Grade 8 Science LAS

8
SCIENCE
FIRST QUARTER
LEARNING ACTIVITY SHEET
Republic of the Philippines
Department of Education
COPYRIGHT PAGE
Learning Activity Sheet in SCIENCE
(Grade 8
Copyright © 2020
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i
Table of Contents
Page
Competency
number
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 ..................... 1
Infer that when a body exerts a force on
another, an equal amount of force is exerted
back on it ..................... 20
Identify and explain the factors that affect
potential and kinetic energy
..................... 33
Investigates the effect of temperature to the
speed of sound
..................... 45
Explain the hierarchy of colors in relation to the
energy of visible light
..................... 57
Differentiate between heat and temperature at
the molecular level
..................... 68
Infer the relationship between current and
voltage
..................... 78
Explain the advantages and disadvantages of
series and parallel connections in homes
..................... 100
Explain the functions of circuit breakers, fuses,

earthing, double insulation, and other safety
devices in the home
..................... 112
ii
SCIENCE 8
Name of Learner: ______________________________ Grade Level: _________________
Section: ______________________________________ Date: _______________________
LEARNING ACTIVITY SHEET Force and Motion
Background Information for the Learners:

In your Grade 7, you described the motion of objects in terms of distance, displacement,
speed, velocity, and acceleration. As you remember, distance is the total length of path
travelled. Displacement on the other hand is the shortest distance the object makes with
respect to the reference point. In other words, distance is measured by virtue of the object’s
path, while displacement is measured by virtue of the object’s final position with the point of
reference.
The time rate at which an object changes distance is speed. Speed tells us how fast the object
is going. When the speed of the object is zero, it means that the object is at rest. When the
speed of an object has a magnitude equal to any number, it means that the object is moving.
The time rate of change in displacement is velocity. Velocity describes how fast the object
changes position with respect to the reference point. Zero velocity may mean two things. It
may be that the object is at rest or it is moving but is located just right where the reference
point is at that instant of time! Just like when you are running around the oval or making a U-
turn and returned to the spot where you started.
Objects do not usually travel in uniform speed or uniform velocity. This means, velocity
changes over time. Objects usually speed up or slow down. Acceleration tells how fast an
object changes its velocity.
When the acceleration of the object is zero, it means that the object is in equilibrium
condition or a state of balance. In other words, the object may not be moving (static
equilibrium), or the object is moving at constant velocity (dynamic equilibrium). When this
equilibrium condition is disturbed, the object’s state motion is also disrupted. An object that
is initially at rest may now begin to move. Similarly, an object that is initially moving at
constant speed or constant velocity may speed up, may slow down, or may change direction.
In other words, the object accelerates.
What causes these changes in an object’s motion and how does it affect acceleration? These
are the things that we will investigate through this learning activity sheets.
Learning Competency with Code:

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. (Quarter 1, Week 1, S8FE-Ia-15)
1
Activity 1. Loop-a-Word
Directions: There are 15 words related to motion which are hidden in the box below. Locate
and encircle them.
M E R N N I W J F W G N E W T O N Q U E
A I F O R C E K H E M S C K H V D W A R
G R O S D G I C U I N T E A C T I O N J
N A P K F S G M T G U A M L Z X C E G B
I F U J N U T Y N H V S Y Q F K M S V T
T M L R D X H Q I T W J N M U L A L O E
U C L S I Z U K I X K V A I Z J S D X N
D G P Y W O G H V T E Q W W A Y S H N S
E F B N O R M A L G G U R T S D G P Q I
H V K V G C C R B B W F K M B I M T W O
I E M G E K U I L I B R O U M R N X V N
R C R S W K F S X U V P L X V E N P O I
Q T I N E R T I A N G S L M W C P A J F
B O P M J Y R L E H K J E N I T L H H R
M R E H L A I Z T A L H O L J I Y H E I
T Q F X T P D G R K Q S B X L O G M D C
Y W A C C E L E R A T I O N P N E D F T
R N M J Z Q D S N Z J F R S C B F I A I
L I N E O F A C T I O N D W O C Z U Z O
T C U W H V D Y J X Q I B P U S H S J N
Activity 2. What can Force Do?

Directions: Have you experienced playing football or have you ever watched a football game?
Study the picture below and answer the questions that follow.
2
1. In a football game, what is exerted on the ball as the player kicks it?
_____________________________________________________________________
2. If the football is initially at rest, what happens to its speed as the player kicks it?
_____________________________________________________________________
3. While the football is rolling on the ground, does the surface of the ground offer an
opposite force on the ball? _______________________________________________
4. What is this force exerted by the ground surface on the ball?
_____________________________________________________________________
5. What is the effect of this force to the football’s speed?
_____________________________________________________________________
6. How about when another player blocks a flying football. Does the player exert a force
on the ball? ___________________________________________________________
7. What is the effect of this blocking force to the football’s speed?
_____________________________________________________________________
8. What is the effect of this force to the football’s direction of travel?
_____________________________________________________________________
Activity 3. Complete the Message

Directions: Fill in the spaces to complete all the statements inside the box. Each space
corresponds to a letter.
Force is any __ __ __ __ __ __ __ __ __ __ __ that causes change in an object’s motion. It

is caused by either __ __ __ __ or__ __ __ __. Force is a vector quantity with three
characteristics. These are line of action, __ __ __ __ __ __ __ __ __, and __ __ __ __ __
__ __ __ __.
The SI unit of force is the __ __ __ __ __ __. It is denoted in symbol by capital
letter __. It is defined as the amount of force that causes a one-kilogram mass object an
acceleration of one meter per second squared in the direction of the force. The expanded
form of this unit is __ __ ▪ __ / __ 2.
Activity 4. Balanced Force

Normally, there are more than one forces acting on an object. When two or more
forces act on an object, they add up algebraically to get the combined effect of the forces
called Resultant Force or Net Force.
3
Directions: A free-body diagram (FBD) illustrates the forces acting on an object to
determine the resultant force. Interpret the free-body diagrams below and answer the
questions that follow.
A. Tension
A pendulum is suspended at a certain height. The string exerts tension on the bob with
a force of 0.01 N. The weight of the bob is also 0.01 N.
String
Tension = 0.01 N
Pendulum bob
Weight = 0.01 N
1. What are the two forces acting on the bob? __________________________________
2. What is the direction of each force? ________________________________________
3. Using the Cartesian coordinate plane (x-y coordinate plane) what is the sign of an
upward force? _________________________________________________________
4. Using the Cartesian coordinate plane (x-y coordinate plane) what is the sign of a
downward force? ______________________________________________________
5. With positive and negative signs affixed with the upward and downward forces,
respectively, add the two forces together. F net = F1 + F2
_________________________________________________________________________________________
6. If the Fnet on the pendulum is equal to zero, will the bob swing sideways? __________
7. If the Fnet on the pendulum is equal to zero, will the bob move upward? ___________
8. If the Fnet on the pendulum is equal to zero, will the bob move downward? _________
9. Are the two forces acting on the pendulum balanced? __________________________
10. What is the Fnet when forces are balanced? __________________________________
B. Normal
A box weighing 20 N is placed on top of a table. The table supports the weight of the box
with an upward normal force of 20 N.
4
Box Normal = 20 N
Table
Weight = 20 N
1. What are the two forces acting on the box? __________________________________
2. What is the direction of each force? ________________________________________
3. Which force takes a positive sign? _________________________________________
4. Which force takes a negative sign? ________________________________________
5. With positive and negative signs affixed with the upward and downward forces,
respectively, add the two forces together. F net = F1 + F2
___________________________________________________________________
6. If the Fnet is equal to zero, will the box slide sideways? ________________________
7. Are the two forces acting on the box balanced? ______________________________ 8.
What makes the forces balanced? Describe their magnitude and direction.
_____________________________________________________________________
_________________________________________________________________
C. Friction
A load is pushed to the right along a horizontal floor with a force of 50 N. Static
friction acts towards the opposite direction with a frictional force of 50 N. Load
Static Friction = 50 N F 1= 50 N
Floor
1. What is the net force or resultant force, Fnet? ___________________________
2. Are the two forces acting on the load balanced? ________________________
3. Will the box move because of balanced forces? ________________________
Balanced forces on objects that are initially at rest illustrate the first fragment of
Newton’s First Law of Motion or the Law of Inertia. Complete the statement of the Law of
Inertia for objects that are initially at rest. Write the correct group of words on the blank..
When forces are balanced, objects at rest will _________________.
Activity5. Unbalanced Force

Directions: Read and analyze the given situations and the free-body diagrams below. Answer
the questions that follow.
5
A. A load initially at rest is pushed to the right along a horizontal floor with a force of
50 N. Starting friction acts towards the opposite direction with a frictional force of 20 N.
Load
Starting Friction = 20 N F 1= 50 N
Floor
1. What is the magnitude of the resultant force or Fnet? ___________________________
2. What is the direction of the net force? ______________________________________
3. Are the forces balanced? ________________________________________________
4. Will the load move? ____________________________________________________
5. In what direction will the load move? ______________________________________
B. A boy pushes a toy car at the back with a force of 2 N, to the right. Another
boy applies a force of 3 N to the right by pulling a string attached in front of the toy. The
sliding friction is 2 N to the left.
Toy car 1 F=2N

Friction = 2N F2 = 3 N
Floor
1. What is the magnitude of the resultant or net force? _____________________
2. What is the direction of the resultant force? ____________________________
3. Will the toy car move? In what direction will it go?
______________________
_______________________________________________________________
C. A ball rolling along a horizontal floor in a straight line path with a constant
velocity of 2 m/s is kicked with a force of 5 N to the right. Rolling friction between the
surfaces of the ball and the ground is 2.5 N
6
Ball
F1 = 5 N
Floor
Friction = 2N
1. What is the magnitude of the net, resultant force? _______________________
2. What is the direction of the net, resultant force? ________________________
3. What is the velocity of the ball before it was kicked? ____________________
4. What is constant velocity? Does it speed up, slow down, or remain the same?
_______________________________________________________________
5. What is expected to happen to the speed of the ball after the kick?
_______________________________________________________________
6. What causes any change in the state of motion of the ball?
_______________________________________________________________
Complete the statement of Newton’s First Law of Motion or the Law of Inertia.
Objects at rest will remain at rest. Objects in motion will continue to __ __ __ __ in a

__ __ __ __ __ __ __ __ line path with a __ __ __ __ __ __ __ __ speed, unless acted upon by
a net force or __ __ __ __ __ __ __ __ __ __ force.
Activity 6. Effect of Force to Acceleration

Directions: Investigate how different amounts of force affect the object’s acceleration
differently by examining the given situations below. Answer the questions that follow.
7
A. Two wooden carts below having the same mass of 2 kilograms are lying on a
frictionless horizontal floor. The first cart is pushed with a force of 2 N to the right,
while the second cart is pushed with a force of 4 N to the right.
Cart 1
Fnet = 2 N
Frictionless Floor
Cart 2
Fnet = 4 N
Frictionless Floor
1. What is the effect of Fnet on both carts? _____________________________________

2. Which of the two carts will gain greater velocity? _____________________________
3. Which of the two carts will accelerate faster? ________________________________
4. How many times faster will one cart accelerate compared to the other? ____________
5. What happens to the acceleration of the cart when the force applied to it is doubled?
_____________________________________________________________________
B. Another cart is now placed on the same floor. Cart 3 has the same mass of 2
kilograms with Cart 1 and Cart 2. A force of 8 N to the right is exerted to it.
Compare the effect of this force with the first two carts. Answer the questions that
follow.
Cart 3
Fnet = 8 N
Frictionless Floor
1. How much greater is the net force on cart 3 compared to cart 1? _________________
2. How much faster will cart 3 accelerate, compared to cart 1? ____________________
3. How much greater is the net force of cart 3 compared to cart 2? _________________
4. How much faster will cart 3 accelerate, compared to cart 2? ____________________
5. When net force is increased, what happens to the acceleration? __________________
6. What is the relationship of net force and acceleration? _________________________
____________________________________________________________________
At this point you should be able to state the effect of net force to the acceleration of
an object. This is the first fragment of the statement of Newton’s Second Law of Motion or
the Law of Acceleration!
8
Encircle the correct term enclosed in the parenthesis to complete each statement in the box
below.
Acceleration is (directly, inversely) proportional to net force. This means that increasing the
net external force applied to an object will (decrease, increase) the object’s acceleration.
When force is doubled, acceleration is (doubled, halved).When force is decreased four
times, acceleration (increases four times, decreases four times).
Activity 7. Effect of Mass to Acceleration

Directions: Investigate the effect of mass to an object’s acceleration by examining the given
situations below. Answer the questions that follow.
A. Two wooden carts lying on a frictionless horizontal floor are pushed with equal
amount of force of 10 N to the right. The first cart has a mass of 5 kg, while the
second cart has a mass of 10 kg.
9
Cart 1 mass = 5 kg
Fnet = 10 N
Frictionless Floor
Cart 2 mass = 10 kg
F net = 10 N
Frictionless Floor
1. Which of the two carts will gain greater acceleration? _________________________ 2.

How many times the acceleration of one cart as compared to the other cart be?
_____________________________________________________________________
3. What affects the difference in the acceleration of the two carts? __________________
4. What happens to the acceleration of the cart when the mass is doubled?
_____________________________________________________________________
B. Another cart is placed on the same floor as shown below. The same amount of force as
Cart 1 and Cart 2 is applied to Cart 3. The mass of Cart 3 is 20 kilograms. Compare
the effect of this mass to acceleration with the other carts. Answer the questions that
follow.
10
Cart 3
mass = 20 kg
F net = 10 N
Frictionless Floor
1. How much greater is the mass of cart 3 as compared to cart 1? __________________

2. How much slower will cart 3 accelerate as compared to cart 1? _________________
3. How much greater is the mass of cart 3 as compared to cart 2? __________________
4. How much slower will cart 3 accelerate as compared to cart 2? _________________ 5.
When the mass of the object is increased, what happens to its acceleration?
_____________________________________________________________________
At this point you should be able to state the effect of mass to the acceleration of an
object. This is the second fragment of the statement of Newton’s Second Law of Motion or
the Law of Acceleration!
below.
Acceleration is (directly, inversely) proportional to mass. This means that increasing the
mass of an object will (decrease, increase) the object’s acceleration. When mass is
doubled, acceleration is (doubled, halved). When mass is decreased four times,
acceleration (increases four times, decreases four times).
Activity 8. Applying Newton’s Second Law of Motion

Newton’s second law of motion or the Law of Acceleration can be summarized by the
equation:
11
2
Where: is the acceleration of the object in m/s ; is the net external force in
newtons (N) ; and, m is the mass of the object in kilograms (kg).
Directions: Apply this formula in solving the following problems. Show your complete
solution.
1. A 5 kg object is pushed along a frictionless floor with a force of 3 N. What is the
acceleration of the object?
2. How much force is needed to cause a 2 kilogram object with an acceleration of 6 m/s2?
3. What is the mass of an object accelerated at 4 m/s2 by a force of 20 N?
4. A cart with a mass of 8 kilograms is pulled along a horizontal rough surface with a
force of 56 N. The floor offers a rolling friction of 16 N on the wheels of the cart. What
is the acceleration of the cart?
Cart mass = 8 kg
F 1 = 56 N Rough Surface
Rolling Friction = 16 N
Activity 9. Summing it Up!

