Pedro A.

Paterno National
School Grade Level Grade 8
GRADES 1 to 12 High School
Daily Lesson Log Teacher Ms. Ellie Rose C. Ramos Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-voltage-

A. Content Standards resistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C.  S8FE – Ih-30
Infer the relationship between current and charge

Objectives:
Learning Competencies / Objectives 1. Measure the electric current and voltage in a circuit using an
Write the LC code for each ammeter and voltmeter respectively; and
2. Determine the relationship between:
a. electric current and voltage
b. electric current and resistance
3. State Ohm’s Law
Module VI: ELECTRICITY:
II. CONTENT Lesson 29: OHM’S LAW: RELATIONSHIP AMONG CURRENT,
VOLTAGE AND RESISTANCE

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 36 – 38
2. Learner's Materials Pages pp. 55 – 58
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 116 - 120

IV. PROCEDURES

A.
Elicit How does your daily activities being affected by electricity?

Show to the students the voltmeter and ammeter and ask them if
B. Engage #1 they are familiar with the materials. Teach them how to use and
connect properly the ammeter and voltmeter in the circuit.
C. There are three quantities that you should be familiar with the study
Engage #2
of electricity. Let us find out in this activity.
D. The students will perform the activity on Measuring Current and
Explore #1 Voltage Lesson Guide G-8 First Quarter pp. 116 -117

Explore #2

E.
 No. of Voltage Current Voltage/
dry cells V I Current V/I
( volts) ( ampere) volt/ampere
1
2
3
1. Compare the brightness of the bulb with one dry cell to its
brightness when there are two dry cells in the circuit, three dry
cells in the circuit.

2. What can be inferred about the current passing through the bulb?

3. What can be inferred about the voltage across the bulb?

4. When you graphed the voltage against current, what is the shape
of the graph line? What does it mean?

5. Look at column 4. What kind of values did you obtain? What does
this indicate?

From the activity, notice that the current increases when the voltage
increases for a common resistance. This only proves that current is
affected by voltage. Plotting the data of V vs. I gives a straight line
graph through the origin as shown in the figure below.

F. Explain
Such graph indicates that voltage is directly proportional to the
current that is
V α I or
V=kI
Where k, the proportionality constant, is the slope of the V
vs. I graph.
Note that: k = V/I

This constant k is equal to the resistance R, of the circuit, so

R = V/I
From the equation, the unit of electrical resistance is

defined as

Elaborate #1 In household wiring we use different kind of wires such as aluminum,

nichrome and copper. Why is it that others prepare to use copper for
G. household circuits.
(answer: copper cabling has a lower resistance than aluminum for
the same length, so copper is safer to use for household circuits)
Elaborate #2
Ohm's law states that the current through a conductor
between two points is directly proportional to the voltage across the
two points. Introducing the constant of proportionality, the
resistance, one arrives at the usual mathematical equation that
describes this relationship:
H.

where I is the current through the conductor in units of amperes. The

rate of the flow of electricity is the current. The ammeter is the
instrument used to measure current. V is the voltage measured
across the conductor in units of volts. The instrument that directly
measures this is the voltmeter, and R is the resistance to the flow of
electrons in the conductor, is expressed in