Dll Grade 8 First Grading - Final Copy

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

Daily Lesson Log Teacher Learning Area Science

Teaching Date

and Time Quarter First (Physics)

DAY: MONDAY

I. OBJECTIVES

A. Content Standards

 The learner demonstrates understanding of Newton’s three laws of motion and uniform circular motion.

B. Performance Standards

 The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.

C.

Learning Competencies / Objectives Write the LC code for each

(S8FE-Ia-15)

 Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion.

Objectives:

1. Identify the forces acting on an object at rest. 2. Explain why objects stay at rest.

II. CONTENT Module I: FORCES AND MOTION

Lesson 1: BALANCED AND UNBALANCED FORCES

III. LEARNING RESOURCES

A. References

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

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

3. Textbook Pages

4. _{Additional Materials from Learning} Resource (LR) portal

B. Other Learning Resource

Lesson Guide Science 8 (First Quarter- pp. 1-5) https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new lesson

Present the following statement in class and ask the students if they agree or disagree with them. Select two to three students per group to justify or explain their answer.

1. Force is needed to stop an object. 2. Force always results to motion. 3. Force can act even at a distance.

4. Objects have the tendency to remain at rest. 5. Objects have the tendency to resist change.

B. Establishing a purpose for the Lesson

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

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C. Presenting examples / instances of the new lesson

What have you observed on the picture presented?

D.

Discussing new concepts and practicing

new skills #1

The teacher will place a ball or any object on top of a table and ask:

a) Will this object move by itself? b) How can we make this object move?

c) While it is moving, how can we make the object speed up or slow down?

d) How can make it stop?

e) How can we make it change its direction?

E. Discussing new concepts and practicing

new skills #2

Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or LM pp. 5- 6

F. Developing mastery

(Leads to Formative Assessment 3)

Presentation of the output per group/ Processing: Analysis:

Situation 1

1. Is the pen at rest or in motion?

2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent these forces.

3. What happens to the pen? What could have caused the pen’s motion? Situation 2

1. Is the book at rest or in motion?

2. Are there forces acting on the book? If yes, draw the forces acting on the book.

3. Did the book move? How will you make the book move?

G.

Finding practical applications of concepts

and skills in daily living

Since friction is a resistance force that slows down or prevent motion, there are advantages and disadvantages that friction may do.

How is friction important in: a. walking

b. writing

c. running vehicles

H.

Making generalizations and abstractions

about the lesson

1. What is force?

2. What are some other forces that can cause something to move? 3. How does gravity affect object on earth?

4. What is a force that can cause an object to slow down or have little movement?

5. In your own words define friction.

I. Evaluating Learning

Multiple Choice: Read each statement carefully and write only the letter of the correct answer.

1. A book is at rest on top of a table. Which of the following is correct? A. There is no force acting on the book.

B. The book has no inertia.

C. There is no force acting on the table. *D. The book is in equilibrium.

2. Which of the following situations involves friction? A. A bicycle rolling down a hill

B. A baseball player sliding into 2nd base C. A diver falling through the air to a pool *D. All of the above experience some friction. 3. What is gravity?

A. Newton’s first law

B. The force that objects exert on each other because of their masses

*C The downward pull on the Earth D. The friction that an object has put on it 4. Which is the best example of gravity?

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A. A car hits a tree, and its motion stops B. A breeze blows, and a sailboat moves

C. A book is pushed, and it moves across the table *D. A person drops a ball, and it falls to the ground 5. How does Earth ‘s gravity affect objects near Earth? A. It pushes them away.

*B. It pulls them in C. It makes them larger. D. It makes them move faster. J. Additional activities for application or

remediation

Ask the students to write situation/ examples where the presence of other forces are beneficial.

V. REMARKS

VI. REFLECTION

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

evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners

who have caught up with the lesson

D. No. of learners who continue to require

remediation

E. Which of my teaching strategies worked

well? Why did these worked?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did I

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

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GRADES 1 to 12 School Grade Level Grade 8

Teaching Date

DAY:

I. OBJECTIVES

The learner demonstrates understanding of Newton’ three laws of motion and uniform circular motion.

