```GRADES 1 to 12
Daily Lesson Log
School
Bilaran National HS
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First
(Physics)
DAY: MONDAY
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards

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”.
(S8FE-Ia-15)
C.

Learning Competencies / Objectives
Write the LC code for each
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.
Module I: FORCES AND MOTION
II. CONTENT
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.
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
B.
Other Learning Resource
pictures&oq=balanced+and+unbalanced+forces
IV. PROCEDURES
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
A.
Reviewing previous lesson or
presenting the new lesson
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.
Analyze the pictures (to be presented on the television screen) (can
be printed)
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
What have you observed on the picture presented?
The teacher will place a ball or any object on top of a table and ask:
D.
E.
Discussing new concepts and
practicing
new skills #1
Discussing new concepts and
practicing
new skills #2
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?
Do the activity 1 Forces on object at rest in Lesson Guide Science 8
(First Quarter) pp. 5 or LM pp. 5- 6
Presentation of the output per group/ Processing:
Analysis:
F.
Developing mastery
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.
H.
Finding practical applications of
concepts
and skills in daily living
Making generalizations and
abstractions
Since friction is a resistance force that slows down or prevent motion,
How is friction important in:
a. walking
b. writing
c. running vehicles
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.
Multiple Choice: Read each statement carefully and write only the letter
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.
I.
Evaluating Learning
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.
remediation
J.
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
Ask the students to write situation/ examples where the presence of
other forces are beneficial.
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
The learner demonstrates understanding of Newton’ 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”.
(S8FE-Ia-16)
C.

Learning Competencies / Objectives
Write the LC code for each
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
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 5 - 8
2.
Learner's Materials Pages
pp. 3 - 6
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics, Module 10. Lesson 3
Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
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
Discussing new concepts and
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?
Developing mastery
Discuss the answers in the activity
E.
F.
Study the given pictures below and describe the forces involved.
G.
Finding practical applications of
concepts
and skills in daily living
The following ideas must be realized by the students:
H.
Making generalizations and
abstractions
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
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
I.
Evaluating Learning
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? ________________
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
1. define what inertia is.
2. What is stated in the first law of motion?
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?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
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”
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.
Module I: FORCE AND MOTION
Lesson 3: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp 10-11
2.
Learner's Materials Pages
pp. 10 -12
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics, Module 10. Lesson 3
Lesson Guide G8 First Quarter pp. 11 - 12
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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.
A
S
M
S
2. It is a push or pull upon an object resulting from the object’s
interaction with another object.
R
B.
E
C
F
O
Establishing a purpose for the Lesson
3. An action or process of moving or of changing place or position.
T
I
N
O
O
M
4. It is the resistance of any physical object to any change in its state
of
motion.
I
A
E
R
I
T
N
Are those set of words familiar to you?
C.
Presenting examples / instances of the
new lesson
What ideas came in your mind when you met those words we had
unscrambled?
D.
E.
Discussing new concepts and
practicing
new skills #1
Discussing new concepts and
practicing
new skills #2
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)
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.
F.
Developing mastery
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.
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.
G.
Finding practical applications of
concepts
and skills in daily living
b) when riding a horse, the horse suddenly stops and you fly over its
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
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.
*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.
I.
Evaluating Learning
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
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
1. Define acceleration.
2. What is stated in the second law of motion?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learners demonstrate an 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”.
S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
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.
Module I: FORCE AND MOTION
Lesson 4: THREE LAWS OF MOTION
Law of Acceleration
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 11- 12
2.
Learner's Materials Pages
pp. 15 - 16
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics, Module 10. Lesson 3
Lesson Guide G8 First Quarter pp. 14 - 19
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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?
B.
Establishing a purpose for the Lesson
The teacher will present two balls of different masses. Then ask the
students which of the two balls will accelerates faster?
Why?
C.
Presenting examples / instances of the
new lesson
tennis ball
D.
E.
Discussing new concepts and
practicing
new skills #1
Discussing new concepts and
practicing
new skills #2
bowling ball
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?
Do the activity on The Law of Acceleration, Lesson Guide G8 First
Quarter pp.17 - 19
F.
Developing mastery
G.
Finding practical applications of
concepts
and skills in daily living
H.
Making generalizations and
abstractions
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?
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?
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
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
I.
Evaluating Learning
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?
B. It doubles.
*C. It halves.
D. It quarters.
5. Which will accelerate faster?
A. a 1000 tons truck
*D. a race car
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Did the remedial lessons work? No. of
learners
who have caught up with the lesson
Explain how mass differs from weight.
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?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learners demonstrate an 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”.
S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
C.
Learning Competencies / Objectives
Write the LC code for each
Objective:
Solve problems involving the interrelationships of net force, mass
and acceleration
Module I: FORCE AND MOTION
Lesson 5: THREE LAWS OF MOTION
The Law of Acceleration: Computation
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 13- 16
2.
Learner's Materials Pages
pp. 15 - 17
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Physics ( Science and Technology Textbook- NPSBE Edition)
EASE Physics, Module 10. Lesson 3
Lesson Guide G8 First Quarter pp. 20 - 22
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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)
B.
Establishing a purpose for the Lesson
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
Give and discuss at least two examples of situation/problems on the
C.
Presenting examples / instances of the
new lesson
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?
D.
E.
Discussing new concepts and
practicing
new skills #1
Discussing new concepts and
practicing
new skills #2
F.
Developing mastery
G.
Finding practical applications of
concepts
and skills in daily living
Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose
items which will be solved individually/ in group)
Presentation of the outcomes.
Discuss the answers in the exercise given.
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.
Mathematically, second law of motion can be expressed:
A = F/m
F = ma
M = F/a
H.
Making generalizations and
abstractions
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
C. 70,000kg
*B. 2800kg
D. 7000kg
2. Which is the correct unit of acceleration?
A. m/s
*B. m/s2
C. kg.m/s
I.
Evaluating Learning
3.
D. kg.m/N
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
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
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
Give additional information regarding: balance and un balance
forces>
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?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First
(Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learners demonstrate an 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”.
S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
 Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
C.
Learning Competencies / Objectives
Write the LC code for each
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.
Module I: FORCE AND MOTION
Lesson 6: THREE LAWS OF MOTION
The Law of Interaction
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 13 - 16
2.
Learner's Materials Pages
pp. 18 - 19
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics, Module 10. Lesson 3
Lesson Guide G8 First Quarter pp. 23 - 25
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
B.
Establishing a purpose for the Lesson
Differentiate first law of motion to the second law of motion
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!
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and
practicing
new skills #1
Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
Learners’ Module pp 19 - 20
Analysis:
E.
Discussing new concepts and
practicing
new skills #2
What do these values represent?
2. How do you compare the direction of your partner’s and your
force?
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.
F.
Developing mastery
Situation 1
G.
Finding practical applications of
concepts
and skills in daily living
Situation 2
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.
Making generalizations and
abstractions
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
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.
I.
Evaluating Learning
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 nonmoving 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.
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
Design and implement an experiment that will verify Newton’s Law
of Motion.
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
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”.
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
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 13 - 16
2.
Learner's Materials Pages
pp. 18 - 19
3.
Textbook Pages
4.
Resource (LR) portal
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?
B.
Establishing a purpose for the Lesson
Why doesn’t the released stone move outwards, in the direction in
which it pulled?
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
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?
Let the students watch the video on circular motion and its
relationship to the second law of motion.
From the video clip presented, how does circular motion related to
the laws of motion. Discuss it in terms of change in velocity
F.
Developing mastery
G.
Finding practical applications of concepts
and skills in daily living
Why are accidents more frequent along a curve path?
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)
H.
Making generalizations and abstractions
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 )
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
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
I.
Evaluating Learning
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
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.
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
CENTRIPETAL FORCE
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First ( Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
(S8FE-Ic-20)
C.

Learning Competencies / Objectives
Write the LC code for each
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?
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
18-19
2.
Learner's Materials Pages
21-23
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide Grade 8 First Quarter, pp. 29-30
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the 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.
Simple Demonstration:
Ask three students to demonstrate in the class the
C.
Presenting examples / instances of the
new lesson
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.
Discussing new concepts and practicing
new skills #1
E.
Discussing new concepts and practicing
new skills #2
From the three demonstrations, which activity showed that
work is done or no work done? Explain.
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?
F.
Developing mastery
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.
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
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.
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.
I.
Evaluating Learning
J.
remediation
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?
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
How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding
units work.
