EDITED38 Science 8 1st 4th

Computer Arts and Technological College, Inc.
Legazpi ● Ligao ● Polangui
Unit Chapter 1: FORCE

1
Force, Motion and
Energy
LEARNING OUTCOME NUMBER 1:

Identify and describe the different types of forces.
CONTENT:
1. Types of Forces
METHODOLOGY:
1. Lecture via Zoom
2. Audio/video presentation
3. Group discussion
4. Practice exercises
5. Laboratory activity
ASSESSMENT:
1. Oral Interview
2. Direct Observation
3. Written Test
LEARNING EXPERIENCES
Learning Activities Special Instructions

1. Read Information Sheet 1 This is an overview of the different types
2. Answer Self-Check 1 of forces and its relationship.
Compare answers with Answer Key 1
After completing all the activities in this LO (Learning Outcome), you are now ready
to proceed to the next LO.
1|P age SCIENCE8 -Junior High School

Outcome-Based Learning Module
INFORMATION SHEET 1
Types of Forces
Learning Objectives:
After reading this information sheet, you should be able to:
• Define force operationally;

• Identify and describe different types of forces;
• Solve mathematical problems involving forces.
Lesson 1: Types of Forces

Pre-Activity: Concept Map
Create a concept map using the words, phrases or sentences inside the table.
Dynamics Uniform Forces Motion Fundamental

Circular Motion
Newton’s First Newton’s mass force acceleration
Law Second law
Newton’s Action and friction Non-fundamental
Third Law forces reaction
About the Pre-Activity: In physics, Dynamics deals with the forces that can be
fundamental or non-fundamental. These forces are related to motion that is governed by
Newton’s first law of motion which deals with inertia. The second law of motion relates
with mass, force and acceleration that includes friction. The third law of motion is about
action and reaction forces and also motion includes uniform circular motion.
Motions of objects on earth are governed by the Newton’s Law of Motion. You cannot
touch without being touched. That’s the third law of motion. Several kinds of forces acting
on objects that can change their motion. Sometimes, as a student in physics class, you might
say that force is simply the push or pull upon an object.
Force is a push or pull exerted by one body on another; it changes the motion of an object.
For an example, children playing tumbang preso. You might not realize that this game
involves physics. You hit the can using the slipper and suddenly the can moves from being
at rest because of the force you applied.

We consider force as vector quantity which means it has both magnitude (numerical value
consisting its unit) and direction. Some examples of vector quantities are acceleration,
momentum and force. In scalar quantity, it only has magnitude without direction such as
time, mass, temperature and distance. These physical quantities can be classified as scalars
or vectors.
The SI Unit (International System of Units) of force is Newton, denoted by capital letter
“N”. In which, 1 Newton is the force that needed to move a 1-kilogram mass accelerated
at 1 m/s2.
1 N= 1 kg∙m/s2
Types of Forces: Fundamental and Non-fundamental
There are two general types of forces-the fundamental and non-fundamental.

Gravitational force, strong nuclear force, electromagnetic force, and weak nuclear force
are the only forces that have been discovered.
Fundamental Forces:
Gravitational Force is the gravitational attraction of the mass of the earth, the moon, or a
planet for bodies at or near it surface (definition from Merriam Webster). It is responsible
for the weight of the body on earth as well as the motion.
Electromagnetic Force is responsible for the interactions between two particles (an
attractive or repulsive force).
Strong Nuclear force holds particles of an atom together, the closer the particles are the
greater the force.
Weak Nuclear Force plays an important role in radioactive decay of nuclei.
Remember: Other than friction, gravity, push or pull and other forces considered as non-
fundamental forces

Contact and Non-Contact Forces
For example, you touched the wall and it didn’t move. Do you think that there’s a force on
it?
Forces may result from direct physical contact between two objects, which means even the
wall did not move still there is a force governing on it. That force is called contact force.
The following are the examples of contact forces:
• Air resistance
• Normal force
• Friction
On the other hand, if the type of force doesn’t involve any physical contact we consider it
as non-contact forces. In nature, all the fundamental forces are considered as non-contact
force. Still you are affected even if there is no physical contact.
Mass and Weight
Mass and weight are closely related. Sometimes when they ask your weight you might say
“I am 45 kg” but it wrong; 45 kg is your mass. Why?
Mass is simply the quantity of matter which remains constant while weight is the force of
the body affected by the gravity, which means that your mass is still 45 kg on earth and
still 45 kg on other planets. Mass is scalar quantity while weight is vector. The SI unit for
mass is kilogram (kg) while in weight is the newton denoted as capital letter N.
In finding your weight you need the formula below:

W= mg
Where: W is weight, m is mass and g is the acceleration due to gravity
Here on earth, the acceleration due to gravity is constant to 9.8 m/s2.

Sample Problem:
Layla has a mass of 40 kg. (a.) What is her weight on Earth? (b.) What is her weight on the
moon if g is 1/6 that of the earth?
Solution:
A. Given: m=45 kg g=9.8 m/s2
Using the formula: W=mg and substituting values
W= (40 kg) (9.8 m/s2)
= 392 kg∙m/s2
= 392 N
B. On the moon, her mass doesn’t change but her weight will change.
W= (40 kg) (9.8 m/s2)/6
=65.33 N
Practice Exercises:
1. A ball has a mass of 100 g. What is it weight on earth and what should be its mass in
order to have the same weight at the moon?
2. What is the mass of object on earth if it has 400 N?
3. Suppose your mass is 9.0 x 104 g on the moon. What is your weight on the moon if the
acceleration due to gravity is 1/6 of the earth’s?
Self-Check 1
Test I. Direction: Answer the following questions.
1. Which of the following is a scalar quantity?
a. Time
b. Speed
c. Force
d. None of these
2. Which of the following does not belong to the group?
a. Gravitational force
b. Friction
c. Electromagnetic force

d. Strong nuclear force

3. Which of the following is the SI unit for force?
a. N
b. kg
c. dyne
d. kg∙m/s2
4. Which of the following is true about force?
a. It is a push or pull exerted by one body on another.
b. It is a push or pull.
c. It is the attraction between two objects.
d. It plays an important role in radioactive decay.
5. What is your weight on earth if your mass is 70kg?
a. 686 N
b. 689 N
c. 685.5 N
d. 686.59 N
Test II. Problem Solving

Direction: Solve the following problems. Show your solutions completely.
1. Alucard has a mass of 65 kg. What is his weight on earth and what should be his mass
in order to have the same weight at the moon?
3. Suppose your mass is 95 kg on the moon. What is your weight on the moon if the
Answer Sheet 1
Test I. 1. A 2. B 3. A 4. A 5. A
Test II. Problem Solving:
1. 637 N
2. 34.7 kg
3. 155 N

LEARNING OUTCOME NUMBER 1.1.1:

Investigate and explain the mass of an object.
CONTENT:
1. Law of Inertia
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 1.1.1 This is an overview of the Newton’s first law of
2. Answer Self-Check 1.1.1 motion, Law of Inertia.
Compare answers with Answer Key
1.1.1
After completing all the activities in this LO (Learning Outcome), you are now ready to
proceed to the next LO.
INFORMATION SHEET 1.1.1

Newton’s First Law of Motion: Law of Inertia
• Investigate and explain the mass of an object.

• Describe the effect of unbalanced force acted to an object.

Lesson 1.1.1: Newton’s First Law of Motion: Law of Inertia

Activity: Investigating Inertia
Objective:
At the end of this activity, you should be able to demonstrate Newton’s first law of motion.
Materials: Coin Cardboard

• empty glass
• 5-peso coins (5 pcs or more)
• cardboard plastic ruler
• 1-peso coin
Glass
Procedure:
Coin Drop Figure A. Cardboard and Coin

1. Arrange the setup as shown in Figure A.
2. Slowly pull the cardboard with your hand and observe what happens.
3. Arrange again the setup as shown. This time, quickly flick the cardboard with your finger.
Observe again what happens.
Q1. What happened when you slowly pulled the cardboard? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Q2. What happened when you flicked the cardboard? Explain.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Stack of Coins
4. Stack the coins on a flat level surface.
5. Quickly hit the coin at the bottom with the edge of the ruler.
Q3. What happened when you hit the coin at the bottom? Why is this so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Adapted from: Department of Education. (DepEd) Learning Module for Grade 8., pp.11.

In order for an object to change the state of motion, force is needed. The activity above
demonstrates the resistance of an object to change its state of motion. Changing the body states of
motion depends on inertia.
Inertia is the property of an object that tends to resist a change in its state of motion. The measure
of inertia is mass. Mass and inertia are directly proportional. The greater the mass the greater the
inertia. The more massive an object is, the harder it is to change the state of motion. Therefore,
less mass means less inertia and it easier to change the state of motion.
Newton’s first law of motion, the law of inertia states that “an object at rest will remain at rest
and an object in motion remains in motion unless acted upon by an unbalanced force”.
Therefore, an object will change only its state of motion upon acted by an outside force.
Applications:
1 In order for a stalled car to start it motion, the car must be pushed.
2. A person riding a vehicle at a constant velocity and suddenly stop.
3. Pulling a tissue paper.
Practice Exercise: Explain the 3 applications above using concepts in inertia.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Self-Check 1.1.1
1. State and explain the first law of motion and give one example.
Answer Sheet 1.1.1

1. The first law of motion states that an object at rest will remain at rest and an object in motion
will remain in motion unless acted by an external force which means in order for a desk to change
its position you need to exert force. The greater the mass, the greater its inertia and the greater the
force needed.


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.
CONTENT:
1. Law of Acceleration
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 1.1.2 This is an overview of the Newton’s second law
2. Answer Self-Check 1.1.2 of motion, Law of Acceleration.
1.1.2

Newton’s Second Law of Motion: Law of Acceleration
• Investigate the relationship between the amount of force applied and the mass of the object
to the amount of change in the motion of an object;
• Demonstrate how a body responds to changes in motion: and
10 | P a g e S C I E N C E 8 - J u n i o r H i g h S c h o o l
• Solve problems involving net force, mass and acceleration
Lesson 1.1.2: Newton’s Second Law of Motion: Law of Acceleration
Pre-Activity: Force and Acceleration

Objective:
After this activity, you should be able to describe how the net force acting on an object affects
its acceleration.
Procedure:
Consider this situation below:
A group of students conducted an experiment to determine the relationship between the force
acting on the object and its acceleration. They used identical rubber bands to pull the cart as
shown in Figure A. They varied the number of rubber bands to vary the force acting on the
cart. They started with 1 rubber band, then with 2, 3, and 4 rubber bands, making sure that they
stretched the rubber bands to the same length every time they pull the cart. They used a ticker
tape timer to determine the acceleration of the cart. A ticker tape was connected to the cart
such that when the cart was pulled, the paper tape will be pulled through the timer. And as the
paper tape was pulled through the timer, small dots are formed on the tape.
Figure A. Cart pulled by rubber bands
Starting with the tape for 1 rubber band, they marked the first clear dot and every 6th dot thereafter
and cut the tape along these points (Figure 9). Then they pasted the strips side by side in order on
a graphing paper to produce the tape chart for F=1 unit. They did the same for the other tapes to
produce tape charts for F=2 units, F=3 units, and F=4 units.
Figure A: Sample tape

A. Tape chart analysis
1. Obtain from your teacher the copies of the tape charts produced by the students for the 4 runs.
Q1. Compare the charts. What similarities and differences have you noticed among them?
The length of strip in each chart represents the total distance travelled by the cart over a time
interval of 0.10 seconds. Recall that the total distance travelled over a unit time gives the average
velocity of the moving body, or speed when travelling in straight line. Hence, each strip represents
the average velocity of the cart over a time interval of 0.10 seconds.
2. Examine the tape chart for F=1 unit.
Q1. What does the increase in the lengths of the strips suggest? What can you say about the motion
of the cart - is it moving in uniform motion or is it accelerating? Is this also true with the other
runs?
Q2. How do you compare the increase in length of the strips in F= 1 unit? What does this tell you
about the change in the velocity of the cart? Is this also true with the other tape charts?
Q3. How do you compare the increase in length of the strips among the four tape charts? Which
tape chart shows the greatest increase in the length of the strips? Which tape chart shows the least
increase in the length of the strips?
3. Draw a line that passes through all the dots at the ends of the strips in F=1 unit. Do the same for
the other tape charts.
Q4. Describe the line formed. Does the same pattern exist for the other tape charts?
B. Quantitative analysis
You can also use the tape chart to compute for the average velocity (vave), change in velocity
(Δv), and acceleration (a) of the cart for each run. Work only on the tape chart assigned to your
group. Other groups will be working on the other charts. You may follow the simple instruction
below.
4. Label each strip 1,2,3,4, and 5 as shown in Figure B.
5. Compute for the average velocity of the cart over each time interval by measuring the length of
the strip and dividing it by the time covered to travel such distance. Example, if the length of the
strip is equal to 2.5 cm, then the average velocity during that time interval will be
vave = 2.5 cm / 0.10sec
= 25 cm/s
Q5. How do the values of vave compare? What does this tell you about the motion of the cart?
6. Next, determine the difference in the average velocities (Δv) of the cart between two successive
time intervals. Example, you can get the difference in the average velocities between strips 1 & 2,
between strips 2 & 3, and so on.
Q6. How do the computed values of Δv compare? What does this tell you about the motion of the
cart?
7. Recall that acceleration is defined as the change in velocity per unit of time. To get the
acceleration of the cart, divide your computed values of Δv in step 6 by 0.10 seconds, the unit of
time. Have at least three computed values of acceleration.
Q7. How do your computed values of acceleration compare?
8. Compute for the average acceleration aave.
9. Ask from the other groups the values of a ave for the other tape charts. Record them all in Table
1 below.
Table 1. Computed values of aave
Tape Chart Number of Rubber Bands Computed aave

F=1 unit 1
F=2 unit 2
F=3 unit 3
F=4 unit 4
Q8. In this activity, the number of rubber bands represents the magnitude or amount of the force
acting on the cart. How is acceleration of the cart related to the amount of force acting on it?
Adapted from: Department of Education. (DepEd) Learning Module for Grade 8., pp.12-15.
Law of Acceleration
“The acceleration of an object is directly proportional to the magnitude of the net force acting on
it and is inversely proportional to its mass.”
Based from the activity above, we can say that the unbalanced force (F) is directly proportional at
constant mass (m) and the acceleration of an object. This relationship can be mathematically
expressed as:
Fnet=ma
The acceleration of an object depends with the mass. As the mass of the object increases, with the
same amount of force applied, its acceleration decreases. It tells about the effect of mass on an
object to its acceleration produced by a net force.
Therefore, we can say that the acceleration is directly proportional to the net force and inversely
proportional to its mass. This can be expressed in equation form as:
Acceleration = Net force / Mass
a = Fnet /m
Sample Problems:
A. Suppose you throw a ball with a mass of 0.50 kg and exert 15 N of force. Find the
acceleration of an object.
Solution:
Given: m=0.50 kg, F=15 N,
Find: a
a = Fnet /m
a=15 N/0.50 kg
30 m/s2
B. What is the force of 0.200 kg of ball accelerated at 20 m/s2?

