351862075-Dll-Grade-8-First-Grading-Final-Copy.docx

GRADES 1 to 12
School Cacawan HS Grade Level Grade 8
Daily Lesson Log Teacher Learning Area Science
Teaching Date
and Time
Quarter First (Physics)
DAY: MONDAY
I. OBJECTIVES
A. Content Standards
 The learner demonstrates understanding of Newton’s three
laws of motion and uniform circular motion.
B. Performance Standards
 The learner shall be able to develop a writer plan and
implement a “Newton’s Olympics”.
C.
Learning Competencies / Objectives
Write the LC code for each
(S8FE-Ia-15)
 Investigate the relationship between the amount of force
applied and the mass of the object to the amount of change in
the object’s motion.
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
II. CONTENT
Module I: FORCES AND MOTION
Lesson 1: BALANCED AND UNBALANCED FORCES
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource
Lesson Guide Science 8 (First Quarter- pp. 1-5)
https://www.google.com.ph/search?
pictures&oq=balanced+and+unbalanced+forces
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Present the following statement in class and ask the students if they
agree or disagree with them. Select two to three students per group to
justify or explain their answer.
1. Force is needed to stop an object.
2. Force always results to motion.
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.
B. Establishing a purpose for the Lesson
Analyze the pictures (to be presented on the television screen) (can
be printed)

C. Presenting examples / instances of the
new lesson
What have you observed on the picture presented?
D.
Discussing new concepts and
practicing
new skills #1
The teacher will place a ball or any object on top of a table and ask:
a) Will this object move by itself?
b) How can we make this object move?
c) While it is moving, how can we make the object speed up or slow
down?
d) How can make it stop?
e) How can we make it change its direction?
E. Discussing new concepts and
practicing
new skills #2
Do the activity 1 Forces on object at rest in Lesson Guide Science 8
(First Quarter) pp. 5 or LM pp. 5- 6
F.
Developing mastery
(Leads to Formative Assessment 3)
Presentation of the output per group/ Processing:
Analysis:
Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You may
use arrows to represent these forces.
3. What happens to the pen? What could have caused the pen’s
motion?
Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces
acting on the book.
3. Did the book move? How will you make the book move?
G.
Finding practical applications of
concepts
and skills in daily living
Since friction is a resistance force that slows down or prevent motion,
there are advantages and disadvantages that friction may do.
How is friction important in:
a. walking
b. writing
c. running vehicles
H.
Making generalizations and
abstractions
about the lesson
1. What is force?
2. What are some other forces that can cause something to move?
3. How does gravity affect object on earth?
4. What is a force that can cause an object to slow down or have little
movement?
5. In your own words define friction.

I. Evaluating Learning
Multiple Choice: Read each statement carefully and write only the letter
of the correct answer.
1. A book is at rest on top of a table. Which of the following is correct?
A. There is no force acting on the book.
B. The book has no inertia.
C. There is no force acting on the table.
*D. The book is in equilibrium.
2. Which of the following situations involves friction?
A. A bicycle rolling down a hill
B. A baseball player sliding into 2nd base
C. A diver falling through the air to a pool
*D. All of the above experience some friction.
3. What is gravity?
A. Newton’s first law
B. The force that objects exert on each other because of their
masses
*C The downward pull on the Earth
D. The friction that an object has put on it
4. Which is the best example of gravity?
A. A car hits a tree, and its motion stops
B. A breeze blows, and a sailboat moves
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground
5. How does Earth ‘s gravity affect objects near Earth?
A. It pushes them away.
*B. It pulls them in
C. It makes them larger.
D. It makes them move faster.
J. Additional activities for application or
remediation
Ask the students to write situation/ examples where the presence of
other forces are beneficial.
V. REMARKS
VI. REFLECTION
A.
No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?

GRADES 1 to 12
School Grade Level Grade 8
Teaching Date
and Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of Newton’ three laws of
motion and uniform circular motion.
The learner shall be able to develop a writer plan and implement a
“Newton’s Olympics”.
C.
(S8FE-Ia-16)
 Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
Objectives:
1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion of
an object.
II. CONTENT
Module I: FORCE AND MOTION

Lesson 2: BALANCED AND UNBALANCED FORCES
A. References
3. Textbook Pages
EASE Physics, Module 10. Lesson 3
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
A.
Reviewing previous lesson or
What are the forces acting on an object at rest?
What are examples of balanced forces?
Students were given time to watch a short video clip about balanced
and unbalanced forces
( www.youtube.com/watch?v=HEJOybRxclk)
new lesson
Give reaction to the video presented
D. Discussing new concepts and
practicing
new skills #1
Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp. 8 – 9 or
Learners’ Module pp. 7
E.
practicing
new skills #2
1. When the cardboard is at rest, how do the magnitudes and directions
of the pair of forces acting on it compare?
2. If you draw the lines of action of all the forces acting on the board
and extend the lines, what will you get?
F. Developing mastery
Discuss the answers in the activity
G.
concepts
Study the given pictures below and describe the forces involved.
H.
abstractions
about the lesson
The following ideas must be realized by the students:
If two forces acting on an object are equal in magnitude but opposite in
direction, they are considered as balanced forces. These forces must
lie along the same line.
 If the forces acting on an object are balanced, the object either
stays at rest or continues to move at constant velocity.

 If the forces acting on an object are unbalanced, the motion of
the object will change.
Direction: Read each statement carefully and write the letter of the
correct answer.
1. ______________ refers to when a force is equal and opposite.
*A. balanced force
B. unbalanced force
C. magnitude
D. friction
2.When one force in a pair is greater than the other, we call this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction
3. If two forces are acting on an object they are equal in magnitude
A. and equal in direction
*B. and in opposite direction
C. cancel each other
D. none of the above
For question no 4 and 5 refer to the diagram below
Two tugboats are moving a barge. Tugboat A exerts a force of 3000
N to the left. Tugboat B exerts a force of 5000N in the same
direction.
a. Draw arrows showing the individual forces of the tugboats in #1.
b. Are the forces balanced or unbalanced? ______________
c. In what direction will the barge move? ________________
remediation
1. define what inertia is.
2. What is stated in the first law of motion?
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation
I

other teachers?

School Cacawan High School Grade Level Grade 8
Daily Lesson Log Teacher Noel Piedad Learning Area Science
Teaching Date
and Time
September 12-16 2022
/11:00-12:00/1:00-2:00
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s three laws
of motion and uniform circular motion.
The learners shall be able to develop a written plan and implement a
“Newton’s Olympic”
C.
S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
Objectives:
1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.
II. CONTENT
Lesson 3: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia
A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12
IV. PROCEDURES
Differentiating balanced and unbalanced forces
Let the students guess the word being defined by solving the jumbled
letters.
1. It refers to the amount of matter an object has.
2. It is a push or pull upon an object resulting from the object’s
interaction with another object.
3. An action or process of moving or of changing place or position.
A S S M
R E F O
C
T I N O O M