The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.

C.

(S8FE-Ia-16)

 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.

Objectives:

1. Describe the conditions when two forces balance

2. Explain the effect of balanced forces on the state of motion of an object.

II. CONTENT

Module I: FORCE AND MOTION

Lesson 2: BALANCED AND UNBALANCED FORCES

A. References

4. _{Additional Materials from Learning}

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 presenting the new lesson

What are the forces acting on an object at rest? What are examples of balanced forces?

Students were given time to watch a short video clip about balanced and unbalanced forces

( 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

new skills #1

Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp. 8 – 9 or Learners’ Module pp. 7

new skills #2

1. When the cardboard is at rest, how do the magnitudes and directions of the pair of forces acting on it compare?

2. If you draw the lines of action of all the forces acting on the board and extend the lines, what will you get?

F. _{Developing mastery}

(Leads to Formative Assessment 3) Discuss the answers in the activity

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G. Finding practical applications of concepts

Study the given pictures below and describe the forces involved.

H. 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 direction, they are considered as balanced forces. These forces must lie along the same line.

 If the forces acting on an object are balanced, the object either stays at rest or continues to move at constant velocity.  If the forces acting on an object are unbalanced, the motion of

the object will change.

Direction: Read each statement carefully and write the letter of the correct answer.

1. ______________ refers to when a force is equal and opposite. *A. balanced force

B. unbalanced force C. magnitude D. friction

2.When one force in a pair is greater than the other, we call this: A. balanced force

*B. unbalanced force C. magnitude D. friction

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

*B. and in opposite direction C. cancel each other D. none of the above

For question no 4 and 5 refer to the diagram below

Two tugboats are moving a barge. Tugboat A exerts a force of 3000 N to the left. Tugboat B exerts a force of 5000N in the same direction.

a. Draw arrows showing the individual forces of the tugboats in #1. b. Are the forces balanced or unbalanced? ______________ c. In what direction will the barge move? ________________ J. _{Additional activities for application or}

remediation

1. define what inertia is.

2. What is stated in the first law of motion?

V. REMARKS

VI. REFLECTION

evaluation

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remediation

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Teaching Date

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. Objectives:

1. State the Law of Inertia 2. Relate inertia to mass

3. Cite situations where the law of inertia applies.

II. CONTENT

Module I: FORCE AND MOTION

Lesson 3: NEWTON’S THREE LAWS OF MOTION The Law of Inertia

III. LEARNING RESOURCES A. References

1. Teacher's Guide Pages pp 10-11

2. Learner's Materials Pages pp. 10 -12

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.

2. It is a push or pull upon an object resulting from the object’s interaction with another object.

3. An action or process of moving or of changing place or position.

4. It is the resistance of any physical object to any change in its state of

motion.

C. Presenting examples / instances of the _{new lesson}

Are those set of words familiar to you?

What ideas came in your mind when you met those words we had unscrambled?

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F

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D.

new skills #1

The learners will analyze the picture of the two wrestlers by comparing their masses and relating the concept of mass to inertia.

(see figure on pp. 11 LG grade 8 First Quarter)

new skills #2

Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12

Questions: PART A.

1. What happens when you slowly pulled the cardboard? Explain. 2. What happens when you flipped the cardboard? Explain. PART B.

1. What happen to the remaining books after one book was pulled? Why is this so?

2. Relate your observation to the concept of inertia.

G.

Use the following examples to explain how Newton's first law occurs in everyday events:

a) car suddenly stops and you strain against the seat belt.

b) when riding a horse, the horse suddenly stops and you fly over its head.

c) the magician pulls the tablecloth out from under a table full of dishes.

d) the difficulty of pushing a dead car.

e) car turns left and you appear to slide to the right.

Newton's first law states that an object at rest will stay at rest or an object in motion will stay in motion and travel in straight line, as long as no external net force acts on it. The object will change its state of motion only if there is unbalanced or net force acting upon it. Inertia is measured in terms of mass. An object having greater mass has greater inertia

Choose the best answer. Write letter only. 1. According to Newton's First Law of Motion, A. an object in motion eventually comes to a stop. B. an object at rest eventually begins to move. C. an object at rest always remains at rest.