Solution:
Given: m=0.200 kg, a=20 m/s2
Find: F
a = Fnet /m
Fnet=ma
=0.200 kg∙20m/s2
4N
Practice Exercises:
1. What is the force of 0.500 kg of ball accelerated at 10 m/s2?
2. Suppose you threw a bag with a mass of 2 kg and exert 3 N of force. Find the acceleration
of an object.
Essential Question: Suppose you drop two books with different masses (Book A=0.500 kg and
Book B=0.300 kg) from the same height, which will hit the ground first? Justify your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Self-Check 1.1.2
Test I. Direction: Answer the following questions:
1. State and explain the Newton’s second law of motion.
2. Suppose a chair has a mass of 10.5 kg and you exert 8 N force on it. Find its acceleration.
3. Calculate the acceleration of an object with a mass of 200 g exerted 0.600 N?
4. Find the mass of an object accelerating at 40 m/s2 with a 50 N acted on it.
5. Suppose you drop two balls with the same masses, regardless with the air resistance which will
hit the ground first?
Answer Sheet 1.1.2

Test I.
1. The acceleration of an object is directly proportional to the magnitude of the net force acting on
it and is inversely proportional to its mass. Therefore, the acceleration of an object depends on its
mass. As the masses increases the acceleration decreases.
2. 0.76 m/s2
3. 3 m/s2
4. 1.25 kg
5. Both balls hit the ground at the same time because they are affected by the acceleration due to
gravity which is constant to 9.8 m/s2 and the velocity of both balls increases at 9.8 m/s2 in every 1
second.

Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
CONTENT:
1. Law of Interaction
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 1.1.3 This is an overview of the Newton’s third
2. Answer Self-Check 1.1.3 law of motion, Law of Interaction.
1.1.3

Newton’s Third Law of Motion: Law of Interaction
• Infer that when a body exerts a force on another, an equal amount of force exerted back on it.
• Describe and explain law of interaction.
Lesson 1.1.3: Newton’s Third Law of Motion: Law of Interaction
Pre-Activity:
Action-reaction
Objective:
In this activity, you should be able to compare two interacting forces in terms of magnitude and
direction.
Materials:
• 2 spring balances
• string
Procedure:
1. Connect 2 spring balances with their hooks. Ask your partner to hold one end of the balance
while you hold the other end horizontally. Pull the spring balance while your partner just holds the
other end. Record the reading on each balance.
Q1. What is the reading on your balance and that of your partner? What do these values represent?
Q2. How do you compare the direction of your partner’s and your force?
2. Pull the spring balance harder. Be careful not to exceed the maximum reading on the spring
balance.
Q3. What is the reading on your balance and that of your partner?
Q4. How do you explain your observation?
3. Attach one end of your spring balance to the wall, while the other end is connected to the second
spring balance. Ask your partner to pull the spring balance. Observe the reading on each balance.
Q5. What is the reading in each balance?
Q6. Compare the direction of the forces exerted on the two ends of the connected spring balance.
Adapted from: Department of Education. (DepEd) Learning Module for Grade 8.,pp.18-19
Law of Interaction
“In every action, there is an equal and opposite reaction”.
The third law of Newton states that if an object A exerts force to object B, the object B should
exert force oppositely directed from object A. If you exert 10 N force to a wall, the wall also pushes
you back at 10 N force equally.
This means that law of interaction governs the following condition:

• action and reaction forces are equal in magnitude.
• action and reaction forces will not cancel out.
• force always comes in pairs.
Let’s consider the following situations:

1. A flower vase rests on the table.
2. A bicycle is parked on the ground.
3. Student sitting on the lounge.
The situations above show the action and reaction relationship. The flower vase exert force
downward on the table and the table exerts force upward equally in magnitude.
You can simply say that:
Forceflower vase on table = Forcetable on flower vase
Forcebicycle = Forceground
Forcestudent on lounge = Forcelounge on student
Self-Check 1.1.3
1. State and explain the Newton’s third law of motion.
2. Cite two situations that show action and reaction relationship.
Answer Sheet 1.1.3

1. To every action, there is an opposite and equal reaction; which means whatever the force exerted
by object A is equal to the force exerted by the object B.
2. Children playing tug of war because players need to push their feet on the ground to able to pull
the rope.
Perform the post -activity: Newton’s Olympics
Look for: R.Papa, Eduard Christian. 2018. Practical Science 8.
LEARNING OUTCOME NUMBER 1.2:

Infer circular motion requires the application of constant force
directed toward the center of the circle.
CONTENT:
1. Uniform Circular Motion
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 1.2 This is an overview of circular motion requires
2. Answer Self-Check 1.2 the application of constant force directed toward
Compare answers with Answer Key the center of the circle.
1.2
INFORMATION SHEET 1.2

Uniform Circular Motion
• Describe and explain uniform circular motion.
Lesson 1.2: Uniform Circular Motion
Uniform circular motion (UCM) is accelerated motion. Consider that a car travelling at a circular
path at a constant speed with changing velocity is an example of UCM. Due to the continuous
change in direction, the velocity is changing therefore the acceleration too. The acceleration is
“centripetal” in which it is always directed toward the circular path.
The centripetal acceleration of an object with a speed v moving around a circle of radius r is:
acp= v2/r
The force producing by the centripetal acceleration called centripetal force.

Using the law of acceleration:
Fc= ma
Then we substitute the expression for centripetal acceleration:

Fc= mv2/r
Self-Check 1.2
Test I. Direction: Answer the question below.
1. Describe and explain Uniform Circular motion and give one application.
Answer Sheet 1.2

1. Uniform circular motion is a motion on a circular path at a contant speed but changing in
velocity. For an example, the planets that orbit our sun and satellite that orbit the Earth.
CHAPTER TEST: FORCE

A. Multiple Choice: Read and understand the questions carefully. Choose the letter that
corresponds to the correct answer.
1. What is the SI unit of mass?
a. gram (g)
b. Newton (N)
c. Pound (lb)
d. None of these
2. Which of the following is a vector quantity?
a. Force
b. Time
c. Distance
d. None of these
3. Which of the following best describes the first law of motion?
a. An object will accelerate when there is an unbalanced force acting on it.
b. An object at rest remains at rest and an object in motion remains in motion unless
acted by a net force.
c. It always comes in pairs; if there’s an action there is a reaction.
d. None of these
4. Which of the following is the third law of motion?
a. law of inertia
b. law of reaction
c. law of acceleration
d. None of these
5. What is the acceleration of a ball having 1 kg mass and exerted of 2 N force?
a. 1 m/s2
b. 2.2 m/s2
c. 2 m/s2
d. None of these
6. Which of the following describes formulas is used in getting the centripetal force?
a. a=F/m
b. s=d/t
c. F=m∙a
d. None of these
7. The force producing centripetal acceleration is ______________.
a. centripetal force
b. normal force
c. balanced force
d. None of these
8. Which of the following describes gravitational force?
a. It plays an important role in the radioactive decay.
b. It is the force of attraction between objects by the virtue of their masses and is
responsible for weights of the bodies on earth.
c. The attractive and repulsive force of particles
d. None of these
9. Which of the following is correct about the third law of motion?
a. To every action, there is an equal and opposite reaction.
b. An object at rest will remain at rest unless acted by net force.
c. An object will accelerate if force is being applied
d. None of these
10. Pushing a car is an application of what law?
a. Law of Inertia
b. Law of Acceleration
c. Law of Interaction
d. None of these
B. Critical Thinking: Explain the following.

1. Why do we need to use seatbelt in riding a vehicle?
2. The road is slippery when wet. Why is the road slippery when wet?
3. Do action and reaction forces cancel each other?
4. Do you think understanding Newton’s law of motion would greatly affect your
life?
5. What makes object move? Justify your answer.
C. Solving Problem:
1. Find the force of an object having a mass of 45 kg accelerating in 2.45 m/s2
2. What is the acceleration of a crane having a mass of 1000 kg experiencing 1200
N?
3. Nathalia has a mass of 45 kg. What is her weight on earth and what should be
her mass in order to have the same weight the moon?
5. Suppose your mass is 75 kg on the moon, what is your weight on the moon if the
CHAPTER 2: Work, Power and Energy
Overview:
In this chapter, you will investigate and relate the connection of force to work, power and energy.
Here are the questions you need to answer at the end of this chapter:
• What is work, power and energy?
• How are these related to one another?

Identify situations in which work is done and in which no work is done.
CONTENT:
1. Work
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 2.1 This is an overview of work which is done
2. Answer Self-Check 2.1 and which is not.
2.1

Work
• Identify and explain which work is done and which no work is done.
• Calculate problems involving work.
Lesson 2.1: Work

Work
The word “work” has a lot of definitions. When you say work, it may refer to a job or employment.
Your classmate asks you, “May I borrow your homework? It may refer to the task given by your
teacher.
Pre-Activity:
Is there work done?
Objective:
After performing this activity, you should be able to explain if work is done in situations
represented.
Procedure:
Tell whether the situations shown below represent examples of work or not. Identify the one doing
the work and on which object the work is done. Write your answers and explanations on your
notebook.
A girl pulling her cart.
A man lifting a box to be placed on a table.
A girl carrying a bag walking down a street.
A mango fruit falling from a branch.
Adapted from: Department of Education. (DepEd) Learning Module for Grade 8., pp.23.
In physics, work is different from everyday usage. Work is done when there is a force applied to
an object and displace at a certain distance.
Work is the product of force and displacement of an object that moves under the influence of force
applied. For example, pushing a trolley and pulling a cart. These two situations show that there is
a work done because a force is applied and the object moves upon which it acts.
Let’s check your understanding: Write NW (no work) or WD (work is done) on the following
situations.
1. Pushing a wall: _______

2. Pushing grocery cart: _______
3. A woman pulling her suitcase: _______
Answer: Pushing a wall, no work is done. Both pushing grocery cart and pulling a suitcase are
work is done.
There are two quantities that are involved in work, the force applied and the displacement. The
displacement moved by the body must be in the direction on which the force acts. In symbols,
W=Fd
where W is work, F is the force applied and d is the displacement

Hence, the unit of work is joule (abbreviated as J) in honor of James Prescott Joule.
𝑊=𝐹𝑑
𝑢𝑛𝑖𝑡 𝑜𝑓 𝑤𝑜𝑟𝑘=𝑢𝑛𝑖𝑡 𝑜𝑓 𝑓𝑜𝑟𝑐𝑒 𝑥 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑤𝑜𝑟𝑘
=𝑁∙𝑚 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑤𝑜𝑟𝑘
=𝑁∙𝑚 or 𝑗𝑜𝑢𝑙𝑒𝑠, 𝐽
Note: This formula is applicable only when Force and Displacement is parallel to each other.
Sample Problems:
Suppose a woman pushing a grocery cart with a 400 Newton force along the 8 meter aisle, how
much work is done in pushing a grocery cart from one end of the aisle to the other?
Given: F=400 N, d= 8 m
Find: W
Formula: 𝑊=𝐹𝑑
𝑊=400 𝑁 (8𝑚)
=3200 𝑁∙𝑚
=3200 𝐽
How much work is done by a woman pushing at trolley by a force of 35 N through a distance of 5
m?
Given: F=35 N, d= 5 m
Find: W
Formula: 𝑊=𝐹𝑑
𝑊=35 𝑁 (5𝑚)
=175 𝑁∙𝑚
=175 𝐽
Practice Exercise:
A guy exerting 55 N of force to an object and moves a distance of 10 m. How much work is done
on the object?
When the force and displacement are in horizontal due to the applied force, the equation for
work should be:
W=Fd(cosƟ)
If Ɵ is the angle between the direction of F and d parallel to each other is Fd(cosƟ).
Sample Problem:
A man pulled a box by a rope, which made an angle of 45° in a horizontal position. The box moved
at 12 m distance due to the 25 N force applied. How much work was done to the box?
Given: F=25 N, d= 12 m, Ɵ=45°
Find: W
Formula: W=Fd(cosƟ)
= (25N) (12 m) cos45°
=212.13 N∙m
=212.13 J
Practice Exercise:
A force of 85 N acts on a crate at a 45 angle and it move at 4.5 m. How much work was done to
the crate?
Self-Check 2.1
1. If a boy exerts force to a cart at 30 N and it moves at 5.0 m. How much work was done to cart?
2. How much work is done when an object is applied with a 20 N of force and move at 6.0 m?
3. How much work is done to the crate if a force of 93.2 N acts on a crate at a 56 angle and causes
the crate to move at 6.5 m?
Answer Sheet 2.1

1.150 J
2. 129 J
3. 338.76 J

Differentiate potential and kinetic energy.
CONTENT:
1. Energy
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 2.2 This is an overview of potential and
2. Answer Self-Check 2.2 kinetic energy.
2.2

Energy
• Differentiate potential and kinetic energy.

