DIVISION OF NAVOTAS CITY

8
Science
Quarter 1

S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Science – Grade 8
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Ronalyn A. Bautista, Don King O. Evangelista, June Kathleen A. Sayo,

Julieta M. Delos Santos, Russell P. Samson, Jonah Grace Monieba-Sodela, and
Amado S. Banawa Jr.
Editors: Karl Erniell D. Arambulo, Erna T. Cantonjos, Don King O. Evangelista, and
Katryn G. Tan
Reviewers: Mary Grace Magno, Anika Dana J. Sengco, Russell P. Samson
Illustrator: Eric De Guia, BLR-Production Division,
Rodel B. Rimando, Amado S. Banawa Jr
Layout Artist: Don King O. Evangelista
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Russell P. Samson, EPS in Science
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: [email protected]
____________________________________________
 Table of Contents
What I Know ................................................................................1

Module 1......................................................................................3

Module 2......................................................................................9

Module 3......................................................................................16

Module 4......................................................................................25

Module 5......................................................................................28

Module 6......................................................................................31

Assessment ..................................................................................39

Answer Key ..................................................................................40

References ...................................................................................44
Choose the letter of the best answer. Write the chosen letter on the answer sheet of
paper.
1. The seat belts are provided in the cars so that if the car stops suddenly due to an
emergency braking, the persons sitting on the front seats are not thrown forward
violently and saved from getting injured. Which of the following laws is associated
with this?
A. Newton’s First Law of Motion C. Newton’s Third Law of Motion
B. Newton’s Second Law of Motion D. Newton’s Law of Gravitation
2. 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 a straight line, as long as no external net
force acts on it. Which of the following statements could be the best evidence of
this Law?
A. The force of the boy exerted in pulling the cart and the force of the cart
exerted on the boy.
B. You are riding in a passenger jeep that speeds up rapidly then you are
pushed backward.
C. A full shopping cart has greater mass than an empty shopping cart
D. Two groups of students playing tug-of war.
3. A thrown stone hits a window but doesn't break it. Instead, it reverses direction
and ends up on the ground below the window. In this case, we know:
A. the force of the stone on the glass > the force of the glass on the stone.
B. the force of the stone on the glass = the force of the glass on the stone.
C. the force of the stone on the glass < the force of the glass on the stone.
D. the stone didn't slow down as it broke the glass.
4. The diagram below shows the position of the ball as it rolls. Which point has the
most potential energy? A G
A. A C. G B F
B. B D. F C
D E

5. If a 1000 kg car is traveling at 3 meters per second, what is its kinetic

energy?
A. 1500 J B. 3000 J C. 1800 J D. 4500 J
6. Which of the following statements about the relationship of temperature
and speed of sound is correct?
A. The higher the temperature, the faster the speed of sound.
B. The higher the temperature, the slower the speed of sound.
C. The higher the temperature, the speed of sound is still the same.
D. The higher the temperature, the sound will travel fast then slow.

1
7. If 986 Joules of energy that is added causes 50g of a substance to heat
up from 30 degree Celsius to 40 degree Celsius. What is the substance
heat capacity?
A. 1936J/ (g/degree Celsius) C. 193 J/ (g/degree Celsius)
B. 1.936 J/ (g/degree Celsius) D. 19.3 J/ (g/degree Celsius
8. How do the particles of water that evaporate from an open container differ
from the particles that remained inside?
A. The evaporated particles only have more speed.
B. The evaporated particles have greater order.
C. The evaporated particles only have higher energy.
D. The evaporated particles have more speed and higher energy.
9. Three light bulbs are connected in _____ circuit. The filament of one of the
light bulbs burns out. The remaining two light bulbs will still be lit; yet,
their brightness will be noticeably less.
A. parallel B. series C. static D. All these
10. This law states that the current through a conductor between two points
is directly proportional to the voltage across the two points.
A. Voltage Law C. Current Law
B. Ohm's law D. Resistance principle

2
 MODULE 1

This module was designed and written with you in mind. It is here to help you
master Newton’s three Laws of Motion. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into three lessons, namely:
● Lesson 1.1- Newton’s First Law of Motion
● Lesson 1.2- Newton’s Second Law of Motion
● Lesson 1.3- Newton’s Third Law of Motion
After going through this module, you are expected to:
1. define inertia;
2. relate inertia to mass;
3. explain the Law of Inertia;
4. relate inertia to stopping forces like friction;
5. cite situations where the law of inertia applies;
6. show the effect of force and mass on acceleration;
7. state Newton’s Second Law of Motion - The Law of Acceleration;
8. solve problems involving the Law of Acceleration;
9. explain Newton’s Third Law of motion as law of interaction;
10. explain why action and reaction forces do not cancel each other;
11. apply the law of interaction to falling bodies and to activities like walking
and swimming as well as to jet and rockets

Lesson
Newton’s First Law of Motion
1.1

Have you ever been riding in a jeepney when the driver suddenly stepped on
the brakes? How did your body move as the jeepney came to a stop? You are right,
you felt that your body moved forward, and you experienced Newton’s first law of
motion, the law of inertia. Inertia is the tendency of an object to resist a change in
its motion. If an object is already at rest, inertia will keep it at rest. If the object is
already moving, inertia will keep it moving.

3
 Newton’s First Law of Motion clearly states that an object at rest stays at
rest while an object in motion stays in motion unless acted upon by an unbalanced
force. This unbalanced force causes a change in the motion of the object to which
the force is applied. For example, a ball that is placed on the ground will stay on that
position unless an unbalanced force acts on it. On the other hand, the ball will
continue rolling on the ground unless a friction or something else stops it by force.
Friction is an external force that acts opposite to the direction of motion. It opposes
the motion of all moving objects, so, like the rolling ball, moving objects eventually
come to a stop even if no other forces oppose their motion.

Remember: The First Law of Motion or Law of Inertia states that, “An object at rest
stays at rest and an object in motion stays in motion unless acted upon by an
unbalanced force”. Inertia is the tendency of an object to resist a change in its motion.
If an object is already at rest, inertia will keep it at rest. If the object is already moving,
inertia will keep it moving. The inertia of an object depends on its mass. Objects with
greater mass have greater inertia while objects with less mass have lesser inertia.

Activity 1

Directions: Read and analyze the given information about Newton’s First Law of
Motion.

Analyze the given situations. Underline the unbalanced force once and the effects of
it twice.

1. The fruits or leaves fall down when the 3. When the cardboard on top of the glass
branches of a tree are shaken. is flicked, the coin falls into the glass.

2. When the bus stops abruptly, the 4. Droplets of water are spun off when a
passengers move forward. When the bus wet umbrella is rotated vigorously and
accelerates suddenly, the passengers fall stopped suddenly.
backward.

5. Rain wants to add tomato catsup on her dish. She turns the bottle at an angle
towards her plate and taps the bottom of the bottle until the catsup comes out

Critical thinking question: Read the question/ situation carefully. Apply the
concepts that you learned in answering the question.
Q. Assume you are riding a skateboard and you run into an edge of the street. Your
skateboard suddenly stops its forward motion. What do you think will happen next?
A.____________________________________________________________________________
_____________________________________________________________________________

4
 Lesson
Newton’s Second Law of Motion
1.2
Newton’s First Law of Motion states that, “An object at rest stays at rest and
an object in motion stays in motion unless acted upon by an unbalanced force”. This
law is closely related to his second law of motion which mathematically states the
cause- effect relationship between force and changes in motion.