*D. an object at rest remains at rest unless acted upon by a net force.

2. The greater the mass of an object, A. the easier the object starts moving. B. the more space it takes up. *C. the greater its inertia. D. the more balanced it is.

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

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D. fourth law

5. Which of these best describes the concept of inertia? A. A force that attracts objects with mass

B. The tendency of an object to float in water C. A force created when surfaces are in contact

*D. The tendency of an object to resist a change in motion

J. Additional activities for application or remediation

Write your answer in your notebook. 1. Define acceleration.

2. What is stated in the second law of motion?

V. REMARKS

VI. REFLECTION

evaluation

remediation

G.

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

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Teaching Date

DAY:

I. OBJECTIVES

The learner shall be able to develop a writer plan and

implement a “Newton’s Olympics”.

C. Learning Competencies / Objectives Write the LC code for each

S8FE –Ib-17

 Demonstrate how a body responds to changes in motion. Objectives:

1. State the Law of Acceleration.

2. Discuss the relationship between net force on an object and its acceleration, and between the mass of an object and its acceleration.

3. Cite some applications of this law in our daily life.

II. CONTENT

Module I: FORCE AND MOTION Lesson 4: THREE LAWS OF MOTION

Law of Acceleration

A. References

1. Teacher's Guide Pages

pp. 11- 12

A. _{Reviewing previous lesson or} presenting the new lesson

What is inertia?

How is the law of inertia related to mass?

Study the picture.

Can a man pushes the car?

How much force is needed by the man to push the car?

The teacher will present two balls of different masses. Then ask the students which of the two balls will accelerates faster?

Why?

tennis ball bowling ball

D. Discussing new concepts and practicing

new skills #1

1. Differentiate the two balls in terms of mass. Which has the greater mass?

2. If equal amount of force will be applied in the two balls, then which will accelerates faster?

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new skills #2

Do the activity on The Law of Acceleration, Lesson Guide G8 First Quarter pp.17 - 19

F.

Developing mastery

A. 1. What variable/s is/are said to be constant in the activity? 2. What is the effect of varying the amount of force on the acceleration of the cart?

3. What relationship exists between the force and acceleration when the mass of the cart is kept constant?

B. 1. What variable/s is/are said to be constant in the activity? 2. What is the effect of varying the mass on the acceleration of the cart?

3. What relationship exists between the mass and acceleration when the force is kept constant?

G.

Present the statement in the class “ You may be bigger but I am faster”

a. How does this line illustrate Newton’s Second Law of Motion? b. How is the statement related to mass and acceleration?

H.

Making generalizations and abstractions

1. State the second law of motion

2. How is acceleration related to the object’s mass and the amount of force exerted?

3. What relationship exists between acceleration and force; force and mass?

4. How is the second law of motion applied to everyday occurrences?

Direction: Read each statement carefully and write the letter of the best answer.

1. Which among the Newton’s Laws of Motion states that force equals mass times acceleration?

A. 3rd_{Law B. 1st Law}

*C. 2nd Law D. all of the above

2. According to Newton's 2nd Law of Motion, force equals – A. mass divided by acceleration

B. mass plus acceleration C. mass subtract acceleration *D. mass times acceleration

3. How does the acceleration of an object change in relation to its mass? It is _________.

A. directly proportional *B. inversely proportional

C. acceleration doesn’t depend on mass at all D. neither A or B

4. Suppose a cart is being moved by a force. If suddenly a load is dumped into the cart so that the cart’s mass doubles, what happens to the cart’s acceleration?

A. It quadruples. B. It doubles. *C. It halves. D. It quarters.

5. Which will accelerate faster? A. a 1000 tons truck B. a fully loaded bus C. an overloaded jeepney *D. a race car

J. _{Additional activities for application or}

remediation Explain how mass differs from weight.

V. REMARKS

VI. REFLECTION

evaluation

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D.