Directions: With activities 1 to 8, you were 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. In other words you described the motion of an object in terms of the factors causing
such change in motion.
12
To help you generalize your lesson, answer briefly the questions that follow.
1. In terms of motion, what can net external force do to an object?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How does net external force affect the object’s acceleration?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How does the object’s mass affect its acceleration?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Reflection:
1. I learned that __________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. I enjoyed most on _______________________________________________________

________________________________________________________________________
________________________________________________________________________
3. I want to learn more on ____________________________________________________

________________________________________________________________________
________________________________________________________________________
References:
Campo, Pia C., et. al. 2003..Science – Grade 8. Learner’s Module. Pasig City. Department of
Education. -
Cordero-Navaza, Delia & Bienvenido J. Valdes. 1996. You and the Natural World Series:
Physics. Quezon City, Philippines. Phoenix Publishing House Inc.,
Padua, Alicia L., et.al. 2003. Practical and Explorational Physics, Modular Approach.
Quezon City, Philippines. Vibal Publishing House, Inc.,
Salmorin, Lolita M. & Alberto V. Florido Jr. 2009. Science and Technology IV-Physics.
13
Quezon City, Philippines. Abiva Publishing House Inc.,
Silverio, Angelina A. & Rosemarie S. Cabauatan. 2006. Exploring Life Through Science.
Physics. Teachers Guide. Quezon City, Philippines. Phoenix Publishing House, Inc.,
Young & Freedman. 2004. Sear’s and Zemansky’s University Physics with Modern
Physics.11th Edition. San Francisco, California, USA. Pearson Education Inc.,
Answer Key
Activity 2.
1. Force
2. Speeds up or increases
3. Yes
4. Friction
14
5. It slows down the ball.
6. Yes
7. The ball may stop or bounce with a faster / slower speed (answers may vary) 8. The
ball changes direction
Activity 3.
Force is any INTERACTION that causes change in an object’s motion. It is caused by either
PUSHor PULL Force is a vector quantity with three characteristics. These are line of action,
MAGNITUDE and DIRECTION.
The SI unit of force is the NEWTON. It is denoted in symbol by capital letter N. It is
defined as the amount of force that causes a one-kilogram mass object an acceleration of one
meter per second squared in the direction of the force. The expanded form of this unit is
kg▪m/s2.
Activity 4.
A. Tension
1. Weight and Tension
2. Upward for tension, downward for weight
3. Positive
4. Negative
5. F net = F1 + F2= 0 Newton
6. No 7. No
8. No
9. Yes
10. Fnet= 0 N
B. Normal
1. Normal and Weight
2. Upward for normal, downward for weight
3. Normal
4. Weight
5. F net = F1 + F2= 0 N
6. No
7. Yes
8. Forces are balanced when their F net is zero. Two forces are balanced when they are
equal in magnitude but opposite in direction (* Teacher must emphasize that the forces
must act on the same object)
C. Friction
1. Fnet = 0
15
2. Yes
3. No
Complete the statement below.
When forces are balanced, objects at rest will remain at rest.
Activity 5.
A.
1. Fnet = 30 N
2. To the right
3. No
4. Yes
5. To the right
B.
1. 3 N
2. To the right
3. Yes.To the right
C.
1. 3N
2. To the right
3. Constant 2 m/s
4. Velocity/ speed remains the same
5. The ball will gain speed
6. Unbalanced force or net force
Objects at rest will remain at rest. Objects in motion will continue to MOVE in a
STRAIGHT line path with a CONSTANT speed, unless acted upon by a net force or
UNBALANCED force.
Activity 6.
A.
1. Net force causes both carts to move
2. Cart 2
3. Cart 2
4. Cart 2 will accelerate 2x greater than Cart 1 5. The acceleration of the cart also
doubles.
16
B.
1. Force on cart 3 is 4x greater than that of cart 1?
2. 4x faster
3. 2x greater
4. 2x faster
5. Acceleration also increases
6. Direct relationship/ acceleration increases with force
Encircle the correct term enclosed in the parenthesis to complete each statement in the tale
below.
Acceleration is (directly, inversely) proportional to net force. This means that increasing
the net external force applied to an object will (decrease, increase) the object’s
acceleration. When force is doubled, acceleration is (doubled, halved). When force is
decreased four times, acceleration (increases four times, decreases four times).
Activity 7.
A.
1. Cart 1
2. Cart 1 will gain twice as great as the acceleration of Cart 2.
3. Mass
4. Acceleration is halved
B.
1. 4x greater
2. 4x slower
3. 2x greater
4. 2x slower
5. Acceleration decreases
below.
Acceleration is (directly, inversely) proportional to mass. This means that increasing the
mass an object will (decrease, increase) the object’s acceleration. When mass is doubled,
acceleration is (doubled, halved). When mass is decreased four times, acceleration
(increases four times, decreases four times).
Activity 8.
17
1. 0.6 m/s2
2. 12 N
3. 5 kg
4. 5m/s2
Activity 9
1. A net force causes an object to move, stop, slow down, speed up, and/or change direction.
Net force causes acceleration.
2. Net external force directly affects the object’s acceleration. When Fnet is increased,
acceleration increases.
3. Mass inversely affects acceleration. When mass is increased, acceleration decreases.
Prepared by:
ERIC B. PASION
Cagayan National High School
SCIENCE 8
Name of Learner: ______________________ Grade Level:_______________
Section: ______________________________ Date:_____________________
18
LEARNING ACTIVITY SHEET Newton’s Third Law of
Motion

Read the selection below:
Paramedic
Mike Sibal was born ten weeks early and in need of a trustworthy doctor. His
parents found Jose Rapatan, MD, a pediatrician who stayed with the baby for two nights
after he came down with a life-threateningly high fever. Thirty years later and all grown
up, Sibal, a paramedic, was called in to help at the site of a car wreck. The car was on fire
with a man still stuck inside. After firefighters helped put out the flames and Jaws of Life
opened the car, Sibal brought the injured man into an ambulance. He learned the rescued
victim’s name was Jose Rapatan—the very same Jose Rapatan who’d saved his life as a
baby.
What is the moral of the story? If you encountered a situation similar to helping a
certain person, would you also extend your service without hesitation?
Take note of what the comic strip is saying.
Do you want to understand why this is happening?
Scientifically, one’s action and its reaction is explained by the force around us. A
force is always part of a mutual action that involves another force.
Basically, force is a push or a pull. A mutual action is an interaction between one
thing and another.
Why do forces always occur in pairs?

Newton’s third law of motion states that whenever one object exerts a force on a
second object, the second object exerts an equal and opposite force on the first object.
Newton’s third law describes the relationship between two forces in an interaction
which has the following properties:
19
Identifying Action and Reaction
When action A exerts force on B, the reaction is simply B exerts a force on A. Look at
the examples in the following figures.
Action: The tower

exerts a
weight on the
earth
Reaction: The earth
ACTION REACTION exerts a
REACTION normal force
to support the
tower
Action: Tire pushes the road

REACTION
Reaction: The road pushes the tire ACT ION
DID YOU KNOW?

Understanding how a helicopter gets its lifting force
20
Competency (Code): Infer that when a body exerts a force on another, an equal amount of
force is exerted back on it (S8FE-Ia-16)
ACTIVITY 1. What’s Your Action and Reaction?

Directions: Identify from the situation the ACTION and its corresponding REACTION.
Write down the Action and the Reaction Forces on the space provided on the right side
of each illustration.
To identify a pair of action-reaction forces, first identify the interacting objects A and
B, and if the action is A on B, the reaction is B on A. There is a simple recipe for treating
action and reaction forces: First identify the interaction. Let’s say one object, A, interacts with
another object, B.
Second, the action and reaction forces are stated in the form: Action: Object A exerts
a force on object B. Reaction: Object B exerts a force on object A.
A bird while flying pushes the air downwards

with the help of its wings. The air pushes the
bird upwards for lift.
1.
2. A man is propelled upward and then down into the
swimming pool as he jumps on the diving board.
He exerts a downward force on the diving board
and the divi
ng board simultaneously exerts an
21
equal force on the man but in the upward direction.
3.
Walking is possible
- as you walk, you exert a force
against the floor (down and backward) and the
floor exerts a force back (up and forward), causing
you to move forward.
4. A fireman has to hold on tightly to a fire hose. The
hose will fly backwards as water shoots out from it.
The swimmer pushes against the water while the

5.
water pushes back on the swimmer and pushes her
forward.
Activity 2. The Direction of Your Reaction
22
Directions. Consider the following figure. Draw a counterpart arrow that illustrates the
direction of the reaction force.
1. 6.
Action: Hand pulls on flower

Action: Head bumps ball. Reaction:____________
Reaction:____________
2. 7.
Action: Windshield hits bug Action: Athlete pushes barbell upward

Reaction:____________ Reaction:____________
3. 8.
Action: Fist hits wall Action: Compressed air pushes balloon

Reaction:____________ surface upward
Reaction:____________
4 9.
Action: Hand touches nose Action: Air rushes down

Reaction:____________ Reaction:____________
5.
10.
Action: Bat hits ball

Reaction:____________ Action: Foot pushes down
Reaction:____________
23
Activity 3. Puzzled with Forces
Directions. Fill in the crossword puzzle with the words missing from the sentences below.
Match the number of the sentence to the boxes placed across or down the grid.
Down
1. The force that pull things toward Earth
2. A book exerts a force of 2N downwards,
Across into a chair that exerts a force of 5N
3. Force acting on one direction downwards to the floor it stands on. What
4. A man shoots a rifle and the force of the is the force that the floor exerts upwards
shot results in recoil. The magnitude on the chair?
of the force on the rifle __________ 5. For every action there is an equal and
the magnitude of force on the bullet. opposite reaction
9. The force that acts on an object to 6. Force acting on the opposite direction
stop its motion 7. Forces always come in _____.
10. Reaction always go in the _______ 8. A push or a pull
direction of the action
24
Activity 4. Force of Choices
Directions: Choose the answer from the given questions. Encircle the letter of the correct
answer.
1. What could correctly complete the following statement? “A force interaction requires
at least a(n)________________” A. Action force.
B. Pair of force.
C. Reaction force.
D. Single force.
2. What wouldcorrectly fill the following statement? “Whenever one subject exerts a
force on a second object, the second object exerts a force on the first that
is__________” A. in the same direction and equal in magnitude at the same time.
B. in the same direction and lesser in magnitude at the same time
C. opposite in direction and equal in magnitude at the same time.
D. opposite in direction and greater in magnitude at the same time
3. What object will provide a forward motion force to a motor scooter along a higway
which is a reaction from the vehicle’s tires?
A. Engine B. Fuel C. Road D. Steering Wheel
4. What is the direction of gravity against a person when he jumps from the ground?
A. Downward B. Upward C. To the left D. To the right
5. What will happen if a net force acts on a horse while pulling a wagon? A. The horse-
wagon system accelerates.
B. The horse-wagon system does not move.
C. The horse-wagon system is pulled backwards.
D. The horse will accelerate but the wagon will be steady.
6. At a pizza shop, the cook throws the pizza dough in the air. On what factor will the
amount of force that the cook exerts on the dough depend on?
A. Brand label of the dough C. Mass of the dough
B. Color of the dough D. Strength of the dough
7. While driving down the road, a firefly strikes the windshield of a bus and makes a quite
obvious mess in front of the face of the driver. The firefly hit the bus and the bus hits
the firefly. Which of the following statements is correct?
A. The force of the firefly on the windshield is zero.
B. The force of the firefly is lesser than the force of the bus.
C. The force of the firefly is greater than the force of the bus.
D. The force of the firefly and the bus have no difference in magnitude.
8. Which of the following situation best describes Newton’s Third Law of Motion? A. A
rifle recoils when fired.
B. Occurrence of high and low tides.
C. A follow through is needed when a golfer hits the ball with a golf club.
D. A chocolate vendor has to move with the bus as he jumps off the bus.
9. Trisha, who has a mass of 30 kg stands on platform. What is the magnitude of force
called Normal Force does the platform exert on Trisha?
25
A. 9.8 N C. 257.5 N
B. 30.00 N D. 294.00 N
10. Two 100-N weights are attached to a scale called spring balance as shown. What is the
reading on the scale?
A. 0 N B. 50 N C. 150 N D.200 N
Activity 5- Decode the Forces in Your Life

Life is a matter of decoding the forces around us. If you push hard on the world,
the world pushes hard on you. If you touch the world gently, the world would touch you
gently in return. Since you have mastered what the Newton’s Third Law of Motion says,
it is now time to apply it to real life situations.
Directions: Decrypt the following cryptograms. The titles are the clues of the phrases
that you need to crack. These phrases are quotes which exhibits life’s action-reaction
forces. Enjoy decoding!
1. Gaps, stimulus and reactions
26
2. Spiritual Reaction of a person
3. Emotional forces
4. To accept or to surrender
5. Self-Realization
27
Reflection:
In the third law of motion, if there is an action, there will be a reaction. In real-
life situations, good deeds can yield the same. Thus, be reminded of the golden rule: do
unto others what you want others to do unto you (Arevalo, R., 2017)
1. I learned that _______________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. I enjoyed most on ___________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. I want to learn more on _______________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
References:
“Action = Reaction.” 8TH GRADE SCIENCE. Accessed June 3, 2020.