Newton’s second law, the law of acceleration states that the acceleration is
directly proportional to the net force and inversely proportional to its mass. The
simplest way that Newton’s second law of motion can be expressed is through a
mathematical equation, F= m x a where:
F- force and the unit is Newton (N)
m- mass and the unit is kilogram (kg)
a- acceleration and the unit is meter per second
squared (m/s ) 2

We can make use of the formula using the triangle method.

To solve for F (force), simply multiply mass (m) and acceleration (a).
If m is missing, divide F by a; and if you are asked to solve for a,
divide F by m.

To understand Newton’s second law of motion, imagine that you and your
sister are asked to go to the supermarket to buy your food. You both are pushing
shopping carts. In your cart you have the vegetables you need for your dish like ½
kilo of pechay, 2 kilos of cabbage, 1 kilo of eggplant, ½ kilo of tomatoes and another
half kilo of bell pepper. In your sister’s cart are 10 different kinds of canned goods
and 10 kilos of rice. Who has pushed harder to get the cart to move forward? If you
think your sister needs to, then you are correct. Big masses are hard to accelerate.
They require a large amount of force to accelerate. Small masses are easy to
accelerate. Small masses require small forces to accelerate. Since objects move in
the direction they are pushed or pulled, objects accelerate more quickly when a
greater force is used.

Remember: Newton’s second law predicts the following relationship between

acceleration, force, and mass:

The acceleration of an object is directly proportional to the net force and will always
be in the same direction as the net force.
Acceleration will be inversely proportional to the mass of the object, which means
that more massive objects will have less acceleration and less massive objects will
have more acceleration if the same amount of force is given to them.

5
Activity 1.2

Analyze the given example:

Problem Given Required Equation Solution Answer
How much force m= 100 kg Force F= m x a F=100kg F= 200 N is
is needed to a= 2 m/s2 (2m/s2 ) needed to
accelerate a 100- accelerate a
kilogram cart at 100 kg cart
a rate of 2 m/s2? at a rate of
2 m/s2
Solve the following.
Problem Given Required Equation Solution Answer
1. What is the
mass of a truck if
it produces a
force of 14,000 N
while accelerating
at a rate of 5
m/s2?
2.What
acceleration will
result when a 12
N net force is
applied to a 3 kg
box of dried fish?
3.How much force
will be needed by
a 10 kg bowling
ball to accelerate
down an alleyway
at a rate of 5
m/s2?

6
 Lesson
Newton’s Third Law of Motion
1.3

In every interaction between things, there is always an equal and opposite

reaction. This is stated in Newton’s Third Law of motion or simply known as the Law
of Interaction. Think about what happens when you are swimming. As you push
the water back with your arms, your body moves forward. The forward movement of
your body is the reaction force to the backward push of your arms to the water. The
following simple activity will help you investigate Newton’s Third Law of Motion.
Newton’s Third Law of motion states that every action has an equal and
opposite reaction. Whenever objects A and B interact with each other, they exert
forces upon each other. We can call one force the action force, and the other the
reaction force. When you sit in your chair, your body exerts a downward force on the
chair (action force) and the chair exerts an upward force on your body (reaction force).
Action and reaction forces DO NOT cancel each other out like balanced forces
do. Only the forces that act on an object can cancel. Forces that act on different
objects don't cancel - after all, they affect the motion of different objects. Action and
reaction forces act on different objects, so they don’t cancel each other out and, in
fact, often result in motion.

Remember:
Newton’s Third Law of Motion states that in every action, there is an equal
and opposite reaction. This relationship is also known as the Law of Interaction.
Whenever one object exerts a force on a second object, the second object exerts an
equal and opposite force on the first. We can call one force the action force, and the
other the reaction force.
In every interaction between things, there is always an equal and opposite
reaction. If you push hard on the world, for example, the world pushes hard on you.
If you touch the world gently, the world touches you gently in return. The way you
touch others is the way others touch you

Activity 1.3
A. In each given situation below, identify the action or the reaction force.
1. A fisherman’s boat moves forward, Action:
the paddles move backward.
Reaction: boat moves forward

7
 2. As the rocket fuel burns, the Action: the expanding gas particles
expanding gas particles push against push against the rocket
the rocket. The rocket pushes against
the expanding gas particles. Reaction:

3. When you jump, you push your Action:

feet down against the ground. The
ground pushes back up against your Reaction: ground pushes back up
feet. against your feet

4. A bird flies using its wings. The Action: The wings of the bird push air
wings of the bird push air downwards
downwards. In turn, the air reacts by
pushing the wings upwards. Reaction:

5. A fish uses its fins to push water Action:

backwards. In turn, the water reacts
by pushing the fish forward,
propelling the fish through the water. Reaction: the water pushes the fish
forward

Critical thinking question: Read the question/ situation carefully. Apply the
concepts that you learned in answering the question.
Q. The reaction to an action is an equal and opposite force. Why doesn’t this yield a
net force of zero?
A. ___________________________________________________________________________
Q. Identify one action and reaction force pair involving your book on top of your
study table.
A. __________________________________________________________________________

Activity: Do It Like Newton!

What to do:

1. Think of a Filipino sports (Larong Pinoy) that you like the most. Write a paragraph
to describe it. It may include the objectives if the game, where and when it is best
played and if there is/are equipment/s used in playing it.

2. Write an explanation on how Newton’s Laws of Motion can be observed in your

favorite game. Include diagrams or pictures to clearly explain how it can be related
to any of Newton’s three laws of motion

8
3. Make sure your illustrations are colorful and neat.
4. Be guided by the given rubrics.
Criteria 40 30 20 10
Content Appropriate Most details Few details No details to
details support main support main support main
support main idea idea idea
idea Accurate Lacking Information is
Accurate and information accurate not accurate
detailed for almost all information Information
information subject matter Inadequate does not
Information Information is information is support the
adequately mostly not clearly visual’s
supportive of adequate and supportive of purpose
purpose of supportive of visual’s
visual visual’s purpose
purpose
Visual Appeal Outstanding Adequate use Inappropriate Little attempt
use of color, of color, use of color, to use color,
design, and design, and design, and design and
space space space space
Original and Design is Design lacks appropriately
creative adequate creativity Design is dull
design Overall design Lack of Project has
Overall design is mostly harmonious messy
is pleasing pleasing and design in appearance
and harmonious presentation
harmonious

MODULE 2

This module was designed and written with you in mind. It is here to help you
master the difference between mixtures and pure substances. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
1. Draw force diagrams to illustrate different laws of motion,
2. Do different home-based activities that uses the principles of the laws of
motion,
3. Apply the different laws of motion in daily situations.

