1

SCIENCE LEARNING
ENHANCEMENT MATERIALS (SLEM)
IN
GRADE EIGHT PHYSICS

MRS. HELEN GRACE L. CABALAG

M. B. Asistio Sr. High School
 2

TABLE OF CONTENTS
NO. TITLE TOPIC Subtopic PAGE NO.
1 Newton’s Laws Laws Law of Inertia 4-13
2 of Motion Of Law of Acceleration
3 “Wherever you Motion Law of Interaction
move, we’ll be
there!”
4 Let’s Work Work or No Work 14-24
5 WORK and Problem Solving about Work
6 it Power Work and Power
out!
7 Potential and Kinetic Energy 25-34
8 I have the Amount of Energy Possessed
POTENTIAL, I Energy by a Body
9 am always on Problem Solving about
the GO! Potential and Kinetic Energy
10 Speed of Sound in Different 35-44
Mediums
11 It SOUNDs Sound Effect of Temperature to the
great! Speed of Sound
12 Problem Solving about Speed
of Sound
 3

13 LIGHTs, Light Refraction & Dispersion 45-51

14 Camera, Hierarchy of Colors of Light
Action!
15 If it gets Heat Heat and Temperature 52-60
16 HOTTER, beat Effects of Heat on Matter
17 the HEAT! Heat Capacities of Materials
18 Current and Voltage 61-71
19 SPARKS can Current and Resistance
20 turn you on! Electricity Series and Parallel
21 Ohm’s Law in Series and
Parallel
4
 5

MATTER OF FACT Newton’s Laws of Motion

Why do we tend to move forward when the driver steps on the brakes? Why is it hard to
push an overloaded cart than an empty one? Why is it that moving rockets in the sky have burning
gases in its tail? All these questions can be answered by understanding the laws of motion.
Newton's laws of motion formulated by Sir Isaac Newton are three physical laws that,
together, laid the foundation for classical mechanics. They describe the relationship between a
body and the forces acting upon it, and its motion in response to those forces. More precisely, the
first law defines the force qualitatively (LAW OF INERTIA), the second law offers a quantitative
measure of the force (LAW OF ACCELERATION), and the third asserts that a single isolated
force doesn't exist (LAW OF INTERACTION).

HIT THE TARGET

LEARNING COMPETENCIES
1. investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion;
Code S8FE-Ia-15
2. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; Code S8FE-Ia-16

Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following objectives:
1. determine whether forces are balanced or not;
2. solve problems using the equation F = ma; and
3. identify the action and reaction forces in a given situation.
 6

PRACTICE MAKES
#1 Balanced or Unbalanced?
PERFECT
Direction : Examine the forces in each example. Then, determine the magnitude of the given
forces and its direction. Next, compute for the net force. Then, identify whether the forces are
balanced or not. Finally tell the effect of this net force on the object’s motion (whether the
object will move to the right, move to the left or not move).

Forces can be balanced or (First & second examples were already done for you.)
unbalanced. Example Force 1 Force 2 Net Balanced or Effect on
and its and its force Unbalanced Object’s
direction direction Motion
Balanced forces - forces
acting on an object that result 5 N, left 5 N, right 0 Balanced Will not move
to a net force equal to zero.
This causes no change in an
object’s motion.
5 N, left 10 N, 5 N, Unbalanced Will move to
right right the right
Unbalanced forces –
forces acting on an object that
result to a net force not
equal to zero. This causes
the object to move. ________ ________ ______ ________ ________
Note: To determine the net force,
simply ADD the forces that act in
the same directions and
SUBTRACT the forces that act in ________ ________ ______ ________ ________
opposite directions. The direction
of the object’s motion after the
interaction takes the direction of the
greater force.
 7

CHALLENGE YOUR #1 May the NET FORCE be with you!

KNOWLEDGE

One of the games participated by two Filipino tribes is the TUG-OF-WAR. Use the
Student’s Notes information in the illustration to answer the questions that follow.

What I already know about this IFUGAO TRIBE

page

What I learned from this

page 750 N
500 N

LUMAD TRIBE

What I still want to know about 1. WHAT IS THE AMOUNT OF FORCE EXERTED BY THE IFUGAO
this page TRIBE? DIRECTION OF THE FORCE?
2. WHAT IS THE AMOUNT OF FORCE EXERTED BY THE LUMAD
TRIBE? DIRECTION OF THE FORCE?
3. ARE THE FORCES BALANCED OR NOT?
4. WHAT IS THE AMOUNT OF NET FORCE?
5. WHAT IS THE DIRECTION OF THE NET FORCE?
 8

PRACTICE MAKES #2 your MA is a Force

PERFECT
Problem-Solving involving the Law of Acceleration can be a confusing task…
Here’s a way to help you remember…
Force = mass x acceleration

Newton’s Second Law of

Motion states that: Force
“Acceleration is directly
proportional to the force acceleration
mass
applied and inversely
proportional to mass”:

In equation form, From this pie graph relationship, two other important relationships can be derived:
mass = Force / acceleration
F = ma acceleration = Force / mass
Using the pie graph, compute for the force exerted to a 10-kilogram box to
where:
accelerate it to 5 m/s2.
F = force expressed in
Newtons, (N)
m = mass expressed in Force = mass x acceleration
kilograms (kg) F = ma
a = acceleration expressed in F = (10 kg) (5 m/s2)
meter per square second (m/s2) ? F = 50 kg.m/s2
F = 50 N
Note: 1 kg.m/s2= 1 N 10 kg 5
m/s2
 9

PRACTICE MAKES
PERFECT #2 Try this…
Complete the pie graph by solving for the unknown quantity.

1. A net force of 10 N acts 2. How much horizontal net

3. An object with a force of
on a box which has a mass force is required to
12 N on it is accelerating at
of 2 kg. What will be the accelerate a 1000 kg car at 2
4 m/s2. What is the mass of
acceleration of the box? m/s2?
the object?

10 N ? 12 N

2 kg 1000 2 4
? kg m/s2 ? m/s2
? ?

4. An object with a mass of 5 kg

experiences a force of 20 N. What is 5. An object has a mass of 10 kg and
the acceleration of the object? an acceleration of 3 m/s2. What is
the force on the object?

20 N
?
5 kg ? 10 kg 3
m/s2
?
 10

CHALLENGE YOUR
KNOWLEDGE #2 F = ma
Student’s Notes Solve the ff. problems. Cross out your answer from the choices A, B, and C.

Question Problem A B C
What I already know about this 1 A pig with a mass of 150 Kg accelerates 15 2250 N 15 N 165 N
page m/s2 when an unknown force
is applied to it. What is the amount of the
force?
2 A tin can used in a tumbang preso 0.2 Kg 5 Kg 6 Kg
accelerates 5.0 m/s2 when a force of 1.0
Newton is applied to it. What is the mass of
What I learned from this the tin can?
page 3 A palo-china wooden pallette with a mass of 5 m/s2 0.2 m/s2 500 m/s2
10 Kg is pushed with a 50 Newton amount of
force. What is the resulting acceleration of
the palo-china?
4 A horse pulled the kalesa with a 200-Newton 8000 Kg 5 Kg 50 Kg
What I still want to know about of force and accelerates it to 40 m/s2. What is
this page the mass of the kalesa?