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First ( Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
(S8FE-Ic-20)
C.

Learning Competencies / Objectives
Write the LC code for each
Identify situations in which work is done and in which no
work is done
Objective;
Calculate the amount of work done using appropriate units.
Module Ii: WORK, POWER AND ENERGY
Lesson 9: CALCULATING WORK
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
19 – 20
24 – 25
Lesson Guide Grade 8 First Quarter, pp. 33-34
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
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.
B.
C.
D.
E.
Establishing a purpose for the Lesson
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
Discussing new concepts and practicing
new skills #2
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?
Do the Activity on Calculating Work, Lesson Guide Grade 8
First Quarter pp. 33-34
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.
F.
Developing mastery
Discuss the answer on the given exercises
Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?
G.
Finding practical applications of concepts
and skills in daily living
Work is said to be done when a body undergoes
displacement. It is denoted by W. Work Formula is given
by W = F . d
H.
Making generalizations and abstractions
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
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
*D. 1 kg.m2 /s2
C.1 watt2 .N
4. Which of the following 10 N forces acting over 10 m would
produce the most work?
30 degrees
I.
A
Evaluating Learning
45 degrees
C
45 degrees
B
Horizontal
*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
C. I and II only
*B. III only
D. I and III only
J.
remediation
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?
Why is work considered a method of transferring energy?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First ( Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of work using
constant force, power, gravitational potential energy, kinetic
energy, and elastic potential energy
(S8FE-Ic-20)
C.

Learning Competencies / Objectives
Write the LC code for each
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
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
20-21
2.
Learner's Materials Pages
25-26
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide Grade 8 First Quarter pp 37-38
IV. PROCEDURES
A.
B.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
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.
Examples of situation that shows transfer of energy:
1.When you push a book across the table, the energy from
causing the book to move.
2. Fingers hitting piano keys transfer energy from the player’s
hand to the keys.
Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing
new skills #2
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
F.
Developing mastery
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
Discuss the answers in the given activity
Cite other examples of energy transfer in your daily life
situations.
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
I.
Evaluating Learning
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.
J.
remediation
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?
Explain how work is related to power.
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?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY: Tuesday
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
(S8FE-Ic-21)

C.
Learning Competencies / Objectives
Write the LC code for each
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
Module II: WORK, ENERGY AND POWER
Lesson 11: HOW POWER-FUL AM I?
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
23-24
34-35
Lesson Guide Grade 8 First Quarter, pp. 40-41
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Differentiate potential form kinetic energy
Video Presentation
B.
Establishing a purpose for the Lesson
Showing a short video clip about sport Triathlon
C.
D.
E.
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
Discussing new concepts and practicing
new skills #2
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.
Do the Activity on How POWER-ful am I, Lesson Guide Grade 8
First Quarter, pp. 40-41
Name
Weight
(N)
Height
of stairs
(m)
Time taken
to climb the
stairs ( s )
Energy
Expended
(J)
Power
( J/s )
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?
F.
Developing mastery
Discuss the answers in the given activity
G.
Finding practical applications of concepts
and skills in daily living
If you were be given a chance to be the leader of the our
country, how would you exercise your power of authority?
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.
H.
Making generalizations and abstractions
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)
Direction: Choose the letter of the correct answer.
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.
I.
Evaluating Learning
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
1. What are the different forms energy?
J.
remediation
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?
2. What are the types of mechanical energy?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First ( Physics)
DAY: Tuesday
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
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.
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
elastic potential energy
(S8FE-Id--22) (S8FE-Id-23)
C.


Learning Competencies / Objectives
Write the LC code for each
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
Module II: WORK, POWER AND ENERGY
Lesson 12: KINETIC ENERGY
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
21
2.
Learner's Materials Pages
26-28
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
How will you define power?
Picture Analysis:
The student will look at the picture presented by the teacher.
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
Do the Activity on Exploring kinetic energy with ramps,
Lesson Guide Grade 8 First Quarter, pp 43-44
E.
Discussing new concepts and practicing
new skills #2
F.
Developing mastery
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?
G.
Finding practical applications of concepts
and skills in daily living
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
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:
H.
Making generalizations and abstractions
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 =
2
2ad, or d = v / 2a,
since a is constant.
= ma (v2 / 2a)
= 1/2mv2
Assessment:
Tell whether each statement is true or false:
I.
J.
Evaluating Learning
remediation
V. REMARKS
VI. REFLECTION
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.
What is potential energy?
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?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of work using constant
force power, gravitational potential energy, kinetic energy, and
elastic potential energy
(S8FE-Id--22) (S8FE-Id-23)
C.


Learning Competencies / Objectives
Write the LC code for each
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
Module II : WORK, POWER AND ENERGY
Lesson 13: POTENTIAL ENERGY
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
21-22
28-33
Lesson Guide Grade 8 First Quarter, pp 47-49
IV. PROCEDURES
A.
B.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
What is kinetic energy? Give the formula of kinetic energy
Present the video to the class and have them watch the video
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.”
Do Activity on Rolling Toy - Lesson Guide Grade 8 First Quarter
pp 47-49
Analysis:
E.
Discussing new concepts and practicing
new skills #2
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?
F.
Developing mastery
Discuss the answers in the activity given
G.
Actor and actress of the day
Finding practical applications of concepts
and skills in daily living
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.
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.
H.
As a form of energy, the SI units for potential energy are
the joule (J) or Newton-meter (N*m).
Making generalizations and abstractions
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
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.
I.
Evaluating Learning
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.
J.
remediation
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.
Journal entry:
Write a short paragraph on how potential and kinetic energy is
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?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
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.
Module III: SOUND
Lesson 14: PROPAGATION OF SOUND
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 49 - 51
2.
Learner's Materials Pages
pp. 71 – 73
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 52 - 54
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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
B.
Establishing a purpose for the Lesson
GHI
4
PQRS
7
ABC
2
JKL
5
TUV
8
DEF
3
MNO
6
WXYZ
9
0
C.
Presenting examples / instances of the
new lesson
Why do sound vibrates?
How does it travel through space?
D.
Discussing new concepts and
practicing
new skills #1
Do the activity on Sound, Lesson Guide G-8 First Quarter pp. 52-53
Discussing new concepts and
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?
E.
F.
Developing mastery
G.
Finding practical applications of
concepts
and skills in daily living
H.
Making generalizations and
abstractions
I.
Evaluating Learning
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
Discuss the answers in the activity given.
How do you know that there is an approaching train? If you
are living near a railway, how does it affect your emotion?
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.
Bring the following materials by group for the next activity:
1 dowel or 1 wooden rod
3 inches of tape
2 large books
scissors
5 pieces of string
paper
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Objective:
At the end of the activity, learners will be able to infer that sound is
transmitted in air through vibrations of air particles
Module III: SOUND
Lesson 15: PROPAGATION OF SOUND
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 49 - 51
2.
Learner's Materials Pages
pp. 71 – 73
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 55 - 58
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
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.
Presenting examples / instances of the
new lesson
If you flock the string of the guitar one by one how do the sound
differs?
D.
Discussing new concepts and
practicing
new skills #1
Do the activity on Transmitting Sound, Lesson Guide G-8 First
Quarter pp. 55-56
E.
Discussing new concepts and
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?
F.
Developing mastery
Discuss the answers in the activity given.
G.
Finding practical applications of
concepts
and skills in daily living
H.
Making generalizations and
abstractions
Why are sound important in:
 Communication
 Signaling system
 Music
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.
I.
Evaluating Learning
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
Define the following characteristics of sound.
J.
remediation
•
•
•
•
•
•
Frequency
Amplitude
Pitch
Loudness
Intensity
speed
Reference: any PHYSICS book
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
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
Module III: SOUND
Lesson 16: CHARACTERISTICS OF SOUND
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 51 - 52
2.
Learner's Materials Pages
pp. 75 – 77
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 58 - 61
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
Differentiate the propagation of sound in solid, liquid and in gas
B.
Establishing a purpose for the Lesson
Students will be asked to produce sound by:
 whispering,
 singing, and

shouting.
C.
Presenting examples / instances of the
new lesson
Ask them how sound differ in the three situation.
D.
Discussing new concepts and
practicing
new skills #1
Do the activity on , Lesson Guide G-8 First Quarter pp. 58-59 or
LM pp75 -77
E.
Discussing new concepts and
practicing
new skills #2
F.
Developing mastery
G.
Finding practical applications of
concepts and skills in daily living
H.