• Calculate problems involving kinetic and potential energy.
Lesson 2.2: Energy

Energy is needed to do work. It is everywhere and it changes from one form to another. In this
lesson, you will study energy and its forms.
In Physics, energy is defined as the ability to do work. A system with energy has the ability to do
work. You can’t perform work without energy. There are various forms of energy such a
mechanical, heat, light, chemical, potential and kinetic energy, but in this lesson we will focus
only on two major forms the potential and kinetic. The unit of energy is expressed with joules, J.
Remember: NO ENERGY MEANS NO WORK CAN BE DONE!
POTENTIAL ENERGY (PE)

It is a stored energy possesses by the body. There are two main forms of potential energy:
Gravitational Potential Energy (GPE) and Elastic Potential Energy (EPE) but we will focus only
on GPE.
Gravitational Potential Energy (GPE)
Is the energy possessed by the with respect to it mass, the acceleration due to gravity and the height
respectively. The greater the mass and the higher the height the greater the GPE. To express GPE
mathematically:
GPE=mgh
Where m is the mass of an object, g is the acceleration due to gravity and h is the height. Remember
that the reference point of the height is the ground.
Sample Problems:
Suppose a 76 kg of box is placed at a height of 4 m. Find the GPE of the box gains.
Given: m=76 kg, h=4 m and g is constant to 9.8 m/s2
Find: GPE
Formula: GPE=mgh
GPE=mgh
= (76kg) (9.8m/s2)(4m)
=2979.2 J
If a man climbs a wall that is 8 m high and it gains a 3000 J of GPE. Calculate the mass of the
man.
Given: GPE=3000 J, h=8m and g is constant to 9.8 m/s2

Find: m
Formula: GPE=mgh
GPE=mgh
m=GPE/gh
=3000 J/(9.8m/s2)(8)
=38.37 kg
Practice Exercise:
A man has a mass of 45 kg sitting on a 0.200 m chair. Calculate the GPE of the man.
KINETIC ENERGY
Is the energy possessed by an object due to its motion. For an example, an athlete running and a
car travelling at 60 km/h. It that sense, there are two quantities that affect the KE of an object, the
mass and the velocity. It is expressed mathematically as:
1
KE=2mv2
where m is the mass and v is the velocity. It is also expressed in momentum (p) as:
KE=p2/2m
where p is the momentum on an object and m is the mass.
We will only use the first formula for KE.
1
KE=2mv2
This formula shows a direct relationship between the KE, the mass and the velocity of the object.
This means, the massive the object is and the faster it travels, the greater the kinetic energy. The
unit for KE is joule, J.
Sample Problem:
Which has a greater kinetic energy? (a.) Car A which has a mass of 650 kg travelling at 20 m/s.
(b.) Car B which has a mass of 700 kg travelling at 20 m/s.
(a.) Solution:
Given: m=650 kg, v=20 m/s
Find: KE
1
KE=2mv2
= (1/2) (650kg) (20 m/s)2

1.3x105 J
(b.) Solution:
Given: m=700 kg, v=20 m/s
Find: KE
1
KE=2mv2
= (1/2) (700kg) (20 m/s)2

1.4x105 J
Practice Exercises:
A 1 200 kg car has a velocity of 19 m/s. What is the car’s kinetic energy?
Self-Check 2.2
1. A 900 kg car has a velocity of 15 m/s. What is the car’s kinetic energy?
2. If a man climbs a wall that is 20 m high and it gains a 6 000 J of GPE. Calculate the mass of the
man.
Answer Sheet 2.2

1.1.01x105 J
2. 30.61 kg

Describe the relationship of work and energy to power
CONTENT:
1. Power
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 2.3 This is an overview of the relationship of
2. Answer Self-Check 2.3 work and energy to power.
2.3

Power
• Describe the relation of work and energy to power; and

• Calculate problems involving power.
Lesson 2.3: Power

Pre-Activity:
How POWER-ful am I?
Objective:
After performing this activity, you should be able to compute for your power output in walking or
running up a flight of stairs.
Materials Needed:
• meterstick
• timer
Procedure:
1. Write the group members’ names in the first column of Table 1.
2. Enter each member’s weight in column 2. To solve for the weight, multiply the mass (in kg) by
acceleration due to gravity (g=9.8 m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it on the table.
4. Each member will walk or run up the flight of stairs. Use a stopwatch or any watch to get the
time it takes for each member to climb the stairs. Record the time in the 4th column.
5. Solve for the energy expended by each member. Record them in the 5th column of the table.
6. Compute for the power output of each member.
Name Weight (N) Height (m) Time taken Energu Power (J/s)
climb the expended
stairs (s) (J)
Q1. Who among the group members had the highest power output?
Q2. What is the highest power output?

Q3. Who among the group members had the lowest power output?
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of the group? Did each member
perform the same amount of work in climbing the stairs?
Q6. What factor/s determined the highest/lowest power output?
Adapted from: Department of Education. (DepEd) Learning Module for Grade 8.,pp.34-35.
Work, Power and Energy

Work is done when the force applied succeeds in moving an object. Energy is the ability to do
work. Without energy, a system can’t produce work. How do work and energy related to power?
Power is the rate of doing work. Mathematically,

P=W/t
Power=Work/Time
=J/s
1 Watt=1 Joules/second
W=J/s
The SI unit for power is watt (W) named after James Watt. We can also use another unit which is
horsepower (hp). The power is directly proportional to watts and inversely proportional to time.
1 hp=746 watts
Sample Problem:
Mang Tomas stalled his jeepney in the middle of the street and he called for some volunteers to
help him pushing the jeep. The volunteers push the jeep at 200 m away from where it stopped.
They exerted 1500 N to push the vehicle for almost 12 minutes. Calculate the power of the
volunteers who pushed the jeep.
Given: F= 1500 N, d= 200 m, t=12 min.
Find: P
Solution:
W=Fd
=1500 N∙200 m Note: Convert minutes into second in
=300 000 J finding the time.
=3.0x105 J
Now, solve for the power.

P=W/t
= 3.0x105 J/720 s
=416.7 J/s
=416.7 W
In scientific notation, the final answer is: 4.167 x102 W
Self-Check 2.3
1. How long did Jessica do her task when she has 4 W of power while lifting the books to a height
of 3 m? In doing this, she exerts 100 N of force.
2. Describe the relationship of work to power.
Answer Sheet 2.3

1.75 s
2. The relationship of work to power is that, the power tells us the rate at which work is done or
how fast energy is used. The power is directly proportional to work and inversely proportional to
time. At short time with greater work results to greater power.
CHAPTER TEST: WORK, POWER AND ENERGY
A. MODIFIED TRUE OR FALSE

Direction: Read and understand the statements below. Write TRUE if the statement is correct, if
FALSE, underline the word that made it incorrect. Then, write the correct word before the number.
_______________1. Kinetic energy depends on the mass of an object, acceleration due to gravity
and the height.
_______________2. Power is directly proportional to work and inversely proportional to time.
_______________3. The unit for work is joule.
_______________4. Work is done when an object moves at a certain distance.
_______________5. Force is directly proportional to work and inversely proportional to its
distance covered.
_______________6. Kinetic energy is the stored energy possesses by an object.
_______________7. The magnitude for acceleration due to gravity is 9.8 m/s2.
_______________8. Energy is the ability to do work.
_______________9. The formula in finding the kinetic energy of an object is KE=mgh.
_______________10. You have a greater power when you try to run up the stairs at shorter period
of time.
B. Solve the following problems.

1. Angela has a power of 150 watts in pushing a 70 N table to a distance of 15 m. How fast did it
take to push the table?
2. How much work is done by a shopper pushing her cart by a force of 35 N through a distance of
4.0 m?
3. What is the potential energy of a 2 kg object resting on a table at 1 m height?
4. Calculate the kinetic energy of an elephant with a mass of 6000 kg running at 8.2 m/s 2.
5. Calculate the power of the volunteers who pushed the stalled car at 190 m away from the street.
The volunteers exerted 1800 N of force pushed the car for 12 minutes.
C. Critical Thinking
1. When is work done?
2. How energy transform in our daily life?
3. How much power can we generate?
4. Describe the relationship of work and energy to power.
5. When is work not done?
CHAPTER 3: Sound and Light

Infer how the movement of particles of an object affects the speed of sound
through it and investigate the effect of temperature to the speed of sound through fair testing.
CONTENT:
1. Sound
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 3.1 This is an overview of the movement of
2. Answer Self-Check 3.1 particles of an object affects the speed of
Compare answers with Answer Key sound through it and the effect of
3.1 temperature to speed of sound through fair
testing.

Sound
• Infer how the movement of particles of an object affects the speed of sound through it; and
• Investigate the effect of temperature to the speed of sound through fair testing.
Lesson 3.1: Sound
Pre-Activity:
Activity 1
The dancing salt and the moving beads!
Objectives:
At the end of the activity, you will be able to infer that:
• sound consists of vibrations that travel through the air; and
• sound is transmitted in the air through vibrations of air particles.
Materials:
• 1 rubber band
• 1 piece of plastic sheet
• 1 empty large can of powdered milk - 800 g
• 1 wooden ruler
• 1 empty small can of evaporated milk - 400 mL
• rock salt
• 1 dowel or 1 wooden rod
• 1 blue bead
• 4 colored beads
• 3 inches of tape
• 2 large books
• scissors
• 5 pieces of string
• paper
• slinky spring
• transistor radio
Procedure:
Part A: Vibrations produce sound
1. Prepare all the materials needed for the activity. Make sure that you find a work area far enough
from other groups.
2. Put the plastic tightly over the open end of the large can and hold it while your partner puts the
rubber band over it.
3. Sprinkle some rock salt on top of the plastic.
4. Hold the small can close to the salt and tap the side of the small can with the ruler.
Q1. What happens to the salt?
5. Try tapping the small can in different spots or holding it in different directions. Find out how
you should hold and tap the can to get the salt to move and dance the most.
Q2. How were you able to make the salt move and dance the most?
Q3. What was produced when you tapped the small can? Did you observe the salt bounce or dance
on top of the plastic while you tapped the small can?
Q4. What made the salt bounce up and down?
Q5. From your observations, how would you define sound?
6. Switch on the transistor radio and position the speaker near the large can. Observe the rock salt.
7. Increase the volume of the radio while it is still positioned near the large can. Observe the rock
salt again.
Q6. What happened to the rock salt as the loudness is increased?
Q7. Which wave characteristic is affected by the loudness or the intensity of sound?
Part B: Transmitting sound

8. Let 2 books stand up as shown in Figure below. Place the dowel on top of the 2 books.
9. Cut out an image of a human ear from a magazine and tape it to one of the books.
10. Start with the blue bead. Tape the string to the mark on the dowel that is farthest away from
the ear.
11. Then tape the 4 colored beads to the other 4 marks. Make sure that all the beads hang in a
straight line.
12. The colored beads represent air particles. Create vibrations (sound) in the air by tapping the
blue bead toward the colored beads.
Q8. What happens to the other colored beads when the blue bead is tapped?
13. Create more vibrations by continuously tapping the blue bead and observe the other beads.
Q9. Are there occasion when the beads converge then expand?
14. If the beads represent air particles, what do the converging and expanding of the beads
represent?
15. Connect one end of the slinky to a fixed point. Hold the other end then push and pull the slinky
continuously. Record your observations.
Q10. Are there converging and expanding parts of the slinky?
Q11. How then is sound classified as a wave?
16. This time shake the other end of the slinky while the other end is still connected to the fixed
point. Record your observations.
The activity above shows the movement of the particles affects by sound. So, let us start discussing
about the sounds.
SOUND
A sound is a wave that carries energy. It travels at different speeds in different media. The energy
produced when an object vibrates and this energy is being transmitted through wave. This means
that sound needs a medium to propagate or travel. According to Sir Isaac Newton, sound waves
travel through a medium depends on the density and the elasticity of an object. The density is the
mass per unit volume while elasticity is the ability of a material to undergo temporary change in
size, shape or volume depends on the force applied, it measured by its elastic modulus.
A medium can be a solid, fluids or in an ideal gas.
The formula in finding the speed of sound waves is given by:
𝐸
𝑣=√
𝜌
where E is the elastic modulus in N/m2 and ρ is the density in kg/m3.
Speed of Sound in Solids
Sounds travel fastest in solid and slowest in gas because solid is much denser compared to liquid
and gas. The particle in solid is much closer together so it collides quickly as sounds travel through
it and it has greater elastic moduli.
Sounds consider as longitudinal wave. These are waves that travel parallel to the motion of the
particles. The modulus elasticity of sound can be calculated through Young’s modulus (Y).
Mathematically,
𝑌
𝑣=√
𝜌
where Y is the Young’s modulus in N/m2.
Speed of Sound in Fluids

