Grade 8 DLL

GRADES 1 to 12 School Bilaran National HS Grade Level Grade 8
Daily Lesson Log

Teacher Learning Area Science
Teaching Date Quarter First

and Time (Phy
DAY: MONDAY
I. OBJECTIVES
A. Content Standards  The learner demonstrates understanding of Newton’s three laws of m
B. Performance Standards  The learner shall be able to develop a writer plan and
implement a “Newton’s Olympics”.
C. (S8FE-Ia-15)
 Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in
Learning Competencies / Objectives the object’s motion.
Write the LC code for each
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
II. CONTENT Module I: FORCES AND MOTION

Lesson 1: BALANCED AND UNBALANCED FORCES
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 5 - 8
2. Learner's Materials Pages pp. 3 - 6
3. Textbook Pages
4. Additional Materials from Learning

Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
B. Other Learning Resource https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces
Lesson Guide Science 8 (First Quarter- pp. 1-5)
B. Other Learning Resource https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces
IV. PROCEDURES Present the following statement in class and ask the students if they agre
or disagree with them. Select two to three students per group to justify or
explain their answer.
1. Force is needed to stop an object.

2. Force always results to motion.
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
A. Reviewing previous lesson or presenting 5. Objects have the tendency to resist change.
the new lesson
Analyze the pictures (to be presented on the television screen) (can

be printed)
B. Establishing a purpose for the Lesson
Presenting examples / instances of the What have you observed on the picture presented?
new lesson
The teacher will place a ball or any object on top of a table and ask:
D. Discussing new concepts and practicing

new skills #1 a) Will this object move by itself?
b) How can we make this object move?
c) While it is moving, how can we make the object speed up or slow down?
d) How can make it stop?
e) How can we make it change its direction?
E. Discussing new concepts and Do the activity 1 Forces on object at rest in Lesson Guide Science 8
practicing
new skills #2 (First Quarter) pp. 5 or LM pp. 5- 6
Presentation of the output per group/ Processing:
Analysis:
Situation 1
F. 1. Is the pen at rest or in motion?

2. Are there forces acting on the pen? If yes, draw the forces. You may
Developing mastery use arrows to represent these forces.
(Leads to Formative Assessment 3) 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. Since friction is a resistance force that slows down or prevent motion,

Finding practical applications of there are advantages and disadvantages that friction may do.
concepts How is friction important in:
and skills in daily living a. walking b. writing
c. running vehicles
H. 1. What is force?
Making generalizations and 2. What are some other forces that can cause something to move?
abstractions 3. How does gravity affect object on earth?
about the lesson 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
of the correct answer.
1. A book is at rest on top of a table. Which of the following is correct?

A. There is no force acting on the book. B. The book has no inertia.
C. There is no force acting on the table.
*D. The book is in equilibrium.
2. Which of the following situations involves friction?
I. A. A bicycle rolling down a hill

Evaluating Learning 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?
C.
Additional activities for application or A. A car hits a tree, and its motion stops
remediation 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.
Ask the students to write situation/ examples where the presence of other
forces are beneficial.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of

learners
who have caught up with the lesson
D. No. of learners who continue to require

remediation
E. Which of my teaching strategies worked well?

Why did these worked?
F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did

I
Use or discover which I wish to share with
other teachers?
J.
GRADES 1 to 12 School Grade Level Grade 8

Daily Lesson Log
GRADES 1 to 12
Daily Lesson Log
Teaching Date Quarter First (Ph

and Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of Newton’ three laws of

A. Content Standards motion and uniform circular motion.
The learner shall be able to develop a writer plan and implement a

B. Performance Standards “Newton’s Olympics”.
C. (S8FE-Ia-16)
 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
Learning Competencies / Objectives

Write the LC code for each Objectives:
1. Describe the conditions when two forces balance

2. Explain the effect of balanced forces on the state of motion of an object.
II. CONTENT Module I: FORCE AND MOTION

Lesson 2: BALANCED AND UNBALANCED FORCES
A. References
3. Textbook Pages

Resource (LR) portal EASE Physics, Module 10. Lesson 3
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
A.
Reviewing previous lesson or What are the forces acting on an object at rest?
presenting the new lesson What are examples of balanced forces?
Students were given time to watch a short video clip about balanced
B. Establishing a purpose for the Lesson and unbalanced forces
( www.youtube.com/watch?v=HEJOybRxclk)
C. Presenting examples / instances of the

new lesson Give reaction to the video presented
D. Discussing new concepts and

practicing Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp. 8 – 9 or
new skills #1 Learners’ Module pp. 7
1. When the cardboard is at rest, how do the magnitudes and directions

E. Discussing new concepts and of the pair of forces acting on it compare?
practicing
new skills #2 2. If you draw the lines of action of all the forces acting on the board
and extend the lines, what will you get?
F. Developing mastery
(Leads to Formative Assessment 3) Discuss the answers in the activity
G.
H.
Finding practical applications of concepts Study the given pictures below and describe the forces involved.
and skills in daily living
Making generalizations and abstractions

about the lesson
The following ideas must be realized by the students:
If two forces acting on an object are equal in magnitude but opposite in

direction, they are considered as balanced forces. These forces must lie
along the same line.
 If the forces acting on an object are balanced, the object either stays
rest or continues to move at constant velocity.
 If the forces acting on an object are unbalanced, the motion of the

object will change.
The following ideas must be realized by the students:
If two forces acting on an object are equal in magnitude but opposite in

direction, they are considered as balanced forces. These forces must lie
along the same line.
 If the forces acting on an object are balanced, the object either stays
rest or continues to move at constant velocity.
 If the forces acting on an object are unbalanced, the motion of the

object will change.
I. Direction: Read each statement carefully and write the letter of the correct answer.
1. refers to when a force is equal and opposite.

*A. balanced force
B. unbalanced force
C. magnitude
D. friction
2.When one force in a pair is greater than the other, we call this: A. balanced force
*B. unbalanced force
C. magnitude
D. friction
3. If two forces are acting on an object they are equal in magnitude

A. and equal in direction
Evaluating Learning *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?

c. In what direction will the barge move?
J. Additional activities for application or 1. define what inertia is.

remediation 2. What is stated in the first law of motion?
V. REMARKS
VI. REFLECTION
Did the remedial lessons work? No. of
learners
No. of learners who continue to require

remediation



I
other teachers?
C.
D.
Daily Lesson Log

and Time (Phys
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of Newton’s three laws

of motion and uniform circular motion.
B. Performance Standards The learners shall be able to develop a written plan and implement a
“Newton’s Olympic”
C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
Learning Competencies / Objectives Objectives:

Write the LC code for each 1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.

Write the LC code for each 1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.

Lesson 3: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia
A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages

B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12
IV. PROCEDURES
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 S M
2. It is a push or pull upon an object resulting from the object’s

interaction with another object.
R E C F O
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
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?

Presenting examples / instances of the
C. new lesson What ideas came in your mind when you met those words we had
unscrambled?
Discussing new concepts and The learners will analyze the picture of the two wrestlers by comparing
D. practicing new skills #1 their masses and relating the concept of mass to inertia.
(see figure on pp. 11 LG grade 8 First Quarter)
E. Discussing new concepts and practicing Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12
new skills #2
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.
(Leads to Formative Assessment 3)

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 b) when riding a horse, the horse suddenly stops and you fly over its
head.
and skills in daily living 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
about the lesson 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.
I. Evaluating Learning 2. The greater the mass of an object, A. the easier the object starts
moving. B. the more space it takes up.
*C. the greater its inertia. D. the more balanced it is.
3. The tendency of an object to resist any change in its motion is known

as
A. balance. B. force
*C. inertia. D. mass.
4. Mass of the object is quantitative measure of its inertia stated law is

newton's
*A. first law
B. second law
C. third law
Additional activities for application or D. fourth law
remediation
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
Write your answer in your notebook.
1. Define acceleration.
2. What is stated in the second law of motion?
V. REMARKS
VI. REFLECTION

learners

remediation


G. What innovation or localized materials did I

other teachers?
J.

Daily Lesson Log
GRADES 1 to 12
Daily Lesson Log

and Time (Phys
DAY:
I. OBJECTIVES

The learner shall be able to develop a writer plan and

B. Performance Standards implement a “Newton’s Olympics”.
S8FE –Ib-17
Objectives:
C. Learning Competencies / Objectives 1. State the Law of Acceleration.
Write the LC code for each 2. Discuss the relationship between net force on an object and its
acceleration, and between the mass of an object and its acceleration.
3. Cite some applications of this law in our daily life.
II. CONTENT Module I: FORCE AND MOTION Lesson 4: THREE LAWS OF

MOTION
Law of Acceleration
A. References
1. Teacher's Guide Pages pp. 11- 12

3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or What is inertia?

presenting the new lesson 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?
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 bowling ball
1. Differentiate the two balls in terms of mass. Which has the greater
D. Discussing new concepts and mass?
practicing
new skills #1 2. If equal amount of force will be applied in the two balls, then which will
accelerates faster?
Discussing new concepts and Do the activity on The Law of Acceleration, Lesson Guide G8 First
practicing new skills #2 Quarter pp.17 - 19
F. 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
Developing mastery when the mass of the cart is kept constant?
(Leads to Formative Assessment 3) 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?
Developing mastery when the mass of the cart is kept constant?
(Leads to Formative Assessment 3) B. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of the cart?
3. What relationship exists between the mass and acceleration when the force is kept constant?
G. Present the statement in the class “ You may be bigger but I am

Finding practical applications of faster”
concepts a. How does this line illustrate Newton’s Second Law of Motion?
and skills in daily living b. How is the statement related to mass and acceleration?
H. 1. State the second law of motion

2. How is acceleration related to the object’s mass and the amount
Making generalizations and of force exerted?
abstractions 3. What relationship exists between acceleration and force; force
about the lesson and mass?
4. How is the second law of motion applied to everyday
occurrences?
Direction: Read each statement carefully and write the letter of the best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
A. 3rd Law B. 1st Law

*C. 2nd Law D. all of the above
2. According to Newton's 2nd Law of Motion, force equals –

A. mass divided by acceleration
B. mass plus acceleration
C. mass subtract acceleration
*D. mass times acceleration
3. How does the acceleration of an object change in relation to its
mass? It is .
I. A. directly proportional
Evaluating Learning *B. inversely proportional
C. acceleration doesn’t depend on mass at all
D. neither A or B
4. Suppose a cart is being moved by a force. If suddenly a load is dumped into the cart so that the cart’s mass
doubles, what happens to the cart’s acceleration?
A. It quadruples. B. It doubles.
*C. It halves. D. It quarters.
5. Which will accelerate faster?

A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
*D. a race car
J. Additional activities for application or

remediation Explain how mass differs from weight.
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional

activities for remediation who scored below
80%
E.
Did the remedial lessons work? No. of
learners
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?
I
other teachers?
C.
Daily Lesson Log

and Time (Physi
DAY:
I. OBJECTIVES


C. S8FE –Ib-17

Write the LC code for each Objective:
Solve problems involving the interrelationships of net force, mass
and acceleration

Lesson 5: THREE LAWS OF MOTION The Law of Acceleration:
Computation
A. References
1. Teacher's Guide Pages pp. 13- 16

3. Textbook Pages Physics ( Science and Technology Textbook- NPSBE Edition)

IV. PROCEDURES
A. Reviewing previous lesson or Ask the students to restate the second law into a simple statement.
presenting the new lesson
Derivation of Formula:
From the statement that acceleration is directly proportional to force at constant mass.
Mathematically a=kF where nK = mass (eq. 1) Acceleration also varies with mass. As the mass of the object
increases with the same amount of force applied, its acceleration
decreases thus:
a= k(1/m) where K=net force (eq.2)
Combining the two equations, we have
a α F and a α 1/m
Therefore a α F/m
Mathematically, a = F/m where a= acceleration

m= mass
F= force
Presenting examples / instances of the Give and discuss at least two examples of situation/problems on the
C. new lesson Law of Acceleration
1. A huge stone is pushed with 30 N of force. If there is only 5N of friction
2. A car is being towed. If its mass is 1750 kg and it accelerated at

5m/s2, how much netforce is involved?
D. Discussing new concepts and Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose
practicing new skills #1 items which will be solved individually/ in group)
E. Discussing new concepts and practicing Presentation of the outcomes.

new skills #2
F. Developing mastery Discuss the answers in the exercise given.
G. Finding practical applications of concepts Engineers at the Johnson Space Center must determine the net
and skills in daily living 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)
about the lesson 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 th
1. What is the mass of a truck if it produces a force of 14,000N

while accelerating at a rate of 5 m/s2 ?
A. 280 kg *B. 2800kg
C. 70,000kg D. 7000kg
2. Which is the correct unit of acceleration?
A. m/s *B. m/s2 C. kg.m/s D. kg.m/N

I. Evaluating Learning 3. Suppose that a sled is accelerating at a rate of 2m/s2 . If the net
force is tripled and the mass is halved, what then is the new
acceleration of the sled?
A. decrease by half B. doubled

*C. tripled D. quadrupled
4. Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its

acceleration will be:
*A. 20 m/s2 B. 40 m/s2 C. 10 m/s2 D. 20 m/s
5. If the ball in question no. 4 is increased by 24 N, what is the

increased in acceleration?
A. 20 m/s2 B. 30 m/s2
*C. 4 0 m/s2 D. 50 m/s2
J. Additional activities for application or remediation

Give additional information regarding: balance and un balance forces>
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the

evaluation
No. of learners who require additional
80%

learners

remediation


I
other teachers?
A. B.