Making generalizations and
abstractions
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?
Discuss the answers in the activity given.
Discuss the importance of Doppler effect in daily occurrences.
 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
I.
Evaluating Learning
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
1. Differentiate the speed of sound in three medium
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
a. solid
b. liquid
c. gas
see also the list of materials for the next activity (LM pp. 78)
Daily Lesson Log
School
Teacher
Teaching Date
and Time
Learning Area
Science
Quarter
First (PHYSICS)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
S8FE –Ie-24
 Infer how the movement of particles of an object affect the
speed of sound through it.
Objective:
At the end of the activity, you will be able to distinguish which
material transmits sound the best.
Module III: SOUND
Lesson 17: SPEED OF SOUND
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 52 - 53
2.
Learner's Materials Pages
pp. 78 – 80
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 62 - 65
IV. PROCEDURES
A.
Reviewing previous lesson or
presenting the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and
practicing
new skills #1
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?
On which situation did you encounter louder and more
pronounced sound? On which situation did you encounter the sound
earlier?
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
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?
E.
Discussing new concepts and
practicing
new skills #2
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
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?
F.
G.
Developing mastery
Finding practical applications of
concepts
and skills in daily living
( Note: If there is still time teacher may present a video clip on the
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
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.
Making generalizations and
abstractions
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
I.
Evaluating Learning
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 _____.
C. MIR
J.
remediation
* B. SONAR
D. CRO
Prepare a table indicating the different temperature of the medium
(solid, liquid and gas) and the speed of sound.
V. REMARKS
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored
below 80%
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?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
through fair testing
Objective:
Determine how temperature affects the speed of sound.
Module III: SOUND
Lesson 17: EFFECT OF TEMPERATURE TO THE
SPEED OF SOUND
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 53
2.
Learner's Materials Pages
pp. 82 - 85
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 66 - 69
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Picture Analysis:
B.
Establishing a purpose for the Lesson
Figure 1 shows how sound waves varies during the day
and during the night
C.
D.
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
Look closely the picture, any similarities and differences that
you can give about the picture? Let the students point out their
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.
Do the activity on Faster sound… In hotter or cooler?
Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
E.
Discussing new concepts and practicing
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?
5. How would you relate the temperature of the medium with the
speed of sound?
F.
Developing mastery
Discuss the answers in the activity given.
G.
Finding practical applications of concepts
and skills in daily living
Why do we hear loud sound of music on a hot day than on rainy
day?
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
H.
Making generalizations and abstractions
358.0 m/s
343.6 m/s
330.4 m/s
Figure 2 shows how speed of sound varies with temperature
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.
Direction: Choose the letter of the correct answer.
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.
I.
Evaluating Learning
2. What is the speed of the sound in air of 250 C 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
C. 70°C of water
B. 50°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
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
What are the properties of sound?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
through fair testing
Objective:
Observe how sound waves reflect and refract.
Module III: SOUND
Lesson 19: PROPERTIES OF SOUND
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 53 - 54
2.
Learner's Materials Pages
pp. 85 - 89
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide G8 First Quarter pp. 70 - 76
IV. PROCEDURES
A.
B.
C.
D.
Reviewing previous lesson or presenting
the new lesson
How does the temperature affect the speed of sound?
Establishing a purpose for the Lesson
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)
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
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).
Do the activity on Properties of Sound, Lesson Guide G-8 First
Quarter pp. 74- 76
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
E.
Discussing new concepts and practicing
new skills #2
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?
F.
Developing mastery
Discuss the answers in the activity given.
Use the concept of reflection and refraction to explain the pictures
G.
Finding practical applications of concepts
and skills in daily living
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.
H.
Making generalizations and abstractions
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.
Figure 2 Refraction 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
I.
Evaluating Learning
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 _____.
B. SONAR
C. MIR
D. CRO
5. The technique used by bats to find their way or to locate
food is _______.
A. SONAR
C. ECHOLOCATION
D. FLAPPING
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
What is light?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
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
(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.
Module IV: LIGHT
Lesson 20: REFRACTION OF LIGHT RAYS
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
55-56
2.
Learner's Materials Pages
94-97
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
D.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
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
from each other.
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.
Activity-See Lesson Guide pp 77-78
Analysis:
E.
Discussing new concepts and practicing
new skills #2
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
Finding practical applications of concepts
and skills in daily living
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)
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.
H.
Making generalizations and abstractions
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
Mirage
bends towards the normal
incident ray
bends away from the normal
I.
Evaluating Learning
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)
J.
remediation
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
What are the different colors of light?
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?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
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
(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.
Module IV: LIGHT
Lesson 21: DISPERSION
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
57-60
98-100
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
Describe the behavior of light as it passes from one medium to
another
What do you see in the picture?
Are you fond of rainbow hunting?
C.
Presenting examples / instances of the
new lesson
Have you ever wondered how rainbow appears in a clear sky?
How rainbow form and what are the colors of the rainbow?
D.
Discussing new concepts and practicing
new skills #1
Activity-see Lesson Guide pp. 82-83
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.
E.
Discussing new concepts and practicing
new skills #2
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 answer in the activity given
Do you agree in the saying that “At the end of a rainbow is a pot
of gold”. Why or why not.
G.
Finding practical applications of concepts
and skills in daily living
Upon passage through the prism, the white light is
separated into its component colors - red, orange, yellow, green,
blue and violet. The separation of visible light into its different
colors is known as dispersion. Dispersion is a special kind of
refraction which provided us colors of light. It occurs whenever
there is a process that changes the direction of light in a manner
that depends on wavelength. Dispersion can occur for any type of
wave and always involves wavelength-dependent processes. For
a given medium, n increases as wavelength decreases and is
greatest for violet light. Thus violet light is bent more than red
light, as can be seen with a prism. Refer to the figure below.
H.
Making generalizations and abstractions
Figure 1. Dispersion of white light into bands of colors
In a rainbow, light enters a drop of water and is reflected from the
back of the drop. The light is refracted both as it enters and as it
leaves the drop.
The formation of a rainbow involves a series of physical
phenomena - reflection, refraction, dispersion and total internal
reflection. The occurrence of each of these is due to the
interaction of light with air and water and the boundaries
between them.
Fill in the missing term:
1. The splitting of white light into several colors on passing
through a glass prism is due to____.
2. When does a rainbow occur in nature? _____
3. Rainbow formation is due to_____.
4. Which color is bent the most? ____
5. Which color is bent the least? ___
I.
Evaluating Learning
1. Dispersion
2. After the rainstorm, when the sun comes out
3. the properties of light namely reflection, refraction ,total internal
reflection and dispersion
4. violet
5. red
J.
remediation
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?
Which colors of light receives least energy? Most energy?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
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
(S8FE-If-27)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating
Objectives:
Infer that:
1. energy of the colors of light increases as one goes towards the
right side of the color spectrum;
2. red light has the least energy and violet light has the most
energy.
Module IV: LIGHT
Lesson 22: COLORS IN RELATION TO ENERGY
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
61
2.
Learner's Materials Pages
103-105
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
Describe the position of the different colors after passing through
the prism.
Why do you think we tend objects as having fixed colors?
For example, an apple is red. In reality, an object’s appearance
results from the way it reflects the particular light that is falling on
it. Under white light, the apple appears red because it tends to
reflect light in the red portion of the spectrum and absorb light.
Activity see Lesson Guide pp. 85-86
Analysis:
E.
F.
Discussing new concepts and practicing
new skills #2
1. Which thermometer registered the lowest temperature?
2. Which thermometer registered the highest temperature?
3. Which colored plastic allowed more energy to pass through it?
4. Which colored plastic allowed the least energy to pass through
it?
5. From your answers in 3 and 4, which color of light has the least
energy? The most energy?
Developing mastery
Discuss the answers in the activity given
Explain the following:
1.
Why the sky is blue?
The sky appears blue because of the scattering of blue and violet
light from the sunlight in the atmosphere. Violet light is more
scattered than blue light; however, our eyes are most sensitive to
blue, thus we see a blue sky.
G
Finding practical applications of concepts
and skills in daily living
2.
Why the sunset is red?
During sunset, the path through which the light travels in the
atmosphere becomes longer. As a consequence, more blue and
violet are scattered from sunlight. Thus, less blue light reaches the
ground and the light that reaches the Earth’s surface is red.
3.
Why the clouds are white?
Clouds are made up of cluster of water droplets of different sizes.