5 A Cebu Pacific plane that slid off the runway 0.08 m/s2 125 m/s2 12.5 m/s2
at Manila airport was removed from the
muddy spot where it had been stuck for more
than a day. If the mass of the plane is 8000
Kg and the amount of force exerted to the
plane is 100,000 Newton, what is the
acceleration of the plane?
 11

PRACTICE MAKES
#3 EQUAL but OPPOSITE
PERFECT
Direction : One of the forces in the interaction is described; describe the other force in the
action-reaction force pair.

(First situation is a hint for you.)

Interaction Action force Reaction force

Newton’s Third Law of In Luksong Baka, the The back of the boy pushes the
Motion states that… hands of the girl pushes hands of the girl in an upward
the back of the boy in a direction.
downward direction.
“For every action, there
is an equal but opposite
reaction”.
. In Tumbang Preso, the -
*One force is called the slipper pushes the tin can
action force and the other ______________________________
rightwards.
is the reaction force.
*They are equal in
strength and opposite
direction.
*In every interaction, the In Sipa, the foot of the
forces always occur in boy pushes the “pato”
pairs. ______________________________
upwards.
 12

CHALLENGE YOUR #3 ACTION = REACTION

KNOWLEDGE

Student’s Notes Determine the action and reaction forces in the ff. situations.

What I already know about this

page

2. pulling of trigger
What I learned from this 1. pushing the wall
page Action Force:
Action Force: the man _______________________
pushes the wall Reaction Force:
Reaction Force: _______________________
_______________________
What I still want to know about
this page 3. Playing “Palayok”
game

Action Force:
_______________________
Reaction Force:
_______________________
 13

CREDITS TO:

www.physicsclassroom.com
http://asiaphotostock.com/itemimages/tug23686.jpg
https://assets.rappler.com/7FC69E9DFDBB45C1A184E12502954037/img/2964C2BF06F649828A715C5B4DAD05C9/TribalGames-Tug_of_War-13.jpg
https://en.wikipedia.org/wiki/Newton%27s_laws_of_motion
http://jh.gatesvilleisd.org/ourpages/auto/2015/3/10/54832281/wkst-newtons_second_law_problems.pdf

https://ph.images.search.yahoo.com/search/images;_ylt=AwrxhZWndVtaaUkACKK1Rwx.;_ylu=X3oDMTBsZ29xY3ZzBHNlYw
NzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDMjExNDczNDAwNQRfcgMyBGFjdG4DY2xrBGJjawM4b3ZmZDk5YzlkbTRyJTI2YiUzRDQlMjZkJTNEOU9fSTcyeHRZ
RkZGbTN3QWxPcV9rNFZvNHhwaENnLS0lMjZzJTNEODYlMjZpJTNEMHd3SWFvQV9oNzYyLlJJUXZWSHIEY3NyY3B2aWQDM
mV5WU1ERXdMaktNZmUxS1dKYlltd01JTVRFeUxnQUFBQUFRQTdyaQRmcgN5ZnAtdARmcjIDc2EtZ3AEZ3ByaWQDRGVOcUR0
R0pTUk9uUXFzV0ludm1xQQRtdGVzdGlkA251bGwEbl9zdWdnAzAEb3JpZ2luA3BoLmltYWdlcy5zZWFyY2gueWFob28uY29tBH
BvcwMwBHBxc3RyAwRwcXN0cmwDBHFzdHJsAzI0BHF1ZXJ5A3B1c2hpbmcgdGhlIHdhbGwgY2xpcGFydAR0X3N0bXADMTUx
NTk0MzM0NgR2dGVzdGlkA251bGw-
?gprid=DeNqDtGJSROnQqsWInvmqA&pvid=2eyYMDEwLjKMfe1KWJbYmwMIMTEyLgAAAAAQA7ri&p=pushing+the+wall+cli
part&fr=yfp-t&fr2=sb-top-ph.images.search.yahoo.com&ei=UTF-
8&n=60&x=wrt#id=4&iurl=http%3A%2F%2Fwww.clipartkid.com%2Fimages%2F346%2Flean-your-body-towards-the-wall-
with-your-hands-touching-the-wall-I5k8UQ-clipart.jpg&action=click
https://www.google.com.ph/search?dcr=0&biw=1366&bih=613&tbm=isch&sa=1&ei=LnpbWpjlC4Ga0gTOuLzwCg&q=findin
g+the+net+force+clipart&oq=finding+the+net+force+clipart&gs_l=psy-
ab.3...21024.30834.0.31264.31.24.0.6.6.0.269.3205.0j17j3.21.0....0...1c.1.64.psy-
ab..5.18.2117.0..0j0i67k1j0i24k1j0i30k1.122.oHSytZvD5xI#imgrc=XEVUPckqhRBFQM:
https://www.google.com.ph/search?dcr=0&biw=1366&bih=613&tbm=isch&sa=1&ei=inpbWrPJM4ue0gSy1ILAAg&q=pushing+th
e+wall+clipart&oq=pushing+the+wall+clipart&gs_l=psy-
ab.3...46333.50983.0.51602.24.23.0.1.1.0.216.2686.0j17j1.18.0....0...1c.1.64.psy-
ab..5.13.1737...0j0i67k1j0i8i30k1j0i30k1.0.9atmXhenq30#imgrc=GvWq7Db8XHzbmM:
 14

Let’s

it out!
 15

MATTER OF FACT Work

In Layman’s term, work is defined as something that involves mental or physical effort used as a means of earning income. How tiring!!!!

In Physics, Work is defined as the product of force applied and the distance covered by the
object upon the application of the force. Therefore, Work is only considered to be done when a
force is applied to the object and this force causes the object to move in the same direction as the
applied force.

Imagine that you are holding a brick above the ground. Your arm is straight out in front of you and it's pretty tough to hold. Slowly, your arm
gets tired, the brick feels heavier and heavier, and you finally have to stop to let your arm rest. Even though you put forth a lot of effort to hold the brick
up, did you do any work on the brick? Nope. The brick didn't move. No work was done if no movement happened. If you lifted the brick again after
your arm had rested, that would be work.

HIT THE TARGET

LEARNING COMPETENCIES
1. identify situations in which work is done and in which no work is done;
Code S8FE-Ic-20
2. describe how work is related to power and energy; Code S8FE-Ic-21

Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following objectives:
1. determine whether work is done or not in a given situation;
2. compute for the amount of work done; and
3. relate work to power.
 16

PRACTICE MAKES
#1 One is Not Enough!
PERFECT
Direction : Draw an arrow to indicate the direction of the force applied to the
object and the direction of the object’s motion. Then tell whether work is
done or not by placing a check or x sign . First illustration was already done
for you…
Conditions for work to be
done….