Fluids refer to gases and liquids. The speed of sound in fluids is bulk modulus.
𝛽
𝑣=√
𝜌
where β is the bulk modulus in N/m2.
The bulk modulus in gases given the formula:
У𝑃
𝑣=√
𝜌
where P is the pressure in Pa (1 Pa=1 N/m2) , У is the specific heat of the gas at constant pressure
and volume. У has a value of 1.40 for air and other diatomic molecules and 1.66 for helium and
monoatomic gases.
Speed of Sounds in Ideal Gas

The equation in finding the speed of sound in ideal gas is:
𝑃 𝑅𝑇
=
𝑝 𝑀
У𝑅𝑇
v =√ 𝑀
where R is the universal gas constant=8.314 J/mol∙K, T is the temperature in Kelvin and M is the
molar mass in kg/mol. This shows that the speed of sound is directly proportional to the square
root of the absolute temperature and inversely proportional its molar mass. Thus, as the molar mass
decreases the speed of sound increases.
Perform the Post-Activity: Sci-Builder on page 67 to 68 of your book.
Sound and Temperature

Perform the Launch Pad Activity on page 70-71 of your book.
Activity
Faster sound… In hotter or cooler?
Objective:
At the end of the activity, you will be able to determine how temperature affects the speed of
sound.
Materials:
• 3 pieces 1000 mL graduated cylinders or tall containers
• thermometer
• bucket of ice
• electric heater or alcohol lamp
• tuning fork
Procedure:
1. Label the 3 graduated cylinders with HOT, ROOM TEMP, COLD respectively.
2. Half-fill the ROOM TEMP graduated cylinder with tap water.
3. Sound the tuning fork by striking it on the sole of your rubber shoes and hold it on top of the
graduated cylinder.
4. When no loud sound is produced increase the amount of water up to a level where loud sound
is produced when the vibrating tuning fork is placed on top. Note this level of water.
5. Fill the HOT graduated cylinder with hot water (about 70oC) to the same level as that of the
ROOM TEMP cylinder.
6. Fill the COLD graduated cylinder with COLD water (about 5OC) at the same level as that of
the ROOM TEMP cylinder.
7. Determine the temperature of the water in each of the cylinders just before sounding the tuning
fork.
8. Sound the tuning fork in each of the cylinders and note the sound produced by each cylinder.
Record all your observations.
9. Do this for three trials focusing on the differences in the pitch of the sound each cylinder creates.
Record all your observations.
Q1. Which cylinder gave the loudest sound?
Q2. Which cylinder gave the highest pitched sound?
Q3. If pitch is directly dependent on frequency, then, which cylinder gives the highest frequency
sound?
Q4. Since wave speed is directly dependent on frequency, then, which cylinder gives the fastest
sound?
Q5. How would you relate the temperature of the medium with the speed of sound?
The speed of sound is greater at higher temperature. The relationship between the speed of sound
and temperature can be expressed mathematically as:
V=331 m/s + (0.6 m/s°C) T

where T is the temperature of air in °C. Remember that 331 m/s is the approximated speed of
sound at 0°C.
Perform the Post-Activity: Sci-Builder on page 74 to 68 of your book.
Self-Check 3.1
Test I. Modified True or False

FALSE; underline the word that made it incorrect. Then, write the correct word before the number.
_________________ 1. Sound is a transverse wave that needs medium to propagate.
_________________ 2. Sounds travel faster in solid than gas.
_________________ 3. The velocity of sound depends on the density and elasticity.
_________________ 4. Density is the mass of material per unit volume.
_________________ 5. Fluids refer to gases and liquid.
Test II. Write and explain the formulas of the following speed of sound in different medium.
1. Speed of Sounds in Solids
2. Speed of Sound in Fluids
3. Speed of Sound on Ideal Gas
Answer Sheet 3.1

1.transverse-longitudinal
2. True
3. True
4. True
5. True
Test II.
1. Speed of Sound in Solids
𝑌
𝑣=√
𝜌
The denser the material is, the higher the velocity of sound.
2. Speed of Sound in Fluids
𝛽
𝑣=√
𝜌
where β is the bulk modulus in N/m2.
The bulk modulus in gases given the formula:
У𝑃
𝑣=√
𝜌
3. Speed of Sound in Ideal Gases

V=331 m/s + (0.6 m/s°C) T
At lower temperature, the speed of sound increases.

Demonstrate the existence of the color components of visible light
using a prism or diffraction grating.
CONTENT:
1. Light
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 3.2 This is an overview of the existence of the
2. Answer Self-Check 3.2 color components of visible light using a
Compare answers with Answer Key prism or diffraction grating.
3.2

Light
• Demonstrate the existence of the color components of visible light using a prism or
diffraction grating;
• Explain the hierarchy of colors in relation to energy; and
• Explain that red is the least bent and violet is the most bent according to their wavelengths
or frequencies
Lesson 3.2: Light
Perform the Launch Pad Activity on page 78-79 of your book.

Light interacts with matter in different ways. Light behaves as wave and particle. What happens
to light when it encounters matter?
How are rainbows formed? How are these color components arranged? It occurs when light travels
through the rain drops. The rain drops serves as a prism in which as the light pass through it, it will
split into different color components. Sir Isaac Newton conducted an experiment on a dark room
and then he created a pin hole and let the lightbeam penetrate the prism. It results to the scattering
of light into its color components.
White light is not a color, it is the presence of all colors while black is the absence of all colors.
On his experiment, he observed that light bends as it passes from a medium (air) to another (prism).
In his activity, the rain drops serve as the prism.
When light bends, it is called refraction and the bouncing of light is reflection.
The rainbows occur through dispersion. The dispersion of light happens when the light passes to
a prism at acertain angle creating seven colors. Electron magmetic spectrum shows the
arrangement of electromagnetic waves in the order of decreasing wavelenght ranging from 400-
760 nm.
Adapted from: https://earthsky.org/space/what-is-the-electromagnetic-spectrum
Wavelengths of different colors of light

Color Wavelength
Violet 410 nm
Blue 470 nm
Green 550 nm
Yellow 590 nm
Orange 610 nm
Red 760 nm
Violet is the highest frequency of visible light and it has a shorter wavelength.
Diffraction is the bending of light (another behavior of light). Consider that the light passes
through a hole in which the smaller wavelength of light bends through it.
Remember that light’s behavior is divided into 3: Dispersion explains how rainbows occurred.
Scattering explains the color of sky at daytime; and diffraction is the phenomenon of bending of
light from its straight line around the corners of an obstacle or silt.
Self-Check 3.2

FALSE; underline the word that made it incorrect. Then, write the correct word before the number.
_________________ 1. Rainbows are formed through dispersion.
_________________ 2. Reflection is the bending of light.
_________________ 3. Refraction is the bouncing of light.
_________________ 4. White light is the absence of all colors.
_________________ 5. Red has the shortest wavelength.
Test II. Critical Thinking
1. Why is the sky blue at daytime?
2. How are rainbows formed?
3. Explain Diffraction.
4. Explain Dispersion.
Answer Sheet 3.2

Test I. Modified True Or False
1. True
2. Reflection-Refraction
3. Refraction-Reflection
4. White light-Black
5. Red-Violet

1. The sky is blue at daytime because of the distance of the sun to the earth. When the sunlight
travels in the atmosphere at daytime, the sun and the earth has a shorter path which means it radiate
in resulting to scattering. Since our eyes are not sensitive to violet, we only detect color blue. The
shorter the distance from the sun, the shorter the wavelength and the higher the frequency.
2. Rainbows are formed through scattering. This happens when sunlight passes through raindrops.
The raindrops act as a prism in which light propagates.
3. Diffraction of light is the phenomenon of bending of light from its straight line around the
corners of an obstacle or silt. This results to dark or colored band
4. Dispersion is the behavior of light as light passes through a prism and dispersed into different
color. Rainbows are formed through dispersion.
CHAPTER TEST: SOUND AND LIGHT
TEST I: MULTIPLE CHOICE

Direction: Read and understand the following statements or questions. Encircle the letter that
corresponds to the BEST answer.
1. Which of the following behavior of light as white light passes through a prism?
a) Diffraction
b) Reflection
c) Scattering
d) Dispersion
2. Which of the following has a shortest wavelength?
a) Red
b) Violet
c) Blue
d) Orange
3. Which of the following best explains the color of sky at daytime?
a) Diffraction
b) Reflection
c) Scattering
d) Dispersion
4. Where does sound travel faster?
a) Solid
b) Liquid
c) Gas
d) Fluid
5. Which of the following is the ability of a material that undergo temporary change in its
size and shape as force applied on it?
a) Elasticity
b) Mass
c) Ductility
d) Malleability
6. Which of the following has a longest wavelength?
a) Red
b) Violet
c) Blue
d) Orange
7. Which of the following formula used to find the speed of sounds in solid?
𝐸
a) 𝑣√𝑃
𝑌
b) 𝑣√𝑃
𝐵
c) 𝑣√𝑃
d) None of these
8. Which of the following best explains the behavior of sounds affected by temperature?
a) As the temperature increases the sound waves travel faster.
b) As the temperature increases the sound waves travel slower
c) Temperature doesn’t affect the behavior of sounds.
d) None of these
9. Sound is a _____________ wave that needs medium to propagate.
a) Longitudinal
b) Transverse
c) Parallel
d) None of these
10. ____________ is mass of material per unit volume.
a) Elasticity
b) Mass
c) Ductility
d) Malleability
CHAPTER 4: Heat and Temperature

Differentiate heat from temperature at the molecular level.
CONTENT:
1. Heat and Temperature
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 4.1 This is an overview about the difference
2. Answer Self-Check 4.1 between heat and temperature at
Compare answers with Answer Key molecular level, heat transfer and phase
4.1 change.

Heat and Temperature
• Differentiate heat from temperature at molecular level;

• Explain heat transfer and temperature; and
• Explain how phase change happens.
Lesson 4.1: Heat and Temperature

Perform the Launch Pad Activity on page 87of your book.
In physics, heat and temperature are two different concepts. Heat is the energy that flows due to
the difference in temperature that may result to changes in temperature (measure the hotness or
coldness), its phase and dimensions. This heat transfer happens all the time even we do not see the
actual process but the evidence is there. Understanding concept in heat and temperature is useful
for daily living that help us understand activities efficiently. Heat transfer takes place between
objects or places of different temperatures, and that heat transfers from an object of higher
temperature to an object of lower temperature. Heat can be transferred through conduction,
convection, or radiation
Temperature is the degree of hotness or coldness of an object. This means that temperature is the
measure of kinetic energy possesses by an object. A thermometer is a device that measures
temperature. The S.I unit for temperature is Kelvin.
Heat is the transfer of energy between objects or places because of difference in temperature. The
energy that is actually contained in an object due to the motion of its particles is called thermal
energy. The thermal energy of an object is changed if heat is transferred to or from it.
Since the amount of heat transferred relates to the amount of change in thermal energy, the term
heat in this module is also used to refer to the measure of thermal energy transferred.
Heat transfer: Endothermic and Exothermic Process

Heat transfer occurs by absorbing or releasing of heat and its temperature changes.
Endothermic process is the process absorbing heat (higher to lower temperature). If the object
absorbs heat its temperature rises. On the otherhand, Exothermic is the process of releasing of
heat. These process results to phase change.
Object possesses kinetic energy that measures the movement of particle with respect to the change
in temperature. The change in temperature results to a sudden change in the movement of particles.
As the temperature increases, the kinetic energy increases that result to the sudden rapid movement
of particles. This explains the KMT (Kinetic Molecular Theory). Since kinetic energy depends on
speed, the kinetic energies of the particles also vary.
If heat is added to an object, the particles of the object gain kinetic energy and they move faster.
Since temperature is directly related to kinetic energy, any gain in kinetic energy would cause the
temperature to increase. Conversely, if heat is transferred or removed from an object, it loses
kinetic energy, its particles move slower and the body’s temperature decreases. This change in
temperature results to phase change.
Phase Change
Phase change is due to the change in temperature whether it is absorbing or releasing of heat.
2 Processes (Heat transfer always starts from higher to lower temperature)

1. Endothermic-absorbing of heat
2. Exothermic-releasing of heat
Phase Changes:
1. Deposition- Gas to Solid (Exothermic process)
2. Sublimation- Solid to Gas (Endothermic process)
3. Freezing-Liquid to Solid (Exothermic process)

4. Melting-Solid to Gas (Endothermic process)
5. Condensation- Gas to Liquid (Exothermic process)
6. Evaporation-Liquid to Gas (Endothermic process)
Perform the Sci-Builder Activity on page 92 to 93 as well as the Launch Pad Activity on page 94
to 95of your book.
Perform the Launch Pad Activity on page 98 to 100 of your book.
Self-Check 4.1
FALSE, underline the word that made it incorrect. Then, write the correct word before the number.
________________ 1. Heat is the energy that flows due to the difference in temperature that may
result to changes in temperature.
________________ 2. Heat transfer started from lower temperature to higher temperature.
________________ 3. Phase change is due to the change in temperature whether it is absorbing
or releasing of heat.
________________ 4. Endothermic process is the process absorbing heat.
________________ 5. Temperature is the degree of hotness or coldness of an object.
Test II. Identification

Direction: Identify the following whether endothermic and exothermic process.
1. Melting of ice: _______________
2. Evaporation: _______________
3. Boiling of water: _______________
4. Sublimation: _______________
5. Freezing: _______________
Test III. Critical Thinking

1. Differentiate heat from temperature.
Answer Sheet 4.1

1. True
2. lower, higher: higher, lower
3. True
4. True
5. True
Test II. Identification
1. Endothermic process
4. Exothermic process
5. Exothermic process
Test III. Critical Thinking

1. Heat is the energy that flows due to the difference in temperature that may result to changes in
temperature while temperature is the measure of coldness and hotness of an object.