Since the color of scattered light depends on the size of the
particles, the different-size clusters scatter a variety of colors. The
smallest clusters scatter blue light resulting in blue clouds; the
medium-sized cluster make green and the larger ones make red.
The combination of these result in white cloud
Energy is directly proportional to the frequency of the light. The
list of colors goes from low frequency to high frequency. Red
Orange Yellow Green Blue Indigo Violet. Red has the lowest
frequency, so red has the lowest energy. Violet has the highest
frequency, so violet has the highest energy.
H.
Making generalizations and abstractions
Our eyes are sensitive to light which lies in a very small region of
the electromagnetic spectrum labeled "visible light". This "visible
light" corresponds to a wavelength range of 400 - 700 nanometers
(nm) and a color range of violet through red. The human eye is
not capable of "seeing" radiation with wavelengths outside the
visible spectrum. The visible colors from shortest to longest
wavelength are: violet, blue, green, yellow, orange, and red.
Ultraviolet radiation has a shorter wavelength than the visible
violet light. Infrared radiation has a longer wavelength than visible
red light. The white light is a mixture of the colors of the visible
spectrum. Black is a total absence of light.
Directions: Choose the letter of the correct answer.
1. Which of the following lights has the highest frequency?
a. red
b. blue
c. green
d. violet
2. What do different wavelengths of light represent?
speed
b. amplitude
colors
d. frequency
I.
Evaluating Learning
3. A rainbow usually appears in the sky after a rain. Which of the
following statements best explain this observation?
a. Raindrops acts as prism separating sunlight into colors.
b. The white clouds actually prism composed of different colors.
c. The colors of the rainbow comes from the raindrops in the
atmosphere
d. When sunlight is reflected by the ground towards the clouds, it
separate into different colors.
4. Which of the following has the longest wavelength?
a. red
b. violet
c. orange
d. green
5. The process of separating white light into bands of colors using
a prism is known as _________.
a. refraction
b. dispersion
c. reflection
d. diffraction
J.
remediation
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?
Prepare a color wheel.
Please refer to LM pp. 103 – 105 for the materials and procedure.
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Science)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
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
S8FE-If-28
 Explain that red is the least bent and violet the most bent
according to their wavelengths or frequencies.
Objectives:
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Infer that:
1. light is composed of colors of different frequencies and
wavelength;
2. the frequencies of the colors of light are inversely proportional
to the wavelength;
3. the arrangement of colors of light shows the hierarchy of the
color’s corresponding energy.
Module IV: LIGHT
Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
61
105-110
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
Which colors of light has the least energy? Most energy?
Study and analyze the pictures of the stars at night.
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
Activity-see Lesson Guide pp. 90-91
Analysis:
1. Which color registered the highest frequency? shortest
wavelength?
2. Which color registered the lowest frequency? longest
wavelength?
3. What did you observe about the wavelengths and frequencies
of the different colors of light?
E.
Discussing new concepts and practicing
new skills #2
4. What did you observe about the products of frequencies and
wavelengths?
5. Does the frequencies of the colors of light increase from red to
violet?
6. What did you observe about the corresponding energies from
red to violet?
7. How is frequency relate to energy of colors of light?
F.
Developing mastery
Discuss the answers in the activity given
The effects of colored light on people have been studied by
psychologists. They found out that people do show varied
responses to different colors. Colors influence a person’s
emotion and degree of activity.
G.
Finding practical applications of concepts
and skills in daily living
According to psychologists:
1. Red light/color may bring about a rise in blood pressure,
respiration rate, and frequency of blinking. It excites people.
2. Blue light/color produces effects opposite to those red light;
hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.
Knowing all these, would you:
a. choose red paint/wall paper for your bedroom?
b. wear black during summer?
c. wear light colored shirt during cold days
What is the relationship between wavelength, frequency and
energy?
The greater the energy, the larger the frequency and the
shorter (smaller) the wavelength. Given the relationship between
wavelength and frequency — the higher the frequency, the
shorter the wavelength — it follows that short wavelengths are
more energetic than long wavelengths.
H.
Making generalizations and abstractions
How are temperature and color related?
The amount of light produced at each wavelength
depends on the temperature of the object producing the light.
Stars hotter than the Sun (over 6,000 degrees C) put out most of
their light in the blue and ultraviolet regions of the spectrum.
Stars cooler than the Sun (below 5,000 degrees C) put out most
of their light in the red and infrared regions of the spectrum. Solid
objects heated to 1,000 degrees C appear red but are putting out
far more (invisible) infrared light than red light.
How are wavelength and temperature related?
All objects emit electromagnetic radiation, and the
amount of radiation emitted at each wavelength depends on the
temperature of the object. Hot objects emit more of their light at
short wavelengths, and cold objects emit more of their light at
long wavelengths. The temperature of an object is related to the
wavelength at which the object gives out the most light.
The assessment for the day will be based on the outcome/output
of the activity: the color wheel. It will be graded based of the
rubric below.
I.
Evaluating Learning
J.
remediation
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?
Student was mindful of classroom rules/procedure
Student follows direction
Student labeled the output correctly(colors and
fractional parts
Colors placed in appropriate place on color wheel
The finish product was neat.
TOTAL POINTS:
Give the meaning of heat and temperature
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Physics
Quarter
First
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of heat and
temperature, and the effects of heat on the body.
(S8FE-Ig--29)
C.
Differentiate heat and temperature at the molecular level.
Learning Competencies / Objectives
Write the LC code for each
Objectives:
1. Distinguish between temperature and heat.
2. Describe the hotness or coldness of an object in terms of its
temperature
3. Compare the changes in the temperature of water to determine
the relationship between the amount of heat transferred and the
resulting temperature change.
Module V: HEAT
Lesson 24: HEAT TRANSFER
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
28-29
38-40
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
D.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
What are the three methods of transferring energy?
Ask students to jog in place for 15 seconds.
Presenting examples / instances of the
new lesson
What do you feel after performing the jogging activity?
Discussing new concepts and practicing
new skills #1
Activity- See Leeson Guide pp. 94-95
1. What actually transferred when you dipped your finger into the
water? In what direction did it transfer?
2. Was the water ‘hot’ or ‘cold’? Explain.
3. How close is your estimated value to the measured
temperature of the water?
E.
Discussing new concepts and practicing
new skills #2
4. Which container feels ‘hottest’? Which container feels ‘coolest’?
5. What do you think causes the difference in the hotness or
coldness of the water inside the containers?
6. In which container(s) is heat transfer taking place? What
absorbs heat? Which gives off heat?
7.In which container was there the greatest amount of heat
8. How are the amount of heat transferred and the change in
temperature of water related?
F.
G.
Developing mastery
Discuss the answers in the activity given
Finding practical applications of concepts
and skills in daily living
In a bakery, when do cookies cook faster, is it at lower temperature
Watch video clips about heat and temperature
H.
Making generalizations and abstractions
Heat is the total energy of molecular motion in a substance while
temperature is a measure of the average energy of molecular
motion in a substance. If heat is absorbed or given off by an
object, its temperature changes. If the object absorbs heat its
temperature rises while if the object gives off heat its temperature
decreases.
Heat is transfer of (thermal) energy between objects or places
due to temperature differences.
Heat transfers from an object of higher temperature to an
object of lower temperature.
Direction: Read each question carefully. Choose the letter of the
1. Which of the following energies is transferred from one thin to
another because of the temperature differences between
things?
A. Heat
B. temperature
C. Kinetic energy
D. internal energy
2. The natural flow of heat is always from ________.
A. hot to cold
C. cold to hot
B. lower temperature to higher temperature
D. both A and
3. What causes an ice to melt?
A. the change in weather
B. the presence of hot water
C. the absorption of the heat from its surrounding
D. the release of heat to the cooler surrounding
4. Which of the following will likely happen when a hot and a cold
are put in contact with one another?
A. The hot and the cold object will become colder.
B. The hot and the cold object will become hotter.
C. The cold object will become colder while the hot object will
become hotter.
D. The cold object will become warmer while the hot object
will become colder.
I. Evaluating Learning
5.How are the amount of heat transferred and the change in
temperature of water related?
A. The change in temperature is inversely proportional to the
heat transferred.
B. The amount of heat transferred is proportional to the
change in temperature.
C. The amount of heat transferred is inversely proportional
to the temperature.
D. There is no relation between the heat transferred and the
change in temperature.
Answe
J.
remediation
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?
How is temperature related to the kinetic energy of particles?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of heat and
temperature, and the effects of heat on the body.