Daily Lesson Log

and Time (Phy
DAY:
I. OBJECTIVES


C. S8FE –Ib-17
 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
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.

Lesson 6: THREE LAWS OF MOTION The Law of Interaction
A. References
3. Textbook Pages

IV. PROCEDURES

presenting the new 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 Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
practicing
new skills #1 Learners’ Module pp 19 - 20
Discussing new concepts and Analysis:

practicing
E. new skills #2 1. What is the reading on your balance and that of your partner?
What do these values represent?
2. How do you compare the direction of your partner’s and your
force?
3. What is the reading on your balance and that of your partner?
4. How do you explain your observation?
5. What is the reading in each balance?
6. Compare the direction of the forces exerted on the two ends of the connected spring balance.
F. Developing mastery Analyze the situations below by identifying the pairs of forces acting
(Leads to Formative Assessment 3) on the objects.
Situation 1 Situation 2
G. Finding practical applications of concepts

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
about the lesson interaction.
2. Why do forces come in pairs?
3. Explain the condition on how to forces are equal in magnitude and
acting in opposite direction.
Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on her equal to_ .
A. 1000 N *B. 500 N

C. 250 N D. 50 N
I. Evaluating Learning 2. According to Newton's Third Law of Motion, when a hammer
strikes and exerts a force on a nail, the nail
A. creates a balanced force. B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite force back on the hammer.
3. Pick the best example of Newton's Third Law in action.

A. A rocket taking off from earth which pushes gases in one direction
and the rocket in the other.
*B. A rocket sitting on the ground preparing for take-off but it needs an
outside force to overcome its inertia of a non- moving object.
C. A rocket that is accelerating through space and exerts a great
amount of force because its mass and acceleration is so large.
D. Both b and c.
4. When a teacher stands at the front of the class, the force of gravity
pulls her toward the ground. The ground pushes back with an equal
and opposite force. This is an example of
which of Newton's Laws of Motion? A. Law of Inertia
Additional activities for application or B. Law of Acceleration

remediation *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.
Design and implement an experiment that will verify Newton’s Law

of Motion.
V. REMARKS
VI. REFLECTION


learners

remediation



I
other teachers?
J.

Daily Lesson Log
Teaching Date and Quarter First

Time
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Newton’s three laws of

motion and uniform circular motion.
B. Performance Standards The learner shall be able to develop a writer plan and implement a
“Newton’s Olympics”.
C. S8FE –Ib-18 /19

 Relate the laws of motion to bodies in uniform circular
motion.
 Infer that circular motion requires the application of constant
Learning Competencies / Objectives force directed toward the center of the circle. Write the LC code for ea
Objectives:
1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.
Learning Competencies / Objectives force directed toward the center of the circle. Write the LC code for ea
Objectives:
1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.
II. CONTENT Module I: FORCES AND MOTION

Lesson 7: Circular Motion And Newton’s Second Law Of Motion
A. References
3. Textbook Pages

B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall the second law of motion. How is the acceleration of the body
the new lesson being affected by its mass.
Try to whirl a stone tied to a string horizontally above your head.

Then observe what happen if you release the object. How does it travel after release?
Why doesn’t the released stone move outwards, in the direction in

which it pulled?
C. Presenting examples / instances of the How does gravity make satellites revolve at a constant speed? What
new lesson will happen if all of a sudden, the earth loses its gravitational pull on
the satellites?

new skills #1 Let the students watch the video on circular motion and its
relationship to the second law of motion. www.youtube.com/watch?v=EPfT31qFmGY
E. Discussing new concepts and practicing new From the video clip presented, how does circular motion related to
skills #2 the laws of motion. Discuss it in terms of change in velocity
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 b
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 th
center of the circular path. The formula in calculating for the centripetal force is Fc = ma c ,
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
about the lesson rewritten as:
Fc = mv2 / r or mrώ
Where:
V = tangential speed ( m/s )

r = radius ( m )
ώ = angular speed (rad/s)
The centripetal force is the force that maintains the circular path of th
objects. If the centripetal force is zero, the object will move in a
straight line.
Direction: read the questions below and select the letter of the best
answer.
1. What made the stone in the previous activity move in circular path?
*A. The central force enables the stone to stay in its path. B. The gravity enables the stone to move in circular path. C. The forc
of attraction make its stay in place.
D. The string made the stone to whirl in circular path.
I. Evaluating Learning 2. This is a force that keeps an object move in circular path.
A. frictional force
*B. centripetal force C. gravitational force D. attractive force
3. All are examples of events/ activities in our daily life which shows
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 centripeta
acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed. C. The obje
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?
Additional activities for application or A. It doubles

remediation *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.
CENTRIPETAL FORCE
V. REMARKS
VI. REFLECTION
B. No. of learners who require additional activities for

remediation who scored below
80%
C. Did the remedial lessons work? No. of learners


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?
J.

Daily Lesson Log
Teaching Date and Quarter First ( Phy

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using constant

A. Content Standards force, power, gravitational potential energy, kinetic energy, and elast
potential energy
B. Performance Standards
C. (S8FE-Ic-20)
 Identify situations in which work is done and in which no work is done

1.Define work scientifically

2.Identify situations in which work is done and in which no work is done.
II. CONTENT MODULE II: WORK, POWER AND ENERGY Lesson 8: WHAT IS
WORK?
A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
3. Textbook Pages

B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp. 29-30
IV. PROCEDURES
A. Reviewing previous lesson or presenting the

new lesson State the Second Law of Motion
Ask the students if they know the meaning of work. Emphasize

B. Establishing a purpose for the Lesson 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 following actions/tasks:

C. 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.
Simple Demonstration:
Ask three students to demonstrate in the class the following actions/tasks:

C. 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
From the three demonstrations, which activity showed that

work is done or no work done? Explain.
E. Discussing new concepts and practicing new Do the Activity on Is there work done?
skills #2 Lesson Guide Grade 8 First Quarter pp. 29-30
Analysis:
1. Which of the four situations demonstrated or showed that work

done? Why?
F. Developing mastery 2. Why do you think situation number 3 did not show that no work
(Leads to Formative Assessment 3) 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 thumb
down sign with the following statements.
G. Finding practical applications of concepts and 1. Work does not necessarily mean physical labor.
skills in daily living 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 po
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.
H. Making generalizations and abstractions about Work is present when the force exerted causes an object to have
the lesson 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 d
I. Evaluating Learning 1. Lifting a box from the floor.

2. Pushing against the wall.
3. Pushing a box along the floor.
4. Carrying a bag of grocery
5. Raising a flag during the flag ceremony
J. Additional activities for application or remediation How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding
units work.
V. REMARKS
VI. REFLECTION
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


Use or discover which I wish to share with other teachers?

Daily Lesson Log
Teaching Date and Quarter First ( Phys

Time
DAY:
I. OBJECTIVES

potential energy
C. (S8FE-Ic-20)
 Identify situations in which work is done and in which no

Learning Competencies / Objectives work is done
Objective;
Calculate the amount of work done using appropriate units.
II. CONTENT Module Ii: WORK, POWER AND ENERGY Lesson 9: CALCULAT
A. References
1. Teacher's Guide Pages 19 – 20

2. Learner's Materials Pages 24 – 25
3. Textbook Pages

IV. PROCEDURES

new lesson When do we say that work is done?
Students will watch a short video clip on how to calculate the amount of work done on the object.
B. Establishing a purpose for the Lesson (please follow the link for the video clip on work
www.youtube.com/watch?v=hQKYb7P5vwA)
Example of situational problems on work

C. Presenting examples / instances of the 1. A box is dragged horizontally across a floor by a 100 N
new lesson force acting parallel to the floor. What is the work done
by the force in moving it through a distance of 8 m?
D. Discussing new concepts and practicing Do the Activity on Calculating Work, Lesson Guide Grade 8
new skills #1 First Quarter pp. 33-34
Discussing new concepts and practicing new skills #2 Work problems to be solved by pair
1. A body moves through a distance of 4 m while a force F of 12
Newton acts on it. What is the work done by the force on the body?
2.Two men exerted a force of 1080 N to push the car 218 m to the nearest fuel station. Determine the work done on the
car.
(Leads to Formative Assessment 3) Discuss the answer on the given exercises
G. Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?
Finding practical applications of concepts and skills in daily living
H. Work is said to be done when a body undergoes displacement. It is denoted by W. Work Formula is given by W = F . d
Making generalizations and abstractions where :
about the lesson F = force applied and
d = displacement.
Work formula is used to calculate work done, force or displacement in any problems. It is given in N-m.
Direction: Read each statement carefully and write the letter of

the correct answer.
1. How much work is required to lift a 2 kg mass to a height of 10 meters?
A. 5 J B. 20 J *C. !00 J D. 200

J
2. A garden tractor drags a plow with the force of 500 N in a distance of 10 meters in 20 seconds. How much work is don
A. 0.25 J B. 1000 J C. 2599 J *D.

5000J
3. One joule is equivalent to:
A. 1 N.m3 B. 1 kg.m3 C.1 watt2 .N *D. 1 kg.m2 /s2

I. Evaluating Learning 4. Which of the following 10 N forces acting over 10 m would produ
the most work?
30 degrees 45 degrees
A B
45 degrees Horizontal
C *D
5. Students A and B run up the same flight of stairs.
 Both students run up the stairs at constant velocities.
E.
Additional activities for application or remediation  Student A takes twice as long as student B to climb the stairs
 Student A weighs twice as much as student B
I. Student A develops more power than student B. II. Student B

does more work than student A.
III. The change in potential energy of student A is twice that of
student B.
A. I only *B. III only

C. I and II only D. I and III only
Why is work considered a method of transferring energy?

Why is work considered a method of transferring energy?
V. REMARKS
VI. REFLECTION

remediation who scored below 80%


did these worked?
F. What difficulties did I encounter which my principal or

supervisor can help me solve?

Use or discover which I wish to share with other
teachers?
J.

Daily Lesson Log
Teaching Date and Quarter First (

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using
A. Content Standards constant force, power, gravitational potential energy, kinetic energy,
and elastic potential energy
C. (S8FE-Ic-20)
 Identify situations in which work is done and in which no work is done

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
A. References
3. Textbook Pages

B. Other Learning Resource Lesson Guide Grade 8 First Quarter pp 37-38
IV. PROCEDURES

new lesson How will you compute the amount of work done by an object?
Energy enable us to do work. It is likened to
money. Having a lot of energy is like having plenty of money. But having money is not enough to do useful things. Money
B. Establishing a purpose for the Lesson 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 your moving arm is transferred from your body to the book,
C. Presenting examples / instances of the causing the book to move.
new lesson 2. Fingers hitting piano keys transfer energy from the player’s
hand to the keys.

new skills #1 Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
Analysis:
1. Is there work done on the ball?
E.
Discussing new concepts and practicing new 2. What can a moving ball do when it interacts with other
skills #2 object?
3. What happens to the energy of the ball (doing the work) and
the
bottle ( on which work is done)? Explain your answer.
F. Developing mastery Discuss the answers in the given activity
G. Finding practical applications of concepts and Cite other examples of energy transfer in your daily life situations
skills in daily living
H. Making generalizations and abstractions about When energy is transferred, one body loses energy, where as
the lesson 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. Wha

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. Additional activities for application or remediation Explain how work is related to power.
V. REMARKS
VI. REFLECTION

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

Daily Lesson Log
Teaching Date and Quarter First (Phys

Time
DAY: Tuesday
I. OBJECTIVES

potential energy
(S8FE-Ic-21)
 Describe how work is related to power and energy
C. Learning Competencies / Objectives Objectives:

Write the LC code for each 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
(S8FE-Ic-21)
 Describe how work is related to power and energy
C. Learning Competencies / Objectives Objectives:

Write the LC code for each 1. Describe how work is related to power and energy.
2. Compute for your power output in walking or running up a flight of stairs
II. CONTENT Module II: WORK, ENERGY AND POWER Lesson 11: HOW POW
A. References
3. Textbook Pages

IV. PROCEDURES

new lesson Differentiate potential form kinetic energy
Video Presentation
B. Establishing a purpose for the Lesson Showing a short video clip about sport Triathlon
(www.youtube.com/watch?v=wxtR9hf39Ug)
Ask the students to explain if there is work done by the athletes

C. Presenting examples / instances of the participating in the said event.
new lesson
Ask them also if they use energy.
D. Discussing new concepts and practicing Do the Activity on How POWER-ful am I, Lesson Guide Grade 8
new skills #1 First Quarter, pp. 40-41
Discussing new concepts and practicing

new skills #2 Name Weight Height Time taken Energy
(N) of stairs to climb the Expended Power
(m) stairs ( s ) (J) ( J/s )
Q1. Who among the group members had the highest power outp
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power outpu
Q4. What is the lowest power output?
Q5. What can you say about the work done by each member of t
group? Q6. Did each member perform the same amount of wo
in climbing the
stairs?
Q7. What factor/s determined the highest/lowest power output?
(Leads to Formative Assessment 3) Discuss the answers in the given activity
Your opinion here!

G. Finding practical applications of concepts 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 d
it.
If you do a physical task quickly you have more power than when you do the same task slowly.
H. In science, power is defined as the rate at which work is done or the rate at which energy is expended, or is transferred,
Making generalizations and abstractions or transformed. In equation,
about the lesson 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)
I. 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
Evaluating Learning time, or do a given amount of work in less time .
D. decrease the amount of work done in a given amount of
time, or do a given amount of work in more time.
2. What does the power of a machine measures?

A. the work it does
*B. its rate of doing work C. the force it produces D. its strength
3. A girl carries a heavy suitcase quickly up a flight of stairs. A
E.
Additional activities for application or remediation 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

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/s 2
1. What are the different forms energy?
2. What are the types of mechanical energy?
V. REMARKS
VI. REFLECTION



did these worked?

teachers?
J.

Daily Lesson Log
Teaching Date and Quarter First ( Phy

Time
DAY: Tuesday
I. OBJECTIVES 1. Define kinetic energy.

2.Relate the speed and position of object to the amount of energy
possessed by a body.
3. Calculate the kinetic energy of a moving body.

potential energy
C. (S8FE-Id--22) (S8FE-Id-23)
 Differentiate potential and kinetic energy.

 Relate speed and position of object to the amount of energy possessed by a body.
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy possessed by a body.
3. Calculate the kinetic energy of a moving body
II. CONTENT Module II: WORK, POWER AND ENERGY

Lesson 12: KINETIC ENERGY
A. References
1. Teacher's Guide Pages 21
3. Textbook Pages

B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES

new lesson How will you define power?
Picture Analysis:
B. Establishing a purpose for the Lesson The student will look at the picture presented by the teacher.
C. Presenting examples / instances of the new lesson What kind of energy does the boy possess? Explain your answer
D. Discussing new concepts and practicing new skills #1
Do the Activity on Exploring kinetic energy with ramps, Lesson Gu
E. Analysis:
Discussing new concepts and practicing new skills #2 1.Which car will run fastest? Why do you think so?
2.How does the amount of energy possessed by each car affect i
speed?
F. Developing mastery Discuss the answers in the activity given.

How do kinetic energy applies to everyday life?
G. Finding practical applications of concepts and 1.a running roller coaster

skills in daily living 2.your jaw when you are chewing
3.when playing billiard, the energy is transferred from the stick to
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 velo
{speed} would have the highest kinetic energy. If the velocities ar
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
about the lesson velocity.

The kinetic energy is proportional to the mass of the object.
According to Newton’s second law, F = ma, an object is accelerat
with a constant acceleration of a constant net force is exerted on
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, v 2 =

2ad, or d = v2 / 2a, since a is constant.
Therefore: W = mad
= ma (v2 / 2a)
= 1/2mv2
Assessment:
I. Evaluating Learning Tell whether each statement is true or false:
Additional activities for application or remediation 1. When work that is done on a body increases its
velocity, then, there is an increase in the kinetic energy of the bod
2. The kinetic energy of a more massive object at rest is greater t
that of a less massive moving object.
3. If the velocity of a moving object is doubled, its kinetic energy i
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?
V. REMARKS
VI. REFLECTION


did these worked?


teachers?
J.

Daily Lesson Log

Time
DAY:
I. OBJECTIVES

A. Content Standards force power, gravitational potential energy, kinetic energy, and elasti
potential energy
C. (S8FE-Id--22) (S8FE-Id-23)
 Differentiate potential and kinetic energy.

 Relate speed and position of object to the amount of energy possessed by a body.
1. State the meaning of potential energy.

2. Relate potential energy to work
3. Calculate the change in potential energy of a body
1. State the meaning of potential energy.
2. Relate potential energy to work
3. Calculate the change in potential energy of a body
II. CONTENT Module II : WORK, POWER AND ENERGY Lesson 13: POTENT
ENERGY
A. References
3. Textbook Pages

B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49
IV. PROCEDURES

new lesson What is kinetic energy? Give the formula of kinetic energy
Present the video to the class and have them watch the video
B. Establishing a purpose for the Lesson about the roller coaster ride
(https://www.youtube.com/watch?v=JFNKyi_lzyg)
C. After watching the video let the students brainstorm on what

they have viewed. Ask them: “What science concepts are involve
Presenting examples / instances of the new lesson in the roller coaster? “Today, we will deal more on the energy
possessed by the roller coaster.”
D. Do Activity on Rolling Toy - Lesson Guide Grade 8 First Quarter p

new skills #1
E. Analysis:
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 Ask 5 learners to give example of potential energy then each
daily living them will act the given situations. The audience will
determine if the action taken by the actor/actress is example of

potential energy.
H. Potential energy, or stored energy, is the ability of a system

to do work due to its position or internal structure. For example,
gravitational potential energy is a stored energy determined by an
object's position in a gravitational field while elastic potential
energy is the energy stored in a spring.
As a form of energy, the SI units for potential energy are the joule
(J) or Newton-meter (N*m).
Making generalizations and abstractions about the The change in the object’s gravitational potential energy is the wo
lesson 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 tab
is the reference level.
(Note: The teacher may the previous activity on power to
gravitational potential energy)
Direction: Read the questions below and choose the letter of the
correct answer.
1. A roller coaster climbing the first hill is an example of
A. building kinetic energy.
*B. building potential energy. C. gravitational forces.
D. nuclear energy.
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
Additional activities for application or remediation 4 . A 50 kilogram object is located 5 meters above the ground lev
Find its potential energy.
*A. The object's potential energy is 2450 J. B. The object's potent
energy is 24.50 J. C. The object's potential energy is 2.450 J. D.
The object's potential energy is 245.0 J.
5. A 12 kg cat who is resting on a tree has a potential energy of 5

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
related to your life.
V. REMARKS
VI. REFLECTION



did these worked?


teachers?
J.

Daily Lesson Log

and Time (Physi
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound thr
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect the
Learning Competencies / Objectives speed of sound through it. Write the LC code for each
Objective:
Infer that sound consists of vibrations that travel through the air.
II. CONTENT Module III: SOUND
Lesson 14: PROPAGATION OF SOUND
A. References
2. Learner's Materials Pages pp. 71 – 73
3. Textbook Pages

IV. PROCEDURES

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 ABC DEF
B. Establishing a purpose for the Lesson 2 3
GHI JKL MNO
4 5 6
PQRS TUV WXYZ
7 8 9
0
Presenting examples / instances of the newWhy
lesson
do sound vibrates?
How does it travel through space?
D. Discussing new concepts and

practicing Do the activity on Sound, Lesson Guide G-8 First Quarter pp. 52-53
new skills #1
E. Q1. What is the purpose of tapping the tuning fork to a wood or rubber sole?
Q2. What causes sound?
Discussing new concepts and Q3. What happens to the loudness as you move the tuning fork from
practicing up and down?
new skills #2 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?
(Leads to Formative Assessment 3) Discuss the answers in the activity given.
G. How do you know that there is an approaching train? If you

Finding practical applications of are living near a railway, how does it affect your emotion?
concepts
H. Making generalizations and Sound waves are produced by vibrating objects. They are
abstractions propagated through a medium from the source. Sound waves are about
the lesson longitudinal waves. Particles of the medium vibrate in the direction
of wave motion.
I. Write TRUE if the statement is correct and FALSE if the statement is

wrong.
1. Sound is a mechanical waves propagating in space.
Evaluating Learning 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.
J. Bring the following materials by group for the next activity:
1 dowel or 1 wooden rod
1 blue bead
4 colored beads
3 inches of tape Additional activities for application or 2 large books remediation
scissors
5 pieces of string paper
slinky spring transistor radio
V. REMARKS
VI. REFLECTION

activities for remediation who scored
below 80%

learners
G.
C.
What innovation or localized materials did

I
Daily Lesson Log

and Time (Physi
DAY:
I. OBJECTIVES
C. S8FE –Ie-24
Learning Competencies / Objectives speed of sound through it.
At the end of the activity, learners will be able to infer that sound is transmitted in air through vibrations of air particles

Lesson 15: PROPAGATION OF SOUND
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or What is sound wave?

presenting the new lesson How is sound produced?
B. Establishing a purpose for the Lesson How do you communicate to your love ones miles away from you?
Presenting examples / instances of the new

lesson
C.
If you flock the string of the guitar one by one how do the sound differs?
D. Discussing new concepts and Do the activity on Transmitting Sound, Lesson Guide G-8 First
practicing new skills #1 Quarter pp. 55-56
E. Discussing new concepts and practicing 1. What happens to the other colored beads when the blue bead is
new skills #2 tapped?
2. Are there occasion when the beads converge then expand?
3. Are there converging and expanding parts of the slinky?
4. How then is sound classified as a wave?
G. Why are sound important in:

concepts  Communication
and skills in daily living  Signaling system
 Music
H. Making generalizations and The material through which sound travels is known as the medium.
abstractions about the lesson The medium can be a solid, liquid, or a gas. Sound needs a medium to
travel. It cannot travel through vacuum.
Direction : Choose the letter of the correct answer.

1. Sound is an example of
*A. a longitudinal wave.
B.. a wave that can travel through a vacuum. C. a transverse wave.
D. a wave that does not transmit energy.
2. When sound travel through air, the air particles _.

*A. vibrate along the direction of wave propagation
B. vibrate but not in any fixed direction
C. vibrate perpendicular to the direction of wave propagation
D. do not vibrate
I. Evaluating Learning 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.
• Frequency
• Amplitude
J. Additional activities for application or • Pitch
remediation • Loudness
• Intensity
• speed
Reference: any PHYSICS book
V. REMARKS
VI. REFLECTION

80%

learners
Finding practical applications of
remediation

I
teachers?

Daily Lesson Log

and Time
DAY:
I. OBJECTIVES
C. S8FE –Ie-24
speed of sound through it.