Describe the common thermometric scales and convert
one thermometric scale to another.
CONTENT:
1. Conversion of temperature
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 4.2 This is an overview of common
2. Answer Self-Check 4.1 thermometric scales and converts from
Compare answers with Answer Key one thermometric scale to another.
4.2

Conversion of Temperature
• Convert from another thermometric scale to another.
Lesson 4.2: Conversion of Temperature

Most common temperature scales are the Celsius, the Fahrenheit and the Kelvin. Anders Celsius
introduces Celsius scale in 1741 and Fahrenheit scale by Daniel Gabriel Fahrenheit in 1724 and
Lord Kelvin introduce the Kelvin temperature scale in 1848.
Celsius and Fahrenheit Thermometric Scale

On the Celsius scale, the ice point is 0°C (read as zero degree Celsius) and for the Kelvin scale an
ice point is 32°F (read as thirty-two degrees Fahrenheit). An ice point is defined as the temperature
melts under a pressure of 1 atm.
For the steam point (temperature at which water boils under a pressure of 12 atm) on Celsius scale
is 100 °C and on Fahrenheit scale that is 212 °F.
The relationship of Celsius and Fahrenheit scale is:
𝟓
°C = 𝟗 (°𝑭 − 𝟑𝟐)
or
𝟗
°F = 𝟓(°C) + 32
The Absolute Scale
In Kelvin temperature scale the degree is called a Kelvin (K). The S.I unit for temperature is K.
The ice point is 273.15 and the steam point is 373.15 K.
The equation below gives the conversion from Celsius to Kelvin scale:
K=°C + 273.15
Absolute zero is the lowest temperature corresponding to 0 K. Absolute scale is referred to Kelvin
scale and it cannot have negative temperatures.
Here are the summary of all conversion from 3 temperature scale.

𝟗
Celsius to Fahrenheit °F = 𝟓(°C) + 32
𝟓
Fahrenheit to Celsius °C = 𝟗 (°𝑭 − 𝟑𝟐)
Celsius to Kelvin K=°C + 273.15
Useful Temperature Facts
• Celsius and Fahrenheit are the same at -40°.

• Water boils at 100°C or 212°F under 1 atm.
• Water freezes at 0°C or 32°F.
• Absolute zero is 0 K.
• The S.I unit is Kelvin (K).
Sample Problem:
The normal temperature of human is 37°C. Convert this temperature in Kelvin and Fahrenheit.
Given: 37°C
Solution:
Convert 37°C to Kelvin
K=°C+273.15
=37°C + 273.15
= 310.15 K
Convert 37°C to °F
9
°F = 5(°C) + 32
9
= 5 (37°C) + 32
=98.6 °F
Practice Exercise:
1. The sun surface temperature is 6000 K. Covert this temperature in Fahrenheit and Celsius.
Self-Check 4.2
Test I. CONVERSION
Convert the following. Show you solution completely.
1. 25 °F to K
2. 285 °C to °F
3. 145 °F to °C
4. 248 K to °C
5. 235 K to °F
Answer Sheet 4.2

Test I. CONVERSION
1. 269.3 K
2. 545 °F
3.62.78 °C
4. -25.15 °C
5.-36.67 °F
CHAPTER TEST: HEAT AND TEMPERATURE
TEST I: MULTIPLE CHOICE

Direction: Read and understand the following statements or questions. Encircle the letter that
1. Which of the following is the degree of hotness or coldness?
a) Temperature
b) Heat
c) Density
d) Thermometer
2. Heat transfer always starts at ________ temperature to __________ temperature?
a) lower, higher
b) higher, lower
c) lower, lower
d) higher, higher
3. Which of the following is the S.I Unit for temperature?
a) °C
b) °F
c) °K
d) K
4. Endothermic process is heats transfer that _________ heat.
a) release
b) absorb
c) exchange
d) remove
5. Which of the following measure the temperature?
a) Calorimeter
b) Thermometer
c) Meter stick
d) Stethoscope
6. Who introduced the Celsius Scale?
a) Lord Celsius
b) Anders Celsius
c) Daniel Gabriel Celsius
d) Lord Anders Celsius
7. Which of the following scale referred to as the absolute scale?
a) Celsius scale
b) Fahrenheit scale
c) Temperature scale
d) Kelvin scale
8. Ice point is defined as the temperature at which ice melts under 1 atm. On Celsius scale, an
ice point is 0°C is equivalent to ____ °F.
a) 32
b) 34
c) 31
d) 33
9. 45 °F is equal to ______°C
a) 7.22
b) 23.4
c) 8.22
d) None of these
10. Sublimation is ___________ process.
a) Endothermic
b) Exothermic
c) Endo-exothermic
d) None of these
Test II. Conversion

Direction: Convert the following and show your solution completely.
11. 35 °C to °F
12. 16 °F to °C
13. 167 K to °F
14. 78°F to K
15. 92 K to °C
CHAPTER 5: Electricity

Infer the relationship between current and charge and
describe resistance and voltage.
CONTENT:
1. Electric Current, Resistance and Voltage
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 5.1 This is an overview of the relationship
2. Answer Self-Check 5.1 between current and charge and describes
Compare answers with Answer Key resistance and voltage.
5.1

Electric Current, Resistance and Voltage
• Describe the relationship between current and charge;

• Describe resistance and voltage; and
• Explain the flow of current.
Lesson 5.1: Electric Current, Resistance and Voltage
Perform the Wordstorm on page 105 and Launch Pad Activity on page 106 of your book.
Overview
Electricity can be generated in different means. We can harness electricity through geothermal,
solar, waves, biochemical and wind. Philippines is known for its natural resources that can generate
electricity. Our life becomes convenient and more comfortable in terms of communication,
education, business, transportation and other necessities because of it. Electrical energy is also
called electricity. There are two kinds of electrical charge the positive and negative charge.
Remember that like charges repel and unlike charges attract.
Electric circuit is a closed conducting path where charges flow. Three essential elements are
important in electric circuit; current, resistance and potential difference or voltage.
Electric Current, Resistance and Voltage

Electric current is the amount of charge passing through any point in a conductor per unit time.
The S.I unit is ampere (A) named after the French scientist and mathematician Andre Marie
Ampere. Mathematically,
I=q/t
where q is the charge in coulombs (C), I is the current in ampere (A) and t is the time for seconds
(s).
1 A=1C/s
The direction of the flow or current depends on the movement of the charges. In conventional
current positive charges were the ones that flow in a wire. Therefore, the flow of charges is from
positive to negative but in reality, it is the opposite of the conventional current. The stream of
electrons from negative to positive terminal of a conducting wire.
Direct current is where current flows in one direction like a battery, sources of direct current.
Alternating current is where current changes its flow at regular intervals like flashlight,
calculators, cell phones and automobiles.
Resistance
Materials differ in the amount of resistance depends on the amount of current flows in a conducting
wire. Resistance opposed the flow of charges. The SI unit for resistance is ohm, named after Georg
Simon Ohm. The unit ohm is being represented by the Greek letter omega (Ω).
Potential Difference
Batteries are sources of potential difference or voltage. Potential difference is the amount of energy
needed to move a charge of 1 C from one point to another. Voltage is the energy in an electric
circuit. It is represented by the capital letter V (volt)
Here is the standard symbol of a cell in an electric circuit.
Self-Check 5.1
Test I. IDENTIFICATION. Write your answer before the number.
Direction: Identify the following.
1. It is a close conducting path where charges flow.
2. It is the amount of charge passing through any point in a conductor per unit time.
3. The S.I unit for potential difference.
4. The S.I unit for current.
5. It is the opposition of a material offers to the flow of charges through it.

6. It is the amount of energy needed to move a charge.
7. The S.I unit for resistance.
8. 1 A is equal to ______.
9. A battery is a source of ________ current.
10. Calculators, flashlight and other devices is a source of _______ current.
Test II. CRITICAL THINKING

1. What is the relationship of current and charges?
2. Describe the relationship of the 3 essential elements in an electric circuit.
Answer Sheet 5.1

Test I. IDENTIFICATION
1. Electric circuit
2. Electric current
3. V (volts)
4. A (ampere)
5. Resistance
6. Potential difference or Voltage
7. Ω (ohms)
8. 1 C/s
9. direct current
10. alternating current
Test II. CRITICAL THINKING

1. The relationship of current and charges is that the current is the amount of charge passing to a
conductor. Current is caused by the flowing charges. If there are no charges, there will be no
current
2. Current constitutes a flow of charges, the resistance opposes the flow of charges and potential
difference is needed to move a charge.

Infer the relationship among current, resistance and voltage
using Ohm’s law and describe parallel and series circuit.
CONTENT:
1. Circuit
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read Information Sheet 5.2 This is an overview of the relationship
2. Answer Self-Check 5.2 among current, resistance and voltage using
Compare answers with Answer Key Ohm’s law; parallel and series circuit.
5.2

Circuit
• Describe the relationship among current, resistance and voltage.

• Calculate problems using ohm’s law.
• Describe parallel and series circuit
Lesson 5.2: Circuit

Perform the Wordstorm on page 113 and Launch Pad Activity on page114 of your book.
CIRCUIT
The circuit provides a pathway for an electric current to be carried. The conductors in the circuit
contain many loosely bound electrons, so the energy of the charges can move quickly from the
negative terminal of the power source, through the conductors to the positive terminal of the power
source.
Here is an illustration of simple circuit.
Connecting wire Bulb
Here is the schematic diagram of an electric circuit (parallel circuit).
Wire
Voltage source or
battery
Resistor
There are two types of circuits: series and parallel.

Series circuit contains one or more resistors connected in a single loop or path. Here, the current
flows is the same in all parts regardless of resistance. Christmas tree lights are usually connected
in series circuit.
Parallel circuit contains one or more resitors connected side by side so that the current is divided.
Appliances are usually connected in this circuit.
Here are the schematic diagrams of series and parallel circuit
Series circuit Parallel circuit
Ohm’s Law:
Current in a resistor varies in direct proportion to the voltage applied to it and is inversely
proportional to the resistor’s value.
Stated mathematically:
V
I=
R
Where: I is the current (amperes)

V is the potential difference (volts)
R is the resistance (ohms)
Sample problems:
1. The flashlight uses an 8-volt battery and has a bulb with a resistance of 120 . When the
flashlight is on, how much current will be drawn from the battery?
VR 8V
IR = = = 0.07 A
R 120 
2. A light bulb has a resistance of 100 ohms. If a current of 1.2 amps is going through it,
calculate the voltage applied.
V=IR
= (1.2 A) (100Ω)
120 V
Practice Exercise:
A flashlight runs 2 D-cells of 1.5 volts each in series. The bulb is rated for 0.7 amps. What is its
resistance?
OHM’S LAW IN SERIES AND PARALLEL CIRCUIT

Series Parallel
Resistance Total resistance is the sum of The reciprocal of total resistance is the
(R) the individual resistance sum of the reciprocals of the individual
RT= R1+R2+R3+............. resistances:
1 1 1 1
= + + + ⋯.
𝑅𝑇 𝑅1 𝑅2 𝑅3
Current (I) The current is the same in all The main current entering the
resistors. combination resistors divides and part of
IT= I1=I2=I3.......... it goes through each resistor.
IT= I1+I2+I3..........
Voltage (V) The total voltage across the Voltages across the resistors are equal.
combination is the sum of the VT= V1=V2=V3..........
voltages across each resistor.
VT= V1+V2+V3..........
Series Circuit Sample Problem 5.2

1. If the battery’s voltage is 12V and the voltage across R 1 is 5 V, and across R2 is 4V, find
the voltage across R3.
Answer: 3V
2. A 40 , a 8 , and a 10  resistor are connected in parallel across a 120 V battery. What

is the total resistance of the circuit? What is the circuit current? What is the current through
each resistor?
Given: R1=40 , R2=8 , R3=10 , V=120 V
Find: RT, IT, IR1....
Solution:
1 1 1 1
= + +
𝑅𝑇 40Ω 8Ω 10Ω
1
= 0.25 Ω
𝑅𝑇
RT=4 Ω
IT=V/R
=120V/4Ω
=3A
I1=V/R1
=120 V/40Ω
= 3A
I2=V/R2
=120 V/8Ω
= 15A
I3=V/R1
=120 V/10Ω
= 12A
IT= I1+I2+I3
= 3A+15A+12A
=30 A
Self-Check 5.2
Test I. PROBLEM SOLVING
Direction: Solve the following problems. Show your solutions completely.
1. A light bulb has a resistance of 120 ohms. If a current of 2.2 amps is going through it, calculate
the voltage applied.
2. A flashlight runs 2 D-cells of 1.5 volts each in series. The bulb is rated for 0.9 amps. What is
its resistance?
3. Given a voltage of 120 volts and a current of 8 amps, what is the resistance?
4. If the current is 12 amps and the resistance is 4 ohms, what is the voltage?
5. If a battery in a circuit is 24 volts and the resistance is 10 ohms what is the current?
6. A 3 , a 5 , and a 4  resistor are connected in series across a 12 V battery. What is the total
resistance of the circuit? What is the current through each resistor? What is the voltage drop
across each resistor?
7. A 120 , a 60 , and a 40  resistor are connected in parallel and placed across a 120 V potential
difference. What is the total resistance of the circuit? What is the total current? What is the current
through each resistor?
Answer Sheet 5.2