1. A Force should be applied

on the object.

2. The force applied must

cause the object to move.

3. The direction of the

movement of the object
should be in the same
direction as the applied
force.

Note: All conditions must be met in

order for work to be considered
done…
 17

CHALLENGE YOUR
#1 Is Work Being Done or Not?
KNOWLEDGE
Study the following situations and tell whether work is
Student’s Notes done or not by checking the assigned smiley.

What I already know about this

page

WORK WORK

NO WORK NO WORK
1. 2.
What I learned from this
page

WORK WORK

What I still want to know about

this page NO WORK NO WORK
3. 4.

WORK

NO WORK
 18

PRACTICE MAKES #2 How big is your work?

PERFECT

To calculate the amount of work done, here’s a T- way to help you remember…
Work = Force x displacement

Work
.
Force displacement
The work done on an object by
an applied force is defined as
the product of the magnitude of From this relationship, two other important relationships can be derived:
the force and the displacement. Force = Work / displacement
displacement = Work /Force
In equation form,
Example:
W = Fd Compute for the work done if 10 Newtons of force is exerted to a box to move it
2 meters.
where:

W = work expressed in Joule (J)

F = force expressed in Newton, Work = Force x displacement
(N) ? W = Fd
d = displacement expressed in
meter
10 N
2m W = (10 N) (2 m)
Note: 1 N.m= 1 J W = 20 N.m
W = 20 J
 19

PRACTICE MAKES #2 Try this…

PERFECT

Complete the table by filling in the missing data.

1.
WORK FORCE DISTANCE
(J ) (N) (m)
2 10
123 5
25 11

2.
WORK FORCE DISTANCE
(J ) (N) (m)
150 5
750 15
300 12

3.
WORK FORCE DISTANCE
(J ) (N) (m)
420 28
720 180
154 11
 20

CHALLENGE YOUR #2 How much is the Work

KNOWLEDGE done?

Compute the amount of work done in each situation below.

Student’s Notes
1. A farmer uses 50 N of force to push a carabao to 2 meters.
2. A girl is playing “Siato” and exerts 10 N of force to move the “pato” 5
What I already know about this meters high.
page 3. Angel Locsin, a 900N mountain climber scales a 100m cliff.
4. A gardener pushes a lawn mower with a force of 10 Newton. The lawn
mower moves by 2 meters.
5. A child is pulling a trolley with 2 N of force. The trolley move 0.5
meters after the application of force.
What I learned from this
page

What I still want to know about

this page
 21

PRACTICE MAKES #3 How fast do you work?

PERFECT
To calculate the rate of doing work, here’s a triangular- way to help you
remember…
Power = Work / time

Points to ponder:

Power is the term for how fast

work is done. It is the rate at
which work is done. From this relationship, two other important relationships can be derived:
Work= Power x time
In equation form: time = Work / power
Power = Work / time This relationship also tells us that THE FASTER YOU DO YOUR WORK, THE
GREATER IS YOUR POWER.
where:
P = power expressed in Joule
per second (J/s) or Watt (W) Example:
W = work expressed in Joule, What is the power of a girl who exerted 500 Joules of work in 10 seconds?
(J)
t = time expressed in second Power = Work / time
(s) P = W/t
P = 500 J/ 10 s
Note: 1 J/s= 1 W P = 50 J/s
P = 50 W
.
 22

PRACTICE MAKES #3 Try this…

PERFECT

Calculate the power expended when a 500-Joules of work is done to a barbell and lifted it in
two different time conditions, first is 5 seconds and the other one is 10 seconds.

Which of the two exerts a greater power?

(Encircle your answer.)

Complete the statement. (Hint: ANSWERS ARE ADJECTIVES)

The _________ the work is done, the _____________ the power.

 23

CHALLENGE YOUR
KNOWLEDGE #3 Work vs. Power
Student’s Notes Solve the ff. problem. Then encircle your answer from the illustrations
that follow.

Two students, Will and Ben are in the weightlifting room. Will lifts
the 100-Newton barbell 5 meters over his head for one minute. Ben
What I already know about this
page lifts the 100-Newton barbell 5 meters over his head for one second.

1. Which student does the most work? 3. Explain your

answers.
What I learned from this __________________
page __________________
__________________
__________________
2. Which student delivers the much power? __________________
__________________
What I still want to know about __________________
this page
 24

CREDITS TO:

www.physicsclassroom.com
www.sciencespace.glencoe.com
http://www.physics4kids.com/files/motion_work.html
www.Dreamstime.com
Emaze.com
www.tmc,rmutt.ac.th
Clipart.review.com
Alltaskstraducoes.com
clipartOf.com
shutterstock.com
123rf.com
https://ph.images.search.yahoo.com/search/images;_ylt=AwrxhZVW2llaxlYApmi1Rwx.;_ylu=X3oDMTBsZ29xY3ZzBH
NlYwNzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDMjExNDczNDAwNQRfcgMyBGFjdG4DY2xrBGJjawM4b3ZmZDk5YzlkbTRyJTI2YiUzRDQlMjZkJTNEO
U9fSTcyeHRZRkZGbTN3QWxPcV9rNFZvNHhwaENnLS0lMjZzJTNEODYlMjZpJTNEMHd3SWFvQV9oNzYyLlJJUX
ZWSHIEY3NyY3B2aWQDdFNaSzBERXdMaktNZmUxS1dKYlltd0prTVRFeUxnQUFBQUNMei54VgRmcgN5ZnAtdAR
mcjIDc2EtZ3AEZ3ByaWQDUi5ManBIUVlTa3VtWmZaa0NlYlA3QQRtdGVzdGlkA251bGwEbl9zdWdnAzAEb3JpZ2lu
A3BoLmltYWdlcy5zZWFyY2gueWFob28uY29tBHBvcwMwBHBxc3RyAwRwcXN0cmwDBHFzdHJsAzMwBHF1ZXJ5A
21hbiBsaWZ0aW5nIGEgYmFyYmVsbCBjbGlwIGFydAR0X3N0bXADMTUxNTgzODA1OQR2dGVzdGlkA251bGw-
?gprid=R.LjpHQYSkumZfZkCebP7A&pvid=tSZK0DEwLjKMfe1KWJbYmwJkMTEyLgAAAACLz.xV&p=man+lifting+a+barbel
l+clip+art&fr=yfp-t&fr2=sb-top-ph.images.search.yahoo.com&ei=UTF-
8&n=60&x=wrt#id=137&iurl=http%3A%2F%2Fcliparts.co%2Fcliparts%2F8TA%2F6Bn%2F8TA6Bn9Ec.jpg&action=click
25
 26

MATTER OF FACT Potential & Kinetic Energy

A car parked along the side of the road gets damaged when a heavy rock from a building under construction falls on it. Why is this so? What
causes the car to be damaged?
Well, it is simply because of energy possessed by the rocks. Energy is defined as the ability
to do work. There are different forms of energy. Some of the energy can be possessed by the object
because of its motion or position. An object resting on top of a table is said to have potential energy
while an apple falling from a tree possessed kinetic energy.