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
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

Lesson 16: CHARACTERISTICS OF SOUND
A. References
3. Textbook Pages

IV. PROCEDURES

presenting the new lesson Differentiate the propagation of sound in solid, liquid and in gas
Students will be asked to produce sound by:

B. Establishing a purpose for the Lesson  whispering,
 singing, and
 shouting.

new lesson Ask them how sound differ in the three situation.
D. Do the activity on , Lesson Guide G-8 First Quarter pp. 58-59 or
Discussing new concepts and LM pp75 -77

practicing new skills #1
Discussing new concepts and 1. When there are more waves passing through the reference point in a
E. practicing new skills #2 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?

G. Finding practical applications of concepts and

Discuss
skillsthe
in daily
importance
living of Doppler effect in daily occurrences.
H.  Sound differ from one another in loudness, intensity, pitch and

quality. Sound waves have frequency, wavelength and speed.
Making generalizations and abstractions  Loudness depends on the amplitude of vibration.
about the lesson  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.
I. Evaluating Learning Word search: Find word or words that are related to sound
A A P I T C H L L M IX X D G H J I L
XS XS S S D F G H D D D DQ I N T
E N S I T Y QW E W E R O O H K K QL
O U D N E S S I I QT Y R D G F D H
H J QO O K K Q U A L I T YC F R E
Q U E N C Y R
J. Additional activities for application or 1. Differentiate the speed of sound in three medium
remediation
a. solid b. liquid c. gas
see also the list of materials for the next activity (LM pp. 78)
V. REMARKS
VI. REFLECTION


I
teachers?
Daily Lesson Log
Teaching Date Quarter First (PHY

and Time
DAY:
I. OBJECTIVES
C. S8FE –Ie-24
Learning Competencies / Objectives speed of sound through it.
At the end of the activity, you will be able to distinguish which material transmits sound the best.
II. CONTENT Module III: SOUND Lesson 17: SPEED OF SOUND
A. References
3. Textbook Pages

IV. PROCEDURES

presenting the new lesson 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
B. Establishing a purpose for the Lesson 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?
C. Presenting examples / instances of the On which situation did you encounter louder and more
new lesson pronounced sound? On which situation did you encounter the sound
earlier?
Discussing new concepts and Do the activity on Sound Race.. Where does Sound Travel Fastest?,
practicing new skills #1 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. 3. Based on your observations, which is a better carrier of sound?

Air or wood? Air or water? Air or metal? Water or metal?
4. How did the sound of the spoon change when the string was held
against your ears?
Discussing new concepts and
practicing 5. When the ringing of the spoon was too quiet to be heard through
new skills #2 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. Developing mastery ( Note: If there is still time teacher may present a video clip on the
(Leads to Formative Assessment 3) transmission of sound www.youtube.com/watch?v=GkNJvZINSEY)
G. Finding practical applications of If you will make an improvised toy telephone to be given to your
concepts baby brother or sister, what are the best materials for the toy
and skills in daily living 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 The distances between molecules in solids are very small, i.e.,
abstractions
about the lesson 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.
I. Evaluating Learning C. number of molecules.
D. volume.
2. When a wave travels through a medium _.

A. particles are transferred from one place to another
B. energy is transferred in a periodic manner
*C. energy is transferred at a constant speed
D. none of the above statements is applicable
3. When sound travels through air, the air particles .
D.
Additional activities for application or *A. vibrate along the direction of wave propagation
remediation B. vibrate perpendicular to the direction of wave propagation
C. vibrate perpendicular to the direction of wave propagation
D. do not vibrate
4. Sound waves do not travel through

A. solid B. liquid C. gases
D. vacuum
5. The method of detecting the presence, position and direction of

motion of distant objects by reflecting a beam of sound waves is known
as .
A. RADAR * B. SONAR C. MIR D. CRO
Prepare a table indicating the different temperature of the medium

(solid, liquid and gas) and the speed of sound.
V. REMARKS

learners

remediation


I
other teachers?
J.

Daily Lesson Log

Time
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound
C. S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives through fair testing
Objective:
Determine how temperature affects the speed of sound.

Lesson 17: EFFECT OF TEMPERATURE TO THE SPEED OF SOU
A. References
1. Teacher's Guide Pages pp. 53
3. Textbook Pages
IV. PROCEDURES
A. Reviewing previous lesson or presenting Why does sound travel faster in solids than in liquids, and faster in
the new lesson liquids than in gases (air)?
B. Establishing a purpose for the Lesson Picture Analysis:
Figure 1 shows how sound waves varies during the day and during
the night
C. Presenting examples / instances of the new Look closely the picture, any similarities and differences that
lesson you can give about the picture? Let the students point out their
answers. (answers may vary)
How about the arrow on the picture, what does it tell about sound?
Now, let us find what happens to the speed of sound when
the temperature changes? Be ready for our activity.
D. Discussing new concepts and practicing new Do the activity on Faster sound… In hotter or cooler?
skills #1 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
E. 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 giv
Discussing new concepts and practicing new the highest frequency sound?
skills #2 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 spe
of sound?

Discuss the answers in the activity given.
G. Finding practical applications of concepts and skills

Why doin daily
we hear
living
loud sound of music on a hot day than on rainy day
Making generalizations and abstractions about Temperature is a condition that affects the speed of sound. Heat, like
the lesson 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 fast
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 1 0C, the speed will beco
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.
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 sou
also increases.
One thing to keep in mind is that this formula finds the average spee
of sound for any given temperature. The speed of sound is also
affected by other factors such as humidity and air pressure.
I. Evaluating Learning Direction: Choose the letter of the correct answer.
1. How would you relate the temperature of the medium with the spe
of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel. C. Th
lower the temperature, the faster the sound travels. D. The lower th
temperature, the slower the sound travels.
2. What is the speed of the sound in air of 25 0 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 B. 50°C of water
C. 70°C of water D. 90°C of water
5. Which of the following quantities tells how hot or cold an object i

with respect to some standard?
A. Density B. Mass
C. Pressure D. Temperature

What are the properties of sound?
V. REMARKS
VI. REFLECTION

80%
learners
remediation

G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?

Daily Lesson Log

Time
DAY:
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the propagation of sound
C. S8FE-Ie-25
 Investigate the effect of temperature to speed of sound
Learning Competencies / Objectives through fair testing
Objective:
Observe how sound waves reflect and refract.

Lesson 19: PROPERTIES OF SOUND
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new

How
lesson
does the temperature affect the speed of sound?
B. 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 pleasin
sound; echoes are produce)
Presenting examples / instances of the Why do you think open field concerts are usually held during nighttim
C. new lesson (possible answer: Sound is heard well in far areas during nighttime th
daytime).
D. Discussing new concepts and practicing new Do the activity on Properties of Sound, Lesson Guide G-8 First
skills #1 Quarter pp. 74- 76
Station 1: Reflection of Sound Waves
Questions:
1. Compare the clearness of sound without the book and with the bo
as barrier.
2. What happens to the sound waves as it hits the book?
3. Draw the path of sound waves
E. 4. Give example of a reflected sound.
5. How is echo differentiated from reverberation?
Discussing new concepts and practicing Station 2: Refraction of Sound Waves

new skills #2
Questions:
1. What happens to the loudness of the sound produced by the radio

it is in front of the electric fan? Explain your answer.
2. If the radio is against the electric fan, what happens to the loudnes
of the sound? Why?
3. Sketch the direction of sound waves in the two given situations.
4. What property of sound is involved?
Finding practical applications of concepts

Use the concept of reflection and refraction to explain the pictures
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 sou
waves in such a way that the angle at which the wave approaches the surface equals the angle at which the wave leave
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 dimension
of approximately 17 meters or less. This best fits the bathroom which enhances the voice.
H. Refraction of sound on the other hand is describe as the change in speed of sound when it encounters a medium of
different density.
Making generalizations and abstractions Sound travels faster in hotter media. This change in speed of sound
about the lesson 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.
I. 1. An echo occurs when sound

A. is transmitted through a surface. B. is reflected from a distant surface.
Evaluating Learning 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
G.
Additional activities for application or C. refraction D, interference
remediation
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 refractio
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 kno
as _.
A. RADAR B. SONAR
C. MIR D. CRO
5. The technique used by bats to find their way or to locate food is

_.
A. SONAR B. RADAR
C. ECHOLOCATION D. FLAPPING
What is light?
V. REMARKS
VI. REFLECTION

80%


remediation

did these worked?

teachers?
J.
GRADES 1 to 12 School Grade Level

Daily Lesson Log
Teacher Learning Area
Teaching Date and Quarter

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of some properties and
characteristics of visible light.
The learner shall be able to discuss phenomena such as blue

B. Performance Standards sky, rainbow and red sunset using the concept of wavelength and
frequency of visible light
C. (S8FE-If-26)
 Demonstrate the existence of the color components of
visible light using a prism or diffraction grating

Write the LC code for each 1. Describe refraction.
2. Use refraction to explain apparent changes of the positions of things we see.
3. Describe the behavior of light as it travels from one medium to another.
II. CONTENT Module IV: LIGHT

Lesson 20: REFRACTION OF LIGHT RAYS
A. References
3. Textbook Pages

B. Other Learning Resource
IV. PROCEDURES

new lesson How do sound waves reflect and refract?
Light exhibits the characteristics and properties of a wave. Light tends to travel in a straight line, unless it is acted on by
some external force or condition. "What kinds of forces or
B. Establishing a purpose for the Lesson conditions can affect light, and how?" To answer this question,
start with what we can see in everyday life. from each other.
Why do our finger look swollen or big when we dip it into

C. Presenting examples / instances of the the water? Ask the students if they know the meaning of work.
new lesson Emphasize to them that the meaning /definition of work and the
one that we use in Science are quite different.
D. Discussing new concepts and practicing Activity-See Lesson Guide pp 77-78

new skills #1
E. 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
new skills #2 3. Explain the dispersion of white light. Why is the prism or water able
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?
What might account for the differences?
A. Content Standards
6. How would this indices of refraction account for the arrangem
F. Discuss the answers in the activity given

Developing mastery
G When driving on a black road on a hot day, you may see what
appear to be a puddle of water up ahead of you. But when you g
there, it is dry. Why?
What is this phenomenon called? (a mirage)
Finding practical applications of concepts and

skills in daily living
H. 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 du
change in its speed is called refraction. When light travels from a
to water, the speed of light decreases because the optical densi
water is greater than air.
Light travels in
a straight line. This is so as long as long as the medium in which

it is traveling is uniform all throughout. When light crosses a
boundary between two transparent media of different optical
densities, light bends. The bending of light due to change in its
speed is called refraction. When light travels from air to water,
Making generalizations and abstractions the speed of light decreases because the optical density of
about the lesson 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, a
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 de
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
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

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, a
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

refraction of the material. Index of refraction represented by the
symbol n is the ratio of the speed of light in vacuum and its spee
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

1.360 while air is more or less comparable to vacuum so its n is
1.000.
I. Evaluating Learning Direction: Complete each statement by supplying the correct ter
You may choose the answer from the box below.
Refraction bends towards the normal
Mirage incident ray
bends away from the normal medium
1. The bending of light when it passes obliquely from one

medium to another is known as . (refraction)
2. Refraction is the bending of light from one to anoth

(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 de

medium), its path . (bends away from the normal)
5. The phenomenon that motorists observe on hot days when th

road seems to be covered with water. (mirage)
J. Additional activities for application or remediationWhat are the different colors of light?
V. REMARKS
VI. REFLECTION

teachers?
Daily Lesson Log

Time Fi
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of some properties and

B. Performance Standards The learner shall be able to discuss phenomena such as blue sky
rainbow and red sunset using the concept of wavelength and
C. Learning Competencies / Objectives (S8FE-If-26)
Write the LC code for each  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.

Lesson 21: DISPERSION
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Describe the behavior of light as it passes from one medium to
lesson another
B. Establishing a purpose for the Lesson What do you see in the picture? Are you fond of rainbow hunting?
C. Presenting examples / instances of the new Have you ever wondered how rainbow appears in a clear sky? Ho
lesson rainbow form and what are the colors of the rainbow?
D. Discussing new concepts and practicing new skillsActivity-see

#1 Lesson Guide pp. 82-83
Discussing new concepts and practicing new skills #2 Analysis:
Part A:
1. List and arrange the observed colors according to how they
appear on the paper.
Part B.
2. Describe the position of the different colors after passing through the prism.
3. Explain the dispersion of white light. Why is the prism or water able to separate the colors of white light?
4. Compare your results in the first part with your results in the Second part. Are there any differences? What might acc
for the differences?
6. How would this indices of refraction account for the arrangement of colors of light?
(Leads to Formative Assessment 3) Discuss the answer in the activity given
G. Do you agree in the saying that “At the end of a rainbow is a pot of gold”. Why or why not.
Finding practical applications of concepts and skills in daily living
H. 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 vi
light is bent more than red
light, as can be seen with a prism. Refer to the figure below.
Making generalizations and abstractions about the lesson
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
E.
interaction of light with air and water and the boundaries betwee
I. Evaluating Learning Fill in the missing term:
1. The splitting of white light into several colors on passing throug

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? Answers:
1. Dispersion
2. After the rainstorm, when the sun comes out
3. the properties of light namely reflection, refraction ,total interna
reflection and dispersion
4. violet
5. red
J. Additional activities for application or remediation Which colors of light receives least energy? Most energy?
Explain your answer.
V. REMARKS
VI. REFLECTION



teachers?

Daily Lesson Log

Time Fi
DAY:
I. OBJECTIVES

B. Performance Standards The learner shall be able to discuss phenomena such as blue sky
rainbow and red sunset using the concept of wavelength and
C. Learning Competencies / Objectives (S8FE-If-27)

Write the LC code for each  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 ene

Lesson 22: COLORS IN RELATION TO ENERGY
A. References

3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Describe the position of the different colors after passing through
lesson prism.
B. Establishing a purpose for the Lesson Why do you think we tend objects as having fixed colors?
C. Presenting examples / instances of the new For example, an apple is red. In reality, an object’s appearance
lesson results from the way it reflects the particular light that is falling on
Under white light, the apple appears red because it tends to refle
light in the red portion of the spectrum and absorb light.
D. Discussing new concepts and practicing new Activity see Lesson Guide pp. 85-86
skills #1
Analysis:
E. Discussing new concepts and practicing new 1. Which thermometer registered the lowest temperature?
skills #2 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
5. From your answers in 3 and 4, which color of light has the leas
energy? The most energy?
Explain the following:
1. Why the sky is blue?

The sky appears blue because of the scattering of blue and viole
Finding practical applications of concepts 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.
Explain the following:
1. Why the sky is blue?

The sky appears blue because of the scattering of blue and viole
light from the sunlight in the atmosphere. Violet light is more
and skills in daily living scattered than blue light; however, our eyes are most sensitive to
blue, thus we see a blue sky.
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 sur
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
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 clo
H. 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 lowe
frequency, so red has the lowest energy. Violet has the highest frequency, so violet has the highest energy.
Making generalizations and abstractions about the lesson
Our eyes are sensitive to light which lies in a very small region of the electromagnetic spectrum labeled "visible light". Th
"visible light" corresponds to a wavelength range of 400 - 700 nanometers (nm) and a color range of violet through red. T
human eye is
not capable of "seeing" radiation with wavelengths outside the visible spectrum. The visible colors from shortest to longe
wavelength are: violet, blue, green, yellow, orange, and red. Ultraviolet radiation has a shorter wavelength than the visib
violet light. Infrared radiation has a longer wavelength than visible red light. The white light is a mixture of the colors of th
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. 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
Evaluating Learning 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
Additional activities for application or remediation Prepare a color wheel.

Please refer to LM pp. 103 – 105 for the materials and procedure
VI. REFLECTION


did these worked?


teachers?
J.
V. REMARKS

Daily Lesson Log
Teaching Date and Quarter First (Scien

Time
DAY:
I. OBJECTIVES

B. Performance Standards The learner shall be able to discuss phenomena such as blue
sky, rainbow and red sunset using the concept of wavelength and
C. 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 Infer that:

1. light is composed of colors of different frequencies and
wavelength;
2. the frequencies of the colors of light are inversely proportional
the wavelength;
3. the arrangement of colors of light shows the hierarchy of the
color’s corresponding energy.

Lesson 23: REFRACTIVE INDEX OF THE COLOR OF LIGHT
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Which colors of light has the least energy? Most energy?
lesson
B. Establishing a purpose for the Lesson Study and analyze the pictures of the stars at night.
C. Presenting examples / instances of the new lesson Do you think they have the same energy? Explain your answer.

Activity-see Lesson Guide pp. 90-91
Analysis:
Discussing new concepts and practicing new 1. Which color registered the highest frequency? shortest
skills #2 wavelength?
2. Which color registered the lowest frequency? longest

wavelength?
3. What did you observe about the wavelengths and frequencies

the different colors of light?
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 r

wavelength?
3. What did you observe about the wavelengths and frequencies

the different colors of light?
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 r

to violet?
7. How is frequency relate to energy of colors of light?
(Leads to Formative Assessment 3) 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. According to psychologists:
1. Red light/color may bring about a rise in blood pressure, respiration rate, and frequency of blinking. It excites people.
Finding practical applications of concepts 2. Blue light/color produces effects opposite to those red light;
and skills in daily living 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 betwee
wavelength and frequency — the higher the frequency, the shorter the wavelength — it follows that short wavelengths a
more energetic than long wavelengths.
H. 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
Making generalizations and abstractions Stars cooler than the Sun (below 5,000 degrees C) put out most
about the lesson 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 li
at long wavelengths. The temperature of an object is related to the wavelength at which the object gives out the most lig
E.
their light in the blue and ultraviolet regions of the spectrum.
The assessment for the day will be based on the outcome/output
the activity: the color wheel. It will be graded based of the rubric
below.
I. Evaluating Learning 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:
J. Additional activities for application or remediation Give the meaning of heat and temperature
V. REMARKS
VI. REFLECTION


Daily Lesson Log
Teacher Learning Area Physics
Teaching Date and

Time Quarter First
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of heat and temperature, a
C. (S8FE-Ig--29)
Differentiate heat and temperature at the molecular level. Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 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
resulting temperature change.
C. (S8FE-Ig--29)
Differentiate heat and temperature at the molecular level. Objectives:
Learning Competencies / Objectives 1. Distinguish between temperature and heat.
Write the LC code for each 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
resulting temperature change.
II. CONTENT Module V: HEAT

Lesson 24: HEAT TRANSFER
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the What are the three methods of transferring energy?
new lesson (conduction, convection and radiation)
Ask students to jog in place for 15 seconds.


new lesson What do you feel after performing the jogging activity?

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 4. Which container feels ‘hottest’? Which container feels ‘coolest’?
new skills #2 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 evidence best supports your answer? Within this container, which
absorbs heat? Which gives off heat?
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 4. Which container feels ‘hottest’? Which container feels ‘coolest’?
new skills #2 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 evidence best supports your answer? Within this container, which
absorbs heat? Which gives off heat?
7.In which container was there the greatest amount of heat transfer? What is the basis of your answer?
8. How are the amount of heat transferred and the change in tem
G. Finding practical applications of concepts and In a bakery, when do cookies cook faster, is it at lower temperatu
skills in daily living at higher temperature? Explain your answer.
Watch video clips about heat and temperature
www.youtube.com/watch?v=wTi3Hn09OBs
H. Making generalizations and abstractions about

the lesson
Heat is the total energy of molecular motion in a substance while

temperature is a measure of the average energy of molecular mo
in a substance. If heat is absorbed or given off by an object, its
temperature changes. If the object absorbs heat its temperature r
while if the object gives off heat its temperature decreases.
Heat is transfer of (thermal) energy between objects or places du

temperature differences.
Heat transfers from an object of higher temperature to an object o

lower temperature.
I. Evaluating Learning Direction: Read each question carefully. Choose the letter of the
correct answer.
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
put in contact with one another?
A. The hot and the cold object will become colder. B. The hot and
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.
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 hea
transferred.
B. The amount of heat transferred is proportional to the change i
temperature.
C. The amount of heat transferred is inversely proportional
to the temperature.
D. There is no relation between the heat transferred and the cha
in temperature.
J. Additional activities for application or How is temperature related to the kinetic energy of particles?
remediation
V. REMARKS
VI. REFLECTION
B.
No. of learners who require additional activities for remediation who scored below 80%


teachers?

Daily Lesson Log
Teaching Date and Quarter Fir

Time
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of heat and temperature,
C. (S8FE-Ig--29)
 Differentiate heat and temperature at the molecular level.

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.

Lesson 25: EFFECT OF TEMPERATURE ON PARTICLES OF
MATTER
A. References
3. Textbook Pages

IV. PROCEDURES
A. Reviewing previous lesson or presenting the How will you describe the transferring of heat from one body to
new lesson another?
Use the following demonstration to begin a discussion on

the effect of temperature on particle movement. Blow up a
B. Establishing a purpose for the Lesson 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
C. Presenting examples / instances of the a cold car?
new lesson 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.
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
C. Presenting examples / instances of the a cold car?
new lesson 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.
D. Discussing new concepts and practicing Activity- see Lesson Guide pp 99-101
new skills #1
1. What similarities and differences did you observe when a drop of dye was added to each container?
E. Discussing new concepts and practicing 2. In which container did the dye scatter the fastest? In which
new skills #2 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?

G. Finding practical applications of concepts and Watch the short video clip on Relation Between Temperature and
skills in daily living Molecular Movements, you my download the video on
www.youtube.com/watch?v=ZqVC10Q1jcQ, then answer the
question that follows? During hot day why do we prefer drinking
cold water than hot water?
H. Making generalizations and abstractions about If heat is added to an object, the particles of the object
the lesson 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 the

correct answer.
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
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 th
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.
Answer Key :
1. A
2. D
3. B
4. D
5. B
Additional activities for application or remediation How do temperature affects thermal expansion of some objects?
VI. REFLECTION



did these worked?


teachers?
J.
V. REMARKS

Daily Lesson Log
GRADES 1 to 12
Daily Lesson Log

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of heat and

A. Content Standards temperature and the effects of heat on the body.
C. (S8FE-Ig-29)
 Differentiate between heat and temperature at the
molecular level.
1. Define thermal expansion
2 .Determine experimentally how temperature affects thermal expansion of some objects.

Lesson 26: THERMAL EXPANSION
A. References
3. Textbook Pages

IV. PROCEDURES

new lesson How is temperature related to the kinetic energy of particles?
You are very familiar to a device called thermometer. You have most probably used this device many times. The one
B. Establishing a purpose for the Lesson commonly available in our school laboratory is the liquid
thermometer.
Why does the liquid inside the tube of the thermometer go up

C. Presenting examples / instances of the and down? Does the working principle of the mercury/alcohol
new lesson thermometer also true to most solids?
D. Discussing new concepts and practicing Activity-see Lesson Guide pp 103-104

new skills #1
E. Analysis:
Discussing new concepts and practicing 1. What happens to the height of the weight when the wire is
new skills #2 heated?
2. What factors affect the expansion of the wire?
3. Identify the effects of thermal expansion and contraction to some materials.
(Leads to Formative Assessment 3) 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
G Finding practical applications of concepts this short video www.youtube.com/watch?v=4UE_cxd7TEw for
and skills in daily living some practical application of thermal expansion used at home.
Possible answers:
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 occup
less space when cold, but additional space is needed when
temperature varies. As the liquid expands, its volume changes an
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
contraction of the material used is not similar. This concept is use
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 w
engine in a cold condition, it will spill over with the heating of eng
during operation. Thus an overflow tank is fitted that accumulates
such coolant during thermal expansion, and as engine is cooled,
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.
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

H. Making generalizations and abstractions about average molecular kinetic energy of a substance. When a
the lesson substance is heated, the kinetic energy of its molecules increase
What must happen to the temperature of a material for thermal

expansion to occur?
Factors affecting thermal expansion. Imagine that a long, thin me
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.
Evaluating Learning Direction: Read each question carefully. Then select the letter of
correct answer.
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 wa
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
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

Additional activities for application or remediation 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 o
the same metal. How can the axle be made to fit into the hole. A.
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
What is the effect of temperature change on phase changes?
V. REMARKS
VI. REFLECTION



did these worked?


teachers?
I.
J.