Test I. PROBLEM SOLVING
1. 264 V
2. 1.7 Ω
3. 15Ω
4. 48 V
5. 2.4 A
6. 12 ; 1 A; 3 V, 5 V, and 4 V
7. 20  ; 6 A; 1 A. 2 A, and 3 A
UNIT II: EARTH

AND SPACE
Unit
Earth and 2 Chapter 6: EARTHQUAKE AND FAULTS
Space

Explain how movements along faults generate earthquakes.
CONTENT:
1. Active and Inactive Faults: The Fault in our Crust
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
4. Reflective teaching
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 6.1 The Fault in our Crust This is an overview on how movements along
on page 139-151 of your book. faults generate earthquakes.
2. Answer Activity Sheet 6.1 and Self-Check
6.1.
After completing all the activities in this LO (Learning Outcome), you are now ready to proceed to
the next LO.
ACTIVITY SHEET 6.1

Active and Inactive Faults: The Fault in our Crust
After answering this activity sheet, you should be able to:
• Explain how movements along faults generate earthquakes;
• Differentiate earthquake, focus and epicenter;
• Describe the distribution of active, inactive faults and trenches in the Philippines;
• Describe the difference among normal, reverse, and strike-slip fault; and
• Explain how a tsunami develops.
Lesson 6.1 Active and Inactive Faults: The Fault in our Crust
Answer the Wordstorm Activity on page 139 of your book. Write your answer below.
1. F _________________
2. E _________________
3. I _________________
4. A _________________
5. T _________________
Perform the Launch Pad Activity on page 140 of your book. Attach your lab report here.
Activity 6.1 A. Active and Inactive Faults

Direction: Answer the following briefly.
1. What is the main difference between active and inactive faults?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How important is it to be knowledgeable about the different locations of active faults
especially when building infrastructures? Justify your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are the possible dangers that could be brought about by building or living near any
active fault?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. How do you know if fault is active?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. List down active and inactive faults in the Philippines.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What causes an earthquake? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. What should you do to survive a tsunami?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Self-Check 6.1
Test I. Identification
Direction: Identify the following. Write you answer on the space provided before the number.
____________________ 1. It is the point directly above the focus.
____________________ 2. It is the sudden vibration, violent movement of the Earth’s surface
caused by a rapid release of stored energy.
____________________ 3. It is one of the classifications of fault in which the hanging wall slides
over the footwall.
____________________ 4. It is a series of giant waves caused by underwater earthquake or
volcanic eruption.
____________________ 5. Classification of fault in which the hanging wall moves downward
relative to the footwall.

Explain the difference between intensity and magnitude.
CONTENTS:
1. Earthquake Intensity and Magnitude
2. Seismic Waves
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 6.2 Shake… Do Not Rattle This is an overview of the seismic waves and the
on page 152-165 of your book. difference between intensity and magnitude.
6.2.
the next LO.
ACTIVITY SHEET 6.2

Shake…Do Not Rattle
• Explain the difference between intensity and magnitude;
• Describe the two types of seismic waves;
• Explain the two classifications of body waves and surface waves; and
• Compare the magnitude and intensity of an earthquake.
Lesson 6.1 Shake…Do Not Rattle

• Seismic Waves
• Intensity and Magnitude
Answer the Wordstorm Activity on page 152 of your book. Write your answer on the space
provided.
1. ____________________
2. ____________________
3. ____________________
4. ____________________
5. ____________________
Perform the launch pad activity on page 153 to 154 of your book. Attach your answer here.
Activity 6.2 A. Seismic Waves

Directions: Answer the following. Write your answer on the space provided.
Essential Question: How do I describe seismic waves?

______________________________________________________________________________
______________________________________________________________________________
1. What are the two types of seismic waves?

________________________________________________________________________
2. What are the two types of body waves?
________________________________________________________________________
3. What produces seismic waves?
________________________________________________________________________
4. Which seismic wave can travel through earth?
________________________________________________________________________
5. Which seismic wave travels only to the mantle and not to the outer core (liquid iron)?
________________________________________________________________________
6. Which seismic wave travels only on the earth surface?
________________________________________________________________________
7. What are the two types of surface waves?

________________________________________________________________________
8. Which seismic waves stay on Earth’s surface?
________________________________________________________________________
9. Which seismic wave refracts and cannot penetrate the core?
________________________________________________________________________
10. Which seismic wave can penetrate the core but refracts?
________________________________________________________________________
11. Which is faster: S or P wave?
________________________________________________________________________
12. Which is slower: S or P wave?
________________________________________________________________________
13. Where do seismic waves travel slowest and fastest?
________________________________________________________________________
14. Which is much destructive: body or surface wave?
________________________________________________________________________
15. Which is much destructive: Love or Rayleigh wave?
________________________________________________________________________
Activity 6.2 B. Intensity and Magnitude

Direction: Answer the following. Write your answer on the space provided.
1. How can geologists use the magnitude and intensity data for earthquake?
________________________________________________________________________
2. What does the Richter scale measure?
________________________________________________________________________
3. What do the terms “amplitude” or “swing” in the magnitude of an earthquake measure?
________________________________________________________________________
4. What does intensity describe in terms of an earthquake?
________________________________________________________________________
5. Why it is important to know the magnitude and intensity of earthquake?
________________________________________________________________________
Self-Check 6.2
Test I. Matching Type-Earthquake Intensity Scale
Direction: Match Column A from Column B. Write the letter on the space provided.
Column A Column B
Description Intensity Scale
________Devastating A. I
________Destructive B. II
________Very Destructive C. III
________Moderately Strong D. IV
________Slightly Perceptible E. V
________Very Strong F. VI
________Slightly Felt G. VII
________Weak H. VIII
________Strong I. IX
J. X
Answer Self-Check on page 165. Write your answer below.

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ____________________________________________________________________
Chapter 7: UNDERSTANDING TYPHOONS

Explain how typhoons develop.
CONTENT:
1. Typhoon Formation
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 7.1 Typhoon Formation on This is an overview on how typhoons develop.
page168-177 of your book.
7.1.
the next LO.
ACTIVITY SHEET 7.1

Typhoon Formation
• Explain how typhoons develop;
• Infer the causes of a storm surge; and
• Classify a tropical cyclone as tropical depression, tropical storm, typhoon, or super
typhoon.
Answer the Wordstorm Activity on page 168 as well as the launch pad activity on page 169; attach
your lab report here.
Activity 7.1-A. Classification of Tropical Cyclone

Direction: Complete the table below.
Names of Tropical Cyclones that Date Wind Speed Classification
enter the PAR this year 2020 (km/hr) Legend:
TD-Tropical Depression
TS-Tropical Storm
STS-Severe Tropical Storm
TY-Typhoon
STY-Super Typhoon
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Activity 7.1-B. Critical Thinking

Directions: Answer the following briefly. Write your answer on the space provided.
1. How do tropical cyclones develop?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What happens during storm surge?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Perform the Sci-Builder on page 176-177. Attach your lab report here.
Self-Check 7.1
Direction: Identify the following as (a) Tropical Depression, (b) Tropical Storm, (c) Severe
Tropical Storm, (d) Typhoon, and (e) Super Typhoon. Write your answer on the space provided.
_______________ 1. Tisoy (2019)
_______________ 2. Reming (2006)
_______________ 3. Quinta (2020)
_______________ 4. A tropical cyclone with maximum wind speed exceeding 220 km/h
or more than 120 knots.
_______________ 5. A tropical cyclone with maximum speed of 62 to 88 km/h or 24 37
knots.

Trace the path of a typhoon that entered the Philippine Area of Responsibility (PAR).
CONTENT:
1. Typhoons at PAR
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 7.2 Typhoons at PAR on This is an overview of typhoons at PAR.
page 178-187 of your book.
5.1.
the next LO.
ACTIVITY SHEET 7.2

Typhoons at PAR
• Trace the path of a typhoon that entered the Philippine Area of Responsibility (PAR); and
• Explain what to do before, during and after a typhoon.
Lesson 7.2 Typhoons at PAR
Answer the Wordstorm Activity on page 178 and write your answer below.
Words What You Know About the Term

P
A
R
Perform the launch pad activity on page 178-179 and attach your lab report here.
Activity 7.2 A. Plotting the PAR

Objectives:
After the performing this activity, you should be able to:
• Read map
• Given the latitude and longitude of a tropical cyclone, tell if it has entered the Philippine
Area of Responsibility, and
• Explain what is meant when a typhoon has entered the Philippine Area of Responsibility.
Materials:
• Map of the Philippines and Vicinity
• Pencil
Procedure:
1. Plot the following points on the map on page 90.
Points Latitude, Longitude

a. 5°N, 115°E
b. 15°N, 115°E
c. 21°N, 120°E
d. 25°N, 120°E
e. 25°N, 135°E
f. 5°N, 135°E
Figure 2. The region within in the Philippine Area of Responsibility or PAR.
2. Connect the plotted points in Figure 2. The region within in the Philippine Area of
Responsibility or PAR. It is the job of PAGASA to monitor all tropical cyclones that enter
this area.
Guide Question:
1. If a typhoon is located at 15°N, 138°E, is it within the PAR? _______________________
2. How about the typhoon located at 19°N, 117°E, is it inside the PAR?
_______________________
Conclusion:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Adapted from: https://dochub.com/eveliasadullo/Noek8bMwxZ3e02Kl7d2qmO/m2-unit-2-g8
Activity 7.2-B. Typhoon Preparedness

1. As a junior high school student, how are you going to prepare for a super typhoon like STY
Rolly?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Guinobatan was one of the municipalities in Legazpi province of Albay which was greatly
affected by the STY Rolly. How can you extend your help to the residents of the said
municipality?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
For your self-check 7.2. Please refer on page 186 of your book. Attach your answers here.
Chapter 8: OTHER MEMBERS OF THE SOLAR SYSTEM

Describe comets and identify their parts.
CONTENT:
1. Comet’s Tale
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 8.1 Comets Tale on This is an overview of properties, parts and
page189-195 of your book. characteristics of comets.
8.1.
the next LO.
ACTIVITY SHEET 8.1

Comets Tale
• Define and describe comets;
• Describe the different parts of a comet; and
• Cite and describe some superstitious beliefs related to comets.
Answer the Wordstorm Activity on page 189 as well as the Launch Pad Activity on page 190 and
attach your lab report here.
Complete the table below. (page 191 of your book)

Some Comets Seen in Recent Years
Comet When was it last seen? How often does it When will it most
appear? likely appear again?
Faye May 2014 Every 7.55 years
Pons Winnecke January 2015 Every 6.37 years
Temple 1 August 2016 Every 5.52 years
Comas Sola October 2014 Every 8.8 years
Shoemaker Levy 4 June 2016 Every 6.45 years
Halley
Activity 8.1-A. Parts of Comet

Directions: Draw and label the different parts of a comet below. Write a short description in each
part.
Answer the following briefly.

1. What makes a comet unique?
________________________________________________________________________
________________________________________________________________________
2. What are the characteristics of a comet?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What are some superstitious beliefs related to comets? Describe each.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Perform as a group the Gear-Up Activity on page 195.
Self-Check 8.1
Direction: Identify the following. Write your answer on the space provided before the number.
__________________ 1. It is a small body that made up of ice, rock, and cosmic dust.
__________________ 2. This part of a comet, also called as core, is composed of ice, rock, and
metal.
__________________ 3. It is called as heavenly bodies that are found outside the solar system.
__________________ 4. This comet often appears every 8.8 years and it was seen last October
2014.
__________________ 5. The part of a comet that is made up of very small dust particles.

Describe the difference among meteor, meteoroid, and meteorites.
CONTENT:
1. A Meteor Shower
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 8.2 A Meteor Shower on This is an overview of the characteristics of
page196-203 of your book. meteor.
8.2.
the next LO.
ACTIVITY SHEET 8.2

A Meteor Shower
• Describe the differences among meteor, meteoroid, and meteorite;
• Describe the characteristics of meteor;
• Cite some meteorites recovered in the Philippines; and
• Perform an experiment to relate the size of a meteorite to the size of the crater it can make
upon impact.
Answer the Wordstorm Activity on page 196 as well as the Launch Pad Activity on page 197 and
attach your lab report here.
Activity 8.2-A. Critical Thinking

1. Describe the differences among meteor, meteoroid and meteorite.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Are there any meteorites recovered in the Philippines from 2000 to 2020? If yes, list down
below their meteorite name, date fall and region or province. You may use additional sheets
of paper and attach your answers here.
Meteorite name Date Fall Region or Province
Perform the Sci-Builder Activity on page 202 and attach your lab report here.
Self-Check 8.2
Test I: Multiple Choice
Directions: Read and understand the following statements or questions. Encircle the letter that
1. Which of the following color of meteors in which its metallic properties are composed of
nitrogen and oxygen?
a. Meteoroid
b. Meteor
c. Meteorite
d. Asteroid
2. What color will a meteor have if it has a metallic content of calcium?
a. Blue green
b. Violet
c. Red
d. Orange
3. IAU defined the term meteoroid as being applicable to any natural solid object moving in
space, and having a size between 100 µm and 10 m. The acronym IAU stands for
______________________.
a. International Astronomers Union
b. International Astronomical Unit
c. International Astronomical Union
d. International Astronomy Units
4. Meteors that appear brighter than some meteors.
a. Falling stars
b. Fireballs
c. Falling Meteors
d. Falling in love
5. Which of the following meteorites fell in Luzon in year 1957?
a. Pantar
b. Calivo
c. Bondoc
d. Paitan

Create a small-scale model of asteroids.
CONTENT:
1. Asteroid Aplenty
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 8.3 Asteroid Aplenty on This is an overview of the characteristics of an
page 204-211of your book. asteroid.
8.3.
the next LO.
ACTIVITY SHEET 8.3

Asteroids Aplenty
• Describe the characteristics of an asteroid;
• Cite and describe some asteroids that can be found in the solar system; and
• Create a small-scale model of asteroids.
Answer the Wordstorm Activity on page 204 as well as the Launch Pad Activity on page 205.
Attach your lab report here.
For Wordsorm Activity, write your answers below.
1. LOTDESNIPA __ __ __ __ __ __ __ __ __ __
2. RIOMN TALNPSE __ __ __ __ __ __ __ __ __ __ __ __
3. ESREC __ __ __ __ __
4. DITSEORA BETL __ __ __ __ __ __ __ __ __ __ __ __
5. NAOJTR __ __ __ __ __ __

1. Do you think it is possible for human race to live in Ceres or any asteroids? Why or Why
not? Justify your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Do you think that an asteroid has its own orbit? Justify your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. If you were given the chance to become an astronaut what would be the first thing that you
should do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Why is it very important for us to study astronomy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What would happen if an asteroid hit the earth?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Perform the Sci-Builder Activity on page 209 of your book. Attach your lab report here.
Note: For assessment, please answer the self-check on page 211 of your book. Write your answer
below.
1. _________________ 6. _________________ 11. _________________
2. _________________ 7. _________________ 12. _________________
3. _________________ 8. _________________ 13. _________________
4. _________________ 9. _________________ 14. _________________
5. _________________ 10. _________________ 15. _________________
Answer Unit Test on page 213 of your book. Attach your answers here.
UNIT III:
MATTER
Chapter 9: THE PARTICLE NATURE OF MATTER

Describe the four phases of matter in terms of energy, particle motion, and phase changes.
CONTENT:
1. Matter: Phases and Properties
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 9.1 Matter: Phases and This is an overview of the phases and properties of
Properties on page 219-234 of your book. matter.
9.1
the next LO.
ACTIVITY SHEET 9.1

Matter: Phases and Properties
• Describe the four phases of matter in terms of energy, particle motion, and phases changes;
• Differentiate extensive from intensive properties of matter; and
• Explain physical and chemical changes in matter.
Answer the Wordstorm Activity on page 219 as well as the Launch Pad Activity on page 219-220.
For Wordstorm Activity, you may use the box below.
Activity 9.1-A. Phases of Matter

Direction: Using the Venn Diagram below, compare and contrast the characteristics and properties
of the different phases of matter (solid, liquid, gas and plasma).
SOLID
LIQUID GAS
PLASMA
Activity 9.1-B. Properties of Matter

Direction: Classify the following as intensive or extensive property.
Characteristics Intensive or Extensive Property

Example: Ductility Intensive Property
1. Hardness
2. Malleability
3. Mass
4. Volume
5. Density
6. Weight
7. Length
8. Durability
9. Ductility
10. Texture
Activity 9.1-C. Physical and Chemical Changes

Directions: Classify the following as physical or chemical change. Write your answer on the space
provided.
Example:
Ice Melts: physical change
1. Water turns into water vapor. ________________________________________

2. Cooking an egg. ________________________________________
3. Melting ice cream. ________________________________________
4. Rusting. ________________________________________
5. Digestion. ________________________________________
6. Photosynthesis. ________________________________________
7. Cutting paper. ________________________________________
8. Burning paper. ________________________________________
9. Souring of milk. ________________________________________
10. Combustion. ________________________________________
Perform the Sci-Builder Activity on page 223-224 of your book. Attach your lab report here.
Self-Check 9.1
Directions: Read and understand the following statements or questions. Choose the correct word
inside the box and write your answer before the number.
___________________ 1. It refers to the pigment of a substance.

___________________ 2. Properties of matter that can be observed without changing the
composition of matter.
___________________ 3. Phase of matter that has no definite shape and volume.
___________________ 4. It is the measure of the amount of matter in an object.
___________________ 5. Phase change from liquid to solid.
___________________ 6. Are changes in matter that do not involve altering the chemical
composition of substances.
___________________ 7. The point at which three lines meet where all the three phases of matter-
solid, liquid and gas are considered stable.
___________________ 8. Phase change from solid to gas.
___________________ 9. Phase change from gas to solid.
___________________ 10. Phase change from liquid to gas
Melting Color Mass

Freezing Physical Properties Weight
Evaporation Chemical Properties Triple point
Deposition Solid Double point
Condensation Liquid Intensive Properties
Sublimation Gas Extensive Properties

Describe the atomic structure of an element.
CONTENT:
1. Atomic Structure
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 9.2 Atomic Structure on This is an overview of the atomic structure
page 234-257 of your book.
9.2
the next LO.
ACTIVITY SHEET 9.2

Atomic Structure
• Describe the atomic structure of an element;
• Trace the development of the atomic theory and the structure of an atom from the ancient
Greeks to the present;
• Compute for the atomic mass, atomic number, number of protons, electrons and neutrons;
and
• Infer the location of the electrons using the quantum number and electron arrangement.
For Wordstorm Activity, you may use the box below.

Directions: Answer the following. Write your answers on the space provided.
1. What is the difference between theory and law? Justify your answers.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Describe briefly the first postulate of Dalton’s Atomic theory that “All matter is made up of
atoms that are indivisible and indestructible”.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 9.2-B. Number of Subatomic Particles of Some Elements

Directions: Complete the table below by determining the number of subatomic particles, isotopic
symbol, mass number and atomic number of the given elements.
Element Isotopic Mass Atomic Number Number Number
Symbol Number Number of of of
(A) (Z) Protons Electrons neutrons
(p+) (e-) (n0)
23
Example: Sodium 11 Na 23 11 11 11 12
1. Argon
2. Phosphorus
3. Chlorine
4. Fluorine
5. Lead
6. Calcium
7. Sulfur
8. Cadmium
9. Mercury
10. Oxygen
Perform the Sci-Builder Activity on page 241 of your book. Attach your answers here.
Note: For Electron Arrangement-Quantum Numbers activity, please answer Table 9.2.6 Quantum
Numbers of page 250. Attach your answers here.
Activity 9.2-C. Electron Configuration and Hund’s Rule

Directions: Complete the table below by determining the electron configuration of the given
elements and its Hun’s rule representation.
Element Symbol Atomic Electron Configuration Hund’s Rule
Number Representation
2
Example: Helium He 2 1s
1. Carbon
2. Magnesium
3. Copper
4. Cobalt
5. Calcium
Self-Check 9.2
Directions: For assessment, please answer self-check on page 255. Write your answers below.
Part A.
1. _________________________ 2. _________________________
3. _________________________ 4. _________________________
5. _________________________ 6. _________________________
7. _________________________ 8. _________________________
9. _________________________ 10. ________________________
Part B.
Element Atomic Mass Number of Number of Number of
Number Number Protons Electrons Neutrons
A
B
C
D
E
F
G
Part C.
1. __________ __________ 2. __________ __________ 3. __________ __________
4. __________ __________ 5. __________ __________ 6. __________ __________
Part D.
Element Atomic Electron Configuration
Number
Argon 18
Arsenic 33
Barium 56
Chapter 10: THE DYNAMIC PERIODIC TABLE OF ELEMENTS

State the contribution of the scientists in the development of the periodic table of elements.
CONTENT:
1. The Periodic Table of Elements: An Introduction
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 10.1 The Periodic Table of This is an overview of the introduction to periodic
Elements: An Introduction on page 259- table of elements.
270 of your book.
2. Answer Activity Sheet 10.1 and Self-
Check 10.1
the next LO.
ACTIVITY SHEET 10.1

The Periodic Table of Elements: An Introduction
• State the contribution of scientists in the development of the periodic table of elements;
• Trace the history of periodic table of elements; and
• Recognize the names and symbols of the elements.
For Wordstorm Activity, you may write your answers below.

1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
5. ___________________________________________
6. ___________________________________________
Activity 10.1-A. History of the Periodic Table of Elements

Directions: Create a timeline that shows the history of the periodic table of elements. Write your
answers inside the box.
Activity 10.1-B. Elements Names and Corresponding Symbols

Direction: Complete the table below by determining the symbol or its name.
Symbol Name Symbol Name
Cu Promethium
Ag Bi
Oganesson Os
Thallium Barium
Db Radon
Activity 10.1-C. Etymology of the Names of Some Elements

Directions: Answer the following. Write your answers on the space provided.
1. List down 5 elements that were already known during ancient Greece and Rome.
___________________ ___________________ ___________________
___________________ ___________________
2. List down 5 elements that are named after the scientists.
___________________ ___________________ ___________________
___________________ ___________________
Perform the Sci-Builder Activity on page 267-268 of your book. Attach your lab report here.
Self-Check 10.1
Directions: Read and understand the following statements or questions. Choose the word of the
correct answer inside the box and write your answer before the number.
_________________ 1. It is the tool that allows us to predict the chemical behavior of the
elements.
_________________ 2. A scientist who is famous with his law of triads.
_________________ 3. He proposed that elements can be arranged using atomic weight with
similar properties.
_________________ 4. He discovered plutonium in 1940.
_________________ 5. It is the Latin origin of gold.
Periodic Table of Elements Aurum Kalium

Johann Dobereiner John Newlands Glenn Seaborg

Describe how elements are arranged in group and periods using their electron configuration.
CONTENT:
1. Arrangement of Elements
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 10.2 Arrangement of This is an overview on how elements are arranged
Elements on page 271-300 of your book. in group and periods using their electron
2. Answer Activity Sheet 10.2 and Self- configuration.
Check 10.2.
the next LO.
ACTIVITY SHEET 10.2

Arrangement of Elements
• Describe how elements are arranged in groups and periods using their electron
configuration;
• Compare the physical and chemical properties of the elements within a group and across a
period;
• Analyze the relationship between atomic orbitals and periodic trends of the elements; and
• Classify the different chemical behaviors of the elements based on their periodic trends.
Answer the Wordstorm Activity on page 271.
For Wordstorm Activity, write your answers below.

1. G R P
2. P R D
3. T R N D
4. I N I Z T I N -- N R G Y
5. E L C T R N G T V T Y
Activity 10.2-A. Launch Pad Activity (page 272)

Direction: Follow the procedure below.
Procedure:
1. Fill out the blank periodic table of elements (figure 10.2-A.) by writing its element symbol.
2. Using colored pencils or crayons, color each tile as described by the statements:
a. Color the square for hydrogen blue.
b. Lightly color all the metals yellow.
c. Color the lanthanides and actinides orange.
d. Using a black crayon, trace the zigzag lines that separates metals from nonmetals.
e. Color the metalloids red.
f. Color the nonmetals green.
Figure 10.2-A. Blank Periodic Table of Elements

Legend:
Blue Hydrogen Red Metalloids
Yellow Metals Green Nonmetals
Orange Lanthanides and Actinides
Black Zigzag that separates metals from nonmetals
Questions:
1. Why is the periodic table important?
______________________________________________________________________________
______________________________________________________________________________
2. What do you know about the periodic table prior to this activity?
______________________________________________________________________________
______________________________________________________________________________
Perform the Sci-Builder Activity on page 274.

For online class, present your activity through zoom or google meet.
For MDL, skip this activity.
Activity 10.2-B. Periodic Table of Elements

Direction: Complete the table below.
Element Symbol Atomic Period Group Electronegativity
Number
Example: Hydrogen H 1 1 1-Alkali Metals 2.2
1. Bromine
2. Helium
3. Sulfur
4. Carbon
5. Nitrogen
6. Silver
7. Gold
8. Aluminum
9. Lithium
10. Magnesium
Self-Check 10.2
For assessment, answer self-check on page 298 of your book. You may use the empty boxes in
periodic table of elements below.
Figure 10.2-B. Blank Periodic Table of Elements
Answer the Unit Test on page 301-303 of your book. Attach your answers here.
UNIT IV: LIVING THINGS AND

THEIR ENVIRONMENT
Unit: Living Chapter 11: Structure and Functions of the

Things and Their 4 Digestive System
Environment
Describe the different parts of digestive system and their functions.
CONTENT:
1. Structure and Functions of the Digestive System
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 11.1 Structure and This is an overview of the structure and functions
Functions of the Digestive System: Let’s of the digestive system.
Break it Down! on page 311-321 of your
book.
Check 11.1
the next LO.
ACTIVITY SHEET 11.1

Structure and Functions of the Digestive System: Let’s Break it Down!
• Describe the different parts of digestive system and their functions;
• Explain ingestion, absorption, assimilation, and excretion; and
• Explain how diseases of the digestive system are prevented, detected, and treated.
Wordstorm Activity
Directions: Complete the Frayer Model below. Follow the instructions inside the four quadrants.
DIGESTION
Answer the Launch Pad Activity on page 312. Attach your lab report here.
Activity 11.1-A. The Parts of Digestive System

Part I. Direction: Using the terms in word bank, label the parts of the digestive system.
WORD BANK
Small intestine Large intestine Mouth Esophagus
Stomach Anus Liver Pancreas
Gallbladder Rectum Salivary Glands
Part II. Direction: Complete the sentences below using the terms given.
a) The ________________ is a long tube that pushes the food into the stomach.
b) The ________________ is where the digestive processes start.
c) The ________________ is a mixer and it breaks food down into a very small piece.
d) The ________________ produce juices that help to transform food into nutrients in the
small intestine.
e) The ________________ separates the nutrients from the waste.
Activity 11.1-B. The Digestive System

Directions: Write a brief description/function of the following digestive organs. Use the spaces
provided for your answers.
Organ Names Organ Functions
1. Appendix
2. Tongue
3. Esophagus
4. Gall bladder
5. Large intestine
6. Liver
7. Pancreas
8. Salivary glands
9. Small intestine
10. Stomach
Activity 11.1-C. Critical Thinking

Directions: Answer the following questions briefly. Write your answer on the space provided.
1. How does the human digestive system work?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Describe the digestion process.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Self-Check 11.1
Directions: Identify the following. Write your answer on the space provided.
____________________ 1. It is accomplished by our teeth which cut, tear and crush the food.
____________________ 2. It involves the movement of food from mouth to the stomach.
____________________ 3. Other term for small intestine.
____________________ 4. Accessory organ that secretes a variety of digestive enzymes that break
down carbohydrates into simple sugar.
____________________ 5. It is a green muscular sac that is attached to the liver that stores the
bile until it is needed by the small intestine.