9
 Applying Newton’s Laws: Force
Lesson
Diagrams and Practical
2
Applications

FORCE DIAGRAMS and NEWTON’S LAWS

To help us in our discussion and discovery about the Laws of Motion, force
diagrams will be helpful for us. It is a diagram that shows all the forces that act on
an object, including its direction and magnitude. Since force is a vector quantity, it
has both magnitude and direction.
Force diagram will help us simplify the picture by showing the forces. The
common forces that are acting on the object are the following:
Fg or the force of gravity FT or the tension force
FN or the normal force Ff or the frictional force
Fa or the applied force
Let us enumerate these forces:
Fg or the gravitational force is the downward pull of the earth towards an
object. From the second law of motion, Fg = ma, where a is the acceleration due to
gravity or -9.8 m/s2. The pull of gravity is always downward.
FN or the normal force is also known as surface force. It exists if there is a
surface. The normal force is the upward push of the surface to the object. Therefore,
the direction of the normal force is always perpendicular to the surface of the object.
FT or the tension force is the force that exists along a string, a rope, or a chain.
If force is applied unto a string or a rope, that force is called a tension force. It is
tension force since there is a tension in the atoms of the rope as you pull it, thus the
word tension force.
Ff is frictional force. Friction always appears as a force that opposes motion.
The direction of the frictional force is always opposite the direction of motion. If there
is constant speed (no acceleration), it means that the frictional force and the applied
force (force along the motion) is equal.
Fa is the applied force. It is a force that you apply to an object for it to move.

10
How to Draw Force Diagrams?
1. Identify the object that you will draw your diagram. One object is to one force
diagram.
2. Identify all the forces that acts directly on the object. The only non-contact
force there is the force of gravity (F g).
3. Draw a dot to represent the object of interest.
4. Draw a vector to represent each force. Draw it in the direction where the force
is exerted, and label the type of force, or the object exerting the force, and the
object receiving the force.
5. If the object is stationary or is moving at constant speed or velocity, the vectors
should have equal lengths, thus the forces are balanced, and the net force is
zero. If the object is accelerating, there must be the presence of unbalanced
forces, and there must be a resulting vector that is in the direction of the
acceleration.
Example:
Situation 1: Object at rest. A box is resting on a table.
a. Identify all the forces in the box.
The forces that act on the box are the force of gravity and normal force.
b. Draw a dot to represent the object and draw the vectors to represent each
force.
Since the box is not moving, therefore the forces are equal in magnitude but
different in direction.

FN

Fg

We call these forces balanced force. The net force of these balanced forces is
zero. By Second Law of Motion, since they are balanced, ∑F = 0.
Situation 2: Object moving at constant velocity. A rightward force is applied to a
book in order to move it across a desk at constant velocity. Consider frictional forces.
Diagram the forces acting on the book.
a. Identify all forces acting on the book.
The forces that act on the book are
applied force, frictional force, normal force, and force of gravity.
b. Draw a dot to represent the object and draw the vectors to represent each
force.
Since the box is moving at constant velocity, therefore the forces in the book
are balanced, and thus are equal in magnitude but different in direction.

11
 FN

Ff Fa

RECALL: Constant speed or velocity means no acceleration

In your Grade 7 lesson, you have learned that acceleration is equal to:
𝑣𝑓 −𝑣𝑖
𝑎= where vf and vi are final and initial velocities, respectively. If the vf and vi
∆𝑡
are equal, therefore the numerator becomes zero. Zero divided by something is
zero. Thus, constant speed or velocity means zero acceleration.
Situation 3: Accelerating objects. A car going to the right is accelerating in a rough
road.
a. Identify all the forces acting on the car.
Since the car is accelerating, the forces on the car are: gravitational force,
normal force, applied force (through the engine) and frictional force.
b. Draw a dot to represent the object and draw the vectors to represent each
force.
Since the car is accelerating to the right, therefore the forces in the book are
unbalanced, and thus the vector for the applied force should be longer than
the frictional force.
FN

Ff Fa

Force diagrams will help us illustrate the direction of the net force (if it is
accelerating) and the action-reaction forces.

Activity 2.1 Drawing Force Diagrams

In this section, you will be given different situations. Draw the force diagrams in
each of the following situations.
1. A rightward force is applied to a box in order to move it across the desk with
a rightward acceleration. Consider the frictional forces present.

12
 2. A skydiver is descending at constant velocity. Consider the air resistance as
frictional force.
3. A car is coasting to the right and slowing down. Neglect air resistance.
4. A box is hanged through a rope and is suspended motionless in air.
5. A dog is running (accelerating) to the left while on leash (rope).
Activity 2.2: Action-Reaction Forces and Force Diagrams
Let us apply the principles on drawing force diagrams and identify action-
reaction forces as stated by the Third Law of Motion. This is what is stated in the
rule that we need to label the object exerting and receiving the force.

For example, Remember, for action-reaction

they act on different objects.
like in the example, there is a
force that acts from the bilao
Fbilao to hand
to the hand, and the reaction
force is the force of the hand
Fhand to bilao
to the bilao. These forces act
on different objects.

DIRECTIONS: For the following examples, identify as many action-reaction

pairs using force diagrams.

1. 2.

13
Activity 2.3: Applying Newton’s Laws
You will do different activities that exhibit Newton’s Law of Motion at work.
Part A: Magical Egg Drop1
Materials:
Hard-boiled Egg,
Tissue Roll Tube,
Paper Plate,
Glass with Water
Procedures:
1. Pick a steady and sturdy table or any surface to do this activity. Fill the
drinking glass with about ¾ of water. Center the
paper plate on the top of the glass. Place a tissue roll
tube vertically on the paper plate, directly over the
water. Carefully set the egg on top of a cardboard
tube.
2. Your goal is to get the egg into the glass of water
without touching the egg, the tissue roll tube, or the
glass of water. The only thing that you can touch is
the paper plate.
3. Position your hands at least six inches away from the
edge of the paper plate. Hit the edge of the paper plate
with enough force to knock the tissue roll tube out from the egg. If you
can, take a video of yourself doing the physics magic!
Hypothesis: If I flip the paper plate, then _____________________________.
Observations and Drawing:
Draw what happened before and after. Show force diagrams before and after.
Critical Thinking Questions:
1. What will happen if you jerk the paper plate slowly? Will the magic become
successful?
2. What Newton’s law is at work here?
3. Will there be a difference if the egg used is raw rather than hard-boiled?
You may consult the internet to search for additional information.
Part B: Air – Car2
In this activity, you will use the power of the air to let a balloon rocket move.
Materials: Long String that you can tie from both ends
Balloon
Tape
Straw

1
Modified from https://www.stevespanglerscience.com/lab/experiments/egg-drop-inertia-trick/
2
Modified from https://www.perkinselearning.org/sites/elearning.perkinsdev1.org/files/MakingScienceAccessible.pdf

14
 Procedure:
1. Tie one end of the string to a sturdy thing, maybe a chair, a doorknob, or
any support.
2. Put the other end of the string through a straw. Pull the string tight and
tie it to another support in the room.
3. Blow up a balloon and pinch the end of the balloon to keep the air
inside. Do not tie the balloon. Straw
in
string

4. Tape the balloon to the straw so that the opening of the balloon is
horizontal with the ground. You may ask the guidance of your guardian to
help you.
5. Pull the balloon all the way to the back of the end of the string so that the
balloon opening is against one support. The opening of the balloon should
be closed.
6. Let go of the balloon and watch it move.
Hypothesis: If I _______________, then _____________________________.
Observations and Drawing:
Draw what happened before and after. Show force diagrams before and after.
Critical Thinking Questions:
1. Once you have the balloon set, what happens when you let go of it? What
causes this to happen?
2. What do you think will make the balloon move faster?
3. What do you think will happen if you have put the opening of the balloon in a
wrong direction?
4. What law of motion is at work in this part?