4. It is the resistance of any physical object to any change in its state
of motion.
C.
Presenting examples / instances of the
new lesson
Are those set of words familiar to you?
What ideas came in your mind when you met those words we had
unscrambled?
D.
practicing
new skills #1
The learners will analyze the picture of the two wrestlers by
comparing their masses and relating the concept of mass to inertia.
(see figure on pp. 11 LG grade 8 First Quarter)
practicing
new skills #2
Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12
Questions:
PART A.
1. What happens when you slowly pulled the cardboard? Explain.
2. What happens when you flipped the cardboard? Explain.
PART B.
1. What happen to the remaining books after one book was pulled?
Why is this so?
2. Relate your observation to the concept of inertia.
G.
concepts
Use the following examples to explain how Newton's first law occurs
in everyday events:
a) car suddenly stops and you strain against the seat belt.
b) when riding a horse, the horse suddenly stops and you fly over its
head.
c) the magician pulls the tablecloth out from under a table full of
dishes.
d) the difficulty of pushing a dead car.
e) car turns left and you appear to slide to the right.
H. Making generalizations and
abstractions
about the lesson
Newton's first law states that an object at rest will stay at rest or an
object in motion will stay in motion and travel in straight line, as long
as no external net force acts on it. The object will change its state of
motion only if there is unbalanced or net force acting upon it. Inertia
is measured in terms of mass. An object having greater mass has
greater inertia
Choose the best answer. Write letter only.
1. According to Newton's First Law of Motion,
A. an object in motion eventually comes to a stop.
B. an object at rest eventually begins to move.
C. an object at rest always remains at rest.
I N
R
E
A I T

*D. an object at rest remains at rest unless acted upon by a net
force.
2. The greater the mass of an object,
A. the easier the object starts moving.
B. the more space it takes up.
*C. the greater its inertia.
D. the more balanced it is.
3. The tendency of an object to resist any change in its motion is
known
as
A. balance.
B. force
*C. inertia.
D. mass.
4. Mass of the object is quantitative measure of its inertia stated law
is newton's
*A. first law
B. second law
C. third law
D. fourth law
5. Which of these best describes the concept of inertia?
A. A force that attracts objects with mass
B. The tendency of an object to float in water
C. A force created when surfaces are in contact
*D. The tendency of an object to resist a change in motion
remediation
Write your answer in your notebook.
1. Define acceleration.
2. What is stated in the second law of motion?
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation
well? Why did these work?
I Use or discover which I wish to share
with other teachers?
Prepared by: Checked by:

Noel T. Piedad Pamela S. Andulan
SST-II School Head
GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES
The learner shall be able to develop a writer plan and
C.
S8FE –Ib-17
Objectives:
1. State the Law of Acceleration.
2. Discuss the relationship between net force on an object and its
acceleration, and between the mass of an object and its
acceleration.
3. Cite some applications of this law in our daily life.
II. CONTENT
Lesson 4: THREE LAWS OF MOTION
Law of Acceleration

A. References
1. Teacher's Guide Pages pp. 11- 12
3. Textbook Pages
IV. PROCEDURES
What is inertia?
How is the law of inertia related to mass?
Study the picture.
Can a man pushes the car?
How much force is needed by the man to push the car?
new lesson
The teacher will present two balls of different masses. Then ask the
students which of the two balls will accelerates faster?
Why?
tennis ball bowling ball
practicing
new skills #1
1. Differentiate the two balls in terms of mass. Which has the greater
mass?
2. If equal amount of force will be applied in the two balls, then
which will accelerates faster?
practicing
new skills #2
Do the activity on The Law of Acceleration, Lesson Guide G8 First
Quarter pp.17 - 19
F.
Developing mastery
A. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the amount of force on the
acceleration of the cart?
3. What relationship exists between the force and acceleration
when the mass of the cart is kept constant?
B. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of
the cart?
3. What relationship exists between the mass and acceleration
when the force is kept constant?
G.
concepts
Present the statement in the class “ You may be bigger but I am
faster”
a. How does this line illustrate Newton’s Second Law of Motion?
b. How is the statement related to mass and acceleration?
H.
abstractions
about the lesson
1. State the second law of motion
2. How is acceleration related to the object’s mass and the amount
of force exerted?
3. What relationship exists between acceleration and force; force

and mass?
4. How is the second law of motion applied to everyday
occurrences?
Direction: Read each statement carefully and write the letter of the
best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
A. 3rd Law B. 1st Law
*C. 2nd Law D. all of the above
2. According to Newton's 2nd Law of Motion, force equals –
A. mass divided by acceleration
B. mass plus acceleration
C. mass subtract acceleration
*D. mass times acceleration
3. How does the acceleration of an object change in relation to its
mass? It is _________.
A. directly proportional
*B. inversely proportional
C. acceleration doesn’t depend on mass at all
D. neither A or B
4. Suppose a cart is being moved by a force. If suddenly a load is
dumped into the cart so that the cart’s mass doubles, what
happens to the cart’s acceleration?
A. It quadruples.
B. It doubles.
*C. It halves.
D. It quarters.
5. Which will accelerate faster?
A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
*D. a race car
remediation
Explain how mass differs from weight.
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
D.
No. of learners who continue to require
remediation
I

School Cacawan High School Grade Level Grade 8
Daily Lesson Log Teacher Noel Piedad Learning Area Science
Teaching Date
and Time
11:00-12:00 / 1:00-2:00 Quarter First (Physics)
DAY:
I. OBJECTIVES
C.
S8FE –Ib-17
Objective:
Solve problems involving the interrelationships of net force, mass
and acceleration
II. CONTENT
The Law of Acceleration: Computation
A. References
1. Teacher's Guide Pages pp. 13- 16
3. Textbook Pages
Physics ( Science and Technology Textbook- NPSBE Edition)
Lesson Guide G8 First Quarter pp. 20 - 22
IV. PROCEDURES
Ask the students to restate the second law into a simple statement.
Derivation of Formula:
From the statement that acceleration is directly proportional
to force at constant mass.
Mathematically a=kF where nK = mass (eq. 1)
Acceleration also varies with mass. As the mass of the object
increases with the same amount of force applied, its acceleration

decreases thus:
a= k(1/m) where K=net force (eq.2)
Combining the two equations, we have
a α F and a α 1/m
Therefore a α F/m
Mathematically, a = F/m
where a= acceleration
m= mass
F= force
C.
new lesson
Give and discuss at least two examples of situation/problems on the
Law of Acceleration
1. A huge stone is pushed with 30 N of force. If there is only 5N of
friction and the stone’s mass is 88 kg. What is the acceleration of
the table?
2. A car is being towed. If its mass is 1750 kg and it accelerated at
5m/s2, how much netforce is involved?
practicing
new skills #1
Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose
items which will be solved individually/ in group)
practicing
new skills #2
Presentation of the outcomes.
Discuss the answers in the exercise given.
G. Finding practical applications of
concepts
Engineers at the Johnson Space Center must determine the net
force needed for a rocket to achieve an acceleration of 70 m/s2 . If
the mass of the rocket is 45,000 kg, how much net force must the
rocket develop.
H.
abstractions
about the lesson
Mathematically, second law of motion can be expressed:
A = F/m
F = ma
M = F/a
If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram (kg) and
acceleration is in meter per second/second (m/s2)
Since force is a vector quantity and mass is a scalar quantity
,acceleration is also a vector quantity where acceleration follows the
direction of the net force
The unit of of acceleration can be derived also from N/kg, since
1N = 1 kg.m/s2 therefore, N/kg = kg.m/s2 /kg = m/s2
Direction: Solve problems involving the Law of acceleration then
write the letter of the correct answer.
1. What is the mass of a truck if it produces a force of 14,000N
while accelerating at a rate of 5 m/s2 ?
A. 280 kg *B. 2800kg
C. 70,000kg D. 7000kg
2. Which is the correct unit of acceleration?