Daily Lesson Log
Teacher Learning Area SCIENCE

Time
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of heat and temperature a

the effects of heat on the body.
C.
(S8FE-Ig-29)
Learning Competencies / Objectives molecular level
Explain the effect of temperature change on phase changes.
C.
(S8FE-Ig-29)
Explain the effect of temperature change on phase changes.

Lesson 27: PHASE CHANGE
A. References
3. Textbook Pages

IV. PROCEDURES

new 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
B. Establishing a purpose for the Lesson 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:
new lesson 1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.
Discuss what happens at both the observable and molecular level in these scenarios:
new lesson 1. Water is placed in the freezer.
2 .Ice melts.
3. A puddle evaporates.

new skills #1 Activity-see Lesson Guide pp. 109
E. Station 1 :
Discussing new concepts and practicing 1. Why does the ice inside the container melt after sometime?
new skills #2 2. Describe the temperature of the water while the ice melting.
3 .Describe the temperature of the water after the ice has melted.
4 .Which is your dependent variable? Which is your independent

variable? (Note that the independent quantity is plotted along the
axis while the dependent quantity is plotted along the Y-axis.
5. Describe your graph
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 yo
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

home-made ice cream?
G. Finding practical applications of concepts and Ice is in solid form. Therefore, its particles are actually moving mo
skills in daily living slowly (still locked in lattice position) than those in the liquid brine
(sliding past). Any thermal energy absorbed from the cream will fi
be used to raise the temperature of the brine (which requires mor
energy to accomplish because of the solute). Once the average
kinetic energy of the molecules (aka: temperature) in the brine ha
increased enough, then they will begin to transfer energy to the ic
and it will again begin to melt. The temperature of the brine will no
increase above the melting point until all of the ice has melted (al
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

H. Making generalizations and abstractions and not into raising the temperature. That's why water doesn't
get hotter while it boils. The temperature remains constant until th
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
about the lesson 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:
Direction: Read each statement carefully and write the letter of th

best answer.
1.When a solid, liquid or a gas changes from one physical state t
another, the change is called
A. Melting B. Phase change

C. Solidification D. Freezing
I. Evaluating Learning 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. releas
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
Additional activities for application or What is heat capacity?

Remediation
Additional activities for application or What is heat capacity?
Remediation
VI. REFLECTION



did these worked?


teachers?
J.
V. REMARKS

Daily Lesson Log
Teacher Learning Area SCIENCE

Time
DAY:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of heat and temperature a

the effects of heat on the body.
C. (S8FE-Ig-29)
Objective:
Compare the heat capacities of the given liquid samples.
II. CONTENT Module V: HEAT Lesson 28: HEAT CAPACITY
A. References
3. Textbook Pages

IV. PROCEDURES
Reviewing previous lesson or presenting the Explain the effect of temperature change on phase changes.
A. new lesson
Even if the objects are at the same location they have different
B. Establishing a purpose for the Lesson 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
C. Presenting examples / instances of the walked on the sidewalk and had to jump to the grass because
new lesson the pavement was too hot for your feet? Do you think the grass
and the pavement are actually different temperatures?
D. Discussing new concepts and practicing Activity see Lesson Guide pp. 112-113
new skills #1
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. Discussing new concepts and practicing
new skills #2 3. Which liquid has a greater heat capacity? Why?

Finding practical applications of concepts and Substances that have a high specific heat capacity are suitable a
skills in daily living material for constructing kettle handlers, insulators
and oven covers, because, a high amount of heat will cause only
small change in temperature and the material won't get hot too fa
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 temperatu
of 1 gram of water by 1°C. It is expressed in the equation:
H = mc ∆T
H. Where: H is the amount of heat,

Making generalizations and abstractions C is the specific heat, and
about the lesson ∆T is the change in temperature
Different materials have different specific heat capacities. Many metals have low specific heat capacities. This makes the
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 answer.
1. The amount of heat required to raise the temperature of a body by 10C is called _?
A. Specific heat B .Heat

C. Temperature 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 B.1.5 cal/g°C

C.1 cal/g°C D.1.1 cal/g°C
I. 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
Evaluating Learning 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.
Additional activities for application or remediation C. Water has low specific heat capacity. D. The mass of the ocea
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 conductor

because of the
A. similarity between thermal and electrical properties. B. loosene
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:
1. electricity
2. electric current
3. voltage
4. ammeter
5. voltmeter
V. REMARKS
VI. REFLECTION



did these worked?


teachers?
J.

Daily Lesson Log

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of current-voltage-

A. Content Standards resistance relationship, electric power, electric energy and home circuitr
B. Performance Standards The learners shall be able to practice safety in handling electrical device
C.  S8FE – Ih-30
Infer the relationship between current and charge
Objectives:
Learning Competencies / Objectives 1. Measure the electric current and voltage in a circuit using an
Write the LC code for each 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
II. CONTENT Module VI: ELECTRICITY:

Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE
A. References
1. Teacher's Guide Pages pp. 36 – 38
3. Textbook Pages

B. 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?
Show to the students the voltmeter and ammeter and ask them if
B. Establishing a purpose for the Lesson 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 There are three quantities that you should be familiar with the study
new lesson of electricity. Let us find out in this activity
D. Discussing new concepts and practicing Do the activity on Measuring Current and Voltage Lesson Guide G-8
new skills #1 First Quarter pp. 116 -117
No. Voltage Current Voltage/Current of V I V/I

dry ( volts) ( volt/ampere cells ampere)
1
2
E. Discussing new concepts and practicing 3
new skills #2
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 cell
in the circuit.
No. Voltage Current Voltage/Current of V I V/I
dry ( volts) ( volt/ampere cells ampere)
1
2
new skills #2
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 cell
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
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 curre
(Leads to Formative Assessment 3) 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 In household wiring we use different kind of wires such as aluminum
skills in daily living 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 about

the lesson
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 acro
the conductor in units of volts. The instrument that directly measure t
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 o
directly measuring electrical resistance.
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 potent
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
Additional activities for application or 2. Fifty identical Christmas lights are connected in series and plugge
remediation 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 th

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:
Let the students answer questions on the usage of electricity in the

following places.
V. REMARKS
VI

80%

remediation

did these worked?


teachers?
J.

Daily Lesson Log

Time
DAY:
I. OBJECTIVES

C. S8FE – Ii-31
 Explain the advantages and disadvantages of series and parallel connections in homes.

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.
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.

Lesson 30: SERIES CIRCUIT AND PARALLEL CIRCUIT
CONNECTION
A. References
3. Textbook Pages

B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128
IV. PROCEDURES
A. Reviewing previous lesson or presenting Identify the three basic electrical quantities and differentiate one
the new lesson from the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Establishing a purpose for the Lesson Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.
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
C. Presenting examples / instances of the colored Christmas lights the other bulbs go off. Why?
new lesson ( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)
D. Discussing new concepts and practicing Do the activity on Series Circuit And Parallel Circuit Connection
new skills #1 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?
Discussing new concepts and practicing 2. After inserting one bulb in the circuit, what do you notice to the
E. new skills #2 brightness of the bulbs?
3. While the switch is on, what happens to the remaining bulbs after unscrewing one bulb from it?
Circuit II
1. What did you observe to the intensity of light as you turn the switch on?
Discussing new concepts and practicing 2. After inserting one bulb in the circuit, what do you notice to the
E. new skills #2 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 compa
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 Parallel Circuit
Cite advantages and disadvantages of series and parallel

connection in the following situations:
G. Finding practical applications of concepts 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 connect
in series are connected along a single path, so the same current flow
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 about A series circuit is a circuit in which resistors are arranged in a chain,
the lesson the current has only one path to take. The current is the same throug
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 th

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. Th
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
3. What happens to the intensity or the brightness of the lamps

connected in series as more and more lamps are added?
I. Evaluating Learning 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 th

figure. Both bulbs have the same..
A. current
B. voltage
C. resistance
D. voltage and current
J.
Additional activities for application or 5. In the circuit below, which two elements are connected parallel to
remediation each other?
A. A and B
B. B and C C. C and D D. A and D
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.
V. REMARKS
VI. REFLECTION

80%

remediation

did these worked?


teachers?

Daily Lesson Log

Time
DAY:
I. OBJECTIVES

C. S8 30FE – Ii – 32
 Differentiate electrical power and electrical energy

1. Define (a) electrical power and (b) electrical energy

2. Relate electrical power to energy.
3. Relate power to voltage and current
C. S8 30FE – Ii – 32
 Differentiate electrical power and electrical energy

1. Define (a) electrical power and (b) electrical energy

2. Relate electrical power to energy.
3. Relate power to voltage and current

Lesson 31: ELECTRICAL POWER AND ENERGY
A. References
1. Teacher's Guide Pages pp. 45
3. Textbook Pages

Resource (LR) portal EASE Physics. Module 7. Lesson 3 and 4
Science and Technology IV. Aquino, Remedios G.et.al. pp. 194-195

B. Other Learning Resource 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 Why parallel connection is prepared over series connection?
Let the students recall their monthly electric bill. Ask them what
B. Establishing a purpose for the Lesson 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
C. Presenting examples / instances of the energy and the length of time it is used. The rate at which an
new lesson 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.

bread toaster
2. Brainstorm ideas about the significance of the information printed

the appliances.
3. In the table given below, write down the names of the appliances a
their power ratings, uses, and power effects such as light, heat,
mechanical or sound.
Discuss the data table.
Appliances Power Use Effects
Rating (w)
1
2
3
new skills #2 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 What appliances in your home contribute most to your energy
skills in daily living consumption?
What would you suggest to lessen your electrical energy consumptio
Electric power is the rate at which electrical energy is transferred by

electric circuit. The SI unit of power is the watt, one joule per second
Electric power is usually produced by electric generators, but can als
be supplied by sources such as electric batteries.
H. Making generalizations and abstractions about Electrical energy is energy that is caused by moving electric charges
the lesson 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 un

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 hi

voltage across it, or with high current through it, it has high power or
rate of converting electrical energy to other forms.
I. Evaluating Learning 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 supp

to heat and light our homes.
3. Minimizing television viewing is not a way of saving electrical ener
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 non- heat
appliances.
J. Additional activities for application or Make a list of electrical appliances/machines which used electricity in
remediation 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.
V. REMARKS
VI. REFLECTION

80%
Did the remedial lessons work? No. of learners who have caught up with the lesson

E.
Which of my teaching strategies worked well?

teachers?
C.
Daily Lesson Log

Time
DAY:
I. OBJECTIVES

C. S8 30FE – Ii - 33
 Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home.
Describe a fuse and a circuit breaker and identify their functions in a circuit

Lesson 32: Safety in Using Electricity: CIRCUIT PROTECTORS

A. References
2. Learner's Materials Pages pp. 64-67
3. Textbook Pages

Resource (LR) portal EASE Physics, Module 7. Lessons 3 and 4
B. Other Learning Resource Science and Technology IV : Physics Textbook. NISMED.2012 pp.
174 - 175
IV. PROCEDURES
A. Reviewing previous lesson or presenting Recall from the previous lesson electrical appliances that
the new lesson contain heating element.
Let the students discuss among themselves the answers on

B. Establishing a purpose for the Lesson the question, “What do you think is the effect of electric shock in the
human body. Why is electrical safety important?
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
C. Presenting examples / instances of the connections? Today we will handle a fuse and determine its
new lesson function.
D. Discussing new concepts and practicing Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First
new skills #1 Quarter pp. 136 – 137.
Case 1
1. What two things were observed when the switch was closed?
Case 2
1. What three things were observed when a short wire was
Discussing new concepts and practicing connected as shown in the diagram?
E. new skills #2 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?
G. Finding practical applications of concepts Why is it dangerous to use copper strip or wire in place of a safety fu
and skills in daily living 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 circu
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 about A circuit breaker is an electronic circuit that will switch off the current
the lesson 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 switche
off in a much shorter time. Circuit breakers are often used to protect
user if the casing of the equipment becomes live. They break the circ
before the person using the equipment gets a near fatal shock.
Grounding is a method of giving electricity the most effect way to retu

to the service panel. The ground wire is an additional path for electric
current to return safely to ground without danger to anyone in the ev
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 brea
to trip.
An ungrounded electrical box, appliance, power tool, or extension co

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 curre
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
return to the service panel. (safe)
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 an
that reduces the chances of someone getting a shock or getting
electrocuted. (safe)

Make a research on Octopus Wiring.
V. REMARKS
VI. REFLECTION

80%

remediation

G. What innovation or localized materials did I Use or discover which I wish to share with other teachers?
TOPIC OUTLINE
GRADE 8 - SCIENCE
UNIT I. FORCE MOTION AND ENERGY
Module Number Topics Learning Competency Code

I. Forces and A. 1. Balance and Unbalanced Forces S8 FE-Ia-15/16
Motion
B. 1. Inertia S8 FE-Ia-17
2. Acceleration
3. Interaction
C. 1. Relationship of Circular Motion and S8 FE-Ia-18-19

Newton’s 2nd Law of Motion
II. Work, Power and A. 1. What is work? S8 FE – Ic - 20
Energy 2. Work : Method of Heat Transfer
3. Calculating the amount of work done.
B. 1. Relationship among Work, Power and S8 FE – Ic – 21

Energy
C. 1. Kinetic Energy S8 FE – Id – 22 - 23
2. Potential Energy
III. Sound A. 1. Propagation of Sound S8 FE – Ie - 24

2. Characteristics of Sounds
3. Properties of Sounds S8 FE – Ie - 25
IV. Colors of Light A. 1. The Visible Spectrum S8 FE – If - 26

B. 2. Dispersion of colors S8 FE – If - 27
C. 3. Refractive Index of the Color of Light S8 FE – If - 28
V. Heat A. 1. Heat and Temperature S8 FE – Ig - 29
2. Thermal Expansion: The Working
Principles of the Mercury Thermometer
3. Phase Change
4. Heat Capacity
VI. Electricity A. Ohm’s Law: Relationship among Current, S8 30FE – Ih - 30

voltage and Resistance a. Current and Voltage
b. Current and Resistance
B. Electrical Connections in homes S8 30FE – Ii - 31

a. Series b. Parallel
C. Differences between Electrical Power and S8 30FE – Ii - 32

Electrical Energy
D. Safety in Using Electricity S8 30FE – Ii - 33
Prepared by:
ROMANA GLENDA S. LAGMAY OFELIA A. MENDOZA

Bayorbor National High School Coral na Munti National High School
Presented to the Division Facilitators/Editors of Grade 8-Science:
LORYFE A. MANALO GLICERIA A. LANDICHO MARCELO B. ULARTE
Head Teacher III Head Teacher I Head Teacher III
Noted by:
MARIO B. MARAMOT
EPS I - Science
Grade 8
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erify Newton’s Law

Grade 8
Science
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ewton’s three laws of
an and implement a
. Write the LC code for each

econd Law Of Motion
6- 28
cceleration of the body

t a constant speed? What
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our daily life which shows or

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sappear?
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und the box.
Grade 8
Science
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y, kinetic energy, and elastic

ERGY Lesson 8: WHAT IS
9-30
work and the one that
s:
blackboard.
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. 29-30
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Grade 8
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GY Lesson 9: CALCULATING WORK

3-34
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student B
n student B. II. Student B
udent A is twice that of
ansferring energy?
Grade 8
Science
First ( Physics)
ial energy, kinetic energy,
GY Lesson 10: Work Is A Method Of Transferring Energy
-38
by an object?
seful things. Money
son so it can do
useful.
body to the book,
m the player’s
First Quarter pp 37-38
teracts with other
all (doing the work) and
n your answer.
n your daily life situations.
oses energy, where as

ergy transfer.
y. The body on which work
d b. A bicycle going uphill,
ct answer.
one in the system?
r
l circle
ke place when the ball is
ntial c. Both a and b
ansferred from one body
gy.
olutions.
om a height of 60 m. What
e that the reference
s raised 1.5 meters.

y.
Grade 8
Science
First (Phys ics)
ower and energy.

s
WER Lesson 11: HOW POWER-FUL AM I?
0-41
ut sport Triathlon
esson Guide Grade 8
Energy
ed Power
)
ad the highest power output?
ad the lowest power output?
done by each member of the

m the same amount of work
st/lowest power output?
be the leader of the our

d and the time it takes to do
pended, or is transferred,
d, the SI unit of power is
in less time
n more time.
in less time .
e suitcase slowly up the
ower than the boy. B. The
e power than the boy.

oy
o jet that cruises at 200 m/s

N?
W C. 20,000,000W
wer. Which is not included?

D. N.m/s 2
ergy?
Grade 8
Science
First ( Phy sics)
ct to the amount of energy
ving body.
R AND ENERGY
C ENERGY
-44
resented by the teacher.
ess? Explain your answer.

rgy with ramps, Lesson Guide Grade 8 First Quarter, pp 43-44
u think so?
essed by each car affect its
en.
day life?
ansferred from the stick to a
om
e energy that it
d as the work needed to
rest to its stated velocity.
acceleration, the body
speed changes.
ody with the greatest velocity
energy. If the velocities are
would have the highest
by the equation:
e object and v is its
mass of the object.

ma, an object is accelerated
ant net force is exerted on it.
ma)d. Assume the
As it accelerates, v 2 =
ant.
alse:
creases its
e kinetic energy of the body.
e object at rest is greater than
oubled, its kinetic energy is
e as the unit of work.

ergy.
Grade 8
Science
First (Phys ics)
kinetic energy, and elastic

RGY Lesson 13: POTENTIAL
-49
ic energy
NKyi_lzyg)
s brainstorm on what
ence concepts are involved
al more on the energy
de Grade 8 First Quarter pp 47-49

e rubber band?
toy have?
pens in a rolling toy?
ntial energy then each

he audience will
or/actress is example of
e ability of a system
structure. For example,
d energy determined by an
d while elastic potential
ential energy are the joule
potential energy is the work

he work done
is given by the equation,

’s gravitational potential
ght above the reference
und, the reference level is
sed from the table, the table
ctivity on power to
d choose the letter of the

s an example of
ional forces.
s a unit of potential energy
eters above the ground level.
0 J. B. The object's potential

ntial energy is 2.450 J. D.
.
has a potential energy of 50

the ground.
ground.
ground. C. The cat is
he cat is located 0.43 m
al and kinetic energy is

Grade 8
Science
First cs)
(Physi
e propagation of sound through solid, liquid and gas.
each
”. They may decode the
3
Quarter pp. 52-53
the tuning fork from
er to form a
motion?
objects. They are

Sound waves are about
e direction
pagate.
Grade 8
Science
First cs)
(Physi
s of air particles
F SOUND
away from you?
ow do the sound differs?
Guide G-8 First
en the blue bead is
e then expand?
the slinky?
own as the medium.

und needs a medium to
wer.
a transverse wave.
es _.
ion
e propagation
e form of
Grade 8
Science
First

OF SOUND
in gas
rter pp. 58-59 or

the reference point in a
creases?
the reference point in a

of the waves?
y occurrences.
ntensity, pitch and

gth and speed.
tion.
on and the area of
wave motion.
Pitch is the frequency
ow frequency produces
s of same common
nother.
ed to sound
D G H J I L
D DQ I N T
O O H K K QL
R D G F D H
T YC F R E
dium
(LM pp. 78)

Grade 8
Science
First (PHY SICS)
UND
ther end of the table but
r louder and more

counter the sound
ound Travel Fastest?,
gainst the wooden
be heard through
video clip on the

?v=GkNJvZINSEY)
e given to your
s for the toy
n
ns between particles;
cule, and then that
ery small, i.e.,
ases. Because they
and gases, hence

an in solids. Liquids are
s are the slowest
olids and liquids.
ion
e propagation
e propagation
on and direction of
f sound waves is known
D. CRO
ture of the medium

Grade 8
Science
First (Phys ics)
f the propagation of sound through solid, liquid and gas.
ND
TO THE SPEED OF SOUND
liquids, and faster in
during the day and during
d differences that
dents point out their
does it tell about sound?

d of sound when
r activity.
or cooler?
LM pp. 83- 84
sound?
cy, then, which cylinder gives
on frequency, then, which
f the medium with the speed

hot day than on rainy day?
speed of sound. Heat, like

es at higher temperatures
ster. Since the molecules
e quickly. The speed of
rs per second. This is faster
speed of sound in air at
se in temperature, the
At
t 1 0C, the speed will become
the equation:
m/s.
s with temperature
ed of sound varies directly

creases, the speed of sound
ula finds the average speed

peed of sound is also
and air pressure.
he correct answer.
f the medium with the speed
aster the sound travels.

er the sounds travel. C. The
nd travels. D. The lower the
sound travels.
ir of 25 0 C temperature?
325m/s
355m/s
mperature of the vibrating

?
347.8m/s
349.1m/s
ement of particles be the
50°C of water
90°C of water
how hot or cold an object is

tandard?
B. Mass
Temperature
Grade 8
Science
First (Phys ics)

f the propagation of sound through solid, liquid and gas.
ND
OF SOUND
d of sound?
e bathroom?
d wall surfaces of the
sound that create pleasing
sually held during nighttime?
r areas during nighttime that
son Guide G-8 First

t the book and with the book
hits the book?
ation?
und produced by the radio if

r answer.
at happens to the loudness
he two given situations.

plane surfaces reflect sound
e at which the wave leaves
everberation. Multiple
width and length dimensions
ncounters a medium of
nge in speed of sound

“bending” of sound
nt surface.
ay over water at night
ntly at night. D. of refraction
position and direction of

am of sound waves is known
way or to locate food is

Grade 8
Science
First ics)
(Phys
ng of some properties and
ncept of wavelength and
IGHT
N OF LIGHT RAYS
ss it is acted on by
" To answer this question, we
the meaning of work.

of work and the
y is the prism or water able to
?
account for the arrangement of colors of light?
en
day, you may see what

ad of you. But when you get
mirage)
o as long as long as the

rm all throughout.
en two transparent media
ds. The bending of light due to
. When light travels from air
because the optical density of
travels in
ng as the medium in which

When light crosses a
edia of different optical
light due to change in its
ravels from air to water,
se the optical density of
and θr is the angle of

oing ray, in the medium, and
e material, the angle of

ncidence-the light bends
asses from an optically dense
ight bends away from the
y of a material is the index of

action represented by the
ght in
dium. In symbols;
water, n is usually equal to

able to
and θr is the able of

oing ray, in the medium, and
e material, the angle of
ncidence-the light bends
passes from an
e medium, the light bends
y of a material is the index of

action represented by the
ght in vacuum and its speed
of light in material
water, n is usually equal to

able to vacuum so its n is
y supplying the correct term.
box below.
ormal
medium
sses obliquely from one

. (refraction)
m one to another.
e to a denser medium, it
to air (denser to a less dense

s away from the normal)
serve on hot days when the

(mirage)
Grade 8
Science
rst (Physics)
Fi
enomena such as blue sky,

ept of wavelength and
olor components of visible
ent colors of light and

differently when it strikes
GHT
ERSION
es from one medium to

u fond of rainbow hunting?
appears in a clear sky? How

f the rainbow?
according to how they

f white light?
erences? What might account

range, yellow, green, blue
sion is a special kind of
s the direction of light in a
volves wavelength-
est for violet light. Thus violet
refracted both as it enters
persion and total internal
nd the boundaries between them.

l colors on passing through a
e?
nswers:
mes out
on, refraction ,total internal
rgy? Most energy?

Grade 8
Science
rst (Physics)
Fi
enomena such as blue sky,

ept of wavelength and
olor components of visible
s as one goes towards the
let light has the most energy.
GHT
ATION TO ENERGY
lors after passing through the
aving fixed colors?
an object’s appearance
cular light that is falling on it.
d because it tends to reflect
and absorb light.
west temperature?
ghest temperature?
energy to pass through it?
st energy to pass through it?
color of light has the least
cattering of blue and violet

e. Violet light is more
eyes are most sensitive to
a consequence, more blue
at reaches the Earth’s surface
light depends on the size of

blue light resulting in blue
of these result in white cloud
o Violet. Red has the lowest
hest energy.
m labeled "visible light". This

nge of violet through red. The
lors from shortest to longest

wavelength than the visible
mixture of the colors of the
plain this observation?
omes from the raindrops in
_.
e materials and procedure.

Grade 8
Science
First (Scien ce)
enomena such as blue

oncept of wavelength and
d violet the most bent

encies.
nt frequencies and
are inversely proportional to
ows the hierarchy of the
GHT
F THE COLOR OF LIGHT
gy? Most energy?

tars at night.
y? Explain your answer.
equency? shortest
quency? longest
elengths and frequencies of
ducts of frequencies and
light increase from red to
esponding energies from red

people do show varied
linking. It excites people.
te to those red light;

en the relationship between
that short wavelengths are
oducing the light.
egrees C) put out most

s of the spectrum. Solid
ngth depends on the

bjects emit more of their light
ject gives out the most light.
ed on the outcome/output of
aded based of the rubric
/procedure
ors and fractional parts

olor wheel
erature
Grade 8
Physics
of heat and temperature, and the effects of heat on the body.
n terms of its temperature

nt of heat transferred and the
EAT
RANSFER
energy?
tivity?
er?
er feels ‘coolest’?
hotness or
hin this container, which

ed and the change in temperature of water related?
er, is it at lower temperature or

swer.
erature
OBs
otion in a substance while

e energy of molecular motion
ven off by an object, its
orbs heat its temperature rises
perature decreases.
ween objects or places due to
temperature to an object of
. Choose the letter of the
nsferred from one thin to

erences between things?
m _.
C. cold to hot
ture D. both A and
surrounding
ounding
en when a hot and a cold are
me colder. B. The hot and the
while the hot object will
er while the hot object
ed and the change in
ely proportional to the heat
oportional to the change in
inversely proportional
at transferred and the change

energy of particles?
Grade 8
Science
Fir st (Physics)
of heat and temperature, and the effects of heat on the body.

AT
URE ON PARTICLES OF
eat from one body to
setting at the balloon, and
s the temperature
is heated.
?
e fastest? In which
f water moving fastest?

ving slowest?
eed of the particles?
etic energy of particles?
Between Temperature and

ad the video on
1jcQ, then answer the
hy do we prefer drinking
es of the object
er. Since temperature is
ain in kinetic energy would
nversely, if heat is
it loses kinetic energy, its
mperature decreases.
. Choose the letter of the
ncreases, the average

.
ement of particles be the
0C of water
0C of water
f the water, the greater the
an object is with respect to
e when measuring the

er?
to get the temperature
contact with any side of the
efore getting the
the glass container to get

pansion of some objects?
Grade 8
Science
First (Phys ics)
body.
EAT
EXPANSION
of particles?
times. The one
ratory is the liquid
he mercury/alcohol
n the wire is
or you may watch

v=4UE_cxd7TEw for
used at home.
of Thermal expansions?
he concept of thermal
en railway tracks as an
mperature increases,
ed to include expansion
ing one end and resting
y that contains liquid, the

rature varies. Liquid occupy
ace is needed when
ds, its volume changes and
calibrated to show the
ng banned to be used in
h hazards.)
meter possess co-efficient

r expansion with a rise in
bend since the expansion or
imilar. This concept is used
so used in systems of
nt is filled in the radiator with
er with the heating of engine
k is fitted that accumulates
and as engine is cooled, it
heat transfer. It does not

ometer. In fact, it applies
solid, a liquid, or a gas.
es it work? Thermal
change in volume in
hrough heat
onic function of the

ubstance. When a
of its molecules increases.
of a material for thermal
agine that a long, thin metal

amount by which it
original length, the

heat) properties of the
. Then select the letter of the
of a pot of jam. He finds

s been held under hot water
is?
ct when it undergoes a
ange. D. both B and C
bjected to a change in
he change in temperature.
all of these.
epends on
s.
D. condensation
in a wheel that is made of

made to fit into the hole. A. by
el
eel
e on phase changes?
Grade 8
SCIENCE
First (Phys ics)
of heat and temperature and

EAT
CHANGE
age on the Purdue
otion.
r sometime?
e ice melting.
Which is your independent

uantity is plotted along the X
tted along the Y-axis.
able as the other variable

er from the graph?
e you noticed between your

tion 2?
e in the preparation of
es are actually moving more

an those in the liquid brine
rbed from the cream will first
brine (which requires more
olute). Once the average
mperature) in the brine has
to transfer energy to the ice,
perature of the brine will not
ll of the ice has melted (all
ange before increasing
sually causes a
G the phase change, the
gh the heat energy
o changing the phase

at's why water doesn't
e remains constant until the
tate, or phase, of matter to

change of
ne a change of phase. For

aporates and becomes
with a change of
mes into the material

at comes out of the
er, although the heat
temperature does not.
y and write the letter of the
from one physical state to
liquid state it
stant temperature B.
tant temperature C. releases
reases
ually
dings
id changes to a liquid.
ation
ation
uid becomes a solid.
ion
tion
Grade 8
SCIENCE
First (Phys ics)
of heat and temperature and

PACITY
e changes.
a swing set? How does it
the grass because

think the grass
?
eat capacity are suitable as a

, insulators
unt of heat will cause only a
aterial won't get hot too fast!
t capacity (c) is used, and
eat to raise the temperature

capacities. This makes them
d so it takes a long time to
of its high specific heat
?
?
. D. The mass of the ocean
ase the temperature of a

lled .
ature D. heat capacity
s and electrical conductors
ical properties. B. looseness
high elasticity of metals.
bout heat capacity is
ne object to another
external energy
se the temperature of a
ly within an object
Grade 8
Science
First (Phys ics)
energy and home circuitry.
handling electrical devices.

uit using an
ICITY:
HIP AMONG CURRENT,
STANCE
16 - 120
city?
m how to use and connect
amiliar with the study
age Lesson Guide G-8
n the circuit, three dry cells

current, what is the shape of
id you obtain? What does
creases when the voltage

nly proves that current is
vs. I gives a straight line
gure below.
y proportional to the current
e slope of the V
R, of the circuit, so
istance is
f wires such as aluminum,

prepare to use copper for
ance than aluminum for

for household circuits)
a conductor between two

across the two points.
the resistance, one arrives
scribes this relationship:
or in units of amperes. The
The ammeter is the
he voltage measured across
ent that directly measure this
the flow of electrons in the
an ohmmeter is one way of
answer.
s correct?
ith a specific potential
ays decreases the potential
al difference
nt
ends on the potential
ected in series and plugged
age across each light bulb.

. 220V
as a current of 1.5A
f the wire?
ms
d, what would happen to the
piece of wire of
volts
usage of electricity in the

Grade 8
Science
First (Phys ics)

ICITY:
PARALLEL CIRCUIT
N
21- 128
d differentiate one
be tasked to explain their
Why?
he bulb of the
ircuit Connection
do you notice to the

ulbs?
bulb from it?

cuit II. How do you compare
ness of each bulb change?
were the other bulbs

pare to that in step 3?
ircuit and a parallel circuit.

w.
lel Circuit
es and parallel
ronic circuit can be

simplest of these are
ntly. Components connected
h, so the same current flows
s connected in parallel are
o each
s are arranged in a chain, so
current is the same through
rcuit is
alues of the individual
istors are arranged with their

onnected together. The
some flowing along each
branches meet again. The
he same.
_.
oes out?
ne goes out
ghtness of the lamps

ps are added?
icted
o the outlet as shown in the

are connected parallel to
earch activity. Make a

R. Kirchhoff regarding
hey were able to come up
Grade 8
Science
First (Phys ics)
2
ICITY:
ER AND ENERGY
nnection?
ric bill.
te at which an
nput. Power input is
of the information printed on
names of the appliances and

s such as light, heat,
Effects
gh power rating?
ower rating of appliances?
about power rating and the
pliances like flat iron,
gy?
ent (I).
most to your energy
ectrical energy consumption?
l energy is transferred by an
watt, one joule per second.
ric generators, but can also
tteries.
y moving electric charges.

is a form of kinetic energy.
the more electrical energy
d or needed in operating
er rating of the devices.
is done per unit time. In
d as the work done per unit
harge passing through a
the product of current and
o power. Appliance with high

gh it, it has high power or
forms.
tatement is incorrect,
ake the statement correct.
d, the power also doubles.
nergy from the mains supply
y of saving electrical energy.
give low electrical energy
and electric stove draw

cal energy than non- heating
es which used electricity in
and a way to conserve or

Grade 8
Science
First (Phys ics)
y devices in the home.
it
ICITY:
CIRCUIT PROTECTORS
book. NISMED.2012 pp.
al appliances that
f electric shock in the
needed in your electrical

determine its
de Grade 8 First
ng of current in the wire in

wire in place of a safety fuse that blows out?
danger in electricity?
s that 'break' if the current
ll melt and break the circuit if

cker the wire the more
the 'rating' of the fuse. The
nd the equipment.
will switch off the current if it

perate much more quickly
ause the current is switched
are often used to protect the
es live. They break the circuit
s a near fatal shock.
the most effect way to return

additional path for electrical
anger to anyone in the event
would cause the current to
se to blow or a circuit breaker
ower tool, or extension cord

o ground, except through
ment is true and
ces that 'break' if the current

t will melt and break the
hrough it. (danger)
ty the most effect way to
d frequently. (danger)
evices, and service panel

easiest path to ground and
ng a shock or getting
ency Code
23

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GRADES 1 to 12 School Bilaran National HS Grade Level Grade 8

Daily Lesson Log

Teaching Date Quarter First

A. Content Standards  The learner demonstrates understanding of Newton’s three laws of m

II. CONTENT Module I: FORCES AND MOTION

III. LEARNING RESOURCES

1. Teacher's Guide Pages pp. 5 - 8

2. Learner's Materials Pages pp. 3 - 6

4. Additional Materials from Learning

Lesson Guide Science 8 (First Quarter- pp. 1-5)

B. Other Learning Resource https://www.google.com.ph/search?

B. Other Learning Resource https://www.google.com.ph/search?

1. Force is needed to stop an object.

Analyze the pictures (to be presented on the television screen) (can

B. Establishing a purpose for the Lesson

D. Discussing new concepts and practicing

Presentation of the output per group/ Processing:

F. 1. Is the pen at rest or in motion?

1. Is the book at rest or in motion?

G. Since friction is a resistance force that slows down or prevent motion,

1. A book is at rest on top of a table. Which of the following is correct?

2. Which of the following situations involves friction?

I. A. A bicycle rolling down a hill

4. Which is the best example of gravity?

5. How does Earth ‘s gravity affect objects near Earth?

A. No. of learners who earned 80% in the evaluation

C. Did the remedial lessons work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did

GRADES 1 to 12 School Grade Level Grade 8

Teaching Date Quarter First (Ph

The learner demonstrates understanding of Newton’ three laws of

The learner shall be able to develop a writer plan and implement a

Learning Competencies / Objectives

1. Describe the conditions when two forces balance

II. CONTENT Module I: FORCE AND MOTION

III. LEARNING RESOURCES

1. Teacher's Guide Pages pp. 5 - 8

2. Learner's Materials Pages pp. 3 - 6

4. Additional Materials from Learning

C. Presenting examples / instances of the

D. Discussing new concepts and

1. When the cardboard is at rest, how do the magnitudes and directions

Making generalizations and abstractions

The following ideas must be realized by the students:

If two forces acting on an object are equal in magnitude but opposite in

 If the forces acting on an object are unbalanced, the motion of the

If two forces acting on an object are equal in magnitude but opposite in

 If the forces acting on an object are unbalanced, the motion of the

1. refers to when a force is equal and opposite.

3. If two forces are acting on an object they are equal in magnitude

c. In what direction will the barge move?

J. Additional activities for application or 1. define what inertia is.

A. No. of learners who earned 80% in the evaluation

No. of learners who continue to require

E. Which of my teaching strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did

Teaching Date Quarter First

A. Content Standards The learners demonstrate an understanding of Newton’s three laws