built with gaps?

A. for easy layering C. to make them attractive
B. to allow thermal expansion D. so cars would slow down
3. Which of the following best describes temperature?

A. Temperature is energy measured in joules.
B. Temperature is not relative.
C. Temperature is the sensation of hotness or coldness.
D. Temperature is the amount of energy needed to melt solid water.
4. Which of the following will help you cope with the heat?
A. drinking of plenty of water C. conduction and breathing
B. sweating and evaporation D. All of the Above
5. Which of the following is TRUE when an object is heated? Its molecules ________.
A. Move faster, and farther apart C. does not change position
B. Move slower, and closer together D. become larger in size
Page | 52
B. Convert the Given temperature:
1. 12 0C = _________0 F 6. 91 0C = ___________ K
2. 43 0F = _________ 0C 7. 410.15 K = ________ 0C
3. 65 0F = _________ 0C 8. 212 K = ___________ 0C
4. 31 0F = _________ 0C 9. 620.15 K = _________ 0C
5. 59 0C = _________ K 10. 96 0C = ___________ 0F
activity.
Page | 53
Week 6-7
LESSON 3: ELECTRICITY
Let's get started!
Study the following terms. Research on their origin and the usage of these terms. Fill in the information table below.
TERMS ORIGIN USE
Volt
Conductors
Current
Ohm
Ampere
Resistance
Voltage
Page | 54

CURRENT: Electric Charge in Motion
Do you know that an electric charge can flow through a conductor? Materials that allow current to flow easily
are called conductors, while those do not allow current to flow are called insulators.
There is another set of materials that are sometimes classified as either conductors or insulators. These
materials are called semiconductors. Their ability to conduct or insulate current depends on the degree of their purity.
These semiconductors are widely used in electronic industries.
The flow of charge is called current. Current (I) is defined as the net amount of charge that flows through a
conductor's cross-sectional area per unit time. The unit for current is ampere (A). An ammeter is a device used in measuring the current
through the load or resistor.
I= charge
time
VOLTAGE
Electrical potential energy is possessed by an electric charge that is placed in an electric field that required work. The work done in
placing the electric charge in the electric field is equivalent to its electrical potential energy. The electrical potential is called voltage.
Electrical potential = electrical potential energy

charge
The voltage or electrical potential is measured using a device called a voltmeter. Voltage is expressed in volts
(V). If you are using an analog voltmeter, the voltage reading is obtained through dial with a pointer, while a
digital voltmeter has a digital readout.
Page | 55
RESISTANCE
Current flows through a conductor with some degree of resistance. The flow does not depend on the voltage alone but also on how the
conductor resists the flow of electric charge. The opposition to the flow of electric charge is called resistance. Resistance is expressed in
ohms whose symbol is Ω, the Greek capital letter omega.
Some materials are more conductive than others. Thicker wires have less resistance, while longer wires have more resistance than
shorter ones. Temperatures are also affecting a wire's resistance. Increased temperature means increased resistance.
Wire resistance greater for:

1) Longer wires
2) Thinner wires
3) Higher temperatures
OHM'S LAW
Georg Simon Ohm is a German physicist and mathematician. He studied the relationship between current and
voltage. He found out that current and voltage are directly proportional to one another, and their ratio is equal to a
constant, R, which is the resistance of the material:
Resistance = Voltage
Current
Page | 56
CHECK POINT!
1. How much current flows through a lamp with resistance 90 Ω when it
is connected to a 220-V outlet?
2. What is the drop in voltage from the generator to the auditorium when a
current of 15 A is used and the resistance of the wires is 0.3 Ω?
Sample Problem:
If the resistance of the wire is 200 Ω and the
voltage is 110 V, what is the current flowing in 3. What is the resistance of a lamp which allows 0.8 A current when 110.0
the wire? V is applied to it?
Given: R = 200 Ω
V = 110 V
Find: I
Solution: I= 110 V
220 Ω
I= 0.55 A
Page | 57
ELECTRIC CIRCUIT
Any complete path for charges to flow is an electric circuit. For electrons to
move continuously, there must be a continuous and unbroken path for them to pass
through. A simple circuit is composed of a source, path (connecting wire), load, and
control.
1. source- this supplies the electrical energy. Batteries, solar cells, and
generators are sources of electric energy.
2. path- this serves as a passageway of electric energy. A wire is the primary
conducting path in a simple circuit. It connects the source and the load.
3. load- this converts electric energy to other forms of energy. Resistor,
lightbulbs, and home appliances are some examples of the load.
4. control- this serves as the means of controlling the amount of current that
flows in the electric circuit. Examples of control include switches and circuit breakers,
which regulate the flow of charge.
A circuit
connection can be
drawn schematically as
a circuit diagram.
Instead of drawing the
actual components in a
circuit, simple circuit
symbols can be used.
SERIES AND PARALLEL CONNECTION
Page | 58
An electric circuit whose components are arranged to allow current to flow through one
single path is referred to as a series circuit. The following rules govern this circuit:
1. The current in the circuit is constant. This means that the current in all parts of the
circuit is the same.
2. The total voltage in the circuit is equal to the sum of the individual voltages across
the components of the circuit.
3. The total resistance in a series circuit is equal to the sum of the individual
resistances.
A series connection is not typically used in a household circuit, because if any of the electrical appliances are broken, none of the other
appliances will function. Also, in a series circuit, if you increase the electrical devices in the connection, the current flowing through the entire
circuit is reduced due to the increase in resistance.
In a parallel circuit, there are multiple pathways by which current can flow. The connection of the
resistors (appliances) shows that there is a point in the circuit where the wires branch off from each other
the following rules govern the parallel circuit:
1. The voltage across all the branches in a parallel circuit is the same in each branch.
2. The total current in a parallel circuit is equal to the sum of the currents in each branch.
In a parallel circuit, when one bulb fails, the rest of the circuit continues to work. Voltage in each branch
is the same as the supply voltage; therefore, bulbs in parallel will each be as bright as a single bulb.
Electricity: Its Dangers at Home
Page | 59
Electricity is essential in our daily activities. It is used to make appliances and other electrical devices work. However, electricity also
poses a danger, which may lead to fire, injuries, and even death. Thus, proper handling and usage of electrical appliances and devices should
always be observed.
1. A multiple wire connection because of increased electrical components is known as octopus
wiring. Octopus wiring may cause or lead to circuit overloading. To prevent overloading, do not connect
many electrical loads to a single source
2. A short circuit occurs when the path of current in the circuit is "shortened." In this case, the
electrons flow in the portion with lower or no resistance instead of passing through the load. This, in turn,
causes overheating in the portion with low resistance. This may burn the cords of appliances or, worst, an
entire house.
3. In houses, safety devices are installed to prevent the hazardous effect of faulty electrical wirings.
Devices such as fuse, circuit breakers, and grounds are placed to remediate the effect of faulty electrical
wirings.
CHECKPOINT!
Page | 60
Fill in the blanks with words from the box.
battery circuit closed conductors

current fuse heat open
resistors short switch voltage
An electric _________________ is a flow of electricity though a material. Materials that allow electricity to flow through them are called
_________________. An electric _________________ is a path through which electric currents flow. To start the current flowing, circuit
needs a _________________ source such as a _________________.
Many circuits have a _________________, which is a device to open and close the circuit. When the circuit is _________________, the
electric current does not flow When the circuit is _________________, current does flow.
Circuits also have _________________, which are objects that resist the flow of electricity. Resistors can be used to transform electrical
energy into other forms of energy such as _________________ or light. A light bulb is a resistor that transforms electrical energy into light
energy.
Without resistors, electricity can travel too quickly through a circuit damaging the parts of the circuit. When this happens, it is called a
_________________ circuit. A _________________ is a safety device that prevents short circuits by breaking the circuit when too much
current is traveling through it.
Electric Circuits Crossword
Page | 61
1 2 3 4 Across
2 A safety device that breaks a circuit when too much current is flowing.
5
6 The unit that current is measured in (for short).
6 7
9 A material that doesn't conduct electricity well.
8
11 A material that conducts electricity will.
9 12 The flow of electrons through a material is called electric ___________.
14 An electric discharge from the sky to the ground during a storm.
10 11 16 A voltage supply used in flashlights and many toys.
17 The charge on a proton.
19 A device that will open or close a circuit.
12 13
Down
14 15 1 Kind of electricity resulting from a build-up of charged particles.
3 A type of circuit where current bypasses most resistance and large, dangerous
currents flow.
16
4 A switch that opens a circuit when too much current is flowing.
5 A device that resists the flow of electricity in a circuit.
17 18 7 A path through which electric current flows.
8 Electricity is the movement of
___________ through a conductor.
10 A circuit with more than one path through
19
which electrons can flow.
13 The charge on an electron.
15 A circuit with only one path through which electrons flow.
18 The unit that resistance is measured.
Let's try it!