No. of learners who continue to require remediation

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Teaching Date

DAY:

I. OBJECTIVES

The learner shall be able to develop a writer plan and

implement a “Newton’s Olympics”.

C.

S8FE –Ib-17

 Demonstrate how a body responds to changes in motion. Objective:

Solve problems involving the interrelationships of net force, mass and acceleration

II. CONTENT

Module I: FORCE AND MOTION Lesson 5: THREE LAWS OF MOTION The Law of Acceleration: Computation

A. References

1. Teacher's Guide Pages

pp. 13- 16

Physics ( Science and Technology Textbook- NPSBE Edition) 4. _{Additional Materials from Learning}

B. Other Learning Resource

Lesson Guide G8 First Quarter pp. 20 - 22 IV. PROCEDURES

A. _{Reviewing previous lesson or} presenting the new lesson

Ask the students to restate the second law into a simple statement.

Derivation of Formula:

From the statement that acceleration is directly proportional to force at constant mass.

Mathematically a=kF where nK = mass (eq. 1)

Acceleration also varies with mass. As the mass of the object increases with the same amount of force applied, its acceleration decreases thus:

a= k(1/m) where K=net force (eq.2) Combining the two equations, we have a α F and a α 1/m Therefore a α F/m Mathematically, a = F/m where a= acceleration m= mass F= force C.

Presenting examples / instances of the new lesson

Give and discuss at least two examples of situation/problems on the Law of Acceleration

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1. A huge stone is pushed with 30 N of force. If there is only 5N of friction and the stone’s mass is 88 kg. What is the acceleration of the table?

2. A car is being towed. If its mass is 1750 kg and it accelerated at 5m/s2, how much netforce is involved?

new skills #1

Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose items which will be solved individually/ in group)

new skills #2

Presentation of the outcomes.

(Leads to Formative Assessment 3) Discuss the answers in the exercise given.

G. _{Finding practical applications of} concepts

Engineers at the Johnson Space Center must determine the net force needed for a rocket to achieve an acceleration of 70 m/s2 . If the mass of the rocket is 45,000 kg, how much net force must the rocket develop.

Mathematically, second law of motion can be expressed:

A = F/m

F = ma

M = F/a

If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram (kg) and acceleration is in meter per second/second (m/s2)

Since force is a vector quantity and mass is a scalar quantity ,acceleration is also a vector quantity where acceleration follows the direction of the net force

The unit of of acceleration can be derived also from N/kg, since 1N = 1 kg.m/s2 therefore, N/kg = kg.m/s2 /kg = m/s2

Direction: Solve problems involving the Law of acceleration then write the letter of the correct answer.

1. What is the mass of a truck if it produces a force of 14,000N while accelerating at a rate of 5 m/s2 ?

A. 280 kg *B. 2800kg C. 70,000kg D. 7000kg

2. Which is the correct unit of acceleration?

A. m/s *B. m/s2 C. kg.m/s D. kg.m/N

3. Suppose that a sled is accelerating at a rate of 2m/s2 . If the net force is tripled and the mass is halved, what then is the new acceleration of the sled?

A. decrease by half B. doubled *C. tripled D. quadrupled

4. Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its acceleration will be:

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

A. 20 m/s2 B. 30 m/s2 *C. 4 0 m/s2 D. 50 m/s2

J. _{Additional activities for application or} remediation

Give additional information regarding: balance and un balance forces>

V. REMARKS

VI. REFLECTION

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evaluation

remediation

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Teaching Date

DAY:

I. OBJECTIVES

The learner shall be able to develop a writer plan and

implement a “Newton’s Olympics”.

C.

S8FE –Ib-17

 Demonstrate how a body responds to changes in motion.  Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.

Objectives:

1. State Newton’s Third Law of Motion

2. Compare the two interacting forces in terms of magnitudes and directions.

3. Identify the action and reaction forces in the given situations.

II. CONTENT

Module I: FORCE AND MOTION Lesson 6: THREE LAWS OF MOTION

The Law of Interaction

A. References

A. _{Reviewing previous lesson or}

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!

new skills #1

Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or Learners’ Module pp 19 - 20

E.

new skills #2

Analysis:

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What do these values represent?