https://clarkscience8.weebly.com/action--reaction.html.
Arevalo, Ryan L. Diwa Senior High School Series . Makati City, Philippines: Diwa
Learning Systems Inc, 2017 “Comic Strip Starters: MakeBeliefxComix.com.” Make
Beliefs Comix, September 15, 2019. https://www.makebeliefscomix.com/original-
comic-strip-starters/.
Google Search. Google. Accessed June 3, 2020. https://www.google.com/search?
q=action and reaction quotes
life&tbm=isch&source=iu&ictx=1&fir=mOsjoI2TQZ68M:,4rj3NU2i9_Ou3M,_
&vet=1&usg=AI4_kS_b0khIiQMlHNWktiVifEdKKFf_w&sa=X&ved=2ahUKE
wju3428lt3pAhWpwos BHRVkB7EQ9QEwB3oECAoQIg#imgrc=mOsjoI2-
TQZ68M:
28
Hewitt, Paul G. Conceptual Physics. Boston: Pearson, 2015.
Padua, Alicia L, and Ricardo M Crisostomo. Practical and Ecxplorational Physics Modular
Approach. Edited by Lilia M Rabago. Vibal Publishing House, Inc., 2003
“Reaction Sayings and Quotes.” Reaction Sayings and Reaction Quotes | Wise Old
Sayings. Accessed May 27, 2020. https://www.wiseoldsayings.com/reaction-quotes/.
“The Law of Action-Reaction (Revisited).” The Physics Classroom. Accessed May 28,
2020.
https://www.physicsclassroom.com/class/momentum/Lesson-2/The-Law-of-
ActionReaction-(Revisited). “TOP 25 ACTION AND REACTION QUOTES: A-Z
Quotes.” A. Accessed June 3, 2020.
https://www.azquotes.com/quotes/topics/action-and-reaction.html.
“Welcome to Discovery Education's Puzzlemaker! Create Crossword Puzzles, Word
Searches, Mazes, and Other Puzzles for Your Classroom Today!” Welcome to
Discovery Education's Puzzlemaker! Create crossword puzzles, word searches,
mazes, and other puzzles for your classroom today! Accessed June 3, 2020.
http://puzzlemaker.discoveryeducation.com/.
Answer Key:
Activity 1
1. Action: A bird wings pushes the air downwards.
Reaction: The air pushes the bird upwards for lift.
2. Action: The man exerts a downward force on the diving board.
Reaction: The diving board simultaneously exerts an equal force on the man but in the
upward direction.
3. Action: A person exerts a force against the floor (down and backward).
Reaction: The floor exerts a force back (up and forward), causing you to move forward.
4. Action: A fireman has to hold on tightly to a fire hose
Reaction: The hose will fly backwards as water shoots out from it.
5. Action: The swimmer pushes against the water
Reaction: The water pushes back on the swimmer and pushes him forward.
Activity 2
29
6.
1.
Action: Head bumps ball. Action: Hand pulls on flower

Reaction: Ball bumps head Reaction: Flower pulls on hand
2. 7.
Action: Windshield hits bug Action:

Reaction: Bug hits windshield Athlete pushes barbell upward
Reaction: Barbell pushes down
3. 8.
Action: Fist hits wall Action: Compressed air pushes balloon

Reaction: Wall hits fist surface outward
Reaction Balloon surface pushes
________ compressed air inward ___
4 9
Action: Finger touches nose Action: Air rushes down

Reaction: Nose touches finger Reaction: Balloon goes up
5.
10.
Action: Bat hits ball

Reaction: Ball hits bat Action: Foot pushes down
Reaction: Floor pushes up
Activity 4
1. B
2. C
3. C
30
4. A
5. A
6. C
7. D
8. A
9. C
10. A
Activity 5
1. Create gaps between stimulus and reaction and the gap will show you the path by Amit
Ray
2. God’s reaction towards things is different from ours and He wishes that our reaction
will line up with His by Sunday Adelaja
3. How you react emotionally is a choice in any situation. by Judith Orloff
4. Acceptance is an active response to a temporary situation; surrender is a passive
reaction to a situation that you think will last forever by Oli Anderson
5. If a man realizes who he is, he will not react to the negative things surrounding him
by Sunday Adelaja.
Prepared by:
RIZZA C. BALORAN
MARIA LORESA J. TUMANGUIL
Tuguegarao City Science High School
Illustrator:
TRISHA ELIZABETH J. TUMANGUIL
SCIENCE 8
Name of Learner: ______________________ Grade Level: _______________
31
Section: ______________________________ Date: _____________________
Potential Energy and Kinetic Energy

Read the comic strips.
32
Credits:
https://www.storyboardthat.com/(https://www.storyboardthat.com/portal/storyboards/sheela0202
88/class-storyboard/potential-and-kinetic-energy3)
Learning Competency and Code: Identify and explain the factors that affect the Potential
Energy and Kinetic Energy of the object. (S8FE-Id-22)
33
Activity 1:
How Potential am I?
Potential energy= weight x height (P.E =w x h)
Note: Since weight=mass x acceleration due to
gravity, P.E can be written also as (P.E =m x g x
h)
The units used are:

Energy =Joules, J
Weight= Newtons, N
Height= meters, m
Mass= Kilograms, kg
Acceleration due to gravity= (9.8 m/s2)
Directions: Study table A and table B below and analyze the different quantities given. Then,
answer the questions that follow.
Table A: PE of the object when the mass varies while the height remains the same
Mass, kg Acceleration due to gravity, Height, m P.E
2
m/s (P.E=mgh),
J
1 9.8 2 19.6
2 9.8 2 39.2
3 9.8 2 58.8
Table B: PE of the object when the mass remains the same as height increases
Acceleration P.E
Mass, kg due to gravity, Height, m (P.E=mgh),
m/s2 J
2 9.8 1 19.6
2 9.8 2 39.2
2 9.8 3 58.8
1: In table A, what happens to the P.E of the object when mass increases but the height of the
object remains the same?
___________________________________________________________________________
2: In table B, what happens to the P.E of the object when height increases but the mass of the
object remains the same?
___________________________________________________________________________
3: What are the factors that affect the P.E of an object?
___________________________________________________________________________
4: How can mass/weight and height affect the P.E of an object?
34
___________________________________________________________________________
5: What is the relationship of mass/weight and height to the P.E of an object?
___________________________________________________________________________
6: Give at least two (2) situations where we can apply P.E in our real life.
___________________________________________________________________________
___________________________________________________________________________
Activity 2: Kick Here! Kick There! KINETIC Anywhere!
Kinetic energy= ½ mass x velocity2

In symbol: (K.E=1/2 mv2)
35
The units used are:
Mass (m) = kilograms, kg
(Velocity)2 (v2) = meter2/second2,
m2/s2
Directions: Study table C and D below and analyze the different quantities given. Then,
answer the questions that follow.
Table C: KE of the object when the mass increases and the square of its velocity
remains the same
(Velocity)2, K.E
2 2
Mass, kg m /s (K.E=1/2 mv2), J
0 2 0
1 2 2
2 2 4
Table D: KE of the object when the mass remains the same while the square
of its velocity increases
Mass, kg (Velocity)2, K.E

m2/s2 (K.E=1/2 mv2), J
2 0 0
2 2 4
2 4 16
1. In table A, what happens to the K.E of the object when mass increases but the velocity
of the object remains the same?
______________________________________________________________________
2. In table B, what happens to the K.E of the object when the velocity doubles but the mass
of the object remains the same?
______________________________________________________________________
3. What happens to the K.E of an object when the object is massless? When velocity is
zero? What can you infer in this situation?
______________________________________________________________________
______________________________________________________________________
4. What are the factors that affect the K.E of an object?
______________________________________________________________________
5. How can mass and velocity affect the K.E of an object?
______________________________________________________________________
36
6. What is the relationship of mass and velocity to the K.E of an object?
______________________________________________________________________
7. Give at least two (2) applications/situations where we can apply K.E in our real life.
______________________________________________________________________
______________________________________________________________________
Activity 3: Jack and Hill
Directions: Identify the relationship between Kinetic Energy and Potential Energy of the
cyclist at each position as shown in the illustration below. Choose the letter of your
answer from the given choices.
1
3
Credits: https://www.google.com/search?q=comic+strip+on+potential+and+kinetic+energy+png
A. K.E B. P.E is at a C. K.E decreases D. P.E is at a

increases while minimum. while P.E maximum.
increases.
P.E decreases.
1. ___________
2. ___________
3. ___________
4. ___________
Activity 4: Game of Energetics

Adapted from: theeducationcenter.com by PINTEREST
Directions: In the following competition, Team Potential and Team Kinetic will each try
to emerge as the winner. To find out who comes out on top, read the description of each
player’s energetic action. Then check the correct box to indicate which team can take
37
credit for the action. When finished, total the scores and show the final results on the
scoreboard.
ENERGY SCOREBOARD
POTENTIAL KINETIC
Team Potential Team Kinetic

1. Player 11’s rock is at the top of a hill.
2. Player 22 aims a stretched rubber band at the target.
3. Player 33 shoots her rubber band toward the goal.
4. Player 14 waits, with his bow pulled back, to release the
arrow.
4. Player 35 kicks the football.
5. Player 26 hits the golf ball with his club.
6. Player 17 releases the arrow from his bow.
7. Player 48 pushes the rock over the cliff
8. The pitcher stands with his arm above his head and the
ball in his hand.
10. Player 50 is holding a 2-kg rock 1.5m above the
floor.
Activity 5: PE and KE are PROBLEMatic
Directions: Solve the following problems. Show your solution.

1. What is the potential energy of a rock that weighs 150 Newtons that is sitting on top of
a hill 200 meters high?
38
2. A 1500-kg automobile is traveling at a velocity of 120 m/s. How much kinetic energy
does it possess?
3. A flower pot has a mass of 8kg on a window 30 meters from the ground. What is the
gravitational potential energy of the flower pot in joules?
4. A toy car that weighs 15 kg is rolling down a hill with a velocity of 4.5 m/s. What is
the kinetic energy of the toy car?
5. A 25 kg block is raised by a crane 4 meters above the ground. What is the potential
energy of the block?
REFLECTION:
1. I learned that
_____________________________________________________________________
39
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___
__________________________________________________________________
___
2. I enjoyed most on
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___
__________________________________________________________________
___
3. I want to learn more on

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
___
__________________________________________________________________
___ References:
Campo, Pia C., et.al. 2003. Science – Grade 8. Learner’s Module. Pasig City. Department of
Education.
40
CK12 Foundation. “Potential Energy.” Accessed May, 2020. https://www.ck12.org/c/physics/
potential-energy/lesson/Potential-Energy-PHYS/?referrer=concept_details.
Storyboard That. “Digital Storytelling.” Accessed May,2020. https://www.storyboardthat.

com/.
Answer Key:
Activity #1: How Potential am I?

1. The P.E also increases.
2. The P.E also increases.
41
3. Mass/Weight and height.
4. If the mass/weight and height increases, the PE also increases.
5. Mass/Weight of an object and its height is directly proportional to the P.E.
6. Sample answers:
A yoyo before it is released.
The wick in a candle.
Fireworks before they are launched
Activity #2: Kick here! Kick There! KINETIC anywhere!

1. If the mass is 0, the K.E is also zero.
If the mass increases, the K.E also
increases. If the mass doubles, the K.E
also doubles.
2. If the velocity is 0, the K.E is also zero.
If the velocity increases, the K.E also increases.
If the velocity doubles, the K.E increases by a factor of four. That is because
velocity is squared in the equation.
3. Mass and velocity.
4. If the object is massless, therefore the K.E is zero.
If the object is not moving (zero velocity), therefore the K.E is also zero.
If the mass increases, the K.E also increases.
If the velocity doubles, the K.E increases by a factor of four.
5. Mass and velocity is directly proportional to the K.E of an object.
6. Sample answers:
A moving tricycle or car.
A flying paper airplane.
A person riding a skateboard.
Activity #3: Jack and Hill

1. C
2. D
3. A
4. B
Activity #4: Game of Energetics

1. P.E 6. K.E
ENERGY SCOREBOARD
42 POTENTIAL KINETIC
5 5
2. P.E 7. K.E
3. K.E 8. K.E
4. P.E 9. P.E
5. K.E 10. P.E
Activity #5: PE and KE are PROBLEMatic!