A. m/s *B. m/s2 C. kg.m/s D. kg.m/N
3. Suppose that a sled is accelerating at a rate of 2m/s2 . If the net
force is tripled and the mass is halved, what then is the new
acceleration of the sled?
A. decrease by half B. doubled
*C. tripled D. quadrupled
4. Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its
acceleration will be:
*A. 20 m/s2 B. 40 m/s2 C. 10 m/s2 D. 20 m/s
5. If the ball in question no. 4 is increased by 24 N, what is the
increased in acceleration?
A. 20 m/s2 B. 30 m/s2
*C. 4 0 m/s2 D. 50 m/s2
remediation
Give additional information regarding: balance and un balance
forces>
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation
I
other teachers?
Prepared by: Checked by:
Noel T. Piedad Pamela S. Andulan
SST-II School Head

GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES
C.
S8FE –Ib-17
 Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
Objectives:
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes and
directions.
3. Identify the action and reaction forces in the given situations.

II. CONTENT
The Law of Interaction
A. References
3. Textbook Pages
IV. PROCEDURES
Differentiate first law of motion to the second law of motion
new lesson
Imagine yourself leaning against a tree same with the picture below.
Did you topple over while you are still in contact with the tree?
Why or why not!
practicing
new skills #1
Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
Learners’ Module pp 19 - 20
E.
practicing
new skills #2
Analysis:
1. What is the reading on your balance and that of your partner?
What do these values represent?
2. How do you compare the direction of your partner’s and your
force?
3. What is the reading on your balance and that of your partner?
4. How do you explain your observation?
5. What is the reading in each balance?
6. Compare the direction of the forces exerted on the two ends of
the connected spring balance.
Analyze the situations below by identifying the pairs of forces acting
on the objects.
Situation 1 Situation 2
concepts

G.
and skills in daily living The class will be divided into small group. Each group is assigned to
1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position
themselves. Challenge the students to guess the picture of the other
group then ask them to identify the action-reaction forces present.
a. walking
b. a mango fell due to gravity
c. a man pedals a bicycle
d. a person lying down in the emergency room
H.
abstractions
about the lesson
1. Based from the above activity state operationally the law of
interaction.
2. Why do forces come in pairs?
3. Explain the condition on how to forces are equal in magnitude
and acting in opposite direction.
Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on her
equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N
2. According to Newton's Third Law of Motion, when a hammer
strikes and exerts a force on a nail, the nail
A. creates a balanced force.
B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite force back on the hammer.
3. Pick the best example of Newton's Third Law in action.
A. A rocket taking off from earth which pushes gases in one
direction and the rocket in the other.
*B. A rocket sitting on the ground preparing for take-off but it
needs an outside force to overcome its inertia of a non-
moving object.
C. A rocket that is accelerating through space and exerts a
great amount of force because its mass and acceleration is
so large.
D. Both b and c.
4. When a teacher stands at the front of the class, the force of
gravity pulls her toward the ground. The ground pushes back
with an equal and opposite force. This is an example of
which of Newton's Laws of Motion?
A. Law of Inertia
B. Law of Acceleration
*C. Law of Interaction
D. Law of Universal Gravitation
5. For every action there is an equal and opposite reaction. This is
a statement of
A. Newton's First Law of Motion.
B. Newton's Second Law of Motion.
*C. Newton's Third Law of Motion.
D. Newton's Law of Action.
remediation
Design and implement an experiment that will verify Newton’s Law
of Motion.
V. REMARKS

VI. REFLECTION
A.
evaluation
below 80%
learners
remediation
I
other teachers?

GRADES 1 to 12
Teaching Date and
Time
Quarter First
DAY:
I. OBJECTIVES
The learner demonstrates understanding of Newton’s three laws of
motion and uniform circular motion.
The learner shall be able to develop a writer plan and implement a
“Newton’s Olympics”.
C.
S8FE –Ib-18 /19
 Relate the laws of motion to bodies in uniform circular
motion.
 Infer that circular motion requires the application of constant
force directed toward the center of the circle.
Objectives:
1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.
II. CONTENT Module I: FORCES AND MOTION
Lesson 7: Circular Motion And Newton’s Second Law Of Motion
A. References
3. Textbook Pages
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
Recall the second law of motion. How is the acceleration of the body
being affected by its mass.
Try to whirl a stone tied to a string horizontally above your head.
Then observe what happen if you release the object. How does it
travel after release?
Why doesn’t the released stone move outwards, in the direction in
which it pulled?
new lesson
How does gravity make satellites revolve at a constant speed? What
will happen if all of a sudden, the earth loses its gravitational pull on
the satellites?

D.
Discussing new concepts and practicing
new skills #1
Let the students watch the video on circular motion and its
relationship to the second law of motion.
www.youtube.com/watch?v=EPfT31qFmGY
E. Discussing new concepts and practicing
new skills #2
From the video clip presented, how does circular motion related to
the laws of motion. Discuss it in terms of change in velocity
G. Finding practical applications of concepts
Why are accidents more frequent along a curve path?
H. Making generalizations and abstractions
about the lesson
According to Newton’s second law of motion acceleration is
produced by a net force. The net force and the acceleration must be
in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the
centripetal acceleration and the net force. Since it is also directed
towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an
object that maintains the object’s circular path and is directed
towards the center of the circular path. The formula in calculating for
the centripetal force is Fc = mac ,
where: Fc = centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)
If using the tangential speed and angular speed the
equation can be rewritten as:
Fc = mv2 / r or mrώ
Where:
V = tangential speed ( m/s )
r = radius ( m )
ώ = angular speed (rad/s)
The centripetal force is the force that maintains the circular
path of the objects. If the centripetal force is zero, the object will
move in a straight line.
Direction: read the questions below and select the letter of the best
answer.
1. What made the stone in the previous activity move in circular
path?
*A. The central force enables the stone to stay in its path.
B. The gravity enables the stone to move in circular path.
C. The force of attraction make its stay in place.
D. The string made the stone to whirl in circular path.
2. This is a force that keeps an object move in circular path.
A. frictional force
*B. centripetal force
C. gravitational force
D. attractive force
3. All are examples of events/ activities in our daily life which shows
or illustrates the need of a central force. Which is not included in
the group?
A. merry-go-round
B. banking on curved
C. satellite moon
*D. cyclist on the straight road

4. In what direction does an object fly if the force giving its
centripetal acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed.
C. The object changes its velocity in a straight path.
D. Hard to determine where the object goes.
5. When a car turns around a curve and its speed doubled, what
happens to the force between the road and its wheels?
A. It doubles
*B. It increases four times
C. It is reduced to one-half
D. It is reduced to one-fourth
remediation
Journal entry:
Think and look for words and ideas that relate to the word on the
box. Write the words and ideas on the lines around the box.
V. REMARKS
VI. REFLECTION
A.
evaluation
activities for remediation who scored below
80%
learners
remediation
E. Which of my teaching strategies worked well?
Why did these worked?
G. What innovation or localized materials did I
other teachers?
CENTRIPETAL FORCE

GRADES 1 to 12
Teaching Date and
Time
Quarter First ( Physics)
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
C.
(S8FE-Ic-20)
 Identify situations in which work is done and in which no
work is done
Objectives:
1.Define work scientifically
2.Identify situations in which work is done and in which no work is
done.
II. CONTENT MODULE II: WORK, POWER AND ENERGY
Lesson 8: WHAT IS WORK?
A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
3. Textbook Pages