2. How do you compare the direction of your partner’s and your force?

3. What is the reading on your balance and that of your partner? 4. How do you explain your observation?

5. What is the reading in each balance?

6. Compare the direction of the forces exerted on the two ends of the connected spring balance.

Analyze the situations below by identifying the pairs of forces acting on the objects.

Situation 1 Situation 2

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

1. Based from the above activity state operationally the law of interaction.

2. Why do forces come in pairs?

3. Explain the condition on how to forces are equal in magnitude and acting in opposite direction.

Direction: Read each sentence carefully and write the letter of the correct answer.

1. As a 500 N lady sits on the floor, the floor exerts a force on her equal to______________.

A. 1000 N *B. 500 N C. 250 N D. 50 N

2. According to Newton's Third Law of Motion, when a hammer strikes and exerts a force on a nail, the nail

A. creates a balanced force. B. disappears into the wood. C. moves at a constant speed.

* D. exerts and equal and opposite force back on the hammer. 3. Pick the best example of Newton's Third Law in action.

A. A rocket taking off from earth which pushes gases in one direction and the rocket in the other.

*B. A rocket sitting on the ground preparing for take-off but it needs an outside force to overcome its inertia of a non- moving object.

C. A rocket that is accelerating through space and exerts a great amount of force because its mass and acceleration is so large.

D. Both b and c.

4. When a teacher stands at the front of the class, the force of gravity pulls her toward the ground. The ground pushes back with an equal and opposite force. This is an example of which of Newton's Laws of Motion?

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B. Law of Acceleration *C. Law of Interaction

D. Law of Universal Gravitation

5. For every action there is an equal and opposite reaction. This is a statement of

A. Newton's First Law of Motion. B. Newton's Second Law of Motion. *C. Newton's Third Law of Motion. D. Newton's Law of Action. J. _{Additional activities for application or}

remediation

Design and implement an experiment that will verify Newton’s Law of Motion.

V. REMARKS

VI. REFLECTION

evaluation

remediation

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Teaching Date and

Time Quarter First

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 force directed toward the center of the circle.

Objectives:

1. Define circular motion

2. Identify the factors affecting circular motion.

3. Relate circular motion and Newton’s Law of Motion.

II. CONTENT Module I: FORCES AND MOTION

Lesson 7: Circular Motion And Newton’s Second Law Of Motion III. LEARNING RESOURCES

A. References

4. _{Additional Materials from Learning} Resource (LR) portal

B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28 IV. PROCEDURES

A. _{Reviewing previous lesson or presenting} the new lesson

Recall the second law of motion. How is the acceleration of the body being affected by its mass.

Try to whirl a stone tied to a string horizontally above your head. Then observe what happen if you release the object. How does it travel after release?

Why doesn’t the released stone move outwards, in the direction in which it pulled?

C. _{Presenting examples / instances of the} new lesson

How does gravity make satellites revolve at a constant speed? What will happen if all of a sudden, the earth loses its gravitational pull on the satellites?

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new skills #1 Let the students watch the video on circular motion and its relationship to the second law of motion.

www.youtube.com/watch?v=EPfT31qFmGY E. _{Discussing new concepts and practicing}

new skills #2

From the video clip presented, how does circular motion related to the laws of motion. Discuss it in terms of change in velocity

G. _{Finding practical applications of concepts}

and skills in daily living Why are accidents more frequent along a curve path?

H. Making generalizations and abstractions about the lesson

According to Newton’s second law of motion acceleration is

produced by a net force. The net force and the acceleration must be in the same direction. From the second law, F = m a.

If applied to uniform motion, the acceleration becomes the centripetal acceleration and the net force. Since it is also directed towards the axis of rotation, it becomes the centripetal force.

Centripetal force can be defined as the net force on an object that maintains the object’s circular path and is directed towards the center of the circular path. The formula in calculating for the centripetal force is Fc = mac ,

where: Fc = centripetal force (N) m = mass (kg)

a = centripetal acceleration (m/s2) If using the tangential speed and angular speed the equation can be rewritten as:

Fc = mv2 / r or mrώ Where:

V = tangential speed ( m/s ) r = radius ( m )

ώ = angular speed (rad/s)

The centripetal force is the force that maintains the circular path of the objects. If the centripetal force is zero, the object will move in a straight line.