Page | 62
ACTIVITY 1: STATIC ELECTRICITY

Note: this activity is best performed in an airconditioned room.
Materials: comb hair small pieces of paper
Procedure:
1. Cut out about ten pieces of tiny pieces of paper. Place them on the table.
2. Gently comb your hair several times.
3. Then bring the comb near the small pieces of paper.
4. Observe what happens.
Illustration: Show what happened to the small pieces of paper after the comb was brought near them.
Conclusion: Based on your observation, why did the small bits of paper behave that way? Use your understanding of the static charges.
ACTIVITY 2: ELECTRICITY AT HOME
Page | 63
One of the crucial discoveries in science that has brought a significant change in our lives is electricity. Electricity has many uses at home
and in different forms of business or industries.
Electricity is beneficial, but it can also be hazardous. However, the rate of electrical accidents has been reduced from the time electricity
was discovered. Many scientists have provided valuable information about electricity. Understanding electricity led experts to find ways of
using it safely. This led to the inventions of different electrical devices or materials that helped reduce the hazards in the use of electricity.
This activity will help you determine the safety features of the electrical system in your house.
Safety Uses/ functions Safety practices at home
Procedure: features/
1. With the help of your father or any devices
responsible adult who knows the electrical
system at home,
a. Make a list of the safety features of
the electrical installation in your home.
b. Determine the electrical safety
devices or materials used and their functions.
c. Find out the safety practices done
at home to avoid the dangers of electricity
d. Complete the given table.
e. Answer the Guide Questions.
Page | 64
Guide Questions:
1. How do you think your life would be without electricity?
2. Which do you think is the most important safety feature in your electrical installation at home? Explain.
3. How do you think your understanding of electricity will be put into good use?
Let's Wrap Up!

Page | 65
Exit Slip
Things I Learned Today …
3
Things I Found Interesting …
2
The question I Still Have …
1
Page | 66
1. A flow of charge in a conductor in a given time is called ____________.

A. current B. voltage C. resistance D. inductance
2. The SI unit for current is _______.

A. joule B. watt C. ampere D. volt
3. A material that resists the current in the conducting material is called ________.
A. resistor B. capacitor C. diode D. magnet
4. A device that measures the current in a circuit is called _________.

A. ammeter B. ohmmeter C. voltmeter D. rheostat
5. When one of the lightbulbs that are connected in series becomes busted, what happens to the other lightbulbs?
The other light bulbs will _______.
A. continue to glow C. will light up brighter
B. will not light up D. will dim
6. A device that measures the voltage across an electrical element and source is called ________.
A. ammeter B. ohmmeter C. voltmeter D. rheostat
7. Which of the following will you increase if you want to increase the flow of current in a circuit?
A. load B. resistance C. temperature D. voltage
8. How does resistance change if the length of the wire is increased?

A. increased B. decreased C. no change D. cannot be determined
9. Which of the following is a poor conductor of electricity?

A. cloth B. copper C. rubber D. water
10. What happens when a negatively charged body is placed near a positively charged body?
Page | 67
A. they will repel C. nothing will happen
B. they will attract D. not enough information is given
B. Directions: Solve the following problem. Show your solution and box your final answer with a correct unit.
1. A 220-V wall outlet supplies power to an infrared lamp with a resistance of 2500 Ω. How much current is flowing through the lamp?
2. A Walkman uses a standard 1.5 V battery. How much resistance in the circuit if it uses a current of 0.01 A?
3. An electric heater works by passing a current of 100 A through a coiled metal wire, making it red hot. Suppose the resistance of the wire is
1.4 Ω. What voltage must be applied to it?
4. What current flows through a hairdryer plugged into a 110 -V circuit if it has a resistance of 24.5 Ω.
5. A flashlight runs 2D- cells of 1.5 V each in series. The bulb is rated for 0.7 amps. What is its resistance?
Page | 68
REFERENCES (sorted per topic/ lesson)
 Religioso, T.F., Navaza Dc., Vengco L.G., You and the Natural World (teachers wraparound edition), K-12 ed Phoenix Publishing House, 2017
 Allas, I.F., Espinosa A. E., Lorenzo A. D., Discover Science 8, K-12 ed., DIWA Learning Systems, 2013
 Madriaga E.A., Narca, M.P., Mariano, J. M., Science Links, K-12 ed., Rex Book Store, 2020
 Abecilla, N, L., Alampay. A., Badilla D, B., Conceptual Science and Beyond 8, K-12 ed., Brilliant Creations Publishing, 2015
 https://images.app.goo.gl/b96AWCuMtscDBhHX7
 https://sciencing.com/ideas-for-mouse-trap-projects-12746541.html
MONITORING CARD
Subject_Grade Level_ Quarter No _Week Number_Section_Surname of Learner :

(SCIENCE_G8_Q1_Week1to8_)
Student Name: ________________________________ Email Address: ___________________________________
Timeline Lesson Hands-on Tasks / Scores in Lesson Exercises Parent's Signature

Activities in the module / Formative Assessments
Completed
Week 1 and 2 Checkpoint In Force and

Date of Completion: motion
Checkpoint in First Law of
Motion
Checkpoint in the Second
Newton's Laws of Motion Law of Motion
Page | 69
Checkpoint in the Third
Law of Motion
Activity 1: Magic Trick

Activity 2: Newton's on the
Road
Let's Wrap it Up
Let's check what you have

Learned
Week 3 Word Up
Date of Completion
Checkpoint in Work
Checkpoint in Work
(Problem Solving)
Checkpoint in Power
Checkpoint in Kinetic
Energy
Checkpoint in Potential
Work, Energy, and Power Energy
Activity 1
Activity 2
Activity 3
Page | 70
Let's Wrap it Up

Learned
Week 5 Venn diagram
Checkpoint in
Heat and Temperature Temperature conversion
Activity 1
Activity 2
Let's Wrap it Up

Learned
Week 6-7 Let's Get Started
Checkpoint in Ohms law
Checkpoint for fill in the

blanks
Checkpoint in the
Electricity crossword puzzle
Activity 1: Static Electricity
Activity 2: Electricity at
Home
Page | 71
EXIT SLIP
Let's Wrap it Up

Learned
Week 8 Quarterly Test
Page | 72

Science Gr. 8 1st QTR

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De La Salle Araneta University

Pioneer in Agricultural Sciences and Veterinary Medicine

Mr. Jann Andre Padua

Message to Lasallian Learners

PART OF THE MODULE WHAT DOES IT MEAN?

PART OF THE MODULE UNDER

1. Read all instructions carefully before doing each task.

For inquiries or feedback, please write or chat:

Name of the Teacher: Ms. HEILA IVY P. BUDOY

Official DLSAU email account of the Teacher: sheila.budoy@dlsau.edu.ph

Address of the school: 303 Don Salvador Araneta Campus, Victoneta

Vehicle The final displacement The final The vehicle was

Time Meets the deadline or

Let's talk about it!

Teacher: Based on the mentioned examples, force may be defined as a

2. A force causing an object to stop moving

3. A force causing an object to change direction

4. A force causing an object to change the speed

Teacher: Good job!

FIRST LAW: LAW OF INERTIA

B. Answer the following questions on the lines provided.

3. What is a force? ________________________________________________________________________________________

5. What is inertia? How are mass and inertia related? _____________________________________________________________

Teacher: Good job!

SECOND LAW: LAW OF ACCELERATION

Suppose you and your friends were asked to transfer

In doing so, you observe that the more people there

Teacher: Good job!

THIRD LAW: LAW OF INTERACTION

Examples of Action-Reaction Pairs

3. Action: Enclosed air pushes against the balloon wall outward

4. Action: In electric fan, the wind blows on you

1. Identify the pairs of action-reaction forces involving the bucket.

2. What are the balanced forces acting on the bucket?

3. What happens if the hand-on-bucket force increases? Explain.

4. What could you do to increase the Earth-on-bucket force?

5. State the third law of motion.

Teacher: Good job!

Let's TRY it!

1. Describe what happens to coin.

3. Explain what happens if you remove the card slowly.

Teacher: Good job!

ACTIVITY 2: NEWTON'S LAWS ON THE ROAD

ROAD SITUATION HOW NEWTON'S LAWS APPLY TO THE SITUATION

Teacher: Good job!

Let's WRAP Up!

Agriculture (garden, farm, plants...)

Animal Welfare (treatment or protection to pets or any animals)

Food security (availability, access, utilization..)

Teacher: Good job!

Let's CHECK what you have learned!

A. Directions: Encircle the letter of the correct answer.

1. For every action, there is an equal and opposite reaction.

2. The result of unbalanced forces.

4. Amount of matter in an object or a measure of the inertia of an object.

6. The force that opposes motion between two surfaces.

9. More mass means more _____________.

10. The acceleration due to gravity is equivalent to ____________.

2. What is the mass of a falling rock if it produces a force of 147.8 N?

C. Identify which law of motion is observed in the following situations.

_______3. The mas pushes the stationary car.

_______7. Wearing of seatbelts inside a car.

_______9. A riffle recoils when fired.

_ ENERGY _

1. 45 0C = 0F 4. 1085 K = _ 0C

2. 108 0C= 0C 5. 56.10 0F = K

2. 43 0F = _ 0C 7. 410.15 K = 0C

3. 65 0F = _ 0C 8. 212 K = ___ 0C

4. 31 0F = _ 0C 9. 620.15 K = _ 0C

5. 59 0C = _ K 10. 96 0C = ___ 0F