Explain how diseases of the digestive system are prevented, detected, and treated.
CONTENT:
1. Watch What You Eat!
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 11.2 Watch What You Eat This is an overview on how diseases of the
on page 322-332 of your book. digestive system are prevented, detected, and
2. Answer Activity Sheet 11.1 and Self- treated.
Check 11.1
the next LO.
ACTIVITY SHEET 11.2

Watch What You Eat
• Describe the symptoms and signs of common digestive diseases;
• Explain how diseases of the digestive system are prevented, detected, and treated; and
• Identify healthy practices that affect the digestive system.
Answer the Wordstorm Activity on page 322; and, perform the Launch Pad Activity on page 323-
324 of your book. Attach your lab report here.
Wordstorm Activity
1. _____________________________ 2. _____________________________
3. _____________________________ 4. _____________________________
5. _____________________________
Activity 11.2-A. Protein Energy Malnutrition

Directions: Two distinct syndromes have been described as PEM, the marasmus and kwashiorkor.
Using the Venn Diagram below, compare and contrast them.
Marasmus Kwashiorkor
Activity 11.2-B. Common Digestive Diseases

Directions: Describe the symptoms and signs of the following digestive diseases. Write your
answer on the space provided.
1
CONSTIPATION
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_
2
DIARRHEA
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_
3
BELCHING
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_

Directions: Answer the following questions briefly. Write your answer on the space provided.
1. Describe anemia.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. How can you prevent common diseases of the digestive system?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Self-Check 11.2
____________________ 1. It is the most common method used to measure excess body fat.
____________________ 2. It is caused by a combined protein and energy deficiency, which is
most commonly seen where adequate quantities of food are available.
____________________ 3. It refers to the increased frequency of bowel movement or increased
stool liquidity, and sense of bowel movement urgency.
____________________ 4. It is caused by a deficiency of protein in the presence of adequate
energy.
____________________ 5. It is common condition wherein the body lacks red blood cells.
*For chapter test, answer the self-check on page 333-334. Attach your answer here.
Chapter 12: Heredity: Inheritance and

Variation of Traits

Draw, describe, and arrange in sequence the various stages of mitosis and meiosis.
CONTENT:
1. Stages of Mitosis and Meiosis
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 12.1 Heredity: Inheritance This is an overview of the cell division.
and Variation of Traits on page 337-363 of
your book.
Check 12.1
the next LO.
ACTIVITY SHEET 12.1

Heredity: Inheritance and Variation of Traits
• Explain the phases, processes, and major features of cell division, and relate these
processes to growth, reproduction, repair, and sex cell production;
• Draw, describe, and arrange in sequence the various stages of mitosis and meiosis; and
• Observe the phases of cell division presented in prepared microscope slides and videos.
Answer the Wordstorm Activity on page 337 as well as the Launch Pad on page 338 of your book.
For Wordstorm Activity, use the space provided below.
Wordstorm Activity
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
Activity 12.1-A. MITOSIS

Directions: Describe and explain the following stages in mitosis. Write your answer on the space
provided.
PROPHASE
METAPHASE
ANAPHASE
TELOPHASE
Activity 12.1-B. MEIOSIS

Directions: Describe and explain the following stages in meiosis. Write your answer on the space
provided.
MEIOSIS I
PROPHASE I
METHAPHASE I
ANAPHASE I
TELOPHASE I
MEIOSIS II
PROPHASE II
METHAPHASE II
ANAPHASE II
TELOPHASE II

1. How important are the control points in the cell cycle growth and development of an organism?
Explain what would happen if there are no control points in the cell cycle.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Do you have siblings? Do you all like one another? Do you look like your parent? What are the
reasons for the differences in appearance among immediate family members?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Answer the Sci-Builder on page 340 and 347 of your book. Attach your lab report here.
Self-Check 12.1
____________________ 1. The process of cellular division that produces reproductive cells,
which contain half the number of chromosomes at the parent cells.
____________________ 2. It refers to the division of cytoplasm.
____________________ 3. The number of chromosomes in human.
____________________ 4. In this stage in mitosis, all chromosomes are aligned at the centers of
the cell.
____________________ 5. The process where homologous chromatids exchange genetic material
to ensure greater variety in gamete formation.

1. What are the differences between Meiosis I and Meiosis II?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Describe Mitosis and Meiosis.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Predict the results of monohybrid and dihybrid cross, given the phenotypes and
genotypes of parents.
CONTENT:
1. Close Resemblance
METHODOLOGY:
1. Lecture via Zoom
3. Group discussion
ASSESSMENT:
1. Oral Interview
3. Written Test
1. Read the topic 12.2 Close Resemblances This is an overview on how to predict the results of
on page 348-359 of your book. monohybrid and dihybrid cross, given the
2. Answer Activity Sheet 12.2 and Self- phenotypes and genotypes of parents.
Check 12.2.
the next LO.
ACTIVITY SHEET 12.2

Close Resemblances
• Predict the results of monohybrid and dihybrid cross, given the phenotypes and genotypes
of parents;
• Define different terminologies in Genetics; and
• Describe and explain the three laws of Heredity.
Answer the Wordstorm Activity on page 348; then, perform the Launch Pad Activity on page 348-
349 of your book. Attach your lab report here.
Wordstorm Activity
1. _____________________________ 2. _____________________________
3. _____________________________ 4. _____________________________
5. _____________________________ 6. _____________________________
Activity 12.2-A. Genetics

Directions: Define the following briefly. Write your answer on the space provided.
1. Genes
______________________________________________________________________________
______________________________________________________________________________
2. Alleles
______________________________________________________________________________
______________________________________________________________________________
3. Phenotype
______________________________________________________________________________
______________________________________________________________________________
4. Genotype
______________________________________________________________________________
______________________________________________________________________________
5. Law of dominance
______________________________________________________________________________
______________________________________________________________________________
6. Law of segregation
______________________________________________________________________________
______________________________________________________________________________
7. Law of independent assortment
______________________________________________________________________________
______________________________________________________________________________
Activity 12.2-B. Punnett Square

Directions: Answer the following. Write your answer on the space provided or you may use
separate paper and attach your answer here.
Example: Use the famous Punnett square to determine the phenotypes and genotypes.
Pp x Pp P p
P PP Pp
p Pp pp
Where P is for blue eyes and p is for green eyes.
For a Mendelian trait,

Phenotypic ratio: 3 blue: 1 green
Genotypic ratio: 1 homozygous blue (PP): 2 heterozygous blue (Pp): 1 homozygous yellow (pp)
For a Non-Mendelian trait,

Phenotypic ratio: 1 blue: 2 blue-green: 1 green
Genotypic ratio: 1 homozygous blue (PP): 2 heterozygous blue-green (Pp): 1 green (pp)
Use the following information for questions 1-3:
In dogs, the gene for fur color has two alleles.

The dominant allele (F) codes for grey fur and the recessive allele (f) codes for black fur.
1) The female dog is heterozygous. The male dog is homozygous recessive.
Use a Punnett Square to predict the most likely phenotypic ratio and genotypic ratio of their
possible puppies.
2) The female dog has black fur. The male dog has black fur.
possible puppies.
3) The female dog is heterozygous. The male dog is heterozygous.

possible puppies.
Use the following information for questions 4-6:
In fruit flies, red eyes are dominant (E). White-eyes are recessive (e).
4) A female fly has white eyes, and the male fly is homozygous dominant for red eyes.
possible offspring.
5) A female and male fly are both homozygous dominant for eye color. Use a Punnett Square
to predict the most likely phenotypic ratio and genotypic ratio of their possible offspring.
Answer the Sci-Builder on page 357 of your book. Attach your lab report here.
Self-Check 12.2
Directions: Determine the phenotypes and genotypes using Punnett Squares. Write
your answer on the space provided.
1. Cross: Ss x SS where S is dark skin and s white skin
*For chapter test, answer the self-check on page 360-362 of your book. Attach your answer here.
References and Links:
• Herr, N. (2008). The sourcebook for teaching science: Strategies, activities, and
instructional resources, grades 6-12. San Francisco, CA: Jossey-Bass.
• Department of Education, Culture and Sports. (DECS). (n.d.). Physics teachers resource
manual. Pasig City. Author.
• Department of Education. (DepEd). (2002). Lesson Plans for the 2002 Basic Education
Curriculum: Science IV. Pasig City. Author.
• The Physics Classroom (1996-2013). Newton’s laws. Retrieved from
www.physicsclassroom.com
• University of the Philippines National Institute for Science and Mathematics Education
Development. (2002). Practical work on high school physics: Sourcebook for teachers.
Quezon City: Author.
• Ferrois-Pavico, Josefina Ma. 2013. Exploring Science through Life Series The New
Grade 8. Quezon : Phoenix Publishing House, Inc., 2013. ISBN.
• R.Papa, Eduard Christian. 2018. Practical Science 8. Makati : Diwa Learning System
Inc., 2018. ISBN.

EDITED38 Science 8 1st 4th

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

EDITED38 Science 8 1st 4th

Uploaded by

Copyright:

Available Formats

Computer Arts and Technological College, Inc.

Legazpi ● Ligao ● Polangui

Unit Chapter 1: FORCE

LEARNING OUTCOME NUMBER 1:

Learning Activities Special Instructions

1|P age SCIENCE8 -Junior High School

• Define force operationally;

Lesson 1: Types of Forces

Dynamics Uniform Forces Motion Fundamental

2|P age SCIENCE8 -Junior High School

Types of Forces: Fundamental and Non-fundamental

There are two general types of forces-the fundamental and non-fundamental.

Weak Nuclear Force plays an important role in radioactive decay of nuclei.

3|P age SCIENCE8 -Junior High School

Contact and Non-Contact Forces

The following are the examples of contact forces:

Mass and Weight

In finding your weight you need the formula below:

Where: W is weight, m is mass and g is the acceleration due to gravity

Here on earth, the acceleration due to gravity is constant to 9.8 m/s2.

4|P age SCIENCE8 -Junior High School

2. What is the mass of object on earth if it has 400 N?

5|P age SCIENCE8 -Junior High School

d. Strong nuclear force

Test II. Problem Solving

6|P age SCIENCE8 -Junior High School

LEARNING OUTCOME NUMBER 1.1.1:

INFORMATION SHEET 1.1.1

• Investigate and explain the mass of an object.

7|P age SCIENCE8 -Junior High School

Lesson 1.1.1: Newton’s First Law of Motion: Law of Inertia

Materials: Coin Cardboard

Coin Drop Figure A. Cardboard and Coin

8|P age SCIENCE8 -Junior High School

Practice Exercise: Explain the 3 applications above using concepts in inertia.

Answer Sheet 1.1.1

9|P age SCIENCE8 -Junior High School

LEARNING OUTCOME NUMBER 1.1.2:

INFORMATION SHEET 1.1.2

After reading this information sheet, you should be able to:

• Solve problems involving net force, mass and acceleration

Lesson 1.1.2: Newton’s Second Law of Motion: Law of Acceleration

Pre-Activity: Force and Acceleration

Figure A. Cart pulled by rubber bands

Figure A: Sample tape

Tape Chart Number of Rubber Bands Computed aave

B. What is the force of 0.200 kg of ball accelerated at 20 m/s2?

Answer Sheet 1.1.2

LEARNING OUTCOME NUMBER 1.1.3:

INFORMATION SHEET 1.1.3

After reading this information sheet, you should be able to:

Lesson 1.1.3: Newton’s Third Law of Motion: Law of Interaction

This means that law of interaction governs the following condition:

Let’s consider the following situations:

You can simply say that:

Forceflower vase on table = Forcetable on flower vase

Forcestudent on lounge = Forcelounge on student

Answer Sheet 1.1.3

Perform the post -activity: Newton’s Olympics

Look for: R.Papa, Eduard Christian. 2018. Practical Science 8.

LEARNING OUTCOME NUMBER 1.2:

INFORMATION SHEET 1.2