Direction: read the questions below and select the letter of the best answer.

1. What made the stone in the previous activity move in circular path?

*A. The central force enables the stone to stay in its path. B. The gravity enables the stone to move in circular path. C. The force of attraction make its stay in place.

D. The string made the stone to whirl in circular path. 2. This is a force that keeps an object move in circular path. A. frictional force

*B. centripetal force C. gravitational force D. attractive force

3. All are examples of events/ activities in our daily life which shows or illustrates the need of a central force. Which is not included in the group?

A. merry-go-round B. banking on curved C. satellite moon

*D. cyclist on the straight road

4. In what direction does an object fly if the force giving its centripetal acceleration suddenly disappear?

A. The object continuously moves in circular motion, *B. The object moves in straight line at constant speed. C. The object changes its velocity in a straight path. D. Hard to determine where the object goes.

5. When a car turns around a curve and its speed doubled, what happens to the force between the road and its wheels?

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A. It doubles

*B. It increases four times C. It is reduced to one-half D. It is reduced to one-fourth

Journal entry:

Think and look for words and ideas that relate to the word on the box. Write the words and ideas on the lines around the box.

V. REMARKS VI. REFLECTION

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

remediation

E. Which of my teaching strategies worked well?

Why did these worked?

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

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Teaching Date and

Time Quarter First ( Physics)

DAY:

I. OBJECTIVES

The learner demonstrates understanding of work using constant force, power, gravitational potential energy, kinetic energy, and elastic potential energy

B. Performance Standards C.

(S8FE-Ic-20)

 Identify situations in which work is done and in which no work is done

Objectives:

1.Define work scientifically

2.Identify situations in which work is done and in which no work is done.

II. CONTENT MODULE II: WORK, POWER AND ENERGY

Lesson 8: WHAT IS WORK?

A. References

1. Teacher's Guide Pages 18-19

2. Learner's Materials Pages 21-23

Resource (LR) portal

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

B. Establishing a purpose for the Lesson Ask the students if they know the meaning of work. Emphasize to them that the meaning /definition of work and the one that we use in Science are quite different from each other.

C.

Simple Demonstration:

Ask three students to demonstrate in the class the following actions/tasks:

a. Student 1 pushes the blackboard.

b. Student 2 pulls a chair from one end of the room to the other end.

c. Student 3 pulls a chair then return it to its original place.

D. Discussing new concepts and practicing new skills #1

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From the three demonstrations, which activity showed that work is done or no work done? Explain.

E. Discussing new concepts and practicing

new skills #2

Do the Activity on Is there work done?

Lesson Guide Grade 8 First Quarter pp. 29-30

Analysis:

1. Which of the four situations demonstrated or showed that work is

done? Why?

2. Why do you think situation number 3 did not show that no work is

done? Why?

3. What is the effect of the force the object?

4. How will you relate the force and the direction of the motion?

5. When can we say that work is done?

G. Finding practical applications of concepts and skills in daily living

Agree or Disagree !!!

Ask the students to take a stand by showing thumbs up or thumbs down sign with the following statements.

1. Work does not necessarily mean physical labor.

2. If there is displacement in the same direction of the force then there is work automatically.

3. Work done at a very limited time frame means there is high power output.

4. If there is no force exerted, there won’t be any work output. 5. If force and distance move at an angle there is work one.

Work is present when the force exerted causes an object to have a displacement in the same direction of the force.

(You may use the picture on the lesson guide)

Identify situations in which work is done and in which no work is done. Write W if the situation shows work and NW if no work.

1. Lifting a box from the floor. 2. Pushing against the wall. 3. Pushing a box along the floor. 4. Carrying a bag of grocery

5. Raising a flag during the flag ceremony

How do you measure the amount of work done?

Illustrate how to calculate work and determine the corresponding units work.

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

remediation

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G.