Part C: Balloon Delivery

We will continue the activity from Part B. For this case, we will add cargo to
the balloon.
Materials: Same as part B, box for cargo, different cargo materials (pens,
pencil, anything that can be carried through the box that you’ll put)

15
 Procedure:
1. Using the same procedure as Part B,
but now, connect a cargo box in the
balloon. Tape it securely in the balloon.
2. Make at least three set-ups. The first
set-up is the cargo box that is empty.
Afterwards, make two trials with
different cargos inside the cargo box.
Make sure to log this down in your data
table. Measure the length to which the
balloon will move. Make sure that the size of the inflated balloon is the
same although out.
Hypothesis: If I _________________, then _____________________________.

Observations and Drawing:

Draw what happened before and after. Show force diagrams before and after.

Data Table:
Set Up Length Travelled (cm)

Empty Cargo

Critical Thinking Questions:

1. What is the independent variable? Dependent variable?
2. To make this study consistent, what factors must be considered equal or
constant?
3. What happens when you add cargo to the balloon rocket?
4. If you want to maintain the speed of the “balloon rocket” even with the cargo,
what must you do?
5. What Newton’s law is at work in this part?

MODULE 3

This module was designed and written with you in mind. It is here to help you master
the Kinetic and Potential Energy. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

16
The module is divided into three lessons, namely:
• Lesson 3.1 – Gravitational Potential Energy
• Lesson 3.2 – Kinetic Energy

After going through this module, you are expected to:

1. define Gravitational Potential Energy;
2. determine the factors that affect the Gravitational Potential Energy gained by
an object;
3. calculate the potential energy;
4. define Kinetic energy;
5. determine the factors that affect the Kinetic energy;
6. calculate the kinetic energy; and
7. differentiate Gravitational Potential energy from Kinetic energy.

Lesson Gravitational Potential

3.1 Energy

A. Definition of Gravitational Potential Energy

Gravitational potential energy is the energy stored by objects due to their
position above Earth’s surface. Any object or body that is elevated above the ground
has gravitational potential energy. For example, a toy cart resting on top of a box
(as shown in figure 1- a), and a lantern hanging on the window (figure 1-b), both
objects have gravitational potential energy.
The Gravitational Potential Energy of the object depends on the two factors,
namely: the weight of the object and the height of the object above the ground.
These two factors are the reason why the Gravitational Potential Energy of an object
might change. The Gravitational Potential Energy (GPE) is directly proportional to
the weight of the object and its height above the ground. The heavier the object, the
greater GPE. The higher the object from the ground, the greater the GPE.

As you will notice, the Gravitational potential energy is

expressed in terms of mass and weight. Weight is the product of mass
and acceleration due to gravity.
Weight = mass x acceleration due to gravity
W = mg
Remember the value of acceleration due to gravity(g) is constant
which is 9.8 m/s2.

17
Below are the standard units of each quantity.

Quantity Units Symbol

mass(m) kilogram kg

height(h) meter m

acceleration meter per second squared

m/s2
due to gravity(g)

Gravitational ● Kilogram meter kg. m2/s2

Potential squared per second
Energy (GPE) squared J
● Joule

For you to calculate the gravitational potential energy of an object, follow the 5 steps
given below. And remember the code GAsFSAn.

Try to solve the next sample problem.

18
 Sample Problem # 1:

Activity 1: “WHAT YOU SEE IS TO BELIEVE?”

Part A: Mixed Letters of Newton’s Word

Directions: Identify the words being described in each statement by arranging
the jumbled letters
It is a push or pull to an object.

-It is a change in position of an object.

- It is the property of matter that causes it to resist

any change in its motion or state of rest.

-It is the amount of matter it contains and can affect

the object’s motion.

19
Part B: What’s Your Picture Says?

Directions: Analyze the illustration to answer the questions.

1. What does the boy need to exert to make the cart move?

____________________________________________

2. Does the mass of the cart affect its movement?

_________________________________________________

3. Aside of force applied by the boy to the cart, what else does the boy need to move
the cart? _____________________________

4. How does boy maintain his force to move the cart? _____________________

Activity 2: I’m G.P.E

Directions: Complete the missing letter in each word by decoding the

number that corresponds to the letter in the alphabet.

Activity 3: GPE in numbers

Practice Problems

Directions: Solve the following practice problems. Use the G-As-F-S-An code to
show your solution.
1. A banana tree bears five kilograms of banana. How much GPE is exerted by
the fruit if it hangs for about 3.5meters?

20
 2. A toy car weighs 0.10 kilogram was placed at the top of a 0.3m slope. What is
the computed GPE of the toy car?
3. A crane lifts a 100 kilogram of sack of rice and puts it on the shelves. Compute
the GPE of the rice sack if the shelves are 8 meters high.

Lesson
Kinetic Energy
3.2

A. Definition of Kinetic Energy

In Gravitational potential Energy, the energy was stored if the object is
lifted above the ground. But how about in Kinetic energy? How an object uses
kinetic energy? But we all know that object moves because of energy. Is this kinetic
energy? Can you distinguish if the object has kinetic energy? How? Just bear in
your mind that every day you are consuming kinetic energy because you want to
complete your task on that day. Find out what is Kinetic energy in the next activity.
Kinetic energy is the energy that makes the object move. The movement
takes place if the object changes its position from one place to another. For
example, a flying bird in the sky, or a running dog in the street have kinetic energy.
Can you think of other examples of kinetic energy that you encounter with your
daily activities?

B. Factors that Affect the Kinetic Energy

The Kinetic energy or KE is the energy of a body(object) due to its motion. The
faster an object is moving, the more kinetic energy it has. The Kinetic energy is
directly proportional to the mass of an object and to the square of its velocity. to
each other. The Kinetic energy doubles when the mass of an object doubles, but
quadruples when its velocity doubles. Find out in the next activity if the Kinetic
energy of the object can be affected by some factors like in Gravitational potential
energy.

C. Computation of Kinetic Energy

Kinetic energy or KE can be calculated by using this formula.

The standard units of the following quantities.

Quantity Units Symbol

mass(m) ● kilogram ● Kg

velocity (v) ● meter per second ● m/s

21
 Kinetic Energy ● Kilogram. meter squared per ● Kg. m2/s2
(KE) second squared
● J
● Joule

Do the same steps that we have discussed in the Gravitational Potential

Energy. Again, use the G-As-F-S-An step to compute the exerted Kinetic Energy of a
moving object.

Sample Problem # 1

Sample Problem # 2

22
Activity 1: More or Less
Part A.
Situation A: Two cars with the same weight at different velocities.

Critical thinking questions:

1. Which car will have a higher kinetic energy? _______
2. Which car will have a lower kinetic energy? _____
3. Which car will have the most damage when it hits a tree?
_______
Situation 2: Two different vehicles running in a road

Critical thinking questions:

a. Which vehicle will have the higher Kinetic energy? _______
b. Which vehicle will have the lower Kinetic energy? _______

23
c. Which vehicle will damage more if it hits the light post? _______

PART B
Directions: Complete the statement to show the relationship of kinetic
energy to mass and velocity.
Exit Slip
1. The faster the moving object, the _______ (higher, lower) the kinetic
energy.
2. The slower the moving object, the ______ (higher, lower) the kinetic
energy.
3. The _______ (heavier, lighter) the moving object, the higher the
kinetic energy
4. The _______ (heavier, lighter) the moving object, the lower the
kinetic energy

Activity: SAFETY FIRST

Directions: Read the situations and answer the questions clearly.
How do you respond to these situations?
1. Riding a jeepney or tricycle is very common in Navotas City as the most common
means of transportation. The movement of these vehicles shows the numerous
rates of Kinetic energy around the city. So, Navoteño can go in different places
they want to go. What will happen to the kinetic energy if a jeepney hits
something? How it can be dangerous? What can you suggest lessening these
possible road accidents?
2. Our country often experiences earthquakes. And sometimes the ground shaking
can be felt also in Navotas City. There are buildings, houses and other
infrastructures that can be affected. What will happen to the Gravitational
Potential energy in objects coming from high places? Is this dangerous? Why?
What can you suggest ways to lessen the effect of GPE to the falling objects
during earthquake?

24
 MODULE 4

The module is divided into three lessons, namely:

● Lesson 4.1- Temperature and the Speed of Sound

● Lesson 4.2- Hierarchy of Colors and the Visible Light

After going through this module, you are expected to:

1. investigates the effect of temperature to the speed of sound;
2. determine the effect of temperature on the speed of sound;
3. compute the speed of sound in air at different temperature;
4. explain the hierarchy of colors in relation to the energy of visible light;
5. relate wavelength, frequency, and velocity of colors to energy that it carries;
and
6. explain the hierarchy of colors in relation to energy.

Lesson
Temperature and Speed of Sound
4.1

Temperature and the speed of sound

Temperature affects the speed of sound. Heat, like sound, is a form of kinetic
energy. You learned that Kinetic energy is the energy of a moving object. At higher
temperatures, molecules have more kinetic energy, thus they can vibrate faster.
Since the molecules vibrate faster, sound waves can travel more quickly.

The formula to find the speed of sound in air is as follows:

v = 331m/s + 0.6m/s/C * T

where v is the speed of sound and T is the temperature of the air in Celsius and 0.6
m/s/C is a constant factor of temperature.

25
Activity 1: Computing the Speed of Sound
Directions: Read and solve the given problems about the speed of sound.
1. Problem: What is the speed of sound in air of temperature 25OC?
Given:
Unknown:
Equation:
Solution:
Answer:
2. Problem: What is the speed of sound in air of temperature 37 OC?
Given:
Unknown:
Equation:
Solution:
Answer:
Critical thinking question:
Based on the answers in the above problems, in which temperature does the
sound travel faster? Why?

Be a Responsible Citizen

During COVID-19 pandemic, one of the busiest workers

are the medical front-liners. They are busy helping the
victims of COVID-19. In Navotas City, the people who
are tested positive in COVID-19 are being transported
to the quarantine facilities using the Navotas City
Hospital Ambulance. What advice can you give to the
vehicle drivers when they hear the sirens of an
approaching ambulance?

26
 Lesson Hierarchy of Colors and the
4.2 Visible Light

The frequency of a light wave is how many waves move past a certain point
during a set amount of time -- usually one second is used. Frequency is generally
measured in Hertz, which are units of cycles per second. Color is the frequency of
visible light, and it ranges from 430 trillion Hertz (which is red) to 750 trillion Hertz
(which is violet). Waves can also go beyond and below those frequencies, but they're
not visible to the human eye. For instance, radio waves are less than one billion
Hertz; gamma rays are more than three billion Hertz.

Activity 1: Comparing Frequencies and Wavelength of Different Colors

Directions: Study the given table of frequencies and wavelength of different colors
then answer the questions that follow.
Color Frequency (THz) Wavelength (nm) Energy (eV)

Red 422 700 1.77

Orange 484 620 2.00

Yellow 517 580 2.14

Green 566 530 2.34

Blue 638 470 2.64

Violet 744 400 2.95

Note:
● Terra is a prefix for 1012 (1 THz = 1 X 1012 Hz)
● Nano (n) is a prefix equivalent to 10-9 (1 nm = 1 X 10-9 m)
● 1 eV = 1.6 X 10-19 Joule

Guide questions:
1. Which color has the highest frequency?
2. Which color has the lowest frequency?
3. Which color has the longest wavelength?

27
 4. Which color has the shortest wavelength?
5. What did you observe about the wavelengths and frequencies of the different
colors?
6. Does the frequencies of the colors of light increase from Red to Violet?
7. What did you observe about the corresponding energies from Red to Violet?
8. How is frequency related to energy of colors of light?

Critical thinking question:

Why do you think colors in the rainbow arranged in such manner – ROYGBIV?

Activity 2: Making Rainbows with a Mirror

Procedure:
1. Fill a large bowl or dish halfway with water and prop up a mirror inside it so
that part of the mirror is under the water and part is out.

2. Place the rainbow maker near a sunny window with direct light coming in so
that it hits the mirror (early morning or early evening light works best).

3. Play around with holding a large white piece of paper above the maker to
“catch” the rainbow. You might have to move a bit until you find it.

4. Play around with moving the paper closer to the mirror and then farther away
to see how your rainbow changes!

MODULE 5

This module was designed and written with you in mind. It is here to help you
to understand Heat and Temperature. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

28
After going through this module, you are expected to:
1. define heat;
2. define temperature;
3. Differentiate between heat and temperature at the molecular level;
4. explain the effects of heat on a body;
5. Relate heat to mass and temperature through the concept of specific heat
capacity; and
6. Calculate the heat absorbed or released to raise or decrease the temperature
of a substance.

Lesson
Heat and Temperature
5

Heat and temperature at the molecular level

Differences in kinetic energy explain why matter exists in different states.

Particles of matter are attracted to each other, so they tend to pull together. The
particles can move apart only if they have enough kinetic energy to overcome the
force of attraction. It is like a tug of war between opposing sides, with the force of
attraction between particles on one side and the kinetic energy of individual particles
on the other side. The outcome of the “war” determines the state of matter.
If particles do not have enough kinetic energy to overcome the force of
attraction between them, matter exists as a solid. The particles are packed closely
together and held rigidly in place. All they can do is vibrate. If particles have enough
kinetic energy to partly overcome the force of attraction between them, matter exists
as a liquid. The particles can slide past one another but not pull apart completely.
If particles have enough kinetic energy to completely overcome the force of attraction
between them, matter exists as a gas. The particles can pull apart and spread out.

Effects of heat on a body

When heat is added to the substance, the molecules and atoms will vibrate
faster. The space between the atoms increases as the atoms vibrate faster. The
motion and the separation of the particles determine the state of matter of the
substance. The end result of increased molecular motion is that the object expands
and takes up more space.

29
 Phases of matter may change in the presence or absence of heat. When heat
is added to a matter the molecules increase its motion and the temperature increase.
When the heat is removed to the matter, the molecules decrease its motion and the
temperature will also decrease. Heat energy is moved from high temperature matter
to low temperature matter. Heat may be affected matter by enabling the state to
change.

Specific Heat Capacity

The specific heat capacity of a substance is the amount of energy required to

raise the temperature of 1 kg of the substance by 1°C and the unit for specific heat
capacity is Joules (J).

Each and every material has its own ability to take in and send out heat. For
example, our kitchen utensils are made up of iron and aluminum because these
materials have a high melting point and a good thermal and electric conductor.

Thermal Capacity

Thermal capacity, also referred to as heat capacity, is the amount of heat required to
change the temperature of an object by a certain degree. On the other hand, specific
heat capacity, also referred to as the specific heat of a material, is the amount of heat
needed to raise the temperature of an object per unit mass of that object.
To calculate the thermal or heat capacity. we should use the formula below.

Thermal Capacity = mass x ∆T x Specific heat

Activity 1: Heat vs. Temperature

A. Complete the table below to compare heat and temperature. There is a specific
question in each row that you need to answer.
Guide Question Heat Temperature
What is it?

What does it measure?

What is the unit of

measurements?

B. Encircle the item in each pair that could transfer more heat.
1. 20mL of water at 400C or 40mL of water at 500C
2. 250 ml of iced tea at 170C or 1000 ml at 600C

30
3. a cup of green tea at 1800C or a kettle full of tea at 180 0C
Expand or Contract
Identify the possible reaction of material when heat is applied or removed. And what
will be the movement of molecules after applying or removing heat.
States of Example Reaction Motion of molecules
SOLID 1. ice on a cup of warm
water
LIQUID 3. water inside the freezer

GAS 4. Air on a hot air balloon.

Activity 2: Real Life Examples

Try to answer the following real life-situation that you may experience and explain
your answer using the concept of thermal expansion.
1. Explain why putting a tightly sealed jar in a hot water makes it easier to open?
2. How do you dried your wet clothes without using of dryer?
3. When you are wearing plastic shoes for a long time, you notice that your shoes get
bigger, what do you think is the reason behind of it?

MODULE 6

This module was designed and written with you in mind. It is here to help you
master the nature of Force, Motion and Energy. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into three lessons, namely:

● Lesson 6.1 – The relationship between current, resistance and voltage
● Lesson 6.2 – Series and parallel connections
● Lesson 6.3 – Safety in Using Electricity

31
After going through this module, you are expected to:
1. Define current, voltage, and resistance.
2. Discuss the relationship of current to voltage and resistance in an electric
circuit; and
3. Solve problems involving Ohm’s Law
4. Illustrate series and parallel connections through schematic diagrams.
5. Differentiate series and parallel connections in terms of voltage, current, and
resistance.
6. Explain the advantages and disadvantages of series and parallel connections
used in homes.
7. Explain the functions of circuit breakers, fuses, earthing, double insulation,
and other safety devices in the home.

Lesson The Relationship of Current,

6.1 Resistance and Voltage

An electric current is the rate of flow of electric charge past a point. An

electric current is said to exist when there is a net flow of electric charge through a
region. Electric charge is carried by charged particles, so, an electric current is a flow
of charged particles. The moving particles are called charge carriers, and in different
conductors may be different types of particles. In electric circuit the charge carriers
are often electrons moving through a wire, and in an ionized gas (plasma) are ions
and electrons. The symbol for current is capital letter I. The unit, ampere (A), is
named after Andre-Marie Ampere, a French physicist who made important
contributions to the theory of electricity and magnetism.

Voltage, electric potential difference, electric pressure or electric tension

is the difference in electric potential between two points, which (in a static electric
field) is defined as the work needed per unit of charge to move a test charge between
the two points. In the International System of Units, the derived unit for voltage
(potential difference) is named Volt. In SI units, work per unit charge is expressed
as joules per coulomb, where 1 volt = 1 joule (of work) per 1 coulomb (of charge). The
old SI definition for volt used power and current, since 1990 quantum Hall and
Josephson effect were used and recently (2019) fundamental physical constants were
introduced for the definition of all SI units and derived units.

Electrical resistivity (also called specific electrical resistance or volume

resistivity) and its inverse, electrical conductivity, is a fundamental property of a
material that quantifies how strongly it resists or conducts electric current. A low
resistivity indicates a material that readily allows electric current. Resistivity is

32
commonly represented by the Greek letter ρ (rho). For example, if a 1 m × 1 m × 1 m
solid cube of material has sheet contacts on two opposite faces, and the resistance
between these contacts is 1 Ω, then the resistivity of the material is 1 Ω⋅m. Ohm’s
Law states that the current through a conductor between two points is directly
proportional to the voltage across the two points . It is a formula used to calculate the
relationship between voltage, current and resistance in an electrical circuit. To students
of electronics, Ohm's Law (E = IR) is as fundamentally important as Einstein's Relativity
equation (E = mc²) is to physicists.
E=IxR or V=IxR

Sample Problem
An electrical device with a resistance of 2.0 Ω has an electric potential
difference of 6.0 V impressed across it; the current in the device is
____ ampere.
Step 1: Identify the given values.
In this problem the known values are resistance which is 2.0 Ω and
voltage which is 6.0 V.
Step 2: Identify the unknown value.
The unknown value in this problem is the current.
Step 3: Write the formula
Derive the formula of current from the given equation, E = I x R,
thus the formula for current is I= E / R
Step 4: Write the solution
I = E / R, substitute the given or known values, I = 6.0 V / 2.0 Ω.
Step 5: Compute the answer
I = 3 amperes

Activity 1: Ohm’s Law Application

Directions: Read and analyze the given problems. Solve the problems following the
steps enumerated in the discussion.
1. What voltage will produce a current of 500 amperes if it encounters a
resistance of 50 ohms?
2. What voltage would produce a current of 50 ampere it if encounters a
resistance of 20 ohms?
3. Since copper has a resistance of 2.09 x 10-4 ohms, if a current of 100
amperes is flowing through a copper wire, what would the voltage have
to be?
4. Since silver has a resistance of 1.98 x 10-4 ohms, what voltage would
produce a current of 250 amperes in a silver wire?

33
 5. What voltage would produce a current of 100 amperes through an
aluminum wire, assuming that the resistance of the wire is 3.44 x 10-4
ohms?

Activity 1:

Search for an example of Ohm’s Law Application and examine the relationship
among current, voltage, and resistance.

Lesson
Series and Parallel Connections
6.2

A series circuit has only one path in which its current can flow. Opening or
breaking a series circuit at any point causes the entire circuit to "open" or stop
operating. For example, if even one of the light bulbs in an older-style string of
Christmas tree lights burns out or is removed, the entire string becomes inoperable
until the bulb is replaced.

Figure 2 Series Circuit

Current
In a series circuit, the current is the same for all the elements.

Voltage
In a series circuit, the voltage is the sum of the voltage drops of the individual
components (resistance units).
V = V1 + V2 + …+ Vn

34
Resistance units
The total resistance of resistance units in series is equal to the sum of their individual
resistances:
Figure 3. Resistance in the series circuit

https://en.wikipedia.org/wiki/Series_and_parallel_circuits#Series_circuits

Parallel Circuit if two or more components are connected in parallel, they have the
same difference of potential (voltage) across their ends. The potential differences
across the components are the same in magnitude, and they also have identical
polarities. The same voltage is applied to all circuit components connected in parallel.
The total current is the sum of the currents through the individual components, in
accordance with Kirchhoff's current law.

Figure 4. Parallel Circuit

Voltage
In a parallel circuit, the voltage is the same for all elements.
V = V1 = V2... =Vn

Current
The current in each individual resistor is found by Ohm's law. Factoring out the voltage
gives
Itotal = V (1/R1 + 1/R2 + …+ 1/Rn)
Resistance
To find the total resistance of all components, add the reciprocals of the resistances
of each component and take the reciprocal of the sum. Total resistance will always be
less than the value of the smallest resistance:

Figure 5. Resistance in the Parallel Circuit

https://en.wikipedia.org/wiki/Series_and_parallel_circuits#Parallel_circuits

35
Power Sources in Series versus Parallel
An electrical source, such as a battery or power supply, creates a voltage
difference across the circuit that drives electrical current. From Ohm's law, the
greater the voltage, the greater the current. With batteries wired in series, the total
voltage is the sum of the individual voltages. For instance, three 5-volt batteries in
series produce a total of 15 volts. By contrast, the voltage for batteries in parallel do
not add up, though their capacities do. This means if one 5-volt battery powers a
circuit for two hours, two 5-volt batteries in parallel would last four hours but supply
only 5 volts total.

Resistors in Series versus Parallel

Resistors reduce the current that a circuit delivers to the device using the
electrical power. This is necessary to protect current-sensitive components and
regulate the current in the circuit. Resistance is measured in units called ohms.
Three 2-ohm resistors wired in series give a total of 6 ohms of resistance.

Activity 1: Name the Components of a Circuit

Part I.
Directions: Using the illustration below, choose from the box below the name of each
component of a circuit.

1.

2. Battery light bulb wire

Connection switch
3.

4.

5.

Part II.
Directions: Tell whether the given circuit is a series or parallel circuit.

6. ______________ 7. _______________

36
Activity 2:
Illustrate the type of circuit use at home and use schematic diagram. Indicate if the
circuit used is a series circuit or a parallel circuit at home when using appliances.

Lesson
Safety in Using Electricity
6.3

Circuit Breaker is an automatic device for stopping the flow of current in an electric
circuit as a safety measure.

Fuse is an electrical safety device that operates to provide overcurrent protection of

an electrical circuit. The essential component is a metal wire or strip that melts when
too much current flows through it, thereby stopping or interrupting the current.

Earthing vs. Grounding

The key difference between earthing and grounding is that the term “Earthing” means
that the circuit is physically connected to the ground which is Zero Volt Potential to
the Ground (Earth). Whereas in “Grounding” the circuit is not physically connected
to ground, but its potential is zero with respect to other points.

Figure 6. Fuse and Circuit Breaker Figure 7. Earthing and Grounding

37
Double-Insulation

An electrical appliance which is double insulated does not have an earth wire fitted.
The appliance is designed in such a way that the electrical parts can never be into
contact with the outer casing of the device. Common double insulated appliances are
hair dryers, radios and cassette players.

Figure 8. Double Insulation

Activity 1:
Directions: Tell the functions of the following safety devices in the home and
explain them briefly.
1. Circuit Breakers
Functions _______________________________________________
Explain _________________________________________________
2. Fuses
Functions _______________________________________________
Explain _________________________________________________
3. Earthing
Functions _______________________________________________
Explain _________________________________________________
4. Double Insulations
Functions _______________________________________________
Explain _________________________________________________

Activity 3:
How can you prevent the incident of fire at home cause by faulty wires? Cite
some practical examples.

38
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. If you push a 30-kilogram mass with a force of 60 N, what will be the object’s
acceleration?
A. 40 m/s2 B. 20 m/s2 C. 10 m/s2 D. 2 m/s2
2. The property of matter that resist of an object to any change in its motion is
called
A. inertia B. phase C. shape D. size
3. How much Gravitational Potential Energy does a 10 kg rock that is 15m
above the ground has? (if g=9.8 N/m)
A. 500 J B. 450 J C. 490 J D. 1470 J
4. The direction of the heat is from _________________ to ______________.
A. from high to low temperature C. from east to west direction
B. from north to south direction D. from low to high temperature
5. An imbalance of electric charges within or on the surface of a material.
A. Series Circuit C. Static electricity
B. Parallel Circuit D. All these answers

Part II. Modified TRUE or FALSE. Write TRUE if the statement is CORRECT; if
incorrect, change the underlined word to make the statement correct.

Statements

6. When the molecules vibrate faster, sound waves travel

slower.

7. Force diagrams will help us visualize forces acting

on a single body.
8. Object placed in a higher place has more gravitational
potential energy than an object on the ground.

Part III. Solve the following

9. Calculate the energy needed to raise the temperature of 5kg of unknown metal
from 20 degree Celsius to 100 degree Celsius?

10. An 11 kg domesticated cat climbs the tree and reaches a height of15 m above the
ground. How much gravitational potential energy did the domesticated cat gain by
climbing the tree?