Do you know that when you go to Star City and ride the roller coaster, there is a transformation from potential energy to kinetic energy and vice
versa? The roller coaster has potential energy because of its position relative to the ground. As it moves upward this potential energy is converted into
kinetic energy until it reaches the highest peak. At the highest point, where you got thrilled when it suddenly stops the kinetic energy becomes zero
because it is converted to potential energy at its maximum. The potential energy decreases as it once again moves downward causing an increase on the
kinetic energy. The energy transformation continues, as the whole ride of fun continues.

HIT THE TARGET

LEARNING COMPETENCIES
1. Differentiate potential and kinetic energy;
Code S8FE-Id-22
2. Relate speed and position of object to the amount of energy possessed by a body;
Code S8FE-Id-23
Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following objectives:
1. Identify whether a body possessed potential or kinetic energy in a given situation;
2. Compare the amount of energy possessed by the body relative to the speed and its position; and
3. Calculate the amount of potential and kinetic energy possessed by a body.
 27

PRACTICE MAKES
#1 To move or not to move!
PERFECT
Direction : Identify whether the body on each diagram possesses Potential or
Kinetic energy. Write your answer on the space provided.
Number 1 was already done for you.

1. Potential energy is a form

of energy possessed by the 1. A man standing on top 2. Tricycle on the go!
object due to its position or of the mountain
state.
Potential Energy

2. Kinetic energy is a form

of energy possessed by the 3. A running boy
object due to its movement.

4. A bow to be
released by an archer
5. Books on the shelves
 28

CHALLENGE YOUR
KNOWLEDGE #1 Is it PE or KE?

Student’s Notes Tell whether the energy associated in each given

What I already know about this situation is potential or kinetic. Encircle the icon
page

if it is potential and if kinetic.

What I learned from this

page 1. An apple on a tree.

2. An athlete running in a race.

What I still want to know about
this page
3. A cat chasing a running mouse.

4. Birds resting on the branch of a tree.

5. A man climbing up the wall.

http://keywordsuggest.org/gallery/635508.html
https://imgkid.com/smiley-face-png-icon.shtml
 29

PRACTICE MAKES #2 How great is the Energy?

PERFECT
Answer the questions by using your knowledge on the relationship of energy to the
position of the object and on its mass and speed.

1. When a book falls into the boy. Which will make the boy more hurt? A book who
fell from the 2nd layer of the shelf or the from the 3rd layer of the shelf?
Potential energy depends on (Note: The books have identical masses).
the mass and the position of the
object. The heavier and the
higher the position of the body
the greater its potential energy.

In equation form,

PE = mgh

Kinetic energy depends on the

mass and the velocity of the 2. A bullet fired from a gun vs. a moving train. Which do you think can caused
object. The heavier and the greater damaged because of the energy it possessed?
faster the motionn of the body
the greater its kinetic energy.

In equation form,

KE = ½ mv2

http://www.mwit.ac.th/~physicslab/applet_04/physics_classroom/Class/newtlaws/u2l4a.html
https://www.gograph.com/stock-illustration/passenger-train.html
 30

CHALLENGE YOUR #2 #2 How great is the Energy?

KNOWLEDGE

Student’s Notes A small and big ball rested on the table.

If both balls will fall into the bucket of
What I already know about this water, which of the two balls will make a
page bigger splash? Why? ________________
__________________________________
__________________________________
__________________________________
__________________________________
What I learned from this
page

Where is the Kinetic energy the biker

the greatest? (a) as he goes up the hill
What I still want to know about
(b) as he is on top of the hill (c) as he
this page
goes down the hill. Why?
________________________________
________________________________
________________________________
________________________________
________________________________
http://www.eschooltoday.com/energy/kinds-of-energy/what-is-kinetic-energy.html
https://www.proprofs.com/discuss/q/275758/where-is-the-kinetic-energy-greatest
 31

PRACTICE MAKES
PERFECT #3 How high is your energy?

Let us consider the given illustration:

Points to ponder:
Potential energy possessed by
the body can be calculated using
the equation:
PE = mgh

Where: m=mass of the body (kg)

g= acceleration due to 1.5 m
gravity (10 m/s2)
h= height/vertical
distance covered by the
body. (m)

Kinetic energy is calculated using A girl holding a 0.5 kg ball stands on top Suppose the girl throws the ball and the
the equation: of a flat form. What is the Potential ball moves at the rate of 3 m/s. How
KE = ½ mv2 energy of the ball if it is 1.5 m from the much kinetic energy does the ball has?
ground?
Where: m= mass of the body (kg)
KE = ½ mv2
v= velocity of the body PE= mgh
( m/s) KE = ½ (0.5 kg) (3 m/s)2
PE = (0.5 kg) ( 10 m/s2) (1.5 m) KE = ½ (0.5 kg) (9 m2/s2)
PE= 7.5 kg m2/s2 or 7.5 J KE = ½ (4.5 kg m2/s2
PE and KE is expressed in Joules
(J) KE = 2.25 kg m2/s2 or 2.25 J
J = kg m2 / s2

. https://www.sciencelearn.org.nz/images/2184-potential-and-kinetic-energy
 32

PRACTICE MAKES #3 Try this…

PERFECT

A.Calculate the potential energy of a

girl weighing 35 kg as the swing
reaches the highest point.

0.61 m

0.305 m

B. If the girl swings at the rate of 5

m/s, how much kinetic energy is C. If the girl simply sits on the
possessed by the girl? swing? What type of energy does
she has? Kinetic or potential? Why?
_____________________________
_____________________________
_____________________________
_____________________________

https://www.proprofs.com/discuss/q/130607/what-does-kinetic-
energy-depend-on
 33

CHALLENGE YOUR
KNOWLEDGE
#3 Computing PE & KE

Student’s Notes
Calculate the amount of energy
(specified in parentheses)
What I already know about this possessed by the biker for the
page following situations: (Note: the
mass of the biker is 55 kg)
a. as the biker climbs up the
hill at a rate of 2.5 m/s.
(KE)
What I learned from this b. as the biker is on top of a
page hill 4 m high. (PE)
c. as the biker goes down the
hill at the rate of 5 m/s.
(KE)
What I still want to know about
this page
 34