Teaching Date and

DAY:

I. OBJECTIVES

(S8FE-Ic-20)

Objective;

Calculate the amount of work done using appropriate units.

II. CONTENT

Module Ii: WORK, POWER AND ENERGY Lesson 9: CALCULATING WORK

A. References

1. Teacher's Guide Pages 19 – 20

2. Learner's Materials Pages 24 – 25

IV. PROCEDURES

new lesson When do we say that work is done?

Students will watch a short video clip on how to calculate the amount of work done on the object.

(please follow the link for the video clip on work www.youtube.com/watch?v=hQKYb7P5vwA)

C.

Example of situational problems on work

1. A box is dragged horizontally across a floor by a 100 N force acting parallel to the floor. What is the work done by the force in moving it through a distance of 8 m?

D. _{Discussing new concepts and practicing} new skills #1

Do the Activity on Calculating Work, Lesson Guide Grade 8 First Quarter pp. 33-34

Discussing new concepts and practicing new skills #2

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E.

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

Analyze the picture, Do you think that the man climbing upstairs demonstrate or performs work? Why?

Work is said to be done when a body undergoes

displacement. It is denoted by W. Work Formula is given by W = F . d

where :

F = force applied and d = displacement.

Work formula is used to calculate work done, force or displacement in any problems. It is given in N-m.

Direction: Read each statement carefully and write the letter of the correct answer.

1. How much work is required to lift a 2 kg mass to a height of 10 meters?

A. 5 J B. 20 J *C. !00 J D. 200 J

2. A garden tractor drags a plow with the force of 500 N in a distance of 10 meters in 20 seconds. How much work is done?

A. 0.25 J B. 1000 J C. 2599 J *D. 5000J

3. One joule is equivalent to:

A. 1 N.m3 _{B. 1 kg.m}3 _{C.1 watt}2 _.N _{*D. 1 kg.m}2 _/s2 4. Which of the following 10 N forces acting over 10 m would produce the most work?

30 degrees 45 degrees A B 45 degrees Horizontal C * D

5. Students A and B run up the same flight of stairs.  Both students run up the stairs at constant velocities.

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 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 J. _{Additional activities for application or}

remediation

Why is work considered a method of transferring energy?

V. REMARKS

VI. REFLECTION

remediation

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Teaching Date and

DAY:

I. OBJECTIVES

(S8FE-Ic-20)

Objectives:

1.Describe the energy changes when energy is transferred from one body to another.

2.Give examples of how energy is transferred

II. CONTENT _{Lesson 10: Work Is A Method Of Transferring Energy}Module II: WORK, POWER AND ENERGY

A. References

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 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, causing the book to move.

2. Fingers hitting piano keys transfer energy from the player’s hand to the keys.

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new skills #1 Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38

E.

Discussing new concepts and practicing new skills #2

Analysis:

1. Is there work done on the ball?

2. What can a moving ball do when it interacts with other object?

3. What happens to the energy of the ball (doing the work) and the

bottle ( on which work is done)? Explain your answer.

(Leads to Formative Assessment 3) Discuss the answers in the given activity

Cite other examples of energy transfer in your daily life situations.

When energy is transferred, one body loses energy, where as another gains it.Work is a method of energy transfer.

When a body does work, it loses energy. The body on which work is done gains energy.

Examples of energy transfer are:

a. A spring vibrates after being stretched b. A bicycle going uphill, which stops.

Direction: Choose the letter of the correct answer. 1. In which situation is there NO work done in the system? a. A monkey climbing a tree

b. A person in an ascending elevator c. A weight lifter lifting a barbell in the air d. A stone whirled around the horizontal circle 2. Describe the energy changes that take place when the ball is thrown upward. a. Potential to Kinetic b. Kinetic to Potential c. Both a and b d. Cannot be determined

3. What happens to energy when it is transferred from one body to another? a. Energy is gained. b. Energy is destroyed. c. It loses energy. d. Both a and c

For numbers 4 and 5, Show complete solutions.

4. A ball with mass of 2 kg is dropped from a height of 60 m. What is

the potential energy of the ball? Assume that the reference position is the ground.