39
 40
Lesson 1.2:
What’s More
Activity 1.
Lesson 1.1:
What’s More
Activity 1.
Module 1
What I Know
1. A 6. A
2. B 7. A
3. C 8. C
4. A 9. A
5. D 10. B
 41
Lesson 2 Lesson 2
What’s more? What’s more?
Activity 2.2 Activity 2.1
Module 2
Lesson 1.3
What’s more?
Activity 1
1. Action-paddle moves backward
2.Reaction- rocket pushes against the expanding gas particles
3.Action- you push your feet down against the ground
4.Reaction- the air reacts by pushing the wings upwards
5.Action- fins to push water backwards downward
Reaction force- the table exerts an upward force on the book
CRITICAL THINKING QUESTION
1.Action and reaction forces act on different objects, so they do not cancel each
other out
2.Action-book exerts a downward force on the table
 42
Lesson 3.2
What’s more
Activity 1 Lesson 3.1
Part A What’s more
Situation A Lesson 3.1
What’s more Activity 1
Situation B Lesson 3.1 Part A
A 1. truck Activity 3 What’s more
1. 171.5 kg.m2 / s2 Force
B 2. car Activity 2 Motion
A 3. truck 2. 0.294 kg.m2 / s2 Gravitational Inertia
Part B 3. 7840 kg.m2 / s2 Potential Energy Mass
Exit Slip - is the stored Part B
1. higher energy of an Force
What I Can Do
2. lower object that is Yes
Answers may
3. heavier raised in vertical Energy
vary
4. lighter position or height. Energy
Module 3
Lesson 2
What’s more?
Activity 2.3
C. Balloon delivery
Hypothesis: If I release the Lesson 2 Lesson 2
balloon from my ahnd, What’s more? What’s more?
then it moves away from Activity 2.3 Activity 2.3
me. B. Air-Car A. Magical Egg Drop
Observation and Drawing: Hypothesis: If I release Hypothesis: If I flipped
(answers amy vary) the balloon from my the paper, then the egg
Critical Thinking and, then it moves away remains on top of the
Questions from me. tube
1. The cargo (content of Observation and Observation and
cargo) is the independent Drawing: (answers amy Drawing: (answers amy
variable while the distance vary) vary)
travelled is the dependent Critical Thinking Critical Thinking
variable. Questions Questions
2. The air inside the 1. It moves away from 1. The egg fell down. No
balloon. me. The air from the it was not successful.
3. The distance travelled is opening of the balloon. 2. Newton First law.
shorter. 2. More air will be 3. No, raw egg and hard
4. It will increase the air inside the balloon. boiled egg have the
inside the balloon. 3. It will move in same mass
5. Newtons 2nd Law of opposite direction.
Motion 4. Newtons 3rd Law of
Motion
 43
Lesson 5
What's More
Activity 1 Heat vs. temperature
Part A
1. known as the thermal energy vs. result of heat
2. Calorimeter vs. Thermometer
3.Joules vs. Celsius/Fahrenheit/kelvin
Part B
1.40 ml water at 50°C
2. 1000 ml at 60 °C
3. a kettle full of tea at 180 °C
4. faster
5. slower
6.2 Expand or contract
1. melt; vibrates faster
2 gets cold and change into ice; slow down and fixed its position as it turns into ice
3. it makes the balloon moves; vibrates faster
What I Can Do
Answers may vary
Module 5
Lesson 4.2
What’s More
Activity 1:
1. Violet
2. Red
3. Red
4. Violet Activity 1 (Problem 2)
5. If the color has high 2. Given:
wavelength, its frequency Speed of sound = 331
is low. m/s
6. Yes Constant = 0.6 m/s/C
7. The energy is increasing Temperature = 35OC
8. The higher the Unknown: Lesson 4.1
frequency of the color, the Speed of sound in air at What's More
lower the energy. Activity 1 (Problem 1)
35OC
Critical thinking question: 1. Given:
Equation:
Red light has the highest Speed of sound = 331 m/s
V= 331 m/s + 0.6 m/s/C
wavelength among the 7
+(T) Constant = 0.6 m/s/C
colours and violet has the
Solution: Temperature = 25OC
least.
So red light undergoes V= 331 m/s + 0.6 m/s/C Unknown:
least bending and violet X (35OC) Speed of sound in air at
light undergoes highest Answer: 25OC
bending. V= 352 m / s Equation:
As wavelength gradually Critical thinking question: V= 331 m/s + 0.6 m/s/C
decreases from red light to Sound travels faster in +(T)
violet light bending higher temperature (35OC) Solution:
increases. because particles have V= 331 m/s + 0.6 m/s/C
It is the reason why higher kinetic energy X (25OC)
rainbow lights are in order when the temperature is Answer:
from red to violet. high. V= 346 m / s
Module 4
 44
Force and motion. https://byjus.com/physics/force-and-motion/
http://idahoptv.org/sciencetrek/topics/force_and_motion/facts.cfm.
Force and Motion: Facts.
(2014). Newton's Laws. http://www.physicsclassroom.com/class/newtlaws
31388790
Leow, Vyvian. (2014). Inertia. https://www.slideshare.net/vyvianleow/inertia-
display.html
(2019). Rubrics for Visual Display. https://dentisty.org/rubric-for-visual-
laws-of-motion
(2020). Newton's laws of motion. https://www.britannica.com/science/Newtons-
Internet Sources
References
Assessment
1. D
2. A
3. D
4. A
5. C
6. Faster
Lesson 6.3 7. True
What I Can Do 8. True
Answers may vary
Lesson 6.2
Lesson 6.3 What I Can Do
What’s more Answers may
Circuit breaker is an automatic device for vary
stopping the flow of current in an electric Lesson 6.1
circuit as a safety measure. What I Can Do
Fuse provide overcurrent protection of an Lesson 6.2 Answers may
electrical circuit. What’s More vary
Earthing is used to protect you from an Part I
electric shock. 1. Wire
2. Switch Lesson 6.1
Double insulation protects the user of the What’s more
appliance from an electrical shock by 3. Connection
4. Light bulb 1. 25,000 Volts
preventing any possibility of the external
5. Battery 2.1,000 Volts
casing becoming live (the live wire can not
Part II. 3.0.0209 volts
touch the casing even if wires inside become
Parallel 4.0.04595 volts
loose)
Series 5.0.0344 volts
Module 6
Chris, Woodford. Forces and motion.
https://www.explainthatstuff.com/motion.html.

Book (Online)

Eckerty, Ashley. (2016).8th Grade Physical Science. http://www.ck12.org

Module
K-12 Grade 8 Learner’s Module in Science. Force, Energy and Motion. Department
of Education

Young, H. D., & Freedman, R. A. (2019). University Physics with Modern Physics
(15th Edition) (15th ed.). Pearson.

Hewitt, P. G. (2014). Conceptual Physics (12th Edition) (12th ed.). Pearson.

Steve Spangler Science. (n.d.). Egg Drop Interia Trick.

Https://Www.Stevespanglerscience.Com/Lab/Experiments/Egg-Drop-Inertia-
Trick/. https://www.stevespanglerscience.com/lab/experiments/egg-drop-
inertia-trick/

Textbook

K-12 Grade 8 Learner’s Module in Science. Force, Energy and Motion. Department
of Education

Online Sources:
File:2 resistors in series.png. (2019, December 19). Wikimedia Commons, the free
media repository. Retrieved 07:22, August 25, 2020
from https://commons.wikimedia.org/w/index.php?title=File:2_resistors_in_s
eries.png&oldid=381435315.

Series and Parallel Circuit.jpg. (2020, January 12). Wikimedia Commons, the free
media repository. Retrieved 05:57, August 25, 2020
from https://commons.wikimedia.org/w/index.php?title=File:Series_and_Para
llel_Circuit.jpg&oldid=386975879.

Two Resistors in Parallel.svg. (2018, July 23). Wikimedia Commons, the free media
repository. Retrieved 07:18, August 25, 2020
from https://commons.wikimedia.org/w/index.php?title=File:Two_Resistors_i
n_Parallel.svg&oldid=312205439.

eNotes Editorial. (2013). What is the difference between 'thermal capacity' and
'specific heat capacity'? Retrieved from eNotes.com:
ttps://www.enotes.com/homework-help/what-difference-between-thermal-
capacity-specific-434205. Accessed 12 July 2020.

45
Jean Brainard, P. (2020). https://www.ck12.org/. Retrieved from
https://www.ck12.org/: https://www.ck12.org/book/ck-12-physical-science-
concepts-for-middle-school/section/2.16/

mansfieldct. (n.d.). Retrieved from Government Websites by CivicPlus®:

http://www.mansfieldct.gov/

Specific Heat Capacity. (2005). Retrieved from OnlineMathLearning.com:

https://www.onlinemathlearning.com/specific-heat-capacity.html

Potential Energy. Retrieved from

https://www.physicsclassroom.com/class/energy/Lesson-1/Potential-
Energy

Gravitational Potential Energy - Formulas, Derivations, Solved Problems. Retrieved

from https://byjus.com/jee/gravitational- potential energy/

12 Examples of Potential Energy in Everyday Life. Retrieved from

https://studiousguy.com/potential-energy-examples

Kinetic Energy. Retrieved from

https://www.physicsclassroom.com/class/energy/u5l1c.cfm

Boness, L, Dineley, D. (2014,November 24). Car Safety: The Physics of staying safe
on the Road. Retrieved from https://www.mynrma.com.au/-
/media/documents/motoring- education/study-guides/nrma-the- road-
safety-total- learning-resource-years-9-10.pdf?la=en

Kinetic and Potential Energy Lab. Retrieved

from https://www.imater.org/ourpages/auto/2018/5/24/3965
6257/KineticandPotentialEnergyLab%201.pdf

46
For inquiries or feedback, please write or call:

Department of Education – Schools Division Office Navotas

Learning Resource Management Section

Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City

Telefax: 02-8332-77-64
Email Address: [email protected]