(S8FE-Ig--29)
C.

Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Differentiate heat and temperature at the molecular
level.
Objectives:
1.Explain the scattering of the dye in water at different
temperature.
2.Describe the relation of the temperature of the water to the
rate of scattering of the dye.
Module V: HEAT
Lesson 25: EFFECT OF TEMPERATURE ON PARTICLES OF
MATTER
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
29-31
2.
Learner's Materials Pages
41-43
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
B.
C.
D.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
How will you describe the transferring of heat from one body to
another?
Use the following demonstration to begin a discussion on
the effect of temperature on particle movement. Blow up a
balloon, and then aim a hair dryer on low setting at the balloon,
and watch it rise.
Questions:
1 .What happens when I blow hot air on the balloon? Why?
2. What is happening to the air inside the balloon?
3. What do you think would happen if the balloon was placed in
a cold car?
4. What would happen to the balloon as the temperature
increases in the car? Why?
5. Ask the students to think about what might happen to a
balloon in a bottle when it is heated.
Activity- see Lesson Guide pp 99-101
1. What similarities and differences did you observe when a
drop of dye was added to each container?
E.
Discussing new concepts and practicing
new skills #2
2. In which container did the dye scatter the fastest? In which
did it scatter the slowest?
3. How do you relate the temperature of the water to the rate of
scattering of the dye?
4. In which container are the particles of water moving fastest?
In which container are the particles moving slowest?
5. How is temperature related to the speed of the particles?
6. How is temperature related to the kinetic energy of particles?
F.
G.
H.
Developing mastery
Finding practical applications of concepts
and skills in daily living
Making generalizations and abstractions
Discuss the answers in the activity given
Watch the short video clip on Relation Between Temperature
answer the question that follows? During hot day why do we
prefer drinking cold water than hot water?
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.
Direction: Read each question carefully. Choose the letter of
1. When the temperature of an object increases, the average
kinetic energy of the molecules ________.
A. increases
B. decreases
C. remains the same
D. becomes colder
2. In which of the following will the movement of particles be the
fastest?
A.30 0C of water
C. 70 0C of water
B.50 0C of water
D. 90 0C of water
3. The _________ in/the temperature of the water, the greater
the speed of the moving particles.
A. lower
B. higher
C. decrease
D. changes
I.
Evaluating Learning
4.The quantity that tells how hot or cold an object is with respect
to some standard
A. mass
B. heat
C. pressure
D. temperature
5.Which of the following should be done when measuring the
temperature of water in a glass container?
A. Stir the water using the thermometer to get the
temperature faster.
B .Avoid letting the thermometer get in contact with any side
of the container.
C. Shake the thermometer vigorously before getting the
temperature of the water.
D. Let the tip of the thermometer touch the glass container to
get the temperature faster.
1.
2.
3.
4.
5.
A
D
B
D
B
J.
remediation
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?
How do temperature affects thermal expansion of some
objects?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of heat and
temperature and the effects of heat on the body.
(S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level.
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
Objectives:
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal
expansion of some objects.
Module V: HEAT
Lesson 26: THERMAL EXPANSION
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
31
2.
Learner's Materials Pages
43-44
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
Discussing new concepts and practicing
new skills #2
G
You are very familiar to a device called thermometer. You have
most probably used this device many times. The one
commonly available in our school laboratory is the liquid
thermometer.
Why does the liquid inside the tube of the thermometer go up
and down? Does the working principle of the mercury/alcohol
thermometer also true to most solids?
Activity-see Lesson Guide pp 103-104
Analysis:
E.
F.
How is temperature related to the kinetic energy of particles?
Developing mastery
Finding practical applications of concepts
and skills in daily living
1. What happens to the height of the weight when the wire is
heated?
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to
some
materials.
Discuss the answers in the activity given
There are some applications of thermal expansion in day-to-day
life. Some of them are the following, or you may watch
some practical application of thermal expansion used at home.
What are the Engineering Applications of Thermal expansions?
1.
Railway track:
Railway tracks are an example where the concept of thermal
expansion is used. Space is left between railway tracks as an
allowance for their expansion when temperature increases,
otherwise the rails may buckle.
2.
Steel Bridges:
Similarly, long steel bridges are designed to include expansion
joints to allow for their expansion, by fixing one end and resting
other end on rollers.
3.
Mercury Thermometers:
Thermal expansion is applied in mercury that contains liquid, the
volume of which changes as the temperature varies. Liquid
occupy less space when cold, but additional space is needed
when temperature varies. As the liquid expands, its volume
changes and it is forced to flow along the tube that is calibrated
to show the temperature.
(Note: Mercury thermometer is now being banned to be used in
science laboratory because of its health hazards.)
4.
Bi-metal strip Thermometers:
Bi-metal strips in a mechanical thermometer possess co-efficient
of thermal expansion, due to which their expansion with a rise in
temperature is different. The strips sin bend since the expansion
or contraction of the material used is not similar. This concept is
used in measurement of temperature.
5.
Automobile Engine Coolant:
The concept of thermal expansion is also used in systems of
engine coolant in automobiles. If coolant is filled in the radiator
with engine in a cold condition, it will spill over with the heating of
engine during operation. Thus an overflow tank is fitted that
accumulates such coolant during thermal expansion, and as
engine is cooled, it returns to the radiator.
Thermal expansion is another effect of heat transfer. It does not
apply only to the liquid inside the thermometer. In fact, it applies
to almost everything around us, be it a solid, a liquid, or a gas.
H.
Making generalizations and abstractions
What is thermal expansion and how does it work?
Thermal expansion is the tendency of matter to change in
volume in response to a change in temperature, through heat
transfer.
Temperature is a monotonic function of the
average molecular kinetic energy of a substance. When a
substance is heated, the kinetic energy of its molecules
increases.
What must happen to the temperature of a material for thermal
expansion to occur?
Factors affecting thermal expansion. Imagine that a long, thin
metal wire is heated. The wire expands. The amount by which it
expands depends on three factors: its original length,
the
temperature change, and the thermal (heat) properties of the
metal itself.
Direction: Read each question carefully. Then select the letter of
1.
A person cannot unscrew the lid of a pot of jam. He finds
that the lid can be unscrewed after it has been held under hot
water for a few seconds. Why he has to do this?
A. The air pressure in the jar falls
B. The jam melts
C. The lid expands
D. The glass expands.
2.
The change in length of an object when it undergoes a
temperature change is related to
A. its mass
B. its original length.
C. the magnitude of the temperature change.
D. both B and C
I.
Evaluating Learning
3. The change in length of an object subjected to a change in
temperature
directly depends on
A. its material of which it is made.
B. the change in temperature.
C. the original length of the object.
D. all of these.
4. The working of a simple thermostat depends on
A. thermal expansion.
B. specific heats.
C. the second law of thermodynamics.
D. condensation
5. An axle is too large to fit into the hole in a wheel that is made
of the same metal. How can the axle be made to fit into the hole.
A. by heating the wheel alone
B. by cooling both the axle and the wheel
C. by cooling the axle alone
D. by heating both the axle and the wheel
J.
remediation
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?
What is the effect of temperature change on phase changes?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Quarter
SCIENCE
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
The learner demonstrates understanding of heat and
temperature and the effects of heat on the body.
C.
Learning Competencies / Objectives
Write the LC code for each
(S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level
Objective:
Explain the effect of temperature change on phase changes.
Module V: HEAT
Lesson 27: PHASE CHANGE
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
2.
Learner's Materials Pages
3.
Textbook Pages
4.
Resource (LR) portal
31-33
45-48
Other Learning Resource
IV. PROCEDURES
A.
B.
Reviewing previous lesson or presenting the
new lesson
Establishing a purpose for the Lesson
What is thermal expansion? How does it work?
The students need to understand the difference
between particles in a gas, liquid, and a solid. Have students
look at the Gases, Liquids, and Solids page on the Purdue
University Chemistry Department website
(https://www.chem.purdue.edu/gchelp/liquids/character.html)
Here they will see how the characteristics of solids, liquids, and
gases can be explained by particle motion.
Discuss what happens at both the observable and molecular
level in these scenarios:
C.
D.
Presenting examples / instances of the
new lesson
1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.
Discussing new concepts and practicing
new skills #1
Activity-see Lesson Guide pp. 109
Discussing new concepts and practicing
new skills #2
Station 1 :
1. Why does the ice inside the container melt after sometime?
2. Describe the temperature of the water while the ice melting.
3 .Describe the temperature of the water after the ice has melted.