1. P.E=30,000 Joules
2. K.E= 90,000 Joules
3. P.E=2352 Joules
4. K.E= 151.875 Joules
5. P.E =980 Joules
Prepared by:
SHEELA A. APOSTOL EDGAR A. SADDUL

Tuguegarao City Science High School
SCIENCE 8
Name of Learner: __________________________________ Grade Level: ____________
Section: __________________________________________ Date: ____________________
43
When Hotter, Faster or Slower?
Background Information for the Learner

Sound waves need a medium to be transmitted. The medium could be a solid, liquid or
gas. Its speed through the medium is affected by some factors. One of the factors is temperature.
When sound travels through dry air, its speed increases by 0.6 m/s per 1 oC increase in
temperature. The speed of sound at a certain temperature in air can be computed using the
formula: v = 331m/s + 0.6m/s/oC (T). Where v is the speed of sound in air, 331 m/s is the speed
of sound at 0 oC, 0.6m/s/oC is the increase in speed of sound per oC increase in temperature, and T
is the temperature of air. In your past lessons about sound, you have learned that sound energy
travels from one particle to another. As the temperature increases, the particles vibrate faster
resulting to more collisions per unit time. With more collisions per unit time, sound energy is
transferred more efficiently, and travel quickly.
In this activity, you will be investigating the effect of temperature to the speed of sound by
doing different activities.
Learning Competency and Code

Investigates the effect of temperature to speed of sound through fair testing (S8FE – Ie – 25)
Activity 1. 3 Pics, 1 Concept

Directions: The diagram below shows the air temperature in some areas, and the speed of sound. Study
the diagram and answer the questions that follow.
44
Source: www.nde.ed.org/EducationResources/HighSchool/Sound/tempandspeed.html
Questions:
1. What is the speed of sound at the lowest temperature given in the diagram?
_______________________________________________________________
__ 2. What is the speed of sound at the highest temperature given in the diagram?
_________________________________________________________________
3. At what temperature where sound travels the slowest?
_____________________ 4. At what temperature where sound travels fastest?
_________________________
5. How does temperature affect the speed of sound?
_________________________________________________________________
45
Directions
Activity 2. Solve for v
: The table below shows some cities in the world and their recorded air temperature in a
certain time. Using the formula v = 331m/s + 0.6m/s/oC (T), calculate the speed of sound in each
given location. Record your answers in the table. Show your complete solution. Start with the given
quantities, required or unknown, formula, solution, and final answer. A rubric will be used to evaluate
your answers. Then, answer the questions that follow.
Table 1. Speed of sound in some cities in the world at different temperature

Location Temperature in ºC Speed (v) of sound in m/s
Sapporo, Japan -4
Madrid, Spain 6
Wuhan, China 15
Tuguegarao City, Philippines 40
Write your complete solutions here:

Sapporo, Japan Madrid, Spain
Given: Given:
Required: Required:
Formula: Formula:
Solution: Solution:
Answer: Answer:
46
Directions
Wuhan, China Tuguegarao City, Philippines
Given: Given:
Required: Required:
Formula: Formula:
Solution: Solution:
Answer: Answer:
Questions:
1. a. What city is relatively the hottest? __________________________________________
b. What is the speed of sound in this city? ______________________________________
c. Is it relatively the fastest? or slowest? ________________________________________
2. a. What city is relatively the coldest? __________________________________________
b. What is the speed of sound in this city? ______________________________________
c. Is it relatively the fastest? or slowest? ________________________________________
3. What is the effect of temperature to the speed of sound in air? _______________________
_________________________________________________________________________
Rubric for the problem solving:

5 4 3 2 1
Five parts, Four parts are Three parts are One or Two No part is
namely Given complete and complete and parts are properly written
quantity, properly properly complete and
Required or written written properly written
unknown,
Formula,
Solution, and
Final answer are
complete and
properly written.
47
Each quantity Each quantity Three or four One or two Quantities have
involved has involved has quantities have quantities have no unit of
correct unit of correct unit of correct unit of correct unit of measurement
measurement measurement measurement measurement
Activity 3. Hotter, Faster
: Sound waves also travel through solid, and liquid like water. The table below shows the
speed of sound in water at different temperature. Study the data, and answer the questions that follow.
Table 2. Speed of sound in water at different temperature

Temperature in ºC Speed of Sound in water (m/s)
0 1402
20 1482
100 1543
Questions:
1. What happens to the speed of sound in water when the temperature increases?
__________________________________________________________________ 2.
What happens to the speed of sound in water when the temperature decreases?
__________________________________________________________________
3. Based on the table, what is the effect of temperature to the speed of sound in water?
___________________________________________________________________
48
Directions
49
Directions
Activity 3. Hotter, Faster
: Sound waves also travel through solid, and liquid like water. The table below shows the
speed of sound in water at different temperature. Study the data, and answer the questions that follow.
Table 2. Speed of sound in water at different temperature

Temperature in ºC Speed of Sound in water (m/s)
0 1402
20 1482
100 1543
Questions:
1. What happens to the speed of sound in water when the temperature increases?
__________________________________________________________________ 2.
What happens to the speed of sound in water when the temperature decreases?
__________________________________________________________________
___________________________________________________________________
50
Directions
Activity 4. #Relationship
: Given the data in Table 3 below, draw the graph properly and find out the relationship
between the Temperature and the Speed of Sound. A Rubric will be used to check your graph.
Table 3. Speed of sound at different temperature.

Temperature in oC (Dry Air) Speed of Sound in m/s
0 331
9 336
22 344
30 349
44 357
Relationship Between Temperature and Speed of Sound
Questions:
1. What is the shape of the graph?
_____________________________________________________________________
_____________________________________________________________________
51
3. How does the speed of sound related to the temperature of a medium?
_____________________________________________________________________
4. At what temperature where the particles of air vibrate the fastest? ________________ 5. At
what temperature where the particles of air vibrate the slowest? _______________ 6. Explain
your answer in number 4 and 5 briefly.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. At what condition where the speed of sound becomes zero? What is its possible implication?
____________________________________________________________________
____________________________________________________________________
Rubric for the graph

5 4 3 2 1
Numbers in the X Numbers in the X Numbers in the X Numbers in Numbers in both

and Y axes are and Y axes are and Y axes are either X or Y X and Y axes are
properly scaled. properly scaled. properly scaled. axes are properly not properly
scaled. scaled.
5 data points are 4 data points are 3 data points are 2 data points are 1 or no data point
properly plotted. properly plotted. properly plotted. properly plotted. is properly
plotted.
Line that best Line that best Line that best A line is drawn No line is drawn
fits the data fits the data fits the data from one point to
points is points is points is another point.
properly drawn. properly drawn. properly drawn.
Reflection:
1. I learned that _________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. I enjoyed most on _____________________________________________________

____________________________________________________________________
____________________________________________________________________
3. I want to learn more on _________________________________________________

____________________________________________________________________
____________________________________________________________________
52
Directions
53
References:
Campo, Pia C., et. al. 2003. Science-Grade 8. Learner’s Module. Pasig City. Department of
Education.
Young, Hugh D. and Freedman, Roger A. 2002. University Physics with Modern Physics. Singapore
629733. Pearson Education Asia Pte Ltd.
www.nde.ed.org/EducationResources/HighSchool/Sound/tempandspeed.html
54
Answer Key:
Activity 1. “3 Pics 1 Concept”

1. What is the speed of sound at the lowest temperature given in the diagram? 330.4 m/s
2. What is the speed of sound at the highest temperature given in the diagram? 358.0 m/s
3. At what temperature where sound travels the slowest? - 1 ºC
4. At what temperature where sound travels fastest? 45 ºC
5. How does temperature affect the speed of sound? The higher the temperature, the faster the
speed of sound; or The lower the temperature, the slower the speed of sound
Activity 2. “Solve for v”

Sapporo, Japan Madrid, Spain
Given: T = -4 ºC Given: T = 6 ºC Required:
Required: v =? v =?
Formula: v = 331m/s + 0.6m/s/oC (T) Formula: v = 331m/s + 0.6m/s/oC (T)
Solution: v = 331m/s + 0.6m/s/oC (-4 ºC) Solution: v = 331m/s + 0.6m/s/oC (6 ºC)
Answer: v = 328.6 m/s Answer: v = 334.6 m/s
Wuhan, China Tuguegarao City, Philippines

Given: T = 15 ºC Required: Given: T = 40ºC Required:
v =? v =?
Formula: v = 331m/s + 0.6m/s/oC (T) Formula: v = 331m/s + 0.6m/s/oC (T)
Solution: v = 331m/s + 0.6m/s/oC (15 ºC) Solution: v = 331m/s + 0.6m/s/oC (40 ºC)
Answer: v = 340.0 m/s Answer: v = 355.0 m/s

5 4 3 2 1
Five parts, namely Four parts are Three parts are One or Two No part is
Given quantity, complete and complete and parts are properly written
Required or properly properly complete and
unknown, written written properly written
Formula, Solution,
and Final answer
are complete and
properly written.
Each quantity Each quantity Three or four One or two Quantities have
involved has involved has quantities have quantities have no unit of
correct unit of correct unit of correct unit of correct unit of measurement
measurement measurement measurement measurement
55
Table 1. Speed of sound in some cities in the world at different temperature
Location Temperature in ºC Speed (v) of sound in m/s
Sapporo, Japan -4 328.6

Madrid, Spain 6 334.6
Wuhan, China 15 340.0
Tuguegarao City, Philippines 40 355.0
1. What city is relatively the hottest? Tuguegarao City, Philippines What is the
speed of sound in this city? 355.0 m/s
Is it relatively the fastest? Or slowest? Fastest
2. What city is relatively the coldest? Sapporo, Japan
3. What is the speed of sound in this city? 328.6 m/s Is it relatively the fastest? Or
slowest? Slowest
4. What is the effect of temperature to the speed of sound in air?
The higher the temperature, the faster the speed of sound; or The lower the
temperature, the slower the speed of sound
Activity 3. “Hotter, Faster”

1. What happens to the speed of sound in water when the temperature increases? The
speed of sound in water increases when the temperature increases.
2. What happens to the speed of sound in water when the temperature decreases? The
speed of sound in water decreases when the temperature decreases.
Sound travels faster when the temperature increases; or Sound travels slower
when the temperature decreases.
Activity 4. “#Relationship”
56
Rubric for the graph
5 4 3 2 1
Numbers in the X Numbers in the X Numbers in the X Numbers in Numbers in both

and Y axes are and Y axes are and Y axes are either X or Y X and Y axes are
properly scaled. properly scaled. properly scaled. axes are properly not properly
scaled. scaled.
5 data points are 4 data points are 3 data points are 2 data points are 1 or no data point
properly plotted. properly plotted. properly plotted. properly plotted. is properly
plotted.
Line that best Line that best Line that best A line is drawn No line is drawn
fits the data fits the data fits the data from one point to
points is points is points is another point.
properly drawn. properly drawn. properly drawn.
1. What is the shape of the graph?

Straight line graph (slanting to the right)
As the temperature increases, the speed of sound increases
3. How does the speed of sound related to the temperature of a medium? Speed of sound is
directly proportional to the temperature.
4. At what temperature where the particles of air vibrate relatively the fastest? Particles vibrate
fastest at 44 ºC
5. At what temperature where the particles of air vibrate relatively the slowest? Particles
vibrate fastest at slowest at 0 ºC.
6. Explain your answer in number 5 briefly.
The higher the temperature, the higher the kinetic energy of the particles, the faster they
vibrate.
7. At what condition where the speed of sound becomes zero? What is its possible implication?
The speed of sound becomes zero when the particles of a medium stop vibrating, having
zero kinetic energy. This means that no sound can travel through the medium, no sound
can reach the ears of the receiver, no sound can be heard.
Prepared by:
GEMMA U. PACAMALAN
REOWIN PALATTAO
Gosi National High School
57
SCIENCE 8
Name of learner: ____________________ Grade level: _______________
Section: ___________________________ Date______________________
LEARNING ACTIVITY SHEET Colors of Light
Background Information for the Learners

Have you seen a rainbow? When can you see a rainbow?
A rainbow displays a unique band of colors. The colors we see are the result of
sunlight hitting water drops where reflection, refraction and dispersion forms a rainbow.
Water drops act as tiny prism separating sunlight into bands of colors. The colors of light are
distinguished from each other by their different wavelengths and frequencies. The colors of
light depend on their frequencies and wavelengths. Wavelength is the distance between two
identical adjacent points in a wave while frequency is the number of waves that pass a fixed
point in a unit time.
The wavelengths and frequencies of the colors of light vary. The higher the
frequency of the color of light, the greater is its energy. As the frequency of the color of light
increase, the energy also increases. Red has the least frequency with the least energy and
violet has the highest frequency and the highest energy. The spectral colors have the
following characteristics; frequency, wavelength and energy. The color of light with longer
wavelength travels slowly and has low frequency and energy. The color of light with shorter
wavelength travels faster and has higher frequency and energy.
Learning Competency and Code:

Explain the hierarchy of colors in relation to energy. (S8FE-If-27-28)
Activity 1. Complete Me
58
Directions: Unscramble the word/s to get the correct term and fill the appropriate blanks to
complete the statements below.
itwhehltig deeps dgbinen

loroc repsidoin pmetsrcur
calticriganle flecnoiter velewagnth
lotatlanterniflecnoiter
1. Lights of different frequencies make up __________________.

2. ____________________band of colors obtained by dispersion of light.
3. Refraction is the _____________ of light when it travels from one medium to another
of different optical densities.
4. __________________________ the process of separating light into a band of colors.
5. ______________________occurs when the angle of incidence is greater than the
critical angle.
6. _________________property of light waves which is dependent on the frequency or
wavelength of radiation that reaches the eye.
7. _______________________the angle of incidence in the denser medium resulting in
angle of refraction of 900.
8. ______________________property of light responsible for the formation of colors.
9. The ________________ of the different colors changes as it passes through the prism.
10. __________________ is the turning back of light when it hits a barrier.
Activity 2. Who Am I?
Directions: The diagram below shows the separation of white light into different colors as it
hits the prism. Color the refracted rays. Then, answer the questions that follow.
59
1. What do you call the process of separating white light into its components?
__________________________________________________________________ __
2. Which color is bent the most? ____________________________________________
3. Which color is bent the least? _____________________________________________
4. What do you call the bond of colors produced? _______________________________
5. What are the component colors of a white light? ______________________________
_____________________________________________________________________
6. What name or code could you give according to the hierarchy of colors? __________
Activity 3. Fact or Bluff

Directions: Study the illustrations of wavelengths below. Given the following color
descriptions, write Fact on the blank if it is true while Bluff if it is false.
VIOLET
RED
_________1. Violet has longer wavelength.

