Republic of the Philippines

OUR LADY OF RANSOM CATHOLIC SCHOOL

Mangga I, Matatalaib, Tarlac City
S.Y. 2019-2020

LEARNING PLAN SCIENCE 8

I. OBJECTIVES

Content Standard:

 The learners demonstrate understanding of Newton’s three laws of motion and uniform circular
motion are interrelated in terms of application of constant force.

Performance Standards:

 The learners develop a written plan and implement a “Newton’s Olympics”

Learning Competencies
The learners...

1. Investigate the relationship between the amount of force applied and the mass of the object to the
amount of change in the object’s motion;
2. Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
3. Demonstrate how a body responds to changes in motion;
4. Relate the laws of motion to bodies in uniform circular motion;
5. Infer that circular motion requires the application of constant force directed toward the center of the
circle;
6. Identify situations in which work is done and in which no work is done;
7. Describe how work is related to power and energy;
8. Differentiate potential and kinetic energy;
9. Relate speed and position of object to the amount of energy possessed by a body;
10. Infer how the movement of particles of an object affects the speed of sound through it;
11. Investigates the effect of temperature to speed of sound through fair testing;
12. Demonstrate the existence of the color components of visible light using a prism or diffraction grating;
13. Explain the hierarchy of colors in relation to energy;
14. Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies;
15. Differentiate between heat and temperature at the molecular level;
16. Infer the relationship between current and charge;
17. Explain the advantages and disadvantages of series and parallel connections in homes;
18. Differentiate electrical power and electrical energy; and
19. Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in
the home.
II. SUBJECT MATTER

Lesson: Work, Power, and Energy

Sub. Topics: Let’s get to Work, Time to get Energized.
References: 1. Science for the 21st century, by Anne Brigitte U. Lim et. Al pg. 70-77
https://www.Ndeed.org/EducationRsources/HighSchool/Sound/tempandspeed.htm
Strategies: Activity Method and collaborative learning and laboratory method
 III. ORGANIZING BIG IDEAS:

Essential Understanding
Students will understand that newton’s three law of motion, uniform circular motion and the
application of constant force can be used in developing a written plan of “Newton’s Olympics” by
practicing road safety at all times.

I. Objects have tendency to stay at their current state (of motion/rest)

II. Motion Results from unbalanced force.

III. Acceleration depends directly upon the net force and directly upon the object’s mass.
IV. Forces always come in pairs.

Essential Questions:

I. Why do objects tend to resist changes in its current state?

II. How does force lead to motion?

III. How is acceleration relate to the objects mass and the amount of force exerted?
IV. Why do forces come in pairs?

IV. PROCEDURE
A. EXPLORE: DAY 1
Activity 1: Focus Question

WHAT I THINK

WHAT I LEARNED

Process Questions:
1. What is the connection of sound and temperature?
2. How can a temperature affect the sound?

Activity 2: More than Just a Hanger

Objective:
1. Describe the sound produced by each container.

Materials: metal coat hanger, thread or string, container with hot water, container with cold water, container
with water (at room temperature), timer
Procedure:
1.Work with a partner.
2.Tie a piece of string to the one end of the metal hanger and another string to the other hand.
 3.Let the hanger hang upside down using the ends of the string. Twirl the string around your finger.
Gently plug the finger with string to your ear.
4.Hit the container of hot water. Observe the sound produced.
5.Do the same with the other containers one with cold water and the other with water at room
temperature.

Guide questions:
1. Why do you think was the activity titled More than Just a Hanger?
2. Describe the sound produced by each container.
3. What do the results tell you about sound?
4. Did the activity change any concept that you know about sound?
a. If yes, what these concept?
b. If no, what concepts that you know contradict the results?

B. FIRM UP (DAY2)
Activity 3: Problem Solving
Compute the following problems.
1. How long does it take sound to travel 1000 m through the air at 20 degrees Celsius?
2. In five seconds, what will be the speed of that sound can travel through the air at 30 ˚C?
3. You were on a mountain climbing adventure with your friends. You were so happy that you shouted,
Hello! After 1.5 seconds, you heard echo. At the time, the temperature of the air was 10˚C. How far did
the sound travel before it bounced back to you?

C. DEEPEN (DAY 3)
Activity 4: Determining the Effect of Temperature on the Speed of Sound
Objective:
1. Determine the speed of sound in air at a certain temperature.

Materials: tuning fork of known frequency, tall cylindrical container, water, rubber mallet, ruller or meter stick.
Procedure:
1. Record the temperature of this time.
2. Half fill the glass cylinder with water.
3. Using the rubber mallet, strike the tuning fork.
4. Then hold the tuning fork as shown in figure 3.2.3
5. While holding the tuning fork cover the cylinder, ask a group mate to poue more water slowly in the
container.
6. Listen carefully. Take note the point/ time when the tuning fork changes in pitch.
7. Perform fivr trials.
8. Calculate the velocity of sound using the equation
V= 4f (H+ 0.4 D)
9. Compare this to the accepted value of the speed if sound at the temperature during the time you were
performing this experiment.
10. Compute the percent error using the formula
accepeted value−experimental value
% error= x100 %
accepted value
11. Record all your data in table 3.2.1
Temperature:
Frequency of the tuning rock:
Distance between the top of the water and brim of the cylinder:
Diameter of the cylinder:
Table 3.2.1. Speed of sound in Air ( Open Area)
 Trial Experimental value of the Accepted value of the speed Percent error
speed of sound (m/s) of sound ( m/s)
1
2
3
4
5
Part II. Air- conditioned room
1. Perform all the steps in part I, but this time, do them in an air- conditioned room or in any area with a
lower temperature than the open area.
2. Record your observations in table 3.2.2.
Temperature:
Frequency of the tuning rock:
Distance between the top of the water and brim of the cylinder:
Diameter of the cylinder:
Table 3.2.2. Speed of sound in Air ( Air- conditioned Room)
Trial Experimental value of the Accepted value of the speed Percent error
speed of sound (m/s) of sound ( m/s)
1
2
3
4
5

Process Questions:
1. How did the experimental value of the speed of sound compare to the accepted value for parts I and II?
2. How did the experimental value in part I compare to the experimental value in part II?
3. Account for the errors in your experiment. Cite resources of error and explain each
4. What conclusion can you make based on the data gathered?
5. Did the result match what you have previously learned about sound?

If you were perform the experiment again, what modifications would you make?
E. TRANSFER: DAY 4
Activity 5: Revisiting Map of Conceptual Change
Focus Question

WHAT I THINK

WHAT I LEARNED
 Process Questions:
1. What is the connection of sound and temperature?
2. How can a temperature affect the sound?

Activity 6: Mini-Task
You are a children’s book author. Your publicist asks you to make a children’s book about sound. You will
integrate what you will learn about the speed of sound in your story. The story may involve kids or animal
characters. Your children’s book has at least 5 pages and printed in short bond paper. The font size of the text
should be at least 20. The images should be colourful. Your book will be evaluated based on content,
organization, and graphics.
Content= 10 %
Organization and Graphics= 10 %
Total = 20 %

Questions for Values Integration:

1. How can a temperature affect the speed of sound?

Prepared by:
MS. CORINA S. DOMINGO
Science Teacher

Checked by:
Mr. MELVIN M. SURLA
Academic Coordinator

Approved by:
SR. EDNA S. SOLIMAN O.P
Principal