E.
variable? (Note that the independent quantity is plotted along the
X axis while the dependent quantity is plotted along the Y-axis.
6 .What can you say about the one variable as the other variable
changes? What relationship can be infer from the graph?
Station 2:
1. Describe and interpret your graph.
2. What similarities and differences have you noticed between
your graphs obtained from Station 1 and Station 2?
F.
Developing mastery
Discuss the answer in the activity given
What is the importance of phase change in the preparation of
G.
Finding practical applications of concepts
and skills in daily living
H.
Making generalizations and abstractions
Ice is in solid form. Therefore, its particles are actually
moving more slowly (still locked in lattice position) than those in
the liquid brine (sliding past). Any thermal energy absorbed from
the cream will first be used to raise the temperature of the brine
(which requires more energy to accomplish because of the
solute). Once the average kinetic energy of the molecules (aka:
temperature) in the brine has increased enough, then they will
begin to transfer energy to the ice, and it will again begin to melt.
The temperature of the brine will not increase above the melting
point until all of the ice has melted (all energy is used to
accomplish phase change before increasing temperature.
Changing the amount of heat energy usually causes a
temperature change. However, DURING the phase change, the
temperature stays the same even though the heat energy
changes.
This energy is going into changing the phase
and not into raising the temperature. That's why water doesn't
get hotter while it boils. The temperature remains constant until
the phase change is complete.
When a substance changes from one state, or phase, of
matter to another we say that it has undergone a change of
state, or we say that
it has undergone a change of phase. For
example, ice melts and water; water evaporates and becomes
water vapor.
These changes of phase always occur with a change of
heat. Heat, which is energy, either comes into the material
during a change
of phase or heat comes out of the
material during this change.
However, although the heat
content of the material changes, the
temperature does not.
Assessment:
I.
Evaluating Learning
Direction: Read each statement carefully and write the letter of
1.When a solid, liquid or a gas changes from one physical state
to another, the change is called
A. Melting
B. Phase change
C. Solidification
D. Freezing
2.A solid undergoes a phase change to liquid state it
A. releases heat while remaining at constant temperature
B. absorbs heat while remaining at a constant temperature
C. releases heat as the temperature decreases
D. absorbs heat as the temperature increases
3.The condensation of water vapor actually
A. Warms the surroundings
B. Cools the surroundings
C. Sometimes warm sometimes cools
D. Neither warms nor cools the surroundings
4.The phase change occurs when a solid changes to a liquid.
A. Freezing
B. Sublimation
C. Melting
D .Evaporation
5.The phase change occurs when a liquid becomes a solid.
A .Freezing
B. Sublimation
C. Melting
D. Evaporation
J.
Remediation
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?
What is heat capacity?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Quarter
SCIENCE
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
The learner demonstrates understanding of heat and
temperature and the effects of heat on the body.
(S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level
Objective:
Compare the heat capacities of the given liquid samples.
II. CONTENT
Module V: HEAT
Lesson 28: HEAT CAPACITY
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
34
2.
Learner's Materials Pages
49-51
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
IV. PROCEDURES
A.
Reviewing previous lesson or presenting the
new lesson
B.
Establishing a purpose for the Lesson
C.
D.
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
Explain the effect of temperature change on phase changes.
Even if the objects are at the same location they have different
temperatures.
Have you ever been outside in the playground during one sunny
day and suddenly touch the metal of a swing set? How does it
feel? Is it hot? Yes!
How about walking barefoot on a sunny day? Have you ever
the pavement was too hot for your feet? Do you think the grass
and the pavement are actually different temperatures?
Activity see Lesson Guide pp. 112-113
1. Which liquid requires more time to increase in temperature by
5 degrees? Explain.
2. Which liquid requires more heat to increase in temperature by
5 degrees? Explain.
E.
F.
Discussing new concepts and practicing
new skills #2
Developing mastery
3. Which liquid has a greater heat capacity? Why?
Discuss the answers in the activity given
G
Finding practical applications of concepts
and skills in daily living
Substances that have a high specific heat capacity are suitable
as a material for constructing kettle handlers, insulators
and oven covers, because, a high amount of heat will cause only
a small change in temperature and the material won't get hot too
fast!
The amount of heat needed by a material to increase its
temperature by a degree is called heat capacity (C). To be more
specific, the term specific heat capacity (c) is used, and this
refers to
the amount of heat required to increase the
temperature of one unit mass of a given material by one Celsius
degree. For example, water has a specific heat capacity of 1
cal/g°C. So it takes 1 calorie of heat to raise the temperature of 1
gram of water by 1°C. It is expressed in the equation:
H.
Making generalizations and abstractions
H = mc ∆T
Where: H is the amount of heat,
C is the specific heat, and
∆T is the change in temperature
Different materials have different specific heat capacities. Many
metals have low specific heat capacities. This makes them easy
to heat up and cool down. Water, on the other hand, has a high
specific heat capacity and so it takes a long time to heat and a
long time to cool. This makes the water a good coolant for car
radiators. Because of its high specific heat capacity, it can
absorb a large amount of heat without causing its temperature to
rise too high.
Direction: Read the statement carefully and choose the best
1. The amount of heat required to raise the temperature of a
body by 10C is called ______?
A. Specific heat
C. Temperature
B .Heat
D. Heat capacity
2. The amount of heat required to raise the temperature of a unit
__________of a material by 10C is called its heat capacity.
A. Volume
B. Mass
C. Weight
D .Density
3.The specific heat capacity of water is
A.1 cal/g°C
C.1 cal/g°C
I.
Evaluating Learning
B.1.5 cal/g°C
D.1.1 cal/g°C
4. Which of the following statements about heat capacity is
correct?
A. The energy that is transferred from one object to another
B. The difference between internal and external energy
C. The amount of energy needed to raise the temperature of a
substance by 1 degree Celsius
D. The amount of energy that is naturally within an object
5. Why does the temperature of the ocean not fluctuating as
much as the temperature of sand?
A. Water has higher heat capacity.
B. Neither of these answers are correct.
C. Both of these answers are correct.
D. The mass of the ocean is greater
6 .A substance with higher specific heat will ________.
A. warm faster than other substances
B. warm slower than other substances
C. cool faster than other substances
D. warm at the same rate as other substances
7. Why does the temperature of the ocean not fluctuating as
much as the temperature of sand?
A. Water has higher heat capacity.
B. It takes a short time to heat.
C. Water has low specific heat capacity.
D. The mass of the ocean is greater.
8. The quantity of heat required to increase the temperature of a
unit mass of the substance by 1oC is called ________.
A. heat B. internal energy C. temperature D. heat capacity
9. Metals are both good heat conductors and electrical
conductors because of the
A. similarity between thermal and electrical properties.
B. looseness of outer electrons in metal atoms.
C. relatively high density of metals.
D. high elasticity of metals.
10. Which of the following statements about heat capacity is
correct?
A. The energy that is transferred from one object to another
B. The difference between internal and external energy
C. The amount of energy needed to raise the temperature of a
substance by 1 degree Celsius
D. The amount of energy that is naturally within an object
Define the following terms:
remediation
J.
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?
1. electricity
2. electric current
3. voltage
4. ammeter
5. voltmeter
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
The learners demonstrate an understanding of current-voltageresistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
devices.
 S8FE – Ih-30
Infer the relationship between current and charge
Objectives:
1. Measure the electric current and voltage in a circuit using an
ammeter and voltmeter respectively; and
2. Determine the relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
Module VI: ELECTRICITY:
Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 36 – 38
2.
Learner's Materials Pages
pp. 55 - 58
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide in Grade 8 – First Quarter pp. 116 - 120
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
How do your daily activities being affected by electricity?
B.
Establishing a purpose for the Lesson
Show to the students the voltmeter and ammeter and ask them if
they are familiar with the materials. Teach them how to use and
connect properly the ammeter and voltmeter in the circuit.
C.
Presenting examples / instances of the
new lesson
There are three quantities that you should be familiar with the study
of electricity. Let us find out in this activity
D.
Discussing new concepts and practicing
new skills #1
Do the activity on Measuring Current and Voltage Lesson Guide G-8
First Quarter pp. 116 -117
E.
Discussing new concepts and practicing
new skills #2
No. Voltage Current Voltage/Current
of
V
I
V/I
dry ( volts)
(
volt/ampere
cells
ampere)
1
2
3
1. Compare the brightness of the bulb with one dry cell to its
brightness when there are two dry cells in the circuit, three dry
cells in the circuit.
2. What can be inferred about the current passing through the bulb?
3. What can be inferred about the voltage across the bulb?
4. When you graphed the voltage against current, what is the shape
of the graph line? What does it mean?
5. Look at column 4. What kind of values did you obtain? What does
this indicate?
From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.
F.
Developing mastery
Such graph indicates that voltage is directly proportional to the
current that is
V α I or
V=kI
Where k, the proportionality constant, is the slope of the V
vs. I graph.
Note that: k = V/I
This constant k is equal to the resistance R, of the circuit, so
R = V/I
From the equation, the unit of electrical resistance is
defined as
G.
Finding practical applications of concepts
and skills in daily living
In household wiring we use different kind of wires such as aluminum,
nichrome and copper. Why is it that others prepare to use copper for
household circuits.
(answer: copper cabling has a lower resistance than aluminum for
the same length, so copper is safer to use for household circuits)
Ohm's law states that the current through a conductor
between two points is directly proportional to the voltage across the
two points. Introducing the constant of proportionality, the
resistance, one arrives at the usual mathematical equation that
describes this relationship:
H.
Making generalizations and abstractions
where I is the current through the conductor in units of amperes. The
rate of the flow of electricity is the current. The ammeter is the
instrument used to measure current. V is the voltage measured
across the conductor in units of volts. The instrument that directly
measure this is the voltmeter, and R is the resistance to the flow of
electrons in the conductor, is expressed in ohms Ω. Using an
ohmmeter is one way of directly measuring electrical resistance.
Direction: Choose the letter of the correct answer.
I.
Evaluating Learning
1. Which statement regarding Ohm's Law is correct?
A. When resistance increases in a circuit with a specific
potential difference then current must also increase
B. Increasing the resistance in a circuit always decreases
the potential difference across it
C. If resistance is kept constant, potential difference
changes directly with changes in current
D. An electrical conductor's resistance depends on the
potential difference it experiences
2. Fifty identical Christmas lights are connected in series and
plugged into a 220V line.
(Neglect wire resistance) Calculate the voltage across each
light bulb.
A. 2.2 V
B. 4.4 V
C. 110V
D. 220V
3. A piece of wire connected to a 6V cell has a current of 1.5A
flowing through it. What is the resistance of the wire?
A. 9 ohms
B. 6 ohms
C. 4 ohms
D. 12 ohms
4. If the voltage in the circuit were doubled, what would happen
to the current in the circuit?
A. current decreases twice
B. current also doubled
C. current decreases 4 times
D. current is not affected
5. What is the voltage difference across a piece of wire of
resistance 100 Ω with a current of 2A
A. 5 volts
B. 200 volts
C. 2 volts
D. 500 volts
Journal Entry:
J.
remediation
V. REMARKS
VI
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
Let the students answer questions on the usage of electricity in the
following places.
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
The learners demonstrate an understanding of current-voltageresistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
devices.
S8FE – Ii-31

Learning Competencies / Objectives
Write the LC code for each
II. CONTENT
parallel connections in homes.
Objectives:
1. Construct series circuit and parallel circuit.
2. Differentiate series circuit from parallel circuit.
3. Explain why household wiring and appliances usually
connected in parallel.
Module VI: ELECTRICITY:
Lesson 30: SERIES CIRCUIT AND PARALLEL CIRCUIT
CONNECTION
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 42 - 44
2.
Learner's Materials Pages
pp. 61 - 33
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A.
B.
Reviewing previous lesson or presenting
the new lesson
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
D.
Discussing new concepts and practicing
new skills #1
Identify the three basic electrical quantities and differentiate one
from the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
Ohm’s Law and what is it for?” They will be tasked to explain their
When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
colored Christmas lights the other bulbs go off. Why?
( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)
Do the activity on Series Circuit And Parallel Circuit Connection
Lesson Guide G-8 First Quarter pp. 127 - 128
Circuit I
1. What did you observe to the intensity of light as you turn the
switch on?
E.
Discussing new concepts and practicing
new skills #2
2. After inserting one bulb in the circuit, what do you notice to the
brightness of the bulbs?
3. While the switch is on, what happens to the remaining bulbs after
unscrewing one bulb from it?
Circuit II
4. Observe the brightness of the bulb in circuit II. How do you
compare the brightness of circuit I from circuit II?
5. As you add more bulbs, does the brightness of each bulb
change? Why?
6. As you unscrew one bulb from circuit II, were the other bulbs
affected? How does your observation compare to that in step 3?
Discuss the differences between a series circuit and a parallel
circuit. Summarize the lesson using the table below.
Series Circuit
F.
Parallel Circuit
Developing mastery
connection in the following situations:
G.
Finding practical applications of concepts
and skills in daily living
1. connection for Christmas light
2. streetlights connection
Components of an electrical circuit or electronic circuit can
be connected in many different ways. The two simplest of these are
called series and parallel and occur frequently. Components
connected in series are connected along a single path, so the same
current flows through all of the components. Components connected
in parallel are connected so the same voltage is applied to each
component.
H.
Making generalizations and abstractions
A series circuit is a circuit in which resistors are arranged in a
chain, so the current has only one path to take. The current is the
same through each resistor. The total resistance of the circuit is
found by simply adding up the resistance values of the individual
resistors
A parallel circuit is a circuit in which the resistors are
arranged with their heads connected together, and their tails
connected together. The current in a parallel circuit breaks up, with
some flowing along each parallel branch and re-combining when the
branches meet again. The voltage across each resistor in parallel is
the same.
Choose the letter of the correct answer.
1. A circuit that has only one electric flow is _________.
A. parallel circuit
B. battery circuit
C. paper circuit
D. series circuit
2. What happens to lights in series if one goes out?
A. they all go out
B. Every other one goes out
C. they stay lit
D. they flicker
I.
Evaluating Learning
3. What happens to the intensity or the brightness of the lamps
connected in series as more and more lamps are added?
A. increases
B. decreases
C. remains the same
D. cannot be predicted
4. Two bulbs are connected and plugged to the outlet as shown in
the figure. Both bulbs have the same..
A. current
B. voltage
C. resistance
D. voltage and current
5. In the circuit below, which two elements are connected parallel to
each other?
A. A and B
B. B and C
C. C and D
D. A and D
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
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?
Prior to the lesson, give the students a research activity. Make a
comparison between George Ohm and G. R. Kirchhoff regarding
their contribution in science. Find out how they were able to come up
with their laws.
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
The learners demonstrate an understanding of current-voltageresistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
devices.
S8 30FE – Ii – 32

Learning Competencies / Objectives
Write the LC code for each
Differentiate electrical power and electrical energy
Objectives:
1. Define (a) electrical power and (b) electrical energy
2. Relate electrical power to energy.
3. Relate power to voltage and current
Module VI: ELECTRICITY:
Lesson 31: ELECTRICAL POWER AND ENERGY
II. CONTENT
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 45
2.
Learner's Materials Pages
pp. 54 - 55
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics. Module 7. Lesson 3 and 4
Science and Technology IV. Aquino, Remedios G.et.al. pp. 194-195
Science and Technology IV. IMC. Pp. 205-206
Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
B.
Establishing a purpose for the Lesson
C.
Presenting examples / instances of the
new lesson
Why parallel connection is prepared over series connection?
Let the students recall their monthly electric bill. Ask them what
factors mostly affect the high cost of their electric bill.
Energy makes an electrical appliance work. The amount of
energy the appliance uses depends on the rate at which it uses
energy and the length of time it is used. The rate at which an
appliance uses up electrical energy is called power input. Power
input is measured in watts
ACTIVITY
1. Post on the board drawings of some common appliances with
labels.
D.
Discussing new concepts and practicing
new skills #1
2. Brainstorm ideas about the significance of the information printed
on the appliances.
3. In the table given below, write down the names of the appliances
and their power ratings, uses, and power effects such as light,
heat, mechanical or sound.
Discuss the data table.
Appliances
E.
Discussing new concepts and practicing
new skills #2
Power
Rating (w)
Use
Effects
1
2
3
4
5
6
7
8
9
10
1. What type of appliances usually have high power rating?
2. What is the importance of knowing the power rating of
appliances?
F.
Developing mastery
3. What general statement can you make about power rating and the
effects produced by electricity?
4. What is the common feature of those appliances like flat iron,
toaster, stove (range) and hair dryer?
5. What is power? How is it related to energy?
6. Relate power (P) to voltage (V) and current (I).
G.
Finding practical applications of concepts
and skills in daily living
What appliances in your home contribute most to your
energy consumption?
What would you suggest to lessen your electrical energy
consumption?
Electric power is the rate at which electrical energy is
transferred by an electric circuit. The SI unit of power is the watt, one
joule per second. Electric power is usually produced by electric
generators, but can also be supplied by sources such as electric
batteries.
H.
Making generalizations and abstractions
Electrical energy is energy that is caused by moving electric
charges. Since the electric charges are moving, this is a form of
kinetic energy. The faster the electric charges are moving the more
electrical energy they carry. The electrical energy consumed or
needed in operating various devices may be related to the power
rating of the devices.
Recall that power is the rate at which work is done per unit
time. In equation form,
Power = work/time
where P = power
W =work
T = time
In a simple electric circuit, voltage is defined as the work done per
unit charge.
V = W/q
Current is also defined as the amount of charge passing through a
point per unit time.
I = q/t
Multiplying V and I, we get
VI = W/q . q/t = W/t =P
Therefore:
P = VI
In a simple electric circuit, electric power is the product of
current and voltage. Hence:
Power = Voltage x Current
P = VI
where: P = power in watts
V = voltage in volts
I = current in amperes
Voltage and current are positively related to power.
Appliance with high voltage across it, or with high current through it,
it has high power or rate of converting electrical energy to other
forms.
Write TRUE if the statement is true. If the statement is incorrect,
change the underlined word or words to make the statement correct.
1. When the current in the circuit is doubled, the power also doubles.
2. Electrical appliances at home transfer energy from the mains
supply to heat and light our homes.
I.
Evaluating Learning
3. Minimizing television viewing is not a way of saving electrical
energy.
4. High power rating electrical appliances give low electrical energy
consumption.
5. Heating appliances like flat iron, toaster and electric stove draw
more current so they convert more electrical energy than nonheating appliances.
J.
remediation
V. REMARKS
VI. REFLECTION
A.
B.
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Make a list of electrical appliances/machines which used electricity
in the following environment:
1. at home
2. at the hospital
3. at school
4. in the city
For each item, try to think of an alternative and a way to conserve or
save power.
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?
Daily Lesson Log
School
Teacher
Teaching Date and
Time
Learning Area
Science
Quarter
First (Physics)
DAY:
I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C.
The learners demonstrate an understanding of current-voltageresistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
devices.
S8 30FE – Ii - 33

Learning Competencies / Objectives
Write the LC code for each
Explain the functions of circuit breakers, fuses, earthing,
double insulation, and other safety devices in the home.
Objective:
Describe a fuse and a circuit breaker and identify their functions in a
circuit
II. CONTENT
Module VI: ELECTRICITY:
Lesson 32: Safety in Using Electricity: CIRCUIT PROTECTORS
III. LEARNING RESOURCES
A.
B.
References
1.
Teacher's Guide Pages
pp. 45 - 46
2.
Learner's Materials Pages
pp. 64-67
3.
Textbook Pages
4.
Resource (LR) portal
Other Learning Resource
EASE Physics, Module 7. Lessons 3 and 4
Science and Technology IV : Physics Textbook. NISMED.2012 pp.
174 - 175
IV. PROCEDURES
A.
Reviewing previous lesson or presenting
the new lesson
Recall from the previous lesson electrical appliances that
contain heating element.
B.
Establishing a purpose for the Lesson
Let the students discuss among themselves the answers on
the question, “What do you think is the effect of electric shock in the
human body. Why is electrical safety important?
C.
D.
Presenting examples / instances of the
new lesson
Discussing new concepts and practicing
new skills #1
How many of you have seen a fuse or a circuit breaker at
home? Did you ever wonder why a fuse is needed in your electrical
connections? Today we will handle a fuse and determine its
function.
Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
Quarter pp. 136 – 137.
Case 1
1. What two things were observed when the switch was closed?
E.
Discussing new concepts and practicing
new skills #2
Case 2
1. What three things were observed when a short wire was
connected as shown in the diagram?
2. What could have caused the rising and falling of current in the
wire in case 2?
3. Describe the result when there was reduced resistance in the
circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
6. What is the role of the fuse in the circuit?
F.
Developing mastery
G.
Finding practical applications of concepts
and skills in daily living
Discuss the answers in the activity given.
Why is it dangerous to use copper strip or wire in place of a safety
fuse that blows out?
Why do we need to be protected from the danger in electricity?
Fuses and circuit breakers are both devices that 'break' if the current
through them is too large.
A fuse is usually a thin piece of wire that will melt and break the
circuit if too large a current flows through it. The thicker the wire the
more current is needed to melt it and the higher the 'rating' of the
fuse. The purpose of a fuse is to protect the wiring and the
equipment.
H.
Making generalizations and abstractions
A circuit breaker is an electronic circuit that will switch off the current
if it is too great. Such a circuit is designed to operate much more
quickly than a fuse and so the damage is less because the current is
switched off in a much shorter time. Circuit breakers are often used
to protect the user if the casing of the equipment becomes live. They
break the circuit before the person using the equipment gets a near
fatal shock.
Grounding is a method of giving electricity the most effect way to
electrical current to return safely to ground without danger to anyone
in the event of a short circuit. In that instant, the short would cause
the current to flow through the ground wire, causing a fuse to blow or
a circuit breaker to trip.
An ungrounded electrical box, appliance, power tool, or extension
cord could become a danger if there is no path to ground, except
through you.
Direction: Write the word SAFE if the statement is true and
DANGER if the statement is wrong.
1. Fuses and circuit breakers are both devices that 'break' if the
current through them is too large. ( safe )
2. A fuse is usually a thick piece of wire that will melt and break the
circuit if too little amount of current flows through it. (danger)
I.
Evaluating Learning
3. Grounding is a method of giving electricity the most effect way to
4. Electrical safety tips need to be observed frequently. (danger)
5. A properly grounded circuit has boxes, devices, and service panel
grounds that give the electrical current the easiest path to ground
and that reduces the chances of someone getting a shock or
getting electrocuted. (safe)
J.
remediation
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
Make a research on Octopus Wiring.
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?
TOPIC OUTLINE
UNIT I. FORCE MOTION AND ENERGY
Module Number
I.
Forces and
Motion
II. Work, Power and
Energy
III. Sound
IV. Colors of Light
V. Heat
VI. Electricity
Topics
A. 1. Balance and Unbalanced Forces
Learning Competency Code
S8 FE-Ia-15/16
B. 1. Inertia
2. Acceleration
3. Interaction
C. 1. Relationship of Circular Motion and
Newton’s 2nd Law of Motion
A. 1. What is work?
2. Work : Method of Heat Transfer
3. Calculating the amount of work done.
B. 1. Relationship among Work, Power and
Energy
C. 1. Kinetic Energy
2. Potential Energy
S8 FE-Ia-17
A. 1. Propagation of Sound
2. Characteristics of Sounds
3. Properties of Sounds
S8 FE – Ie - 24
A. 1. The Visible Spectrum
B. 2. Dispersion of colors
C. 3. Refractive Index of the Color of Light
A. 1. Heat and Temperature
2. Thermal Expansion: The Working
Principles of the Mercury Thermometer
3. Phase Change
4. Heat Capacity
A. Ohm’s Law: Relationship among Current,
voltage and Resistance
a. Current and Voltage
b. Current and Resistance
B. Electrical Connections in homes
a. Series
b. Parallel
C. Differences between Electrical Power and
Electrical Energy
S8 FE – If - 26
S8 FE – If - 27
S8 FE – If - 28
S8 FE-Ia-18-19
S8 FE – Ic - 20
S8 FE – Ic – 21
S8 FE – Id – 22 - 23
S8 FE – Ie - 25
S8 FE – Ig - 29
S8 30FE – Ih - 30
S8 30FE – Ii - 31
S8 30FE – Ii - 32
S8 30FE – Ii - 33
D. Safety in Using Electricity
Prepared by:
ROMANA GLENDA S. LAGMAY
Bayorbor National High School
OFELIA A. MENDOZA
Coral na Munti National High School
Presented to the Division Facilitators/Editors of Grade 8-Science:
LORYFE A. MANALO
GLICERIA A. LANDICHO
Noted by:
MARIO B. MARAMOT
EPS I - Science
MARCELO B. ULARTE