_________2. Red has shorter wavelength.
_________3. Violet and red have the same wavelengths.
_________4. Red has longer wavelength.
_________5. Violet has shorter wavelength.
Activity 4. Relate Me
Directions: Draw and color the rainbow with the corresponding bond of colors in relation
to its wavelength.
60
1. Which color represents the longest arc/ wavelength? ________________________
2. Which color represents the shortest arc/ wavelength? ________________________
3. What color appears at the top of the rainbow? Why? ________________________
___________________________________________________________________
4. What color appears at the bottom of the rainbow? Why? ______________________
____________________________________________________________________
5. Explain how wavelength is related in the position of colors in a rainbow?
____________________________________________________________________
____________________________________________________________________
Activity 5. Color Me
61
Directions: Color the spectrum wheel based on the given corresponding frequency,
wavelength and energy.
Activity 6. Fill Me
Directions: Using the illustration of Color Wheel in Activity 5, fill out the table with
the corresponding wavelength, frequency and energy.
62
Table 1
Frequency Wavelength Energy
(Hz) (m) (eV)
Red
Orange
Yellow
Green
Blue
Violet
Activity 7. Compare Me
Directions: Study Table 1 to answer the questions below.
1. Compare the following color bonds using the descriptions (lower, higher, shorter, and
longer).
a. Red is _______________ in wavelength than violet.
b. Yellow is _______________ in energy than blue.
c. Violet is _______________ in frequency than red.
d. Red is _______________ in energy than violet.
e. Blue is _______________ in wavelength than red.
2. Which of the colors have the following characteristics?

a. Longest wavelength? ______________
b. Shortest wavelength? ______________
c. Lowest frequency? ________________
d. Highest frequency? _______________
e. Highest energy? __________________
f. Lowest energy? __________________
Activity 8. Link Me
Directions: Use the illustration of electromagnetic spectrum in answering the questions that
follow.
63
https://www.miniphysics.com/electromagnetic-spectrum_25.html
1. Does the frequencies of the colors of light increase from red to violet? ___________
2. What did you observe about the wavelengths and frequencies of the colors of light?
_____________________________________________________________________
3. How is frequency related to energy of colors of light?
_____________________________________________________________________
_____________________________________________________________________ 4.
What did you observe about the corresponding energies from red to violet?
_____________________________________________________________________
_____________________________________________________________________
5. How will you explain the heirarchy of colors in relation to energy?
_____________________________________________________________________
_____________________________________________________________________
Reflection:
1. I learned that __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. I enjoyed most on ______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. I want to learn more on __________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Campo, Pia C., et. al. 2003. Science – Grade 8. Learner’s Module. Pasig City. Department of
Education.
Rabago, Lilia M., Ph.D.,et.al. 2001. Science and Technology IV: Physics Textbook for Fourth
64
Year. Quezon City. Vibal Publishing House.
Sotto, R.L., et. al. 2003. Science in Today’s World: Physics. Manila: Rex Bookstore, Inc.
https://www.miniphysics.com/electromagnetic-spectrum_25.html https://www.youtube.com/watch?
v=ASEdGwpyn58&t=4s https://www.youtube.com/watch?v=TvT3g8kU6SQ
Answer Key:
Activity 1- Complete Me
1. White light
2. Spectrum
3. bending
4. Dispersion
5. Total internal reflection
6. Color
65
7. Critical angle
8. Wavelength
9. Speed
10. Reflection
Activity 2-Who am I?
1. Dispersion
2. Violet
3. Red
4. Spectrum
5. Red, orange, yellow, green, blue, indigo, violet
6. ROY G BIV
Activity 3- Fact or Bluff

1. Bluff
2. Bluff
3. Bluff
4. Fact
5. Fact
Activity 4 – Relate Me
1. Red
2. Violet
3. Red -- Red has longer arc / wavelength
4. Violet – Violet has short arc//wavelength
Activity 5 Color Me
66
Activity 6 – Fill Me
Frequency Wavelength Energy
(THz) (nm) (eV)
Red 422 700 1.77
Orange 484 620 2.00
Yellow 517 580 2.14
Green 566 530 2.34
Blue 638 470 2.6
Violet 744 400 2.95
Activity 7- Compare Me
1. a. longer
b. lower
c. higher
67
d. lower
e. shorter
2. a. Red
b. Violet
c. Red
d. Violet
e. Violet
f. Red
Activity 8- Link Me
1. Yes.
2. The wavelengths and frequencies of the colors of light vary. The wavelength
decreases from red to violet while the frequency increases from red to violet.
3. The higher the frequency of the color of light, the greater is its energy.
4. As the frequency of the color of light increase, the energy also increases. Red has the
least frequency with the least energy and violet has the highest frequency and the
highest energy.
5. The spectral colors have the following characteristics; frequency, wavelength and
energy. The color of light with longer wavelength travels slowly and has low
frequency and energy. The color of light with shorter wavelength travels faster and
has higher frequency and energy.
Prepared by:
VENIE N. DE LEON
68
SCIENCE 8
Name: ____________________ Grade Level: _________________
Date: _____________________ Score: ______________________
Heat and Temperature
Background Information for Learners
Heat is often associated with temperature. In a typical life, one has to cook food using
wood or other fuels like LPG. Burning fuels generate heat. Heat generated, on the other hand,
is associated with increase in temperature. However, this is not always the case. Though heat
and temperature are related to each other, they are two different concepts. The difference
between these terms has something to do with the movement between atoms and molecules –
the kinetic energy of substances. The Kinetic Molecular Theory of matter states that matter
consists of particles that are constantly moving. Take into consideration the Figure 1 below.
Temperature = 1000C Temperature =

1000C
Heat Heat
69
A B
Figure 1: Boiling a 500 ml of water (A) vs 100 ml of water (B)
Figure 1 above shows that regardless of the volume of water, the temperature of the
two set-ups remain the same upon reaching their boiling points. There are more water
molecules in beaker A containing 500 ml water, thus, requiring longer time for it to boil than
100 ml of water in beaker B. The higher the number of water molecules, the higher also is its
heat /internal energy.
Temperature is the measure of hotness or coldness of a body and is measured by the

use of thermometer (Madriaga et. al, 2013).It is the average kinetic energy which indicates the
direction in which heat flows. Heat, on the other hand, is the energy that transfers from a
body of higher temperature to another body of lower temperature through molecular
collisions and cannot be directly measured. When heat is absorbed or given off by an object,
its temperature changes. If heat is added to an object, the particles of the object move faster
and the body’s temperature increases. If heat is transferred or removed from an object, the
particles move slower and the body’s temperature decreases. As the thermal energy of a
substance increases, its particles spread out and the substance expands in a process known as
thermal expansion. Almost all materials expand when heated and contract when cooled
(Padua et.al, 2010). Moreover, phase changes occur when heat is added to or removed from
an object. Different materials also have the ability to absorb or release heat that result in
temperature change. The amount of heat required by a material to increase its temperature of
one-unit mass of a given material by one Celsius degree or by one Kelvin is called specific
heat capacity (C). Padua et. Al, 2010).
Learning Competency and Code

Differentiate between heat and temperature at the molecular level. (S8FE-Ig-29)
70
Activity 1: Word Hunt
Directions: Search the words being described in the sentences below. The answers may be
found horizontally, vertically or diagonally.
1. It is a thermal sensor that measures temperature.
2. A process when matter changes from state to another.
3. A measure of the warmth of an object or substance.
4. A measure of relatively low temperature of an object or substance.
5. The energy that is contained within a system that is responsible for its temperature.
6. Increase in the size of a material.
7. The decrease in the size of a material.
Source: Word Search Puzzle. Accessed June 8, 2020. Retrieved from

http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp
71
Activity 2: Heat vs. Temperature
Directions: Choose the corresponding characteristics of heat and temperature on the choices
given below. Write the letter of the correct answer on the space provided.
A. It is a measure of hotness and coldness of a body.

B. It is a form of energy that flows from a hotter region to the cooler region.
C. It is measured in degree Celsius (oC), Fahrenheit (oF) or Kelvin (K).
D. It is measured in calories (cal) or Joules (J).
E. It depends on the speed of particles, the size and type of object.
F. It does not depend on the mass of the object.
Heat Temperature
What are the
• __________________ differences • _________________
__________________ between Heat _________________
and
• __________________ Temperature? • _________________
__________________ _________________
• __________________ • _________________
__________________ _________________
Activity 3: Modified True or False
Directions: Write TRUE if the statement is correct. Write FALSE if the statement is wrong
and change the underlined word/s to make the statement correct. Write your answer on the
space provided.
___________________________ 1. Liquid expands when heated.
72
___________________________ 2. Thermal expansion applies to solid and liquid.
___________________________ 3. Materials take up more space when heated
___________________________ 4. Solid expands more than liquid when heated.
___________________________ 5. The particles of liquid move freely when heated.
___________________________ 6. Water expands when cooled.

___________________________ 7. Molecules move far each other during
contraction.
___________________________ 8. Only the spaces between particles changes
during expansion and contraction.
___________________________ 9. Electrical wires could sag during hot days.
___________________________ 10. Tight bottle cap can easily open by putting it in
hot water.
Activity 4: Going Phase Change
Directions: Write the letter of the missing data on the graph below showing the phase change
of water. Choose your answer on the box. Then, answer the questions that follow.
A. vaporization D.
G. melting
B. E. ice
C. sublimation F. liquid
Phase change of water as heat is added
Temperature
Heat Energy
73
Source: “Phase Change: Evaporation, Condensation, Freezing, Melting ...” Accessed June 4,
2020. https://spiral.ac/lesson-plan-ideas/clips/lessons/phase-change-
evaporationcondensation-freezing-melting-sublimation-deposition.
1. What happens to the temperature and heat energy of a substance during a change of state?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What happens when heat is added once the phase change is complete?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What can you infer about the relationship between phase change and heat energy?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Activity 5: Graph It Down
Directions: Analyze the data below of the temperature change of different substances in a
given time. Using the graph, plot the time in the x-axis vs the given values for each substance
in the y-axis. Then, connect the graph of each of the three substances. Create a line graph for
each substance below and answer the questions given. Use colored pen or crayon to connect
the graph following the color coding below:
Blue - water
Yellow- sand
Red - Iron
Time (minutes) Temperature of the Substances (oC)

Water Sand Iron
0 (initial) 25.0 oC 25 oC 25 oC
15mins 26.0oC 30oC 35 oC
30mins 27.5oC 35oC 45 oC
45mins 28.9 oC 40oC 55 oC
60mins 30.0 oC 45oC 65 oC
Source: “Specific Heat Worksheet Answers.” Homeschooldressage.com, February 25, 2018.
http://homeschooldressage.com/specific-heat-worksheet-answers/
A. Temperature vs. Heating Time Graph
74
B. Answer the following questions:
1. What is the order of the substances based on the time required to heat from slowest to
fastest?
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
2. Which of these substances require more heat to increase in temperature?

___________________________________________________________________________
_________________________________________________________________________
3. Which substances require more time to increase in temperature?

___________________________________________________________________________
_________________________________________________________________________
4. When you boil water using a pot on the stove, which heats faster, the iron pot or the water?
Explain your answer.
__________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
5. When you go to the beach you noticed that the sand is hotter than water although both are
exposed under the heat of the sun. Why do you think this happens?
___________________________________________________________________________
___________________________________________________________________________
75
________________________________________________________________________
6. Based on the graph, which of the three substances has the highest specific heat capacity?
Which substance has the lowest specific heat capacity?
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
Reflection:
4. I learned that _________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
5. I enjoyed most on
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
6. I want to learn more on _________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________
References
Madriaga, Estrellita A, Meliza P Valdoz, and Jonna M Abistado. 2013. Science Links. First
Ed. Sampaloc, Manila, Philippines: Rex Book Store, Inc.
Ocampo, Pia C. et.al. 2013 Science 8 Learner's Module. 1st ed. Pasig City, Philippines:
Department of Education.
Padua, Alicia L, and Ricardo M Crisostomo. 2010. Practical and Explorational Physics.
Second ed. Quezon City, Philippines: Vibal Publishing House, Inc.
Santos, Gil Nonato C., and Alfonso C. Danac. 2006. i-Physics (Investigatory Physics).
Firsted. Sampaloc, Manila, Philippines: Rex Book Store, Inc.
Website
“Ninth Grade Lesson Introduction to Specific Heat ...” Accessed June 3, 2020. Retrieved
from https://betterlesson.com/lesson/640676/introduction-to-specific-heat
“Phase Change: Evaporation, Condensation, Freezing, Melting ...” Accessed June 4, 2020.
Retrieved from
https://study.com/academy/lesson/phase-change-evaporation-condensation-
freezingmelting.html
76
“Specific Heat Worksheet Answers.” Homeschooldressage.com, February 25, 2018.
Retrieved from http://homeschooldressage.com/specific-heat-worksheet-answers/
“The Physics Classroom Tutorial.” The Physics Classroom. Accessed June 3, 2020.
Retrieved from https://www.physicsclassroom.com/Class/thermalP/u18l1d.cfm
Velez, Sierra. “Blendspace Created For Physical Science By Sierra Velez ...” Blendspace
Created For Physical Science. Accessed June 3, 2020. Retrieved from
https://www.tes.com/lessons/AX17cZ8TBxwrrg/blendspace-created-for-
physicalscience-by-sierra-velez
“What Is Thermal Energy? (Article) | Khan Academy.” Accessed June 4, 2020. Retrieved
from https://www.khanacademy.org/science/physics/work-and-energy/work-and-
energytutorial/a/what-is-thermal-energy
Word Search Puzzle. Accessed June 8, 2020. Retrieved from

http://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp
Answer Key
Activity 1: Word Hunt

1. Temperature
2. Phase change
3. Hotness
4. Coldness
5. Thermal Energy
6. Expansion
7. Contraction
Activity 2: Heat vs. Temperature

Heat- answer B, D and E
Temperature- answer A, C and F
Activity 3: Modified True or False

1. TRUE 6. heated
2. Solid, Liquid and Gas 7. Move closer
3. TRUE 8. Fact
4. TRUE 9. Fact
5. TRUE 10. Fact
Activity 4: Going Phase Change A.