CREDITS TO:

http://journey.ph/10-suggested-mountains-to-hike-in-the-philippines-for-beginners/
https://vector.me/browse/171265/furniture_library_shelves_books_clip_art
https://vector.me/browse/171265/furniture_library_shelves_books_clip_art
https://www.dreamstime.com/stock-photo-philippines-tricycle-image233910
http://www.consoleclone.com/

https://www.diffen.com/difference/Kinetic_Energy_vs_Potential_Energy
https://www4.uwsp.edu/cnr/wcee/keep/Mod1/Whatis/energyforms.htm
http://www.softschools.com/difference/kinetic_energy_vs_potential_energy/124/

www.physicsclassroom.com
www.sciencespace.glencoe.com
http://www.physics4kids.com/files/motion_work.html
www.Dreamstime.com
Emaze.com
www.tmc,rmutt.ac.th
Clipart.review.com
Alltaskstraducoes.com
clipartOf.com
shutterstock.com
123rf.com
 35

It SOUNDS Great!

https://media.npr.org/assets/img/2013/04/05/sound_wide-09bd935ac4037f6a7f42b79b7ec718338959f785.jpg?s=1400
 36

MATTER OF FACT
Sound
“Kung wala ka nang maintindihan. Kung wala ka nang makapitan. Kapit ka sa akin. Kumapit ka sa akin. Hindi kita
bibitawan. Hindi kita pababayaan” These are just a few lines from the song “Wag ka ng Umiyak by Gary Valenciano. Have
you sang this song? Have you enjoyed it while watching “Ang Probinsyano”? This song is an example of a cool and nice sound.

The Science of Sound has gone all the way from a mere transfer of energy to the creation of tunes and music for
entertainment. Most of our gadgets are sound embedded to amuse us. In the field of geology and oceanography, sound is used to
determine depths. The health sciences are also using sound for medical purposes. Some animals are dependent on sound for
movement. The newest focus of sound science is on ecology where ecological patterns and phenomena are predicted based on
sounds released by the different components of the ecosystem. So, are you ready to have fun with sounds?

HIT THE TARGET

LEARNING COMPETENCIES
1. Infer how the movement of particles of an object affects the speed of sound through it; Code S8FE-Ie-24
2. Investigates the effect of temperature to speed of sound through fair testing; ; Code S8FE-Ie-25

Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following
objectives:
1. identify which medium does sound travel fastest- solid, liquid, or gas;
2. determine the effect of temperature to the speed of sound; and
3. solve problems about speed of sound waves.
 37

PRACTICE MAKES
#1 The SOUND Race…
PERFECT
The figures in the table show how many meters sound travels every second in different
materials. Use the information in the table to decide which of the statements below and which
are false. Place a check mark beside the statements that you think are true and an x mark
beside the incorrect statements.

SOUND IN DIFFERENT Material Speed of sound

STATES OF MATTER (meters per second)

Sound needs a substance to Cold air 330

travel through and travels Warm air 350
particle by vibrating. Fresh water 1410
Ocean water 1540
Which state of matter does Steel 5060
sound travel fastest through? Granite rock 6000

1. Whales in the ocean hear sounds more quickly than ”tilapia” in a lake.
2. It is easier to hear sounds in wet season than in summer.
3. LRT commuters hear the horn of an approaching express train before they hear the

Sound waves travel fastest through

SOLIDS.
vibrations it makes in the steel rails.
The particles in a solid are closer 4. You hear sounds more quickly in gases than in liquids.
together than in a gas or liquid. This
5. It is possible to hear sounds through rocks.
means vibrations are more easily
passed from particle to particle and so 6. Aetas are able to know if there are approaching enemies by placing their ears in the land
sound travels faster. of their territories.
 38

CHALLENGE YOUR
KNOWLEDGE
#1 The SOUND Race…

Student’s Notes Answer the following questions:

1. In which of the following does sound travel fastest?

What I already know about this
page
A. Solids B. liquids C. gases D. air

2. Rank the following materials in terms of its effect to the

speed of sound. Clues are highlighted. (1-fastest, 4-
slowest)
What I learned from this
page
______ cold water in the Science Garden’s wishing well
______ steel in Jones bridge
______ air in MBASHS Charlie’s garden
______ hot water in the jacuzzi
What I still want to know about
this page

https://i.pinimg.com/originals/93/2a/20/932a20b041ca55b2182e3a3bc81ca169.jpg
 39

PRACTICE MAKES #2 Faster sound… In hotter or

PERFECT cooler?
Below are 3 locations where sound travels. Rank them according to their effects on the speed
of sound. (1-fastest, 3- slowest)

.
--- Sound waves travel
FASTER in hot air.

--- The temperature of the

material that sound waves are
traveling through, also affects
the speed of sound.

--- As a substance heats up, its

molecules move faster, so they
collide frequently.

--- Speed of sound

INCREASES, as temperature
INCREASES

https://www.nde-ed.org/EducationResources/HighSchool/Sound/Graphics/sound-temperature.png
 40

CHALLENGE YOUR #2 Faster sound… In hotter or

KNOWLDEGE cooler?
Analyze the 2 sets of illustrations below. Identify which one will produce a greater speed of
sound. Explain your answer.
Student’s Notes

.
What I already know about this
page vs.

What I learned from this

page

vs.

What I still want to know about

this page

http://bbcpersian7.com/images/le-jour-clipart-1.jpg, https://philtraveltours.com/wp-content/uploads/2015/06/Baguio-3.jpg, http://4.bp.blogspot.com/-J8FSK8Hea-

k/UTl8nr1TZDI/AAAAAAAABHs/ZkGufptjmew/s640/paoay+sand+dunes.JPG
 41

PRACTICE MAKES
#3 The speed of sound…
PERFECT

To calculate for the speed of sound in a given medium and temperature, study
the ff.
Points to ponder:
Example:
The speed of sound is
proportional to the Determine the speed of sound on a hot summer day in Boracay (T=38 0C).
temperature, T.
Solution:
In equation form:
Formula to be used:
v = 331 m/s at 0 C + 0 v= 331 m/s at 00C + (0.6 m/s/0C)(T)
(0.6 m/s/0C)(T) Substitute and Solve:

wherein: v = 331 m/s + (0.6 m/s/0C) (38 0C)

v = speed of sound v = 331 m/s + 22.8 m/s
T = temperature
v = 353.8 m/s
 42

PRACTICE MAKES
PERFECT #3 Try this…
Solve the following:

Problem Solution Final

Answer
1. What is the speed of
sound at 5 0C?

2. Determine the speed

of sound if the
temperature is at its
peak of 450C.
 43

CHALLENGE YOUR
KNOWLEDGE #3 The speed of sound…

Student’s Notes
Compute for the speed of sound if the temperature
What I already know about this of the air is as follows:
page

Note: Show your complete solution.