Lesson Guide Grade 8 First Quarter, pp. 29-30
IV. PROCEDURES
A. Reviewing previous lesson or presenting the
new lesson
State the Second Law of Motion
Ask the students if they know the meaning of work. Emphasize
to them that the meaning /definition of work and the one that
we use in Science are quite different from each other.
C.
new lesson
Simple Demonstration:
Ask three students to demonstrate in the class the
following actions/tasks:
a. Student 1 pushes the blackboard.
b. Student 2 pulls a chair from one end of the room to the other
end.
c. Student 3 pulls a chair then return it to its original place.
D.
new skills #1
From the three demonstrations, which activity showed that
work is done or no work done? Explain.
E. Discussing new concepts and practicing
new skills #2
Do the Activity on Is there work done?
Lesson Guide Grade 8 First Quarter pp. 29-30
Analysis:
1. Which of the four situations demonstrated or showed that work
is
done? Why?
2. Why do you think situation number 3 did not show that no work
is
done? Why?
3. What is the effect of the force the object?
4. How will you relate the force and the direction of the motion?
5. When can we say that work is done?
Agree or Disagree !!!
Ask the students to take a stand by showing thumbs up or thumbs
down sign with the following statements.
1. Work does not necessarily mean physical labor.
2. If there is displacement in the same direction of the force then
there is work automatically.
3. Work done at a very limited time frame means there is high
power output.
4. If there is no force exerted, there won’t be any work output.
5. If force and distance move at an angle there is work one.
about the lesson
Work is present when the force exerted causes an object to have
a displacement in the same direction of the force.
(You may use the picture on the lesson guide)

Identify situations in which work is done and in which no work
is done. Write W if the situation shows work and NW if no work.
1. Lifting a box from the floor.
2. Pushing against the wall.
3. Pushing a box along the floor.
4. Carrying a bag of grocery
5. Raising a flag during the flag ceremony
J.
Additional activities for application or
remediation
How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding
units work.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities
for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners
remediation
Use or discover which I wish to share with other
teachers?
GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
C.
(S8FE-Ic-20)
 Identify situations in which work is done and in which no
work is done
Objective;
Calculate the amount of work done using appropriate units.

II. CONTENT
Module Ii: WORK, POWER AND ENERGY
Lesson 9: CALCULATING WORK
A. References
1. Teacher's Guide Pages
19 – 20
2. Learner's Materials Pages
24 – 25
3. Textbook Pages
IV. PROCEDURES
new lesson
When do we say that work is done?
Students will watch a short video clip on how to
calculate the amount of work done on the object.
(please follow the link for the video clip on work
www.youtube.com/watch?v=hQKYb7P5vwA)
C.
new lesson
Example of situational problems on work
1. A box is dragged horizontally across a floor by a 100 N
force acting parallel to the floor. What is the work done
by the force in moving it through a distance of 8 m?
D. Discussing new concepts and practicing
new skills #1
Do the Activity on Calculating Work, Lesson Guide Grade 8
First Quarter pp. 33-34
E.
new skills #2
Work problems to be solved by pair
1. A body moves through a distance of 4 m while a force F of 12
Newton acts on it. What is the work done by the force on the
body?
2.Two men exerted a force of 1080 N to push the car 218 m to
the nearest fuel station. Determine the work done on the car.
Discuss the answer on the given exercises
G.
Finding practical applications of concepts
Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?

about the lesson
Work is said to be done when a body undergoes
displacement. It is denoted by W. Work Formula is given
by W = F . d
where :
F = force applied and
d = displacement.
Work formula is used to calculate work done, force or
displacement in any problems. It is given in N-m.
Direction: Read each statement carefully and write the letter of
the correct answer.
1. How much work is required to lift a 2 kg mass to a height of 10
meters?
A. 5 J B. 20 J *C. !00 J D. 200
J
2. A garden tractor drags a plow with the force of 500 N in a
distance of 10 meters in 20 seconds. How much work is done?
A. 0.25 J B. 1000 J C. 2599 J *D.
5000J
3. One joule is equivalent to:
A. 1 N.m3 B. 1 kg.m3 C.1 watt2 .N *D. 1 kg.m2
/s2
4. Which of the following 10 N forces acting over 10 m would
produce the most work?
30 degrees 45 degrees
A B
45 degrees Horizontal
C * D
5. Students A and B run up the same flight of stairs.
 Both students run up the stairs at constant velocities.
 Student A takes twice as long as student B to climb the
stairs.
 Student A weighs twice as much as student B
I. Student A develops more power than student B.
II. Student B does more work than student A.
III. The change in potential energy of student A is twice that of
student B.

A. I only *B. III only
C. I and II only D. I and III only
remediation
Why is work considered a method of transferring energy?
V. REMARKS
VI. REFLECTION
remediation
teachers?

GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using
constant force, power, gravitational potential energy, kinetic
energy, and elastic potential energy
C.
(S8FE-Ic-20)
 Identify situations in which work is done and in which
no work is done
Objectives:
1.Describe the energy changes when energy is transferred
from one body to another.
2.Give examples of how energy is transferred
II. CONTENT
Module II: WORK, POWER AND ENERGY
Lesson 10: Work Is A Method Of Transferring Energy
A. References
3. Textbook Pages
Lesson Guide Grade 8 First Quarter pp 37-38
IV. PROCEDURES
new lesson
How will you compute the amount of work done by an object?
Energy enable us to do work. It is likened to
money. Having a lot of energy is like having plenty of money.
But having money is not enough to do useful things. Money
should be handed over to another person so it can do
something. Energy is also like this. It needs to be transferred
to another body so it can do something useful.

new lesson
Examples of situation that shows transfer of energy:
1.When you push a book across the table, the energy from
your moving arm is transferred from your body to the book,
causing the book to move.
2. Fingers hitting piano keys transfer energy from the player’s
hand to the keys.
new skills #1
Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
E.
new skills #2
Analysis:
1. Is there work done on the ball?
2. What can a moving ball do when it interacts with other
object?
3. What happens to the energy of the ball (doing the work) and
the
bottle ( on which work is done)? Explain your answer.
Discuss the answers in the given activity
Cite other examples of energy transfer in your daily life
situations.
about the lesson
When energy is transferred, one body loses energy, where as
another gains it.Work is a method of energy transfer.
When a body does work, it loses energy. The body on which
work is done gains energy.
Examples of energy transfer are:
a. A spring vibrates after being stretched
b. A bicycle going uphill, which stops.
Direction: Choose the letter of the correct answer.
1. In which situation is there NO work done in the system?
a. A monkey climbing a tree
b. A person in an ascending elevator
c. A weight lifter lifting a barbell in the air
d. A stone whirled around the horizontal circle
2. Describe the energy changes that take place when the ball
is
thrown upward.
a. Potential to Kinetic
b. Kinetic to Potential
c. Both a and b
d. Cannot be determined
3. What happens to energy when it is transferred from one
body to
another?
a. Energy is gained.
b. Energy is destroyed.
c. It loses energy.
d. Both a and c
For numbers 4 and 5, Show complete solutions.
4. A ball with mass of 2 kg is dropped from a height of 60 m.
What is
the potential energy of the ball? Assume that the reference
position is the ground.

5. A book weighs 5.0 newtons when it is raised 1.5 meters.
Calculate its increase in potential energy.
remediation
Explain how work is related to power.
V. REMARKS
VI. REFLECTION
remediation
teachers?