77
1. E. Ice 5. A. vaporization
2. B. 6. D.
3. H. melting
4. F. liquid
B.
1. During a change of state, the temperature of a substance remains constant, while the
thermal energy changes.
2. Once the phase change is complete, adding more heat causes the temperature to
increase.
3. Heat energy is needed in phase change.
Activity 5: Graph it Down
A. Temperature vs. Heating Time Graph
B.
1. Water- Sand- Iron

2. The water requires more heat to increase in temperature.
78
3. The water requires more time to increase in temperature.
4. The iron pot heats faster than the water because it requires less energy to heat up. It
has lower specific heat capacity.
5. The sand is hot and the water is cold because the sea has to absorb more heat to raise
its temperature than the sand. Water has higher specific heat capacity than the sand.
6. Water has the highest specific heat capacity and iron has the lowest specific heat
capacity.
Prepared by:
KAREN C. GACUTAN
Linao National High School
SCIENCE 8
Name of Learner: _______________________ Grade Level: _______________
Section: _______________________________ Score: ____________________
LEARNING ACTIVITY SHEET Relationship between Voltage

and Current

Electricity is almost an indispensable part of our lives. Lighting, heating, transportation, and
communication are all dependent on it.
When you connect an electric fan to an outlet, you are assembling and using an electric
circuit. It consists of a source of electrical energy, connecting wires and a load.
The three electrical quantities are current, I measures in amperes(A), voltage, V
measures in volts(V) and resistance, R measures in ohms ( ).
In an electric circuit, the voltage is the work done in moving or pushing the charged
electrons (current) from one point to another in the circuit. The current in the circuit, on the
other hand, is responsible for illuminating the bulb or in rotating the electric fan as the case
79
maybe. The amount of current in the circuit is dependent upon the voltage applied. This
amount of current can be indicated by the intensity of brightness in the case of a lighted bulb.
Voltage, V is directly proportional to current, I, that
is V I or V= k
I
Where k, the proportionality constant, is the slope of the V vs I graph. This constant k
is equal to the resistance, R of the circuit, so
R = V/I
The unit of electrical resistance is defined as
R = volt (V)/ampere (A) or ohm ( )
1 = 1 V/A
The relationship between voltage, current and resistance is known as Ohm’s Law,
named after George Simo Ohm, who pioneered the study of such relation. Ohm’s law states
that current, I is directly proportional to the voltage, V and inversely proportional to the
resistance, R. In equation: I = V/R
Most electric circuits we see operate on more than one load called multiple load
circuits. For instance, when you turn on light in the dining room, lamps in your bedroom
remain unlighted, but if you remove one light bulb from Christmas bulbs, the other bulbs no
longer light.
Light bulbs in houses are connected differently from that of Christmas bulbs. The
connection of light bulbs at home is called parallel while the Christmas light bulbs is in
series.
A series connection has two or more loads but current flows through a single
conducting path while parallel connections has more than one path for current to flow. The
figure below shows the differences between series and parallel connections.
Fig.1: Series Connection Fig. 2: Parallel connection
Applying Ohm’s law for series and parallel connections consider these equations
below.
Series connections
IT = I1 = I2 = I3 …
80
VT = V1 + V2 + V3 +…
RT = R1 + R2 + R3 +…
Parallel connections
IT = I1 + I2 + I3 +…
VT = V1 = V2 = V3 …
_1_ = _1_ + _1_ + _1_ +…
RT R1 R2 R3
This learning activity sheet will help you understand more of the relationship between
voltage and current.
Learning Competency with code

Infer the relationship between current and voltage. (S8FE-Ig-30)
Activity 1: Voltage vs. Current

Directions: Complete the chart below to show comparison between voltage and current.
Voltage Current
Symbol
Unit
SI Unit
Definition
Relationship Voltage is the cause and current is

the effect. Voltage can exist without
current.
81
Measuring
Instrument
Field created An electrostatic field
In a series Current is the same through all

connection components connected in series.
In a parallel
connection
Voltages are the same across all
components connected in parallel.
Activity 2: The Brighter, the Better

Study the circuit diagrams below showing identical bulbs connected to a circuit with different
number of batteries. Then, answer the questions that follow.
Figure 3.
Figure 4
.
Figure 5.
82
1. Which configuration is the light brightest? ____________________________
2. Which configuration has the greatest amount of current? _________________
3. Which configuration is the light dimmest or least bright? _________________
4. Which configuration has the least amount of current? ___________________
5. If a single battery has a voltage of I.5 volts, what is the voltage of the circuit in
figure 1? _____________________
6. What is the total voltage of the circuit in figure 2? ______________________
7. What is the total voltage of the circuit in figure 3? ______________________
Activity 3. “Follow Me”, Relationship between Current and Voltage

The figure below is the Experimental Set-up for finding the relationship between voltage
and current. Analyze the data taken from the experiment and do the instructions that
follow.
Fig. 6
Data taken from the experiment:
Table 1. Comparative Values of Voltage and Current at Fixed Resistance

Number of Voltage,V Current, I Voltage,V /Current, I
Dry cells
(Volts) (Ampere) (Volt/Ampere)
83
1 1.5 0.15
2 3.0 0.30
3 4.5 0.45
4 6.0 0.60
1. Fill-up the fourth column of the table by dividing voltage, V by current, I.

2. Using the graph below, plot the data of voltage, V against Current,I.
3.
Draw a line of best-fit using the plotted points.
4.
Describe the graph? ________________________________________________
5.
What does the graph indicate? ________________________________________
6.
What becomes of current, I as the voltage, V is increased?___________________
7.
What becomes of current, I as the voltage, V is decreased?
__________________
8. How will you describe the quotient when you divide voltage by current in column
4 of Table 1?
9. What electrical quantity represents this in the circuit?
10. What can you infer/conclude about the relationship between voltage and current
for the same/constant load or resistor?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Activity 4: Oh My Ohm’s Law

Directions: Solve the following problems applying Ohm’s Law in the circuit. Show your
complete solution. Start with the given quantities, required or unknown, formula, solution, and final
answer. A rubric will be used to evaluate your answers.
1. How much current flows in an electric iron having a resistance of 20 when

connected across 220-V line?
84
2. An electric heater uses 4A when 220-V are applied to its terminals. Determine its
resistance.
3. What is the voltage across an electric hot plate which is draws 11A from the line
when its hot resistance is 20 ?
4. What is the resistance of the coil of wire in an electric stove if it is connected to a

220V line and the current passing through it is 8A?
5. How much current flows through a lamp with a resistance of 75 when it is

connected to a 220V line?
6. What is the resistance of a lamp which allows 10.9A when 220V is applied to it?
7. How much current would a 12 bread toaster draw when connected to a 220V outlet?
85
8. A resistor is connected to a 12V battery. The ammeter in the circuit reads 2A. What is
the value of the resistance?
9. If the voltage in the circuit were doubled, what would happen to the current in the
circuit?
10. If current in the circuit doubles of the same voltage, what will happen to the resistance
in the circuit?
Activity 5. Resistivity Affects Conductivity
As electrons flow through a conductor, they collide with the vibrating

atoms of the conductor and these electrons transfer part of their energy to the atoms
resulting to kinetic energytemperature of a conductor. The collision of the electrons with
the atoms limits increases as manifested in the increase in the
the amount of current in the conductor and this property of material is called
resistivity which describe as measure of the material’s resistance to the passage of
current. On the other hand, conductivity is the degree to which a specified material
conducts electricity.
Directions: Use the table below to answer the questions that follow.
Table 2: Resistivity of some materials at 200C.
Material Resistivity (
Silver 1.47 x 10-8
Copper 1.72 x 10-8
Gold 2.44 x 10-8
Aluminum 2.63 x 10-8
Tungsten 5.51 x 10-8
86
Steel 20.0 x 10-8
Mercury 95.0 x 10-8
Nichrome 100.0 x 10-8
Carbon 3.5 x 10-5
Source: Young, Hugh D. and Roger A freedom. University Physics with Modern Physics. 11 th Ed.
Pearson Wesley. 2004
1. Which of the given materials have the least resistivity? ________________________

2. Which of the given materials have the greatest resistivity? _____________________
3. Explain why silver and gold are not used as household wirings despite of having the
least resistivity.
_____________________________________________________________________
_____________________________________________________________________
4. Why is tungsten used as filament in lamps?
_____________________________________________________________________
_____________________________________________________________________
5. Why are copper wires used in household wiring?
_____________________________________________________________________
_____________________________________________________________________
Activity 6. Connect Pa More

Directions: Study the figures below to answer the following questions.
Figure 7a Figure 7b
1. When you connect the four bulbs to a 12V power supply switch in series as shown in Figure
7a and turn the switch on, what happens to the other bulbs when you unscrew one light bulb?
__________________________________________________________________________
2. What if you will screw the one light bulb in Figure 7a, what do you observe?
__________________________________________________________________________
3. How do you describe this type of connection?

__________________________________________________________________________
87
4. When you connect the three bulbs to a 12V power supply as shown in Figure 7b and turn the
switch on, what happens to the other bulbs when you unscrew one light bulb?
___________________________________________________________________________
___________________________________________________________________________
5. What if you will screw the one light bulb in Figure 7b, what do you observe?
___________________________________________________________________________
6. How do you describe this type of connection?

___________________________________________________________________________
7. What is the difference between series connection and parallel connection based on your
observations from the two set up?
___________________________________________________________________________
___________________________________________________________________________
8. What kind of connection is most practical at home? Why?

___________________________________________________________________________
___________________________________________________________________________
9. Why are electric meters connected in series with the rest of the circuits in the house?
___________________________________________________________________________
___________________________________________________________________________
10. Why is the main switch connected in series with the rest of the circuits in the house?
___________________________________________________________________________
___________________________________________________________________________
Activity 7. Computation in a Connection
Directions: Perform the indicated operations. Write the equations and solve for the unknown
quantity.
1. Suppose there are four 30 bulbs are connected in series connected to a 220V line,
what is the current in the circuit? Find the voltage drop in each of the four 30 bulbs.
2. You have five appliance connected in series as shown in the figure below. The
refrigerator has a resistance of 20 , the TV set 10 , the radio 5 , the flat iron 75
88
and the electric stove 55 , what is a( total resistance in the circuit b) total current c)
voltage drop in each appliance
a. total resistance in the circuit
b. total current
c. voltage drop in each appliance
3. Using the figure below, solve for:
a. Resistance of the combination
b. Current through the ciruit
89
c. Current through each resistor
d. Voltage across each resistor
4. Refer to the figure below to solve for:
a. Resistance of the combination
b. Current through the combination
90
c. Current in each resistor
d. Voltage across each resistor
5. Consider the circuit below, determine the following:
a. Voltage across each load,
b. Current through each load,
c. Total current through the circuit, and
91
d. Total resistance
Reflection:
1. I have learned that _________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. I enjoyed most on __________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. I want to learn more on ________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Acosta Herma D et.a. 2015. Science 10 Learner's Module. 1st ed. Pasig City: Department of
Education.
Arciaga, Marco E et. Al. 2008. Exploring Science and Technology. Paranaque City: Diwa
Scholastic Press Inc.
Benetillo, Eulalia N et. al. 2009. Science and Technology IV Textbook for Fourth Year.
Revised Edition. Quezon City: Book Media Press.
"Current vs Voltage." Diffen.com. Diffen LLC, n.d. Web. 13 Jun
2020.< https://www.diffen.com/difference/Current_vs_Voltage >
92
Ocampo, Pia C. et.al. 2013. Science 8 Learner's Module. 1st ed. Pasig City: Department of
Education.
Padua L Alicia et. al. 2003. Practical and Exploration Physics. Quezon City: Vibal
Publishing House Inc.
Voltage, Current, Resistance and Ohm’s Law. Sparkfun Electronics. Accessed June 17, 2020.
https://learn.sparkfun.com/tutorials/voltage-current-resistance-and-ohms-law
Answer Key:
Activity 1: Voltage vs. Current
Voltage Current
Symbol V I
Unit V or volts or voltage A or Amp or amperage
SI Unit 1 volt = 1 joule/coulomb. 1 ampere =1
(V=W/C) coulomb/second.
Definition Voltage, also called electromotive Current is the rate at which
force, is the potential difference in electric charge flows past a
charge between two points in an point in a circuit. In other
electrical field. words, current is the rate of
flow of electric charge.
Relationship Voltage is the cause and current is Current is the effect (voltage
the effect. Voltage can exist being the cause). Current
without current. cannot flow without Voltage
Measuring Voltmeter Ammeter
Instrument
Field created An electrostatic field A magnetic field
In a series Voltage gets distributed over Current is the same through
connection components connected in series. all components connected in
series.
In a parallel Voltages are the same across all Current gets distributed over
connection components connected in parallel. components connected in
parallel.
Activity 2: The Brighter, The Better
93
1. Figure 5 2.
Figure 5 3.
Figure 3
4. Figure 3
5. 1 x 1.5 volts = 1.5 volts 6. 2 x 1.5 volts = 3.0 volts
7. 3 x 1.5 volts = 4.5 volts
Activity 3: “Follow Me”, Relationship between Current and Voltage

Table 1. Comparative Values of Voltage and Current at Fixed Resistance
1. Number of Voltage,V Current, I Voltage,V/ Current, I

dry cells
(Volts) (Ampere)
1 1.5 0.15 10
2 3.0 0.30 10
3 4.5 0.45 10
4 6.0 0.60 10
2&3
4. It is a straight line sloping upward to the right.

5. The graph indicates a direct relationship between Voltage and Current.
6. As the voltage, V is increased, the current, I is also increased.
7. As the voltage, V is decreased, the current, I is also decreased.
8. The answer is the same or constant
9. The electrical quantity being described in this constant value is called resistance, R.
94
10. Current, I is directly proportional or dependent to voltage, V. For the same load or
resistor, a uniform increase or decrease in voltage would result in a uniform increase or
decrease in current.
Activity 4. Oh My Ohm’s Law

1. 2.
Given: R=20 , V=220v Given: I=4A, V=220V
Required: I Required: R
Formula: I = V/R Formula: R=V/I =

Solution: R = 220V/4A
Solution: I = 220V/20
Answer: R = 55V/A or 55
Answer: I = 11V/ or 11A
3. 4.
Given: I=11A, R=20 Given: V=220V, I=8A
Required: V Required: R
Formula: V = IR Formula: R = V/I
Solution: V=(11A)(20 ) Solution: R = 220V/8A
Answer: V = 220A.V or 220V Answer: R = 27.5V/A or 27.5
5. 6.
Given: R=75 , V=220V Given: I=10.9A, V=220V
Formula: I = V/R Formula: R = V/I

Solution: R = 220V/10.9A
Solution: I = 220V/ 75
Answer: R = 20.18V/A or 20.18
Answer: I = 2.93V/ or 2.93A
7. 8.
Given: R=12 , V=220V Given: V=12V, I=2A
Formula: I = V/R Formula: R = V/I

Solution: R = 12V/2A
Solution: I = 220V/12
Answer: R = 66V/A or 6
Answer: I = 18.33V/ or 18.33A
95
9.The current, I in the circuit also 10.The resistance, R in the circuit was
doubled reduced to 50%
Activity 5. Resistivity Affects Conductivity

1. Silver
2. Nichrome
3. Because melting point of silver is very low and if used as wire it could catch fire in a
house while gold is very soft to be used as wires and expensive.
4. Tungsten is used as filament in bulbs of lamps because it has the highest melting point
and lowest vapor pressure of all metals and at temperatures over 1 650 0C it has the
highest tensile strength.
5. Copper wires are used in household wiring because these have very low resistances
and are good conductors. Their resistances are not affected much by temperature
changes.
Activity 6. Connect Pa More

1. The other bulbs will not light up.
2. The four light bulbs lighted.
3. Series connection
4. The two remaining bulb will still light up
5. The three bulbs lighted
6. Parallel connection
7. In Figure 7a when you unscrew one bulb, the remaining bulbs in the circuit will not
light up because there is only one path for the electrons to flow in the circuit while in
Figure 7b, when you unscrew one bulb, the remaining bulbs will still lighted because
the flow of electrons in the circuit is separated.
8. Parallel connection is widely used at home because not all appliances can be used at
the same time.
9. Electric meters are connected in series with the rest of the circuit in the house to be
able to measure the total amount of electrical energy entering in the household.
10. The main switch is connected in series with the rest of the circuits in the house to be
able to control electrical energy entering the house in case of emergency
Activity 7: Computation in a Connection
1. RT = R1 + R2 + R3 + R4
RT = 30 30
+ 30
+ 30
= 120
96
IT = VT/RT
= 220V/120
= 1.83A
IT = I 1 = I2 = I3 = I4
V1 = I1R1
= 1.83A(30
= 54.9V
V2 = I2R2
= 1.83A(30
= 54.9V
V3 = I3R3
= 1.83A(30
= 54.9V
V4 = I4R4
= 1.83A(30
= 54.9V
V T= V 1 + V2 + V3 + V4 = 219.6Vor 220V
2.
a) RT = RT + RT + RT + RT
= 20 + 10 + 5 + 75 + 55
= 165 b) I T
= V T / RT =
220V/165
= 1.33A
c) Iref = V1R1 = (1.33A) ( 00 ) = 26.6V
ITV = V1R1 = (1.33A) ( 10 ) = 13.3V
Iradio = V1R1 = (1.33A) ( 5 ) = 6.65V
Iflat iron = V1R1 = (1.33A) ( 75 ) = 99.75V
Istove = V1R1 = (1.33A) ( 55 ) = 73.15V
3.
a) 1/ RT =1/ R1 + 1/R2 + 1/R3
97
1/ RT =1/ 2 + 1/4 + 1/6
1/ RT =11 / 12
( 11 RT)/ 11 = 12/11
RT = 1.09
b) IT = V T / R T = 6V / 1.09
= 5.50A
c) I1 = V1//R1 I1 = 6V/ 2
IT = 3A
I2 = V2//R2
I2 = 6V/ 4
IT = 1.5A
I3 = V3//R3
I3 = 6V/ 6
IT = 1A
d) VT = V1 = V2 = V3 = 220V
4.
a) RT = R1 + R2 + R3
= +4 + 6 2
= 12
b) IT = VT / RT = 6V / 12
= 0.5A
c) IT = I1 = I2 = I3 = 0.5A
d) V1 = (I1 )(R1) = (0.5A) (2 )

= 1V
V2 = (I2 )(R2)
= (0.5A) (4 )
= 2V
98
V3 = (I3 )(R3)
= (0.5A) (6 )
= 3V
VT = V1 +V2 + V3
= 1V + 2V + 3V
= 6V
5.
a) Vt = V1 = V2 = V3 = 220V
b) I1 = V1 / R1
= 220V / 240
= 0.92A
I2 = V 2 / R 2
= 220V / 280
= 0.78A
I3 = V 3 / R 3
= 220V / 300
= 0.73A
c) It = I1 + I2 + I3
= 0.92A + 0.78A + 0.73A
= 2.43A
d) 1 / RT = 1/ R1 + 1/R2 + 1/R3
1 / RT = 1/240 + 1/280 + 1/300

1 / RT = 2232/21060
21060/2232 = 2232Rt/2232
99 = Rt
99
5 4 3 2 1
Five parts, namely Given Four parts are Three parts One or Two No part is
quantity, Required or complete and are complete parts are properly
unknown, Formula, properly and properly complete and written
Solution, and Final written written properly written
answer are complete and
properly written.
Each quantity involved Each quantity Three or four One or two Quantities
has correct unit of involved has quantities quantities have have no unit
measurement correct unit have correct correct unit of of
of unit of measurement measurement
measurement measurement
Prepared by:
MAPHILINDO C. TURARAY
EDUARDO C. DELA ROSA

100
SCIENCE 8
Name: ________________________________ Section: __________________

Date: _________________________________
Score:____________________
LEARNING ACTIVITY SHEET Advantages and Disadvantages

of Series and Parallel Connections
From your previous lessons about electricity, you have learned that an electrical
circuit consists of a load which can be electric bulbs or electrical appliances which consumes
electrical power; a voltage source like batteries or generator which supplies electrical energy
or a potential difference between two points within an electrical circuit allowing current to be
flowing around it; and connecting wires which provides the path for electrons or current to
flow. This electrical circuit can be connected either in series or parallel. Series connection
has only one path or route for electrons or current to flow, hence, current is the same
anywhere in the circuit. For example, if there are three bulbs connected in series, the bulbs
will have a lesser brightness since the voltage (measure of strength of electrical power) is
shared in ratio to resistance (limits or opposes the flow of electrical current). If one of the
bulbs gets busted, the other two bulbs will not work properly or do not produce light since
the flow of current is broken or disconnected. Furthermore, as the number of loads are
increased in the series circuit, the greater circuit’s resistance is produced.
Parallel connection on the other hand, has two or more paths or routes for the
flow of current. This explains that the current splits or divides among the loads such as bulbs
or appliances. In this case, the voltage across each pathway is the same throughout the circuit.
For instance, if there are three bulbs of the same wattage connected in parallel, each bulb
produces equal brightness. If one of the bulbs gets busted, the other bulbs will not be affected
and still light up because each bulb has a separate connection to a voltage source in the
circuit. In other words, if problem may occur in one of the connections in the circuit, other
connections will not be affected, hence, current will still pass through in the undisturbed
connections. This is the reason why parallel connections are preferred in household wirings
because home appliances and other electrical devices operate on the same voltage and that
loads or appliances are often switched on and off separately.
Learning Competency with code:

Explain the advantages and disadvantages of series and parallel connection in homes. (S8FE -
Ii - 31)
101
Activity 1: Label Matters
I. Directions. Name the two circuits according to the type of connection it represents. Write
your answer on the blank below.
A B
b d e f
c
f
Source: www.physicsclassroom.com
______________________ ________________________
II. Directions: Answer the following questions regarding circuits A and B above.
1. In circuit A, if bulb a burns out, will bulb c still light? _____ Why? __________________
_________________________________________________________________________
2. In circuit A, if bulbs b and c burn out, will bulb a still light? _____ Why? _____________
_________________________________________________________________________
3. In circuit B, if bulb d burns out, will bulb f still light? _____ Why?
___________________
_________________________________________________________________________
4. In circuit B, if bulbs d and f are missing, will bulb e still light? _____ Why? ___________
_________________________________________________________________________
5. Which do you prefer in your own household electrical wirings, series connection or
parallel connection? Why? ___________________________________________________
___________________________________________________________________________
_______________________________________________________________________
102
Activity 2: Ignite Your Power to Analyze
Directions: Study the illustration below and answer the questions that follow.
Source: VectorStock.com/20558187
1. If the stand fan is switched off, will the other appliances still continue to work? Why?
_________________________________________________________________________
2. If the stand fan and television are not plugged into an outlet, will the refrigerator function?
Why? ____________________________________________________________________
3. If both the refrigerator and stand fan are unplugged, will the television still work? Why?
_________________________________________________________________________
4. If all appliances are plugged into individual outlets, does it affect the voltage source?
Why? ____________________________________________________________________
5. Appliances at home are usually connected in parallel. What are the advantages of having a
parallel connection in household electrical connection? ____________________________
_________________________________________________________________________
103
Activity 3: Glow in the Dark
Directions: Analyze the illustrations below and answer the questions that follow.
a b c
1. If bulb a is removed from the circuit, will the rest of the bulbs or appliances still work?
Why? _________________________________________________________________
2. What happens to the entire circuit if bulb c get busted? __________________________

______________________________________________________________________
3. If two more bulbs are added in the circuit, will the brightness be the same as that of the
three bulbs? Why? _______________________________________________________
_______________________________________________________________________
4. What happens to the entire circuit if the stand fan is damaged? ____________________
_______________________________________________________________________
5. How are the appliances and electric bulbs connected in the circuit? Is this type of
connection possible? Why or why not? ________________________________________
________________________________________________________________________
________________________________________________________________________
Activity 4: Explore Your Bright Side
104
Directions: Seek the assistance of your parents to inspect your household electrical
connections and answer the following guide questions.
1. Which loads or appliances are connected in series?

____________________________________________________________________
2. Which loads or appliances are connected in parallel?
____________________________________________________________________
For items 3 and 4, refer to the given situation below:

One morning, your mother is ironing your uniform with a stand fan on and a light
bulb on. Suddenly, the light bulb sparked and eventually got busted.
3. If the electric iron, stand fan and the bulb are connected in series, can your mother still
continue to iron your clothes? Why? _____________________________________
___________________________________________________________________
4. If the electric iron, stand fan and the bulb are connected in parallel, can your mother still
continue to iron your clothes? Why? ______________________________________
___________________________________________________________________
5. What are the advantages and disadvantages of series connection? How about the
advantages and disadvantages of parallel connection? Complete the table below.
Series Connection Parallel Connection
Advantages
Disadvantages
Activity 5: Spark Your Best Option
Directions: Given the situations below, select one of your best choice and work for it.
1. Draw a poster about the advantages and disadvantages of series and parallel connections in
homes.
105
2. Create a two-minute promotional video on the advantages and disadvantages of series and
parallel connections in homes.
3. Make a rap song in the form of audio-video about the advantages and disadvantages of
series and parallel connections in homes.
Rubric for Scoring
POSTER MAKING
Needs
Good
CATEGORY Excellent 4 Fair 2 Improvement
3
1
Graphics are Most graphics
Most graphics
all in focus and are in focus
are in focus and
the content and the content Many graphics
the content is
Graphics Clarity easily viewed easily viewed are not clear or
easily viewed
and identified and identified are too small.
and identified
from 6 ft. from 6 ft.
from 4 ft. away.
away. away.
Several of the
graphics used One or two of
on the poster the graphics The graphics are
reflect a used on the made by the No graphics
Graphics - exceptional poster reflect student, but are made by the
Originality degree of student based on the student are
student creativity in designs or ideas included.
creativity in their creation of others.
their creation and/or display.
and/or display.
All graphics
All graphics are related to Graphics do
are related to the topic and All graphics not relate to
the topic and most make it relate to the the topic OR
Graphics - make it easier easier to topic. Most several
Relevance to understand. understand. All borrowed borrowed
All borrowed borrowed graphics have a graphics do
graphics have a graphics have source citation. not have a
source citation. a source source citation.
citation.
106
Almost all
All items of items of Several items of
importance on importance on importance on Labels are too
the poster are the poster are the poster are small to view
clearly labeled clearly labeled clearly labeled OR no
Labels
with labels that with labels that with labels that important
can be read can be read can be read items were
from at least 3 from at least 3 from at least 3 labeled.
ft. away. ft. away. ft. away.
The poster
includes all All but 1 of the
All required Several
required required
Required elements are required
elements as elements are
Elements included on the elements were
well as included on the
poster. missing.
additional poster.
information.
Student can
Student can Student can
accurately Student
accurately accurately
answer about appears to have
answer all answer most
75% of insufficient
questions questions
Knowledge questions knowledge
related to facts related to facts about the facts
Gained related to facts
in the poster in the poster or processes
in the poster and
and processes and processes used in the
processes used
used to create used to create poster.
to create the
the poster. the poster.
poster.
At least 7 5-6 accurate 3-4 accurate Less than 3
Content - accurate facts facts are facts are accurate facts
Accuracy are displayed displayed on displayed on the are displayed
on the poster. the poster. poster. on the poster.
The poster is
The poster is The poster is The poster is
exceptionally
attractive in acceptably messy or very
attractive in
Attractiveness terms of attractive poorly
terms of
design, layout though it may designed. It is
design, layout,
and neatness. be a bit messy. not attractive.
and neatness.
107
VIDEO PRESENTATION
Criteria Excellent Good Fair Needs

Improvement
4 3 2 1
Content It covers all the It includes It includes The content
topics in depth basic essential includes minor
with details and knowledge information details and it
examples. The about the topic. about the topic has several
knowledge The content but it has 1-2 mistakes in the
of the topic is mistakes in the
seems to be facts.
excellent. facts.
good.
Originality The product The product It uses ideas Uses ideas from
shows great shows certain from other other people
originality. The originality. It people (quoting without quoting
ideas are shows the use them0, but them.
creative and of new ideas there is little
witty. and of evidence of
shrewdness original ideas
Use of There are no Three or fewer Four spelling or More than four
Language mistakes in spelling grammar spelling or
spelling or mistakes or mistakes grammar
grammar punctuation mistakes
mistakes
Videography- A lot of Several (3-4) One or two Little effort has
Interest different shots, and different different shots, been made to
camera angles, shots, camera camera angles, provide variety
sound effects, angles, sound sound effects, in the video.
and an effects, and/or and/or an
adequate use of an adequate use adequate use of
zooming of zooming zooming
providing providing providing
variety in the variety in the variety in the
video. video. video.
Videography- The overall Most of the The quality of The quality of
Clarity quality of the quality of the the video is not the video and
video and the video and the very good but the focus are
focus were focus were the overall not very good.
excellent. excellent. focus was
excellent
108
RAP MUSIC
Criteria Excellent Good Fair

Accurate All information There are many You rap’s
was accurate in rap inaccuracies information was
very inaccurate
Detailed Your rap was very Your rap gives Your rap and visual
detailed. I felt like I some details about are too general, I
really knew your your person, but I could have made it
person and what felt it was lacking up just by guessing
he/she stood for some specifics about the person
and how they had
great ideas
Thorough Your rap and visual Your rap and visual Your rap and visual
covered all covered a only covered one
essential beliefs few major main idea.
and facts about points about your
your person person
Reflection
4. I have learned that ___________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
5. I enjoyed most on ____________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. I want to learn more on _______________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
References:
Bentillo, Eulalia. 2012 Physics, Science and Technology. Quezon City, Philippines. FEP
Printing Corporation.
Campo, Pia. et.al. 2016. Science Learners Module. Pasig City, Philippines: FEP Printing
Corporation.
109
https://www.google.com/search
www.physicsclassroom.com https://www.qoura.com/search
https://www.google.com/search?q=high+school+rubrics+for+poster&tbm=isch&ved=2ahU
KEwib_Y_Rm-_pAhULvJQKHZARBusQ2-
https://www.google.com/search?q=high+school+rubrics+for+video+presentation&tbm=isch
&ved=2ahUKEwib_Y_Rm_pAhULvJQKHZARBusQ2-
https://www.google.com/search?q=high+school+rubrics+for+a+rap+song&tbm=isch&ved=
2ahUKEwjx3u6bzunpAhVD3pQKHWyNBqIQ2cCegQIABAA&oq=high+school+ru
brics+for+a+rap+song&gs_lcp=CgNpbWcQAzoCCAA6BggAEAgQHlDDthRYkYU
YL_xFGgBcAB4AIAB
Answer Key
Activity 1
I. A B
Series Parallel
II. 1. No, because the flow of current is broken.
2. No, because the flow of current is broken.
3. Yes, because each bulb is individually connected to a voltage source.
4. Yes, because each bulb is individually connected to a voltage source.

5. Parallel, because even if one of the loads is broken, the rest of the loads will not be
affected.
110
Activity 2.
1. Yes. Because each appliance has its own path where current flows.
2. Yes. Because electrons or current follow different paths as they flow from negative
to positive terminal.
3. Yes. Because it does not affect the paths of the other appliances for current to flow.
4. No. Because all appliances connected in parallel operate with the same voltage source.
5. Parallel connection is preferred over series connection at home for reasons that all
appliances operate with the same voltage that is 220V and aside from that, if one of
the appliances will be damaged, the other appliances will still function. Unlike in
series connection, if one of the appliances will be damaged, the rest of the appliances
will no longer work or will no longer function.
Activity 3.
1. No. Because the flow of electrons or the flow of current is broken or cut.
2. If bulb c get busted, the rest of the circuit will no longer work.
3. No. Because in series connection, the voltage is shared in ratio to resistance. Hence,
the bulbs become dimmer.
4. If the stand fan is damaged, the entire circuit will not function anymore because the
path where current flows is disconnected.
5. No. The reason why homes aren’t connected in series is that, the voltage across each
appliance will be dropped and so, the last appliance will not get sufficient voltage to
drive current and if that happens, some of the appliances will not function well. Aside
from that, once you switched off the light during daytime, none of the appliances will
work. Subsequently, if lights are switched on during night time, the rest of the
appliances will also work and so, unnecessary energy is consumed.
Activity 4.
1. The main switch is connected in series with the rest of the loads or appliances at home.
2. Appliances like television, refrigerator, electric fans, electric pot, light bulbs and other
electrical appliances are connected in parallel.
3. No. Because the path for current to flow has been disconnected.
4. Yes. Because current can still flow or travel along a different path.
5.
Series Connection Parallel Connection
111
Advantages Current flows through every All loads or appliances
component in the circuit. It is connected in the circuit gets
useful when you need to equal amount of voltage; it does
maintain a constant current not affect the entire circuit even
through each component if one of the loads is being
example in Christmas lights
damaged and that current can
still pass through the circuit.
Disadvantages If you are going to add more It requires a lot of wires in
output devices, the slower the connecting each appliance.
current becomes and once the There could be a risk of fire in
circuit is broken, the entire some cases and increasing the
circuit will no longer function number of output devices does
not increase the resistance.
Prepared by:
DIANA D. LACAMBRA
Cataggaman National High School
SCIENCE 8
Name of Learner: _______________________________ Grade Level:_________________
Section:________________________________________ Date: ______________________
LEARNING ACTIVITY SHEET Electrical Safety Devices
Background Information for the Learners

Electricity is very essential. It provides us so many valuable things without which life
on earth would be difficult. It gives us light and enables us to enjoy some comfort. It also
facilitates the performance of certain tasks. But despite its many benefits, electricity could
bring danger like the most common house fires and electrocution, which is so fatal.
112
Electrical engineers or electricians often use safety equipment or devices to protect
the building as well as the people from injury due to electric shock in the human body.
Grounding wires protect people from shocks. If a short circuit occurs in a device,
current will go directly into the earth through a low resistance grounding wire. In this way a
person who touches the device will be protected. In order to protect people from shocks,
electrical systems are grounded. A circuit is electrically grounded when charges are able to
flow directly from the circuit into the ground connection in the event of a short circuit.
The following are some electrical safety devices (ESD) used in electric circuit that are found
in our homes and their functions.
1. Circuit breaker is a safety device that uses an electromagnet
that automatically shut off the circuit when there is an excess
current from overload or short circuit. It’s easy to reset the
circuit breaker. This is done by pulling back a switch after
turning off some of the appliances that are causing the high
current in the circuit.
circuit breaker
2. Fuse is a device that contains a thin strip of metal

that will melt if too much current flows through it.
It protects the load such as appliances from
damaging effects of overcurrent. When the strip of
metal melts, or “blows”, it breaks the circuit and
stops the flow of current. The electricity might
have gone out because a fuse was blown. Once the
overload is corrected, the fuse can be
fuse
replaced and the electricity is restored. When a fuse
burns out, it cannot be used again.
3. Three-pronged plug. The two flat prongs connect the appliance
to the household circuit. This third prong, which is round,
connects the metal shell of an appliance to the ground wire of a
building. It serves as a ground conductor in order to protect people
from electrocution.
Plug with third prong
4. Lightning rod is a metal rod mounted on the

roof of a building in order to protect a
building. It is also connected to a grounding wire. When lightning
strikes the rod, charges flow through the rod, into the wire and
then into the Earth. This protects the building from lightning.
lightning rod
5. Double insulation protects the user of the appliance from

an electric shock by preventing any possibility of the
113
external casing becoming live thus, eliminating the need for an earth connection.
Some appliances have double insulation, and only need live and neutral wires. They
don’t need an earth wire e.g. televisions, computers, printers, and hairdryers.
6. Earthing is the act of connecting the metal

casing of the appliance to earth via a wired
connection to the bare ground. Earthing wires
usually have green and yellow bands around
them. It is also a method of transmitting the
instant electricity discharge directly to the
ground through lower resistance wires or
electrical cables. This is one of the significant
Earthing features of electrical networks. Because it builds
the most eagerly accessible and hazardous power
source much secure to utilize.
Learning Competency with Code:

Explain the functions of circuit breakers, fuses, earthing, double insulation and other
safety devices in the home. (S8FE-Ii-33)
Activity 1. Let’s Make Connection!

Directions: Match the devices in Column B and their respective functions in Column C with
the given pictures of items in Column A. Write your Coded answer in the space provided.
The first one is done for you.
Column A Column B Device Column C Column D
name Coded answer
Picture Function
1. A. Circuit I. Connects the metal shell of 1. C, II
Breaker an appliance to the ground
wire of a building
2. B. Double II. Transmits the instant 2.

insulation electricity discharge
directly to the ground
through lower resistance
wires or electrical cables
114
3. C. Earthing III. Protects the building from 3.
lighting discharge
4. D. Fuse IV. Shuts off the circuit when 4.

the current gets too high
using an electromagnet
5. E. Lightning Rod V. Protects the user of the 5.

appliance from an electric
shock
6. F. Third Prong VI. Melts if too much current 6.

flows through it
Activity 2. Can You Be My Partner?

Directions: Fill in the Venn diagram comparing circuit breaker and a fuse by transferring the
sentences below into their appropriate places.
115
Circuit breaker Fuse
1. ______________________ 1. ______________________
_____________________ ______________________
_____________________ ______________________
2. ____________________ 1. ___________ 2. ______________________
___________________ ___________ ______________________
___________________ ___________ ______________________
2. ___________
___________
___________
It looks like switches

Protects wiring from overheating
It contains a thin strip of metal
Uses electromagnet to shut off
It burns out and can’t be used again

Safety devices that break the circuit whenever overload or short occurs
Activity 3. Fact or Bluff?

Directions: Write FACT if the statement is correct and write BLUFF if the statement is
wrong and give the correct term in the underlined word to correct the statement. Write your
answer on the space provided.
1. The human body can be seriously injured by shocks, even those of less than one
ampere. ________________________________
116
2. Wearing of rubber shoes or slippers when repairing electric appliances is one of the
safety measures in handling electricity. ____________________________
3. Always plug an electrical appliance before attempting to open or repair it.
_________________________________
4. Never replace a blown fuse with coin or just any wire. _________________________
5. Never overload a circuit by attaching too many
appliances to it. __________________
6. Always replace a blown fuse with a coin or just
any wire. _______________________
7. Don’t ignore switches or outlets that don’t work. Have a qualified electrician check
the outlets. ___________________________
8. Don’t use old extension cords without inspecting them first. ____________________
9. Don’t switch on electric appliances with wet hands. ___________________________
10. Pull on the plug, not on the cord to disconnect electrical appliance from the outlet.
________________________
Activity 4. Safety First!

Directions: Answer the following questions.
1. What are some important safety devices used in your own homes? Name at least 3 of
these electrical devices. ________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. How should you prevent electric shock or electrocution? ______________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What will happen to fuse if it burns out? ___________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Why does connecting too many electrical appliances at the same time in one extension
wire with low quality often” blow “ or “burn” a fuse?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection:
117
1. I learned that ______________________________________________________________
_________________________________________________________________________
__
_________________________________________________________________________
__
2. I enjoyed most on __________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. I want to learn more on _____________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References and Link/s:

Acosta, Herma D.et.al. 2015. Science –Grade 10.Learner’s Material. Pasig City.
Department of Education .
Bentillo, Eulalia N. et .al. 2004. Physics, Science and Technology Textbook for Fourth.
Quezon City. Department of Education .
Campo, Pia C., et. al. 2003. Science – Grade 8. Learner’s Module. Pasig City. Department
of Education.
Holt, Rinehart and Winston, Holt. 2001.Science and Technology, Physical Science. Austin,
Texas. A Harcourt Classroom Education Company. Austin, Texas.
Padilla, Michael J.et. al. 2001. Focus on Physical Science. Prentice Hall. New
Jersey Glenview, Illinois, https://www.gcsescience.com/pe38.htm
https://www.thespruce.com/six-ways-of-prevent
Answer Key:
Activity 1.
118
1. C, II
2. E, III
3. B, V
4. A, IV
5. F, I
6. D, VI
Activity 2.
Circuit breaker Fuse

1. It looks like switches ___ 1. It contains a thin strip of
_____________________ metal.
_____________________ ______________________
2. Uses electromagnet to 1. Protect wiring 2. It burns out and can’t be used
shut off __________from overheating again.
___________________ ___________ ______________________
2. Safety devices
that break the circuit
whenever over-
load or short
occurs
Activity 3.
1. Fact 6. Bluff, Never
2. Fact 7. Fact
3. Bluff , Unplug 8. Fact
4. Fact 9. Fact
5. Fact 10. Fact
Activity 4.
1. Answers vary (fuse ,circuit breaker, ground conductor ,prong)
2. Possible answers
a. Do not “flip”the circuit breaker as ON and OFF switch

b. Do not replace the burn fuse without putting down the main switch.
c. Never use a coin or piece of metal to replace a burn fuse.
d. Do not use old extension wires without inspecting them first.
e. Check the extension cord load limit.
f. Have a qualified or licensed electrician inspect the circuit breaker, fuse,
switches that don’t work anymore.
g. Unplug electrical appliances when not in use.
3. The color of the metal wire is black. If a fuse burns out no current will flow and all
lights and fixtures along the circuit go dead. It has to be replaced with new one.
4. If too many appliances are connected in a single extension cord this is overloading.
Overloading occurs when an electrical wires carries too much current. This may cause
the fuse wire to melt or burn because it exceeds the maximum current the household
wire can handle.
Prepared by:
VICTORIA T. IRINGAN

Grade 8 Science LAS

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8

LEARNING ACTIVITY SHEET

Republic of the Philippines

Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD

Content Editor : EDUARDO C. DELA ROSA, Cagayan National High School

Layout Artists : ERIC B. PASION, Cagayan National High

Investigate the relationship between the

amount of force applied and the mass of the

object to the amount of change in the object’s

Infer that when a body exerts a force on

another, an equal amount of force is exerted

Identify and explain the factors that affect

potential and kinetic energy

Investigates the effect of temperature to the

Explain the hierarchy of colors in relation to the

energy of visible light

Differentiate between heat and temperature at

the molecular level

Infer the relationship between current and

Explain the advantages and disadvantages of

series and parallel connections in homes

Explain the functions of circuit breakers, fuses,

devices in the home

LEARNING ACTIVITY SHEET Force and Motion

Background Information for the Learners:

Learning Competency with Code:

Activity 2. What can Force Do?

Activity 3. Complete the Message

Force is any __ __ __ __ __ __ __ __ __ __ __ that causes change in an object’s motion. It

Activity 4. Balanced Force

Activity5. Unbalanced Force

Toy car 1 F=2N

Objects at rest will remain at rest. Objects in motion will continue to __ __ __ __ in a

Activity 6. Effect of Force to Acceleration

1. What is the effect of Fnet on both carts? _____________________________________

Activity 7. Effect of Mass to Acceleration

1. Which of the two carts will gain greater acceleration? _________________________ 2.

1. How much greater is the mass of cart 3 as compared to cart 1? __________________

Activity 8. Applying Newton’s Second Law of Motion

3. What is the mass of an object accelerated at 4 m/s2 by a force of 20 N?

Activity 9. Summing it Up!

2. How does net external force affect the object’s acceleration?

3. How does the object’s mass affect its acceleration?

2. I enjoyed most on _______________________________________________________

3. I want to learn more on ____________________________________________________

Background Information for the Learners:

Do you want to understand why this is happening?

Why do forces always occur in pairs?

Action: The tower

Action: Tire pushes the road

DID YOU KNOW?

ACTIVITY 1. What’s Your Action and Reaction?

A bird while flying pushes the air downwards

4. A fireman has to hold on tightly to a fire hose. The

hose will fly backwards as water shoots out from it.

The swimmer pushes against the water while the

Activity 2. The Direction of Your Reaction

Action: Hand pulls on flower

Action: Windshield hits bug Action: Athlete pushes barbell upward

Action: Fist hits wall Action: Compressed air pushes balloon

Action: Hand touches nose Action: Air rushes down

Action: Bat hits ball

Activity 5- Decode the Forces in Your Life

1. Gaps, stimulus and reactions

Force is any __ that causes change in an object’s motion. It

Objects at rest will remain at rest. Objects in motion will continue to in a