What I learned from this

page 1. T = 23.0 oC
2. T = 10.0 oC

What I still want to know about

this page
 44

CREDITS TO:

https://www.greatschools.org/library/cms/53/25753.pdf
Grade 8 Science Learners Materials pp. 69-90
http://slideplayer.com/slide/4300892/14/images/16/Sound+in+different+states+of+matter.jpg
https://www.physicsclassroom.com/class/sound/Lesson-2/The-Speed-of-Sound
http://www.wildlife-animals.com/clipart/whale-15.png, http://static.progressivemediagroup.com/uploads/imagelibrary/nri/railway/Projects/Manila%20LRT%20Cavite/manila-cavite.jpg
 45

LIGHTs,
Camera,
Action!
http://creativity103.com/collections/Graphic/rainbowbars.jpg
 46

MATTER OF FACT LIGHT

The Science of Light has gone all the way from a mere transfer of energy to the creation of colors
for entertainment and other purposes. Most of our gadgets are light emitting for efficiency when used at
night. In the field of medicine light is used to cut through the skin for surgery as in laparoscopy. The
health sciences are also using light for other medical purposes. But the most important purpose is for
humans and other animals to see the beautiful world through light. So, are you ready to explore the
characteristics and properties of light?

HIT THE TARGET

LEARNING COMPETENCIES
1. Demonstrate the existence of the color components of visible light using a prism or diffraction grating; Code S8FE-If-26
2. Explain the hierarchy of colors in relation to energy; Code S8FE-If-27
3. Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies. Code S8FE-If-28

Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following objectives:
1. distinguish between refraction and dispersion of light; and
2. determine the hierarchy of colors of light in terms of frequency, wavelength, and energy.
 47

PRACTICE MAKES
#1 Light BENDS
PERFECT
I. In each diagram, identify the "missing" ray (refracted ray) in order to appropriately show that
the direction of bending is towards or away from the normal. Choose from letters A, B,
and C.
2. Normal

One of the properties of light denser

is REFRACTION.

Less
A
Refraction is the bending of dense
light when it travels from one r
B
medium to another of
different optical densities. C
II. In each diagram, identify the approximate location of the fish. Choose from letters A, B, and C.

2 Normal
When light ray passes from
less dense to denser
medium, it bends TOWARD
denser
the normal line.

Less
When light ray passes from A
dense
denser to less dense r
medium, it bends AWAY B
from the normal line. C
 48

CHALLENGE YOUR #1 Light BENDS

KNOWLEDGE

Student’s Notes Read each question carefully. Choose the letter of the best answer.

1. The bending of light as it travels from one medium to another is called ___________.
What I already know about this A. reflection.
page B. refraction.
C. dispersion
2. A ray of light is travelling from a denser to a less medium, the refracted ray will
________________.
A. Bends toward the normal
What I learned from this B. Bends away from the normal
page C. Does not deviate from the path
3. A ray of light is travelling from a less dense to a denser medium, the refracted ray
will ________________.
A. Bends toward the normal
B. Bends away from the normal
C. Does not deviate from the path
What I still want to know about 4. When a coin is placed in a bowl of water, it appears _______________ if seen above.
this page A. raised from its position
B. at the same position
C. below its position
5. When an archer is aiming for a fish underwater, he should aim _____________.
A. Above from where he sees it
B. below from where he sees it
C. at the same location where he sees it
 49

PRACTICE MAKES #2 ROYGBIV

PERFECT
Use the table below to answer the questions that follow.

Another property of light is

Dispersion.

DISPERSION is the
separation of visible light into
its different colors.

During dispersion, white light

is separated into its component
colors - red, orange, yellow,
green, blue, indigo and violet.

Each color is associated with a

certain wavelength, frequency
and energy.

Wavelength is inversely 1. Which color of light has the greatest energy? ______________________________
proportional to the index of 2. Which color of light has the least energy? _________________________________
refraction. The higher the 3. Which color has the highest frequency? ___________________________________
index of refraction, the greater 4. Which color has the lowest frequency? ____________________________________
the bending. 5. Which color bends the most? ____________________________________________
 50

CHALLENGE YOUR
#2 ROYGBIV
KNOWLEDGE
Read each question carefully. Choose the letter of the best answer.

1. The phenomenon of splitting white light into seven colors is called ______.
A. reflection C. refractive index
B. refraction D. dispersion

2. During the dispersion of light, the least dispersed (bent) color is ______.
A. Violet B. green C. red D. yellow

3. Which color of the rainbow has the longest wavelength?

A. Violet B. green C. red D. yellow

4-5. Between yellow and violet, which has a greater energy? Explain your
answer.

A. Yellow
B. Violet

Explanation: ______________________________
 51

CREDITS TO:

Grade 8 Learner’s Materials p. 91-112

https://www.physicsclassroom.com/class/refrn/Lesson-4/Dispersion-of-Light-by-Prisms

http://diannetrussell.com/wp-content/uploads/2013/03/colours-energy-frequency-wavelength-table.jpg
 52

If it gets
HOTTER
Beat the HEAT!
 53

MATTER OF FACT Heat & Temperature

Heat transfer happens around us all the time. Although we do not see how this process actually
takes place, its effects are evident. In fact, we rely on these effects every day in many of the activities
that we do. Understanding the concepts behind heat transfer therefore helps us do our activities more
efficiently. People often interchange the use of the terms heat and temperature in their daily
conversation. They also think that heat and temperature are just the same. But for physicists, heat and
temperature are two different concepts. So in this Science Learning Enhancement Material (SLEM),
you will learn the difference between heat and temperature.

HIT THE TARGET

LEARNING COMPETENCIES
differentiate between heat and temperature at the molecular level Code S8FE-Ig-29

Specifically, at the end of this Science Learning Enhancement Material (SLEM), you will be able to achieve the following
objectives:
1. Differentiate heat from temperature;
2. Determine the effects of heat on matter; and
3. Compare the heat capacities of materials.
 54

PRACTICE MAKES
#1 Heat vs. Temperature
PERFECT
The diagram below shows four glasses of water, P, Q, R and S. The blue
color indicates the amount of water present in the glass.
Heat and Temperature are
related but totally different
concepts.
Temperature
- is the measure of the
average kinetic energy of
the molecules.
- It is not an energy.
- It can be measured
directly using a
thermometer.
- It does not depend on the I. Identify whether Heat or Temperature is being referred in each statement that
quantity of matter. follow.
Heat 1. The water in Glasses P and R are at the same ___________________.
- is a type of energy. 2. The water in Glasses Q and S are at the same ___________________
- It flows from a high 3. The water in glass R has a greater ________________ than water in glass P.
temperature region to a 4. The water in glass S has a greater ________________ than water in glass Q.
low temperature region.
- It cannot be measured II. Complete the statements below.
directly using a device. 1. The water in Glass ___________has the most heat.
- It depends on the amount 2. The water in Glass has the ____________least heat.
of substance.
 55

CHALLENGE YOUR #1 Heat vs. Temperature

KNOWLEDGE
Answer the ff. questions by referring to the illustrations on the right. Clues are underlined.
Student’s Notes
1. Which has a higher
What I already know about this temperature?
page

What I learned from this 2. Which can transfer more heat?

page

3. Which can transfer more heat?

What I still want to know about 1 cup of boiling water 1 cup of tap water
this page
4-5. Which has more
heat?
Which has a higher
temperature?

Large bowl of champorado at 300C small bowl of champorado at 300C

 56

PRACTICE MAKES
#2 Heat gain or Lose heat?
PERFECT

1. It is common to see electrical cables sagging on very hot days as shown below. Fill in the
blanks with the appropriate words to explain why this happens. Choose from the words
inside the parentheses.

.
THE EFFECTS OF On a very hot day, the metal wires in the cable
HEAT ON MATTER (gain, lose) ________ heat quickly. This causes the
metal wires to (expand, contract) _____________. The
wires thus (increase, decrease) ____________in length
When heat is added or and width, causing them to sag.
removed to or from a
body, various things
can result:
2. Rita’s mother prepared iced tea by pouring hot tea into a glass containing ice cubes.
• expansion/contraction
• increase/decrease in
temperature What change will the ice cubes undergo when
the hot tea is poured over them?
• phase change/ change
of state
 57

CHALLENGE YOUR
#2 Heat gain or Lose heat?
KNOWLEDGE
The situations below are encountered at home or in the community. Explain the effects of
Student’s Notes heat to matter which is exhibited by each situation.

Situations Effects of Heat on Matter

What I already know about this
page 1. Hot water cracks the cold mug. ___________________________

2. Hot water opens a tight jar lid. ___________________________

What I learned from this

page
3. Liquid in a bottle can break the bottle once placed in a ___________________________
freezer.

4. Overhead cables might break in a cold night. ___________________________

What I still want to know about
this page

5. Railway tracks have gaps. ___________________________

 58

PRACTICE MAKES #3 Rate of Heating & Rate of Cooling

PERFECT
The following table shows the temperature after 10.0 g of 4 different substances have been in direct
sunlight for up to 60 minutes.
Points to ponder: Time (minutes) Air (0C) Water (0C) Sand (0C) Metal (0C)
0 (initial) 25 0C 25 0C 25 0C 25 0C
--- Heat capacity of a substance
15 28.9 0C 26.2 0C 30 0C 35 0C
is “the quantity of heat needed
to raise the temperature of a 30 32.5 0C 27.5 0C 35 0C 45 0C
substance by one degree 45 36.2 0C 28.8 0C 40 0C 55 0C
Celsius (or one kelvin).” The 60 40 0C 30 0C 45 0C 65 0C
heat capacity differs from
substance to substance. Answer the ff. questions:
1. Order the substances based on the time required to heat them from :
---Specific heat capacity is the
slowest to fastest
amount of heat energy required
to raise the temperature of a 2. Which do you think will cool the fastest? Explain
substance per unit of mass. 3. When you boil water in a pot on the stove, which heats faster, the metal or
the water? Explain.
--- Different materials have 4. Why do you think different substances heat up and cool down at different
different specific heat rates?
capacities. Many metals have
5. Based on the definition above, which of the 4 substances do you think has:
low specific heat capacities.
This makes them easy to heat a) the highest specific heat capacity? b) the lowest heat capacity?
up and cool down.
 59

CHALLENGE YOUR #3 Rate of Heating &

KNOWLEDGE Rate of Cooling

Answer the ff. questions:

Student’s Notes
1. Water takes longer to boil than alcohol because water has ______________.
What I already know about this A. a higher specific heat capacity.
page B. a lower specific heat capacity
C. a larger molecular weight
D. a smaller molecular weight
2. What substance has the highest specific heat?
A. Water B. Metal C. Dirt D. Sand
What I learned from this
page
3. Metals have a much lower specific heat capacity than water.
A. True
B. False
4. Materials with high specific heat capacities usually take a long time to heat
and a long time to cool.
What I still want to know about A. True
this page B. False
5. The pizza has been in the oven at 200 0 C for 15 minutes. You take the pizza
out of the oven and eat a slice. “Ouch!” you’ve burnt your mouth in the
cheese --- but not the crust. What explains this situation?
A. Cheese has higher specific capacity than the crust so longer time is
needed to cool it down.
B. Crust has higher specific capacity than the crust so longer time is needed
to cool it down.
 60

CREDITS TO:

Science SMART Teacher’s Guide Grade 4 by Alston Publishing House Pte Ltd pp. 185-199
https://www.tes.com/teaching-resource/effects-of-heat-11084309
http://www.edquest.ca/pdf/sia73-2notes.pdf
file:///C:/Users/DepED/Desktop/Wksht_Intro_Specific_Heat-Calcs.pdf
Grade 8 Learner’s Materials pp. 37-52
https://illoscript.files.wordpress.com/2013/03/chippedmugs_kristaltang2.jpg, http://cdn.sheknows.com/articles/2012/06/woman-
struggling-to-open-jar-horiz.jpg, https://www.wikihow.com/images/thumb/a/a4/Chill-Beer-Step-3-Version-2.jpg/aid644969-v4-
728px-Chill-Beer-Step-3-Version-2.jpg,
https://78.media.tumblr.com/eb255b5b4c4e0cc2f9dfdc2d831a9316/tumblr_otnjx1iXOj1wvcbfqo1_1280.gif, ,
https://www.slideteam.net/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/g/l/glossy_railway_track_for
_travel_stock_photo_Slide01.jpg
http://clipart-library.com/img/1784012.jpg ,
http://images.clipartpanda.com/cup-clip-art-eTMEkpATn.jpeg,
https://kitchen.desibantu.com/files/2013/05/Champorado.jpg
 61

SPARKS
CAN TURN YOU ON!

http://www.sloganshub.org/wp-content/uploads/2016/12/electrical-safety-slogans-Electricity-can-turn-you-off.jpg
 62

MATTER OF FACT Electricity

Electricity is a part of our daily lives. Many of the activities we do everyday
depend on electricity. The discovery of electricity changed people’s lives. Can you watch
your favorite show on TV without electricity? Can you use your computers without
electricity? Imagine our life today without electricity.

In this Science Learning Enhancement Material (SLEM), you will learn more
about electricity. There are three quantities that you should be familiar with in the study
of electricity. These are electric current, voltage, and resistance. You will use the
relationships among these quantities in learning about circuit connections. You will also
learn that some of the safety precautions you have been warned about can be explained
by the relationships among voltage, current, and resistance.

HIT THE TARGET

LEARNING COMPETENCIES
1. infer the relationship between current and charge; Code S8FE-Ih-30
2. explain the advantages and disadvantages of series and parallel connections in homes; Code S8FE-li-31

Specifically, at the end of this Learning Enhancement Material (LEM), you will be able to achieve the following objectives:
1. relate current to voltage and resistance;
2. identify the type of circuit connection as series and parallel; and
3. compare the voltage, current and resistance in a series and parallel connections.
 63

PRACTICE MAKES #1 Current vs. Voltage

PERFECT
Use the data obtained from each diagram to complete the table and answer the questions that
follow.
A. B.
VOLTAGE
-is the amount of energy
provided by the dry cell
(battery) or electrical outlet.
- measured by an instrument
called voltmeter
-expressed in Volts (V)

CURRENT
- is the rate of flow of charges
in an electrical wire.
- can be observed based on the C. Voltage Current
efficiency of the loads (Volts) (A)
ex. brightness of the bulb. (the A
brighter the bulb, the greater is B
the current) C
- measured by an instrument 1. How are the values of voltage from
called ammeter diagram A to C arranged? _____________
- expressed in Amperes (A) 2. How are the values of current from
diagram A to C arranged? _____________
3. What happens to the value of Current as
the value of voltage increases?
https://www.youtube.com/watch?v=J4Vq-xHqUo8 4. What is the relationship between voltage
and current?
 64

CHALLENGE YOUR
KNOWLEDGE #1 Current vs. Voltage

Direction: Encircle the letter of the correct answer.

Student’s
What Notes
I already know about this
page 1. Voltage is __________________ to current.
A. Directly proportional B. Inversely proportional
2. What will happen to the current that flows in a wire when the amount of
voltage increases?
What I learned from this
A. increases also C. remains the same
page B. decreases also D. becomes zero
3. A 3 V battery produces a current of 0.3 A. How much voltage is needed
to raise the current to 0.6 A?
A. 2 V B. 4 V C. 6 V D. 8 V
4. What will you do to reduce the amount of current that will flow in your
What I still want to know about conductor?
this page A. reduce the resistance C. use shorter wire
B. increase the voltage D. reduce the voltage
5. What unit is used to express the amount of voltage and current
respectively?
A. Volts and Ohms C. Volts and Amperes
B. Volts and meters D. Volts and Joules
 65

PRACTICE MAKES
PERFECT #2 Current vs. Resistance
Use the data obtained from each diagram to complete the table and answer the questions that
follow.
A B

Points to ponder:
RESISTANCE
- refers to the number of
loads (appliances)
connected in the
circuit.
ex. bulb
- measured by an
instrument called C Current Resistance
ohmmeter (Amperes) (Ohms)
- expressed in Ohms A
B
C
1. How are the values of current from
diagram A to C arranged? _____________
2. How are the values of resistance from
diagram A to C arranged? _____________
3. What happens to the value of Current as
https://www.youtube.com/watch?v=J4Vq the value of resistance increases?
-xHqUo8
4. What is the relationship between current
and resistance?
 66

CHALLENGE YOUR
KNOWLEDGE
#2 Current vs. Resistance

Student’s Notes Study the 2 diagrams below and answer the questions that follow.
A B

What I already know about this

page

What I learned from this

page
1. Compare the bright\ness of the bulb in diagram A from the diagram B.
_______________________________________________________
2. What happens to the current (based from the brightness of the bulb) as the
amount of resistance increases (as indicated in the number of bulbs used)?
_______________________________________________________
What I still want to know about 3. What do you think will happen if you add another bulb?
this page _______________________________________________________
4. How is current related to resistance?
_______________________________________________________
5. State the relationship between current and resistance.
_______________________________________________________

https://www.youtube.com/watch?v=BcIDRet787k
energy-depend-on
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PRACTICE MAKES
PERFECT #3 Series or Parallel
Direction : Identify the type of connection involved in the following circuit diagram. Place
a check mark (/) on its corresponding column.

SERIES PARALLEL

Characteristics of SERIES
connection 1.
1. There is only path for the
current to flow.
2. The loads are connected one
after the other. 2.
3. When one of the loads
becomes broken the other
loads are affected.
3.
Characteristics of
PARALLEL connection
1. There are more than one
path for the flow of current 4.
2. The loads are connected
across from each other.
3. When one of the loads
becomes broken the other 5.
loads are not affected.
 68

CHALLENGE YOUR
#3 Series or Parallel
KNOWLEDGE

Student’s Notes Identify each one as SERIES or PARALLEL connection. Justify your answer.

What I already know about this

page

What I learned from this

page

What I still want to know about

this page

http://sciencewithme.com/wp-content/uploads/2015/04/9in-seriesparallel.jpg
 69

PRACTICE MAKES
PERFECT #4 Series vs. Parallel
Use the two diagrams below to complete the table that follow. Some clues are given as a guide
for you.

Rt = 4 Ω

Rt = 0.75 Ω

In SERIES CONNECTION:
- Current is the same
through all components It = 3 A It = 16 A
- Voltage is being shared
by the components
- Resistances are added to
get the total resistance Vt (total voltage) 12 V Vt (total voltage) _______________
It (total current) _______________ It (total current) 16 A
Rt (total resistance) _______________ Rt (total resistance) _______________
In PARALLEL
V1 (voltage along bulb 1) 9V V1 (voltage along bulb 1) _______________
CONNECTION:
- Voltage is the same V2 (voltage along bulb 2) _______________ V2 (voltage along bulb 2) 12 V
through all components I1 (current along bulb 1) _______________ I1 (current along bulb 1) _______________
- Current “splits up” I2 (current along bulb 2) 3A I2 (current along bulb 2) 12 A
through all branches
R1 (resistance along bulb 1) 3Ω R1 (resistance along bulb 1) _______________
- Reciprocal of
Resistances are added to get R2 (resistance along bulb 2) _______________ R2 (resistance along bulb 2) 1Ω
the total resistance 1. How do you compare the total and individual voltages in series to that of the parallel connection?
2. How do you compare the total and individual current in series to that of the parallel connection?
3. How do you compare the total resistance in series to that of the parallel connection?
 70

CHALLENGE YOUR
KNOWLEDGE
#4 Series vs. Parallel

Student’s Notes Choose the letter of the best answer.

1. If two unidentical bulbs have the same voltage, it means the bulbs are arranged in
______________
What I already know about this A. series B. parallel
page 2. If a 6 V and a 9 V source are connected series, the total voltage is _________________
A. 9v
B. 6v
C. 3v
D. 15v
What I learned from this 3. All the individual voltages added together in a series circuit is equal to ___________.
page A. the source voltage
B. the total of the individual voltages
C. the total of the source voltage and the individual voltages
D. zero
4. In series circuit, which of the following quantity remains the same throughout the circuit?
A. Current
What I still want to know about B. Voltage
this page C. Resistance
D. Current and Voltage
5. Which of the following quantity remains constant in parallel circuit?
A. Voltage
B. Current
C. Current and Voltage
D. None
 71

CREDITS TO:

Science Leraner’s Materials for Grade 8 pp. 53-68

http://examtimequiz.com/multiple-choice-questions-series-parallel-circuits/
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