5. A book weighs 5.0 newtons when it is raised 1.5 meters. Calculate its increase in potential energy.

J. _{Additional activities for application or}

remediation

Explain how work is related to power.

V. REMARKS

VI. REFLECTION

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No. of learners who require additional activities for remediation who scored below 80%

remediation

(30)

Teaching Date and

Time Quarter First (Physics)

DAY: Tuesday

I. OBJECTIVES

C. Learning Competencies / Objectives Write the LC code for each

(S8FE-Ic-21)

 Describe how work is related to power and energy Objectives:

1. Describe how work is related to power and energy. 2. Compute for your power output in walking or running up a flight of stairs

II. CONTENT Module II: WORK, ENERGY AND POWER _{Lesson 11: HOW POWER-FUL AM I?}

A. References

IV. PROCEDURES

new lesson Differentiate potential form kinetic energy

Video Presentation

Showing a short video clip about sport Triathlon (www.youtube.com/watch?v=wxtR9hf39Ug)

Ask the students to explain if there is work done by the athletes participating in the said event.

Ask them also if they use energy.

D. Discussing new concepts and practicing new skills #1

Do the Activity on How POWER-ful am I, Lesson Guide Grade 8 First Quarter, pp. 40-41

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E.

new skills #2

Q1. Who among the group members had the highest power output?

Q2. What is the highest power output?

Q3. Who among the group members had the lowest power output?

Q4. What is the lowest power output?

Q5. What can you say about the work done by each member of the group? Q6. Did each member perform the same amount of work in climbing the

stairs?

Q7. What factor/s determined the highest/lowest power output? Name Weight ( N ) Height of stairs ( m ) Time taken to climb the stairs ( s ) Energy Expended ( J ) Power ( J/s ) F. _{Developing mastery}

(Leads to Formative Assessment 3) Discuss the answers in the given activity

Your opinion here!

If you were be given a chance to be the leader of the our country, how would you exercise your power of authority?

Power provides a measure of both the amount of work done or the amount of energy expended and the time it takes to do it. If you do a physical task quickly you have more power than when you do the same task slowly.

In science, power is defined as the rate at which work is done or the rate at which energy is expended, or is transferred, or transformed. In equation,

Power = work/time or

Power = energy/time

What is the SI unit of power? Since the SI unit of work is joule and the SI unit of time is second, the SI unit of power is Joule/second. This is given a special name,

watt, in honor of James Watt. So, 1 watt (W) = 1 joule (J)/second (s)

Direction: Choose the letter of the correct answer.

1. Which of the following statements indicates the best way to increase power?

*A. increase the amount of work done in a given amount of time, or do a given amount of work in less time

B. increase the amount of work done in a given amount of time, or do a given amount of work in more time.

C. decrease the amount of work done in a given amount of time, or do a given amount of work in less time .

D. decrease the amount of work done in a given amount of time, or do a given amount of work in more time.

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

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boy of the same weight carries the same suitcase slowly up the flight of stairs. Which statement is true?

A. The girl did less work and had less power than the boy. B. The girl had less power than the boy.

C. The girl did more work and had more power than the boy. *D. The girl had more power than the boy

4. What is the power develop by a jumbo jet that cruises at 200 m/s when the thrust of its engine is 100,000 N?

A. 20,000 W B. 200,000W C. 20,000,000W D. 2000 W

5. The following the units to express power. Which is not included?

A. N.m/s B. J/s C. watt D. N.m/s2

1. What are the different forms energy? 2. What are the types of mechanical energy?

V. REMARKS

VI. REFLECTION

remediation

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G.

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Teaching Date and

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.

(S8FE-Id--22) (S8FE-Id-23)

 Differentiate potential and kinetic energy.

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

Objectives:

1. Define kinetic energy.

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

3. Calculate the kinetic energy of a moving body

II. CONTENT Module II: WORK, POWER AND ENERGY _{Lesson 12: KINETIC ENERGY}

A. References

1. Teacher's Guide Pages 21

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

IV. PROCEDURES

new lesson How will you define power?

Picture Analysis: