ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. LC CODE

Grade 8 1st QUARTER/FORCE, Week 1 Day 1 S8FE-Ia-17
MOTION & ENERGY

Name : ______________________________ Year & Section: ____________

TOPIC: Forces and Motion (Law of Inertia)

LEARNING COMPETENCY: The learners should be able to demonstrate how a body
responds to changes in motion.

Activity No.1
Investigating Inertia

I. OBJECTIVES

1. Demonstrate Newton’s first law of motion

2. Relate the law of Inertia to balanced and unbalanced force

II. LESSON OVERVIEW

Every object has the tendency to resist its motion. This property is called
inertia. This simply means that things cannot start, stop or change direction all by
themselves. This is the same with the car that moves in a constant speed to travel
with the same speed for a period of time, unless an external force is being added,
and do not change in its current motion. Inertia is responsible for the two scenarios
mentioned. On the next lesson, you will learn more about this principle as explained
by the Newton’s First Law of Motion or the Law of Inertia.
Newton’s first law seek to explain why an object move or stay in place from
its natural state. It’s about the object’s tendency to resist changes in its state of
motion. It is simply dependent on mass. However, a frictional force is required to
stop the motion.

III. A. MATERIALS

1hardbound book, empty glass or cup, 1peso coin (10pcs or more), 5peso
coin (1pc), cardboard, plastic ruler, a piece of thread (24inches at least), a
ballpen, a large size marble or pingpong ball.

B. REFERENCES
Campo, Pia C., et al. 2013.Science 8 Learner’s Module.pp.10-12
1
 Diana, Ronald., et. al. (2015).K-12 Curriculum Sequenced Based on K-12 2015
edition,Module 1, pp. 2-6.

Madriaga, EstrelitaA.,PhD., et al. 2017. SCIENCE LINKS Worktext for scientific

and technological literacy. Pp.2, 15-17

Ilkka Cheema. (2014, April 26). Newton’s law of motion with real life
examples. https://www.slideshare.net/mobile/icheema/newtons-law-of-
motion-with-real-life-examples

Rabago, Lilia M.,PhD., et al. Dynamic Science: An integration of physical

and biological sciences. Second edition, pp. 53-55

Santiago, Karen S., et al 2016. Exploring Life Through Science Series, pp. 170

IV. PROCEDURE

REMINDER: You can ask your guardian/parent for the assistance. Be careful
while enjoying the activity.

1. Prepare the materials needed for the activity.

2.Perform the different learning activities for 3-5 minutes.
3.Answer the questions entitled for each learning activity after you are
finished with the five stations.
Part 1: What breaks the thread?

Figure 1.1: A hanging pen

2
 1. Hang a pen by a piece of string as shown in Figure 1.1

Q1. Is the pen at rest or in motion?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Q2. Are there forces acting on the pen? If yes, draw the forces. You may use
arrows to represent these forces.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Slowly, pull the thread.

Q3. What happens to the pen?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What could have caused the pen’s motion?___________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Let the pen return to its vertical position and suddenly pull the thread.
Q4. What happened to the thread tied on the pen?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Gently pull the weight and let it swing back and forth. Follow the movement
with your hand, then suddenly stop the thread with your hand.

Q5. What happened to the thread? To the pen?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3
 Part 2. Balanced forces on a book

1. Place a book on top of a table as shown in Figure 2.

Figure 1.2: Book on top of a table

Q6. Is the book at rest or in motion?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Q7. Are there forces acting on the book?______________________________________
If yes, draw the forces acting on the book.

2. Let one member of your family push the book in one direction and another
member push it in the opposite direction at the same time with the same
amount of push (force).

Q8. Did the book move? How will you make the book move?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4
 Part 3. Let the ball roll
1. Place a marble or a pingpong ball on top of a table and let
it sit for some time. Observe.

Figure 1.3: A rolling ball

Q9. What happens to the ball?

______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
2. Push the ball gently to one side. Observe the motion of the
ball as it rolls down the table.

Q10. What makes the ball stop rolling at the same time?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Q11. Identify the force acting on the ball.
________________________________________________________________________
_______________________________________________________________________ _
________________________________________________________________________
Part 4. Coin Drop
1. Arrange the setup as shown in Figure 1.4.

Figure 1.4: A rolling ball

5
 2. Slowly pull the cardboard with your hand and observe what happens.
3. Arrange again the setup as shown. This time, quickly flick the cardboard with
your finger.
Observe again what happens.
Q12. What happens when you slowly pulled the cardboard? Explain.
_______________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________

Q13. What happens when you flicked the cardboard? Explain.

_______________________________________________________________________________
____________________________________________________________________________
_______________________________________________________________________________
Part 5. Stack of coins

Figure 1.5: Stack of coins

1. Stack the coins on a flat level surface. (Shown in Figure 1.5).
2. Slowly hit the coin at the bottom with the edge of the ruler.
Q14. What happens when you hit the coin at the bottom slowly? Why is this
so?
______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Quickly hit the coin at the bottom with the edge of the ruler.

Q15. What happens when you hit the coin at the bottom quickly?
_______________________________________________________________________________
_______________________________________________________________________________
Why is this so? ___________________________________________________________
_______________________________________________________________________________
6
V. ANALYSIS

1.How do you relate the law of inertia to the balanced and unbalanced force?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2.Illustrate a diagram showing Law of inertia in a balanced and unbalanced
force.

3. Describe the body’s responses to changing motions (balanced and

unbalanced force).
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VI. GENERALIZATION

How will you describe the motion of an object in a balanced and unbalanced
state?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VII. APPLICATION
How can you relate the Newton’s First Law of Motion or the Law of Inertia
in a milk that keeps swirling even after stirring?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

7
VIII. ENRICHMENT ACTIVITY

Inertia can be used to illustrate how objects tend to resist their initial state of
rest or motion.

TASK: Make a simple research of different objects/equipments( at least 3)

where there is a manifestation of the law of inertia. Explain how inertia is being
manifested.

(example. - car seat belt- it helps you keep in place during impact, the law said,
an object in motion remains in motion unless acted upon by unbalance force,
during in motion and the car suddenly stops, your body tends to be in motion or
abruptly lean inward, therefore, without
seatbelts, you may get serious injury, but because of seatbelts, you will be keep in
place.)

Rubrics
Content of the research paper (Well prepared, 3 points
comprehensive)
Explanation of the incorporation of the law of 3 points
inertia
Presentation(online learners) / Research 4 points
paper output(modular learners)
Total 10 points

Prepared By:
GERLIE Q. MATIC
Master Teacher II, Rizal National High School

Reviewed By:
ROSEMARIE Z. BURAYAG
EPS, Science

8
 ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. LC CODE

Grade 8 1st QUARTER/FORCE,MOTION Week 1 Day 3 S8FE-Ia-15
& ENERGY

Name : ______________________________ Year & Section: ____________

TOPIC: Forces and Motion (Law of Acceleration)

LEARNING COMPETENCY: The learners should be able to 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.

Activity No. 2
Push Me and I’ll Go Far Away From You

I. OBJECTIVES

1. Compare the acceleration when there is different force applied in the same
amount of mass
2. Describe how the net force acting on an object affects its acceleration in
different masses

II. LESSON OVERVIEW

Force can cause change in motion of an object. Every time that there is
change in motion, there will be acceleration of an object. If it is at rest, it will start
to move. If it is moving at constant speed, if force is applied, there will be a change
in speed.
Newton’s second law of motion combines the fundamental quantities like
acceleration, force and mass. It is also associated with a change in speed. In this
case, how can force and increasing or decreasing mass affect acceleration?

III. A. MATERIALS
3 books of different masses (preferably hardbound)

B. REFERENCES
Campo, Pia C., et al. 2013.Science 8 Learner’s
Module.pp.12-17

9
 Diana, Ronald.,et al.(2015).K-12 Curriculum Sequenced
Based on K-12
2015ed.,Module 1,pp. 2-6.

Madriaga, EstrelitaA.,PhD., et al. 2017. SCIENCE LINKS Worktext for

scientific and technological literacy. Pp. 2, 19, 41, 66-67

Ravi4158. ( 2019, June 21). Ten real life examples of Newton’s second law of
motion. https://brainly.in/question/10656763#readmore

The Physics Classroom. (n.d). Newton’s second law of motion.

http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-
Second-Law

IV. PROCEDURE

Prepare the materials needed for the activity.

Mark the book as Book 1,2 1nd 3 from the least mass to the greatest.

CAUTION: Take extra care when pushing the book!

Set-up 1: “Pushing at different level”

1.Get the book with mark number 1 and place it on top of a table.
2.Gently push it with your one hand.

Q1. What happens to the book? Describe its motion.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3.Return the book to its initial position.
4. This time, push the book twice as hard.
Q2. Describe the motion of the book.
____________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
5.Again, return the book to its initial position and push it three times harder.
Q3. How do you describe the motion of the book?
_____________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________

10
 Figure 2.1:Pushing object with the same mass

Set-up 2:“ I’ll push you, till you move on”

1.Place the book with mark number 1 on top of the table.

2.Push it with your hand.
3.Replace book number 1 with book number 2, again push it exerting the same
force
.
Q4. Compare the its motion to book 1.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4.This time, replace book 2 with book 3 and push it exerting the same amount of
force.

Q5. What do you observe with regards to its motion?

______________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________________

Figure 2.2: Pushing object with different mass

11
V. ANALYSIS

1. How do you describe the net force acting on an object’s acceleration

with respect to its masses?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. How do you compare the acceleration when there is different force

applied in an object of the same mass?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VI. GENERALIZATION

State the relationship between the mass of an object, its acceleration and
the force applied.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

For additional information, you can visit and watch a short video clip.
A Force changes motion, position, direction, shape, size of objects/force/
physics. @https://youtu.be/uTvCnHlzdFI

VII. APPLICATION

Choose one and give the significance of the law of acceleration from the
given situation.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

12
VIII. ENRICHMENT ACTIVITY

Choose only one from the following activity.

1.Make an illustration of the second law of acceleration showing relationship

between force,
mass and acceleration with proper markings.
For reference, you can visit: https://images.app.goog.gl/FnoGHTZc5hpbciN7
2.Sketch note graphic organizer.
For reference, you can visit: https://images.app.goog.gl/3hejTubZW2bEZ9ZLA
3.Interactive notebook with lessons on the law of acceleration showing the
relationship between force, mass and acceleration .
For reference, you can visit:
https://mathsciencewarrior.weebly.com/uploads/6/3/9/4/63947423/law2_1_orog.j
pg

13
 Criteria Description Score
4 3 2 1
Content Accurate. Appropriate Poor explanation No analysis of
the
accuracy Well prepared/ details are of the concept. topic. No
comprehensive. included. explanation.
No
Insights are Adequate markings.
present. explanation.
Concepts
are fully
explained.
Creativity and Visually and Effort were Tried to engage Did not catch
appearance aesthetically shown but not audience but did attention
engaging/ enough to hold not stimulate
appealing. attention

Relevance Establish its clear Established a Attempt to Failed to

and establish
organization purpose purpose that is establish a the purpose
quite relevant. purpose but not
relevant
On-line Overall Contained Contain errors, Not prepared,
Presentation presentation errors but not presentation
of was
output / effective, interfere with showed an
Actual output the attempt of
( collected presentation/ originality and
upon the actual output inventiveness,
date
of slightly affects the
agreement) output.

Rubric for the enrichment activity

Prepared By:
GERLIE Q. MATIC
Master Teacher II, Rizal National High School

Reviewed By:
ROSEMARIE Z. BURAYAG
EPS, Science

14
 ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. LC CODE

Grade 8 1st QUARTER/FORCE,MOTION Week 2 Day 1 S8FE-Ia-16
& ENERGY

Name : ______________________________ Year & Section: ____________

TOPIC: Forces and Motion (Law of Interaction)

LEARNING COMPETENCY: The learners should be able to infer that when a body exerts
a force on another an equal amount of force is exerted
back on it.

Activity No. 3
Receive what you give!

I. OBJECTIVES

1. Compare two interacting forces in terms of magnitude and

direction
2. Describe the action and reaction force that acts in an object

II. LESSON OVERVIEW

Have you seen a rocket ship that takes off? Are you not wondering how this
rocket ship can move upward? The next activity will let you investigate the science
behind how rocket ship can move upward. You will know more about this principle
they called as the Newton’s Third Law of Motion or the Law of Interaction.
The Law of Interaction gives a very simple but great knowledge of how forces
interact with one another. One object serves as the source of action force and the
other object acts as a source of reaction force. These two forces always come in
pairs, having the same magnitude but opposite in direction.

A. MATERIALS
A balloon
B. REFERENCES:
Campo, Pia C., et al. 2013.Science 8 Learner’s Module.pp.12-17

CrashCourse. ( 2016, april 29). Newton’s law: Crash course Physics #5.
https://youtu.be/kKKM8Y-u7ds

15
 Diana, Ronald., et. al. (2015).K-12 Curriculum Sequenced Based on K-12 2015
edition,Module 1, pp. 2-6.

Ilkka Cheema. (2014, April 26). Newton’s law of motion with real life
examples.
https://www.slideshare.net/mobile/icheema/newtons-law-of-motion-
with-real-life-examples

Santiago, Karen S., et al 2016. Exploring Life Through Science Series, pp. 172

The Physics Classroom. (n.d). Newton’s second law of motion.

http://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-
Third-Law

IV. PROCEDURE

CAUTION: Be careful when moving around

1. Get your balance and push the wall as hard as you can as shown in figure 2.1

Figure 3.1: A girl pushing the wall

Q1. Describe the force you exerted against the wall and how the wall exert
force against you.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

16
2. Try to move, walk or run around.

Figure 3.2: A girl walking around

Q2. What do you think is the reason why we can do the tasks?
_______________________________________________________________________________

__________________________________________________________________________________
_______________________________________________________________________________

3. Get a balloon, gently release the air inside it, while doing so, release also the
balloon.

CAUTION: The balloon may fly away and may hit someone.
Keep the air that rushes out away from your face.

Figure 3.3: A balloon with air Figure 3.4: A balloon while air is
inside it rushing out

Q3. What happens to the balloons?

______________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________

17
4. Study the table below:

Table 2.1: Comparison between Law of Interaction and Balanced Forces

Action-Reaction Forces Balanced Forces

Two forces are equal in size.
Two forces are opposite to each
other in
terms of direction.
Two forces have the same line of
action.
Action acts on one object, while
reaction acts on another object
Two forces are equal in size.
Two forces are opposite to each
other in
terms of direction.
Two forces act along the same
line.
Two forces act upon the same
object.

Q4. In your own words, sum up the differences between the law of
interaction and balanced force.
__________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

V. ANALYSIS

1. How do you compare the two interacting forces in terms of magnitude and
direction?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Illustrate a diagram showing action and reaction force between:

a. You against the wall.

18
 b. Air inside the balloon that rushes out and the balloon itself.

c. You while walking/running and the ground.

VI. GENERALIZATION

Make a conclusion that the law of interaction does not cancel out forces
between two interacting body.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VII. APPLICATION
Choose one and describe the interaction that takes place.

1.A rolling bowling ball when it hits the pins.

2.Hammer as it hits the nail.

3.Rockets are propelled forward by expelling their exhaust gas backward.

4.A basket of fruits on a weighing scale.

5.When you dive off a diving board.

AFFECTIVE APPLICATION:
Think about this:
“Do unto others what you want others do unto
you” Matthew 7:12 – The Golden Rule

19
12
 For additional knowledge, you can visit and watch a short video clip;
Newton’s Third Law of Motion (Real Life example) @
https://youtu.be/sCzXaYa-apQ

VIII. ENRICHMENT ACTIVITY

Draw a poster showing action – reaction forces.

Rubrics for Poster, slogan, etc.

Content 40%
(Concepts are fully Explained)
Online Defense/ written Defense 40%
(Meaning and essence of the work)
Impact 20%
Total 100%

Prepared By:
GERLIE Q. MATIC
Master Teacher II, Rizal National High School

Reviewed By:
ROSEMARIE Z. BURAYAG
EPS, Science

20
 ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. LC CODE

Grade 8 1st QUARTER/FORCE,MOTION Week 2 Day 3 S8FE-Ia-15
& ENERGY
Name : ______________________________ Year & Section: ____________

TOPIC: Forces and Motion

LEARNING COMPETENCY: The learners should be able to relate the Laws of Motion
to bodies in a uniform circular motion.

Activity No. 4
Circular Motion
I. OBJECTIVES

1. Relate the Law of Acceleration to uniform circular motion

2. Describe the direction of the motion in a uniform circular motion

II. LESSON OVERVIEW

Have you experienced watching a show they call as the Wall of Death in
which a man riding in motorcycle move quickly in circular wall without falling? Can
you pick a marble using only an inverted wine glass? Yes! You can pick a marble
using an inverted wine glass. This is possible because of the acceleration in a
uniform circular motion. You will find out more about this principle in the next
activity.
Force is needed to keep an object at constant speed using the law of
acceleration. For the circular motion, the force pulls the object toward the center
of the circle; yet, it does not affect the object’s speed, only the direction of the
motion as it moves. For uniform circular motion, how does it maintain the circular
path?

III. A. MATERIALS
Soft wire dress hanger
Penny (peso coin)

B. REFERENCES
A to Z School Study with science. (2018, November 22). Centripetal and
Centrifugal Force. https://youtu.be/Ajk352yc_Cs
Campo, Pia C., et al. 2013.Science 8 Learner’s Module.pp.17-18

21
 Madriaga, EstrelitaA.,PhD., et al. 2017. SCIENCE LINKS Worktext for
scientific and technological literacy. Pp. 31-35, 41

Planet Nutshell. (2014, May 05). Centripetal Force.

https://youtu.be/KvCezk9DJfk

Rabago, Lilia M.,PhD., et al. Dynamic Science: An integration of physical and

biological
sciences. Second edition, pp. 57

The Physics Classroom. (n.d).Class / circles.

http://www.physicsclassroom.com/class/circles

IV. PROCEDURE

REMINDER : Peso coin might fly away, and it may hit someone.

Set-up 1 : Coat hanger in action!

1. Pull the middle of the longest straight part of the hanger out and shape
it into a long narrow shape as shown in the picture.

2. Let the hanger hang on any of your finger (of your convenience) and place
a penny on the end of the wire.

3. Start to swing the coat hanger slowly back and forth.

Q1. Would the coin still stick to the hanger?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Q2. What do you think is the reason why the coin still sticks on to the hanger?
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________

4. Swing again, this time do the full hoops.

22
 Figure 4.1: Preparation of Figure 4.2: Inserting coin Figure 4.3: Coat hanger
coat hanger material in the coat hanger swinging back and
forth

Q3. Would the coin still stick to the hanger?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Q4. What do you think is the reason why the coin sill stick or not to the
hanger?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

5. Swing it slower while in full hoops and try to catch the coin.

Q5.Describe the motion of the coin

_______________________________________________________________________________
_______________________________________________________________________________
_____ _________________________________________________________________________

Q6. Illustrate the direction of the coin.

23
 Set-up 2: Let’s play whirling!

REMINDER Object may fly away, and it may hit someone

1.Tie a pen (or any object that can be use in whirling) in a piece of string
approximately 24 inches.
2.Whirl it horizontally above your head.

Figure 4.5: Centripetal force for object

Q7. Observe what happens.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. Continue whirling it then make a sudden release.

Q8. What have you observe when you release the object?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Q9. Describe how the objects’ travel upon release?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
V. ANALYSIS

1. How does acceleration acts in an object?

_______________________________________________________________________________

24
______________________________________________________________________________
______________________________________________________________________________
2. Illustrate the direction of the motion of an object when a net force is applied.

3. According to the first law of motion, if there is no net force acting in an

object, the object in a circular motion will continue to move straight and fly off
tangential to the path. Therefore, what is the importance of the net force in a
string?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Explain briefly its relation to centripetal force.
a. Kinematics
______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

b. Tangential direction/ speed

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VI. GENERALIZATION

1. How can you relate the laws of motion to the direction of the force in a
circular motion?
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________

2. What is centripetal force?

_________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

25
 If the object in uniform motion is accelerating towards the center of the circle,
why does it maintain a circular path at a constant radius and never get
closer to the center?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

VII. APPLICATION

Choose only one and explain the uniform circular motion in the following
statement:
1. Earth’s gravitational pull on the moon.

2. A runner, who goes around the curve, leans inward.

3. Roads banking in curve areas (or in blind curve)

4. A merry-go-round horses that are farther from the center travel a longer
distance than the ones in the middle.

26
VIII. ENRICHMENT ACTIVITY
Choose any of the two activities:

A. Make an illustration of a body’s motion in a circular path. (Use arrows

to indicate the direction of the path)
Rubric
Criteria Description Score
4 3 2 1
Concept Accurate. Not completely Some points are Not
prepared,
Organization Well prepared prepared, inaccurate, concepts
were
& lacking
mechanics

Arrow Establish its Established a Attempt to Failed to

clear
direction direction direction that is establish a establish the
quite relevant. direction but direction
not
relevant
Presentation Presentation Contained errors Presentation Trying to
was
(for online effective but not interfere showed an present but
learners) with the attempt of failed to
presentation originality and explain the
inventiveness concept.
Output (for Creativity is Effort were Tried to engage Did not
shown catch
modular visually but not enough audience but attention
engaging/ to did
learners) appealing hold attention not stimulate

B. Compose a 2 to 3 stanza poem, song or spoken poetry indicating the

different terms below.
Acceleration Inertia Interaction Uniform circular motion

fly off inward Straight line Tangential direction

Centripetal force Net Circular path Tangential speed

force

27
 Rubric
Criteria Description Score
4 3 2 1
Concept, Accurate. Not 4-6 Not prepared,
words/phrase
Organization Well prepared/ completely were used, concepts were
10- some are
and 12 words/phrase prepared, 7-9 inaccurate, lacking, 1-3
mechanics were used. words/phrase words/phrase were
no mechanical were used used.
errors contained
mechanical
errors
Creativity Visually and Effort were Tried to engage Did not catch
and appeal aesthetically shown but audience but attention
did not
engaging/ not enough stimulate
to
appealing hold attention
with props,
etc.
Relevance Establish its clear Established a Attempt to Failed to establish
establish
purpose purpose that a purpose but the purpose
not
is quite relevant
relevant.

Presentation Overall Contained Contain errors, Not prepared,

presentation was errors but not presentation
showed
effective, interfere with an attempt of
the originality and
presentation inventiveness
NOTE: Presentation is recommended at the learners ‘most convenient time of the day
but not exceed beyond the grading period.

Prepared By:
GERLIE Q. MATIC
Master Teacher II, Rizal National High School

Reviewed By:
ROSEMARIE Z. BURAYAG
EPS, Science

28
 ACTIVITY SHEET IN SCIENCE

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. LC CODE

Grade 8 1st QUARTER/FORCE,MOTION Week 3 Day 1 S8FE-Ic-20
& ENERGY

Name : ______________________________ Year & Section: ____________

TOPIC: Work, Power and Energy

LEARNING COMPETENCY: The learners should be able to identify situations in which
work is done and in which no work is done

Activity No. 5
Is there work done?

I. OBJECTIVES:

1.Identify whether the situations shown represent examples of work .

2.Explain if work is done in situations presented.

II. LESSON OVERVIEW

Sometimes, while working, you might probably hear someone saying, “I exert
a lot of effort, but I’ve done nothing”, or something is done, but nothing seems to
be happening. In layman’s term, work has many meaning but in Physics, the
concept might be new to you.
The term “work” in Physics is not the usual word you hear when someone has
a job or a task to be done. Work is a quantity that measures the amount of force
in a certain distance. On the next activity, you will learn how to determine whether
there is a work done in a specific scenario.

III. A.MATERIALS:
Pictures of situations that represent examples of work is done and no work is
done.

B. REFERENCES:

Campo, Pia C., et al. 2013.Science 8 Learner’s Module.pp.21-23

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 Henderson, Tom. (2013). Work and energy. Retrieved from
https://itunes.apple.com/us/book/work-and-energy/id611940649?mt=13

Hewitt, P.G. (2002). Conceptual physics. USA: Prentice-Hall, Inc. Saddle River,
New Jersey.
Kirkpatrick, L.D., & Wheeler, G.F. (1998).Physics: A world view. Forth Worth:
Saunders
College.

Rabago, Lilia M.,PhD., et al. Dynamic Science: An integration of physical

and biological sciences. Second edition, pp. 60-61

IV. PROCEDURE:

1. Tell whether the situations shown below represent examples of work.

2. Identify the one doing the work and on which object the work is done.
3. Write in your activity notebook your answers and explanations.

1. A girl pulling her cart. 2. A man lifting a box to be placed on a table.

3. A girl carrying a bag walking down a 4. A mango fruit falling from a branch
street

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V. ANALYSIS:

Q1. In picture 1, who does the work? Determine the direction of the force
exerted by the girl in pulling the cart.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Q2. In picture 2, is there work done? Determine the direction of the force
exerted by the man.
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Q3. In picture 3, is there work done? Why do you think so?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Q4. In picture 4, is there work done? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

VI. GENERALIZATION:

When do you say that work is done and no work is done?

_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________

VII. APPLICATION:

Your teacher asks you to push the table across the room so that your
classmate can be able to clean its underneath, you exert forward force and the
table moves forward. Have you done work? Explain your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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VIII. ENRICHMENT ACTIVITY:

Create a 3D model using recycled materials showing a man pushing a

stationary wall. Then, on its base, write a simple explanation whether there is
a work or there is no work done illustrated by the model.

Rubrics for 3D model

Creativity 30%
Appearance of the 30%
miniature model
Scientific Explanation 40%
Total 100%

Prepared By:
GERLIE Q. MATIC
Master Teacher II, Rizal National High School

Reviewed By:
ROSEMARIE Z. BURAYAG
EPS, Science

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