GRADES 1 to 12
Teaching Date and
Time
DAY: Tuesday
I. OBJECTIVES
C.
(S8FE-Ic-21)
 Describe how work is related to power and energy
Objectives:
1. Describe how work is related to power and energy.
2. Compute for your power output in walking or running up a
flight of stairs
II. CONTENT
Module II: WORK, ENERGY AND POWER
Lesson 11: HOW POWER-FUL AM I?
A. References
23-24

34-35
3. Textbook Pages
IV. PROCEDURES
new lesson
Differentiate potential form kinetic energy
Video Presentation
Showing a short video clip about sport Triathlon
(www.youtube.com/watch?v=wxtR9hf39Ug)
new lesson
Ask the students to explain if there is work done by the athletes
participating in the said event.
Ask them also if they use energy.
new skills #1
Do the Activity on How POWER-ful am I, Lesson Guide Grade 8
First Quarter, pp. 40-41
E.
new skills #2
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? Q6. Did each member perform the same amount
of work in climbing the
stairs?
Q7. What factor/s determined the highest/lowest power output?
Name Weight
( N )
Height
of stairs
( m )
Time taken
to climb the
stairs ( s )
Energy
Expended
( J )
Power
( J/s )
Discuss the answers in the given activity
G.
Your opinion here!
If you were be given a chance to be the leader of the our

country, how would you exercise your power of authority?
H.
Making generalizations and abstractions
about the lesson
Power provides a measure of both the amount of work done
or the amount of energy expended and the time it takes to do it.
If you do a physical task quickly you have more power than when
you do the same task slowly.
In science, power is defined as the rate at which work is
done or the rate at which energy is expended, or is transferred,
or transformed. In equation,
Power = work/time
or
Power = energy/time
What is the SI unit of power? Since the SI unit of work is
joule and the SI unit of time is second, the SI unit of power is
Joule/second. This is given a special name,
watt, in honor of James Watt. So, 1 watt (W) = 1 joule
(J)/second (s)
1. Which of the following statements indicates the best way to
increase power?
*A. increase the amount of work done in a given amount of
time, or do a given amount of work in less time
B. increase the amount of work done in a given amount of
time, or do a given amount of work in more time.
C. decrease the amount of work done in a given amount of
time, or do a given amount of work in less time .
D. decrease the amount of work done in a given amount of
time, or do a given amount of work in more time.
2. What does the power of a machine measures?
A. the work it does
*B. its rate of doing work
C. the force it produces
D. its strength
3. A girl carries a heavy suitcase quickly up a flight of stairs. A
boy of the same weight carries the same suitcase slowly up
the flight of stairs. Which statement is true?
A. The girl did less work and had less power than the boy.
B. The girl had less power than the boy.
C. The girl did more work and had more power than the boy.
*D. The girl had more power than the boy
4. What is the power develop by a jumbo jet that cruises at 200
m/s when the thrust of its engine is 100,000 N?
A. 20,000 W B. 200,000W
C. 20,000,000W D. 2000 W
5. The following the units to express power. Which is not
included?
A. N.m/s B. J/s C. watt D. N.m/s2
remediation
1. What are the different forms energy?
2. What are the types of mechanical energy?
V. REMARKS
VI. REFLECTION

remediation
teachers?
GRADES 1 to 12
Teaching Date and
Time
DAY: Tuesday

I. OBJECTIVES
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy
possessed by a body.
3. Calculate the kinetic energy of a moving body.
C.
(S8FE-Id--22) (S8FE-Id-23)
 Differentiate potential and kinetic energy.
 Relate speed and position of object to the amount of
energy possessed by a body.
Objectives:
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy
possessed by a body.
3. Calculate the kinetic energy of a moving body
II. CONTENT
Module II: WORK, POWER AND ENERGY
Lesson 12: KINETIC ENERGY
A. References
1. Teacher's Guide Pages 21
3. Textbook Pages
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES
new lesson
How will you define power?
Picture Analysis:
The student will look at the picture presented by the teacher.

new lesson
What kind of energy does the boy possess? Explain your answer.
new skills #1
Do the Activity on Exploring kinetic energy with ramps,
Lesson Guide Grade 8 First Quarter, pp 43-44
E.
new skills #2
Analysis:
1.Which car will run fastest? Why do you think so?
2.How does the amount of energy possessed by each car
affect its speed?
Discuss the answers in the activity given.
How do kinetic energy applies to everyday life?
1.a running roller coaster
2.your jaw when you are chewing
3.when playing billiard, the energy is transferred from the stick to
a
ball
4.A Slinky moving down a set of steps
5.Snow skis gliding down the mountain
6.Gas molecules moving around in a room
H.
about the lesson
The kinetic energy of an object is the energy that it
possesses due to its motion. It is defined as the work needed to
accelerate a body of a given mass from rest to its stated velocity.
Having gained this energy during its acceleration, the body
maintains this kinetic energy unless its speed changes.
If the masses {weights} are equal, the body with the
greatest velocity {speed} would have the highest kinetic energy. If
the velocities are equal, the body with the greatest mass would
have the highest kinetic energy.
The kinetic energy of an object is given by the equation:
KE = 1/2mv2, where m is the mass of the object and v is
its velocity.
The kinetic energy is proportional to the mass of the
object.
According to Newton’s second law, F = ma, an object is
accelerated with a constant acceleration of a constant net force is
exerted on it. The work done on object is given by:
W = F. d. Thus the work done is W = (ma)d. Assume the
object was originally at rest, Vi = 0. As it accelerates, v2 =
2ad, or d = v2 / 2a, since a is constant.
Therefore: W = mad
= ma (v2 / 2a)
= 1/2mv2
Assessment:
Tell whether each statement is true or false:
1. When work that is done on a body increases its
velocity, then, there is an increase in the kinetic energy
of the body.
2. The kinetic energy of a more massive object at rest is
greater than that of a less massive moving object.
3. If the velocity of a moving object is doubled, its kinetic
energy is also doubled.
4. The unit of kinetic energy is the same as the unit of
work.
5. The unit kg m2/s2 is also a unit of energy.

J.
remediation
What is potential energy?
V. REMARKS
VI. REFLECTION
remediation
teachers?

GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
force power, gravitational potential energy, kinetic energy, and
C.
(S8FE-Id--22) (S8FE-Id-23)
 Differentiate potential and kinetic energy.
 Relate speed and position of object to the amount of
energy possessed by a body.
Objectives:
1. State the meaning of potential energy.
2. Relate potential energy to work
3. Calculate the change in potential energy of a body
II. CONTENT
Module II : WORK, POWER AND ENERGY
Lesson 13: POTENTIAL ENERGY
A. References
21-22
28-33
3. Textbook Pages
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49

IV. PROCEDURES
new lesson
What is kinetic energy? Give the formula of kinetic energy
B.
Establishing a purpose for the Lesson
Present the video to the class and have them watch the video
about the roller coaster ride
(https://www.youtube.com/watch?v=JFNKyi_lzyg)
C.
new lesson
After watching the video let the students brainstorm on what
they have viewed. Ask them: “What science concepts are
involved in the roller coaster? “Today, we will deal more on the
energy possessed by the roller coaster.”
D.
new skills #1
Do Activity on Rolling Toy - Lesson Guide Grade 8 First Quarter
pp 47-49
E.
new skills #2
Analysis:
Q1. What happens to the toy?
Q2. What kind of energy is ‘stored’ in the rubber band?
Q3. What kind of energy does a rolling toy have?
Q4. What transformation of energy happens in a rolling toy?
Discuss the answers in the activity given
G.
Actor and actress of the day
Ask 5 learners to give example of potential energy then
each them will act the given situations. The audience will
determine if the action taken by the actor/actress is example of
potential energy.
H.
about the lesson
Potential energy, or stored energy, is the ability of a
system to do work due to its position or internal structure. For
example, gravitational potential energy is a stored energy
determined by an object's position in a gravitational
field while elastic potential energy is the energy stored in a
spring.
As a form of energy, the SI units for potential energy are
the joule (J) or Newton-meter (N*m).
The change in the object’s gravitational potential energy
is the work done in raising it to that height. Since the work done
on the object to raise it at that height is given by the equation,
W = mgh then, the change in the object’s gravitational potential
energy is ΔPE = mgh where h = the height above the reference
level. If the object is raised from the ground, the reference level
is the ground. If the object, however, is raised from the table, the
table is the reference level.
(Note: The teacher may the previous activity on power to
gravitational potential energy)
Direction: Read the questions below and choose the letter of the
correct answer.
1. A roller coaster climbing the first hill is an example of
A. building kinetic energy.

*B. building potential energy.
C. gravitational forces.
D. nuclear energy.
2. Of the following units, the one that is a unit of potential
energy is?
A. Newton
*B. Joule
C. Meter
D. Liter
3. A stationary object may have
*A. potential energy
B. velocity
C. kinetic energy
D. acceleration
4 . A 50 kilogram object is located 5 meters above the
ground level. Find its potential energy.
*A. The object's potential energy is 2450 J.
B. The object's potential energy is 24.50 J.
C. The object's potential energy is 2.450 J.
D. The object's potential energy is 245.0 J.
5. A 12 kg cat who is resting on a tree has a potential
energy of 50 Calculate its position (height) relative to the
ground.
A. The cat is located 0.43 m above the ground.
*B. The cat is located 0.43 m above the ground.
C. The cat is located 0.43 m above the ground.
D. The cat is located 0.43 m above the ground.
J.
remediation
Journal entry:
Write a short paragraph on how potential and kinetic energy is
related to your life.
V. REMARKS
VI. REFLECTION
remediation
teachers?

GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
C.
S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Objective:
Infer that sound consists of vibrations that travel through the air.
II. CONTENT
Module III: SOUND
Lesson 14: PROPAGATION OF SOUND

A. References
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages
IV. PROCEDURES
Differentiate kinetic from potential energy.
Guessing game:
Let the students guess the answer to the question, “ What is a
vibration produced by a vibrating body”. They may decode the term
by dialing the numbers 76863, in the keypad below.
C ABC
2
DEF
3
GHI
4
JKL
5
MNO
6
PQRS
7
TUV
8
WXYZ
9
0
new lesson
Why do sound vibrates?
How does it travel through space?
practicing
new skills #1
Do the activity on Sound, Lesson Guide G-8 First Quarter pp. 52-53
E.
practicing
new skills #2
Q1. What is the purpose of tapping the tuning fork to a wood or
rubber sole?
Q2. What causes sound?
Q3. What happens to the loudness as you move the tuning fork from
up and down?
Q4. Can sound be transmitted if there is no matter to form a
medium?
Q5. How is sound created and transmitted?
Q6. What property of a sound wave determines the pitch of a
sound?
concepts
How do you know that there is an approaching train? If you
are living near a railway, how does it affect your emotion?
abstractions
about the lesson
Sound waves are produced by vibrating objects. They are
propagated through a medium from the source. Sound waves are
longitudinal waves. Particles of the medium vibrate in the direction
of wave motion.
Write TRUE if the statement is correct and FALSE if the statement is
wrong.
1. Sound is a mechanical waves propagating in space.
2. Sound does not need a medium to propagate.

3. Sound wave is a longitudinal wave.
4. Particles of the medium vibrate in the direction of wave
motion.
5. Sound carries energy.
remediation
Bring the following materials by group for the next activity:
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
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation
I
other teachers?
GRADES 1 to 12
Teaching Date
and Time
DAY:

I. OBJECTIVES
C.
S8FE –Ie-24
Objective:
At the end of the activity, learners will be able to infer that sound is
transmitted in air through vibrations of air particles
II. CONTENT
Module III: SOUND
Lesson 15: PROPAGATION OF SOUND
A. References
3. Textbook Pages
IV. PROCEDURES
What is sound wave?
How is sound produced?
B. Establishing a purpose for the Lesson How do you communicate to your love ones miles away from you?
C.
new lesson If you flock the string of the guitar one by
one how do the sound differs?
practicing
new skills #1
Do the activity on Transmitting Sound, Lesson Guide G-8 First
Quarter pp. 55-56
practicing
new skills #2
1. What happens to the other colored beads when the blue bead is
tapped?
2. Are there occasion when the beads converge then expand?
3. Are there converging and expanding parts of the slinky?
4. How then is sound classified as a wave?

G.
concepts
Why are sound important in:
 Communication
 Signaling system
 Music
abstractions
about the lesson
The material through which sound travels is known as the medium.
The medium can be a solid, liquid, or a gas. Sound needs a medium
to travel. It cannot travel through vacuum.
Direction : Choose the letter of the correct answer.
1. Sound is an example of
*A. a longitudinal wave.
B.. a wave that can travel through a vacuum.
C. a transverse wave.
D. a wave that does not transmit energy.
2. When sound travel through air, the air particles_______.
*A. vibrate along the direction of wave propagation
B. vibrate but not in any fixed direction
C. vibrate perpendicular to the direction of wave propagation
D. do not vibrate
3. Sound is produced due to _____
A. Friction B. circulation
*C. vibration D. refraction
4 Sound passes from one place to another in the form of
A. Rays *B. waves
C. energy D. light
5. Sound waves have
A. Amplitude only
B. Frequency and wavelength only
*C. Amplitude, frequency and wavelength
D. Amplitude and wavelength only
J.
remediation
Define the following characteristics of sound.
• Frequency
• Amplitude
• Pitch
• Loudness
• Intensity
• speed
Reference: any PHYSICS book
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation

I
other teachers?
GRADES 1 to 12
Teaching Date
and Time
Quarter First
DAY:
I. OBJECTIVES
C.
S8FE –Ie-24
Objectives:
1.Distinguish the different characteristics of waves;
2. Determine their frequency and wavelength; and
3. Compute the wave speed based on the frequency and
wavelength
II. CONTENT
Module III: SOUND
Lesson 16: CHARACTERISTICS OF SOUND
A. References
3. Textbook Pages
IV. PROCEDURES
Differentiate the propagation of sound in solid, liquid and in gas
Students will be asked to produce sound by:
 whispering,
 singing, and
 shouting.
C. Presenting examples / instances of the Ask them how sound differ in the three situation.

new lesson
practicing
new skills #1
Do the activity on , Lesson Guide G-8 First Quarter pp. 58-59 or
LM pp75 -77
E.
practicing
new skills #2
1. When there are more waves passing through the reference point
in a period of time, which wave characteristic also increases?
2. When there are more waves passing through the reference point
in a period of time, what happens to the wavelength of the
waves?
concepts and skills in daily living
Discuss the importance of Doppler effect in daily occurrences.
H.
abstractions
about the lesson
 Sound differ from one another in loudness, intensity, pitch and
quality. Sound waves have frequency, wavelength and speed.
 Loudness depends on the amplitude of vibration.
 Intensity depends on the amplitude of vibration and the area of
vibrating body perpendicular to the direction of wave motion.
 Pitch depends on the frequency of vibration. Pitch is the
frequency of a sound as perceived by human ear. A high
frequency gives rise to a high pitch note and a low frequency
produces a low pitch note. Figure 2 shows the frequencies of
same common sounds. The pitch of sound goes up and down.
 Sound quality distinguishes one sound from another.
Word search: Find word or words that are related to sound
A A P I T C H L L M I
X X D G H J I L S X X
S S S D F G H D D D D
Q I N T E N S I T Y Q
W E W E R O O H K K Q
L O U D N E S S I I Q
T Y R D G F D H H J Q
O O K K Q U A L I T Y
C F R E Q U E N C Y R
remediation
1. Differentiate the speed of sound in three medium
a. solid
b. liquid
c. gas
see also the list of materials for the next activity (LM pp. 78)
V. REMARKS
VI. REFLECTION
A.
evaluation
below 80%
learners
remediation

I
other teachers?
GRADES 1 to 12
Teaching Date
and Time
Quarter First (PHYSICS)
DAY:
I. OBJECTIVES
C.
S8FE –Ie-24
Objective:
At the end of the activity, you will be able to distinguish which
material transmits sound the best.
II. CONTENT
Module III: SOUND
Lesson 17: SPEED OF SOUND
A. References
3. Textbook Pages

IV. PROCEDURES
Differentiate the different characteristics of sound.
Place your ear against one end of a tabletop. Ask a friend
to gently tap the other end of the table with a pencil or a ruler. What
happens? Then ask your friend to gently tap the other end of the
table but this time make sure that your ear is above the other end of
the table. What happens?
new lesson
On which situation did you encounter louder and more
pronounced sound? On which situation did you encounter the sound
earlier?
practicing
new skills #1
Do the activity on Sound Race.. Where does Sound Travel Fastest?,
Lesson Guide G-8 First Quarter pp. 62 - 63 or
LM pp. 78 -79
E.
practicing
new skills #2
1. Did you hear the watch tick when you held it at arm's length?
When you held it against the wooden dowel?
When you held it against the metal rod?
2. Did you hear the mobile phone vibrate when you held it at arm's
length? When you held it against the wooden dowel? When you
held it against the metal rod?
3. Based on your observations, which is a better carrier of sound?
Air or wood? Air or water? Air or metal? Water or metal?
4. How did the sound of the spoon change when the string was held
against your ears?
5. When the ringing of the spoon was too quiet to be heard through
the air, could it be heard through the string?
6. Is the string a better carrier of sound than air?
7. Through which material does sound travel fastest?
8. Through which material did sound travel the slowest?
9. Why does sound travel fastest in solids and slowest in air?
10. Do you have any idea what makes sound move fast in solids?
( Note: If there is still time teacher may present a video clip on the
transmission of sound www.youtube.com/watch?v=GkNJvZINSEY)
G.
concepts
If you will make an improvised toy telephone to be given to your
baby brother or sister, what are the best materials for the toy
telephone to have a very clear voice transmission
abstractions
about the lesson
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Sound is nothing more than a local disturbance whose propagation
is facilitated by the collisions between particles; this disturbance
propagates in a longitudinal wave; imagine one molecule hitting the
next molecule, and then that molecule hitting the next, and so forth.

H. The distances between molecules in solids are very small, i.e.,
solids are denser - as compared to liquids and gases. Because they
are so close, than can collide very quickly, i.e. it takes less time for a
molecule of the solid to 'bump' into its neighbor. Solids are packed
together tighter than liquids and gases, hence sound travels fastest
in solids. The distances in liquids are shorter than in gases, but
longer than in solids. Liquids are more dense than gases, but less
dense than solids, so sound travels 2nd fast in liquids. Gases are
the slowest because they are the least dense: the molecules in
gases are very far apart, compared with solids and liquids.
Direction: Read the following and write the best letter of your choice.
1. Sound waves travel faster in water than in air because water has
a greater ___________.
A. density.
* B. elasticity.
C. number of molecules.
D. volume.
2. When a wave travels through a medium_____.
A. particles are transferred from one place to another
B. energy is transferred in a periodic manner
*C. energy is transferred at a constant speed
D. none of the above statements is applicable
3. When sound travels through air, the air particles ______.
*A. vibrate along the direction of wave propagation
B. vibrate perpendicular to the direction of wave
propagation
C. vibrate perpendicular to the direction of wave
propagation
D. do not vibrate
4. Sound waves do not travel through
A. solid
B. liquid
C. gases
D. vacuum
5. The method of detecting the presence, position and direction of
motion of distant objects by reflecting a beam of sound waves is
known as _____.
A. RADAR * B. SONAR
C. MIR D. CRO
J.
remediation
Prepare a table indicating the different temperature of the medium
(solid, liquid and gas) and the speed of sound.
V. REMARKS
A.
evaluation
below 80%
learners

remediation
I
other teachers?
GRADES 1 to 12
Teaching Date and
Time

DAY:
I. OBJECTIVES
C.
S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
through fair testing
Objective:
Determine how temperature affects the speed of sound.
II. CONTENT
Module III: SOUND
Lesson 17: EFFECT OF TEMPERATURE TO THE
SPEED OF SOUND
A. References
1. Teacher's Guide Pages pp. 53
3. Textbook Pages
IV. PROCEDURES
the new lesson
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Picture Analysis:
new lesson
Look closely the picture, any similarities and differences that
you can give about the picture? Let the students point out their
answers. (answers may vary)
How about the arrow on the picture, what does it tell about
sound?
Now, let us find what happens to the speed of sound when
the temperature changes? Be ready for our activity.
D.
new skills #1
Do the activity on Faster sound… In hotter or cooler?
Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
E.
new skills #2
1. Which cylinder gave the loudest sound?
2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which
cylinder gives the highest frequency sound?
4. Since wave speed is directly dependent on frequency, then,
which cylinder gives the fastest sound?
Figure 1 shows how sound waves varies during the day
and during the night

5. How would you relate the temperature of the medium with the
speed of sound?
Why do we hear loud sound of music on a hot day than on rainy
day?
about the lesson
Temperature is a condition that affects the speed of sound.
Heat, like sound, is a form of kinetic energy. Molecules at higher
temperatures have more energy, thus they can vibrate faster. Since
the molecules vibrate faster, sound waves can travel more quickly.
The speed of sound in room temperature air is 346 meters per
second. This is faster than 331 meters per second, which is the
speed of sound in air at freezing temperatures. For every degree
rise in temperature, the increase in the speed of sound is 0.6m/s. At
00C, the speed of sound in air is 331m/s. At 10C, the speed will
become 331.6m/s. This is determined by the use of the equation:
v = 331m/s + (0.6m/s0C) T
where v is the speed of sound
T is the temperature of the air.
At a temperature of 10C
V = 331m/s + (0.6m/s0C) (10C)
V = 331.6 m/s.
Speed of Sound
From the above figure, notice that the speed of sound
varies directly with the temperature-as the temperature increases,
the speed of sound also increases.
One thing to keep in mind is that this formula finds the
average speed of sound for any given temperature. The speed of
sound is also affected by other factors such as humidity and air
pressure.
1. How would you relate the temperature of the medium with the
speed of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel.
C. The lower the temperature, the faster the sound travels.
D. The lower the temperature, the slower the sound travels.
2. What is the speed of the sound in air of 250 C temperature?
358.0 m/s
343.6 m/s
330.4 m/s
Figure 2 shows how speed of sound varies with temperature

A. 336m/s B. 325m/s
C. 346m/s D. 355m/s
3. Calculate the speed of sound if the temperature of the vibrating
water is 28°C?
A. 346m/s B. 347.8m/s
C. 350m/s D. 349.1m/s
4. In which of the following will the movement of particles be the
fastest?
A. 30°C of water B. 50°C of water
C. 70°C of water D. 90°C of water
5. Which of the following quantities tells how hot or cold an object is
with respect to some standard?
A. Density B. Mass
C. Pressure D. Temperature
remediation
What are the properties of sound?
V. REMARKS
VI. REFLECTION
A.
evaluation
80%
learners
remediation
other teachers?

GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
C.
S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
through fair testing
Objective:
Observe how sound waves reflect and refract.
II. CONTENT
Module III: SOUND
Lesson 19: PROPERTIES OF SOUND
A. References
3. Textbook Pages
IV. PROCEDURES
the new lesson
How does the temperature affect the speed of sound?
Why do lots of people love to sing inside the bathroom?
(possible answers: because of privacy; hard wall surfaces of the
bathroom bring about multiple reflection of sound that create
pleasing sound; echoes are produce)
C.
new lesson
Why do you think open field concerts are usually held during
nighttime?
(possible answer: Sound is heard well in far areas during nighttime

that daytime).
new skills #1
Do the activity on Properties of Sound, Lesson Guide G-8 First
Quarter pp. 74- 76
E.
new skills #2
Station 1: Reflection of Sound Waves
Questions:
1. Compare the clearness of sound without the book and with the
book as barrier.
2. What happens to the sound waves as it hits the book?
3. Draw the path of sound waves
4. Give example of a reflected sound.
5. How is echo differentiated from reverberation?
Station 2: Refraction of Sound Waves
Questions:
1. What happens to the loudness of the sound produced by the
radio
if it is in front of the electric fan? Explain your answer.
2. If the radio is against the electric fan, what happens to the
loudness
of the sound? Why?
3. Sketch the direction of sound waves in the two given situations.
4. What property of sound is involved?
G.
Use the concept of reflection and
refraction to explain the pictures

H.
about the lesson
Waves have some common properties. The study of the properties
of sound waves is called acoustics. Sound waves are reflected when
they hit a barrier.
Reflection of sound waves off of surfaces is also affected by the
shape of the surface. A flat or plane surfaces reflect sound waves in
such a way that the angle at which the wave approaches the surface
equals the angle at which the wave leaves the surface.
Reflection of sound waves off of surfaces can lead to one of two
phenomena - an echo or a reverberation. Multiple reflections are
called reverberation. A reverberation often occurs in a small room
with height, width and length dimensions of approximately 17 meters
or less. This best fits the bathroom which enhances the voice.
Refraction of sound on the other hand is describe as the change in
speed of sound when it encounters a medium of different density.
Sound travels faster in hotter media. This change in speed of sound
during refraction is also manifested as sort of “bending” of sound
waves.
Direction: Choose the best answer among the 4 choices.
1. An echo occurs when sound
A. is transmitted through a surface.
B. is reflected from a distant surface.
C. changes speed when it strikes a distant surface.
D. all of the above
2. The change in direction of a sound wave around corners is
called
A. diffraction B. interference
C. refraction D, interference
3. You can hear noises a long distance away over water at night
because
A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night.
D. of refraction of sound in air.
4. The method of detecting the presence, position and direction of
motion of distant objects by reflecting a beam of sound waves is
known as _____.
A. RADAR B. SONAR
C. MIR D. CRO
5. The technique used by bats to find their way or to locate
food is _______.
A. SONAR B. RADAR
Figure 2 Refraction of sound waves

C. ECHOLOCATION D. FLAPPING
remediation
What is light?
V. REMARKS
VI. REFLECTION
A.
evaluation
80%
learners
remediation
other teachers?
GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of some properties and
characteristics of visible light.
The learner shall be able to discuss phenomena such as blue
sky, rainbow and red sunset using the concept of wavelength
and frequency of visible light
C. Learning Competencies / Objectives
(S8FE-If-26)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating

Objectives:
1. Describe refraction.
2. Use refraction to explain apparent changes of the positions of
things we see.
3. Describe the behavior of light as it travels from one medium to
another.
II. CONTENT
Module IV: LIGHT
Lesson 20: REFRACTION OF LIGHT RAYS
A. References
3. Textbook Pages
IV. PROCEDURES
new lesson
How do sound waves reflect and refract?
Light exhibits the characteristics and properties of a wave. Light
tends to travel in a straight line, unless it is acted on by
some external force or condition. "What kinds of forces or
conditions can affect light, and how?" To answer this
question, we start with what we can see in everyday life.
from each other.
C.
new lesson
Why do our finger look swollen or big when we dip it into
the water? Ask the students if they know the meaning of work.
Emphasize to them that the meaning /definition of work and the
one that we use in Science are quite different.
new skills #1
Activity-See Lesson Guide pp 77-78
E.
new skills #2
Analysis:
Part A:
1. List and arrange the observed colors according to how
they appear on the paper.
Part B.
2. Describe the position of the different colors after passing
through the prism
3. Explain the dispersion of white light. Why is the prism or
water able to separate the colors of white light?
4. Compare your results in the first part with your results in
the second part. Are there any differences?
What might account for the differences?
5. What did you observe with the indices of refraction of the
colors of light in the acrylic prism?
6. How would this indices of refraction account for the

arrangement of colors of light?
F.
Developing mastery
Discuss the answers in the activity given
G
When driving on a black road on a hot day, you may see
what appear to be a puddle of water up ahead of you. But when
you get there, it is dry. Why?
What is this phenomenon called? (a mirage)
H.
about the lesson
Light travels in a straight line. This is so as long as long as the
medium in which it is traveling is uniform all throughout.
When light crosses a boundary between two transparent media
of different optical densities, light bends. The bending of light due
to change in its speed is called refraction. When light travels from
air to water, the speed of light decreases because the optical
density of water is greater than air.
Light travels in
a straight line. This is so as long as long as the medium in which
it is traveling is uniform all throughout. When light crosses a
boundary between two transparent media of different optical
densities, light bends. The bending of light due to change in its
speed is called refraction. When light travels from air to water,
the speed of light decreases because the optical density of
water is greater than air.
In figure 3, θi is the angle of incidence and θr is the angle of
refraction (the angle between the outgoing ray, in the medium,
and the normal to the boundary).
As light enters an optically more dense material, the angle of
refraction is smaller than the angle of incidence-the light bends
toward the normal. Likewise, if light passes from an optically
dense medium to a less dense medium, the light bends away
from the normal.
A known indicator of the optical density of a material is
the index of refraction of the material. Index of refraction
represented by the symbol n is the ratio of the speed of light in
vacuum and its speed in another medium. In symbols;
n= speed of light in a vacuum
speed of light in material
The ratio is always greater than 1. For water, n is
usually equal to 1.360 while air is more or less comparable to

vacuum so its n is 1.000.
In figure 3, θi is the angle of incidence and θr is the able of
refraction (the angle between the outgoing ray, in the
medium, and the normal to the boundary).
As light enters an optically more dense material, the
angle of refraction is smaller than the angle of incidence-the light
bends toward the normal. Likewise, if light passes from an
optically dense medium to a less dense medium, the light bends
away from the normal.
A known indicator of the optical density of a material is
the index of refraction of the material. Index of refraction
represented by the symbol n is the ratio of the speed of light in
vacuum and its speed in another medium. In symbols;
n= speed of light in a vacuum
speed of light in material
The ratio is always greater than 1. For water, n is
usually equal to 1.360 while air is more or less comparable to
vacuum so its n is 1.000.
Direction: Complete each statement by supplying the
correct term. You may choose the answer from the box below.
Refraction bends towards the normal
Mirage incident ray
bends away from the normal medium
1. The bending of light when it passes obliquely from one
medium to another is known as ________. (refraction)
2. Refraction is the bending of light from one ________ to
another. (medium)
3. When light passes from a less dense to a denser medium, it
_____.
(bends towards the normal)
4. When a light ray passes from water to air (denser to a less
dense medium), its path __________. (bends away from the
normal)
5. The phenomenon that motorists observe on hot days when the
road seems to be covered with water. (mirage)
remediation
What are the different colors of light?
V. REMARKS
VI. REFLECTION

remediation
teachers?

GRADES 1 to 12
Teaching Date and
Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of some properties and
characteristics of visible light.
The learner shall be able to discuss phenomena such as blue sky,
rainbow and red sunset using the concept of wavelength and
frequency of visible light
C.
(S8FE-If-26)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating.
Objectives:
Infer that:
(a) white light is made up of many different colors of light and
(b) each of these colors of light bends differently when it strikes
objects like a prism.
II. CONTENT
Module IV: LIGHT
Lesson 21: DISPERSION
A. References
57-60
98-100
3. Textbook Pages
IV. PROCEDURES
new lesson
Describe the behavior of light as it passes from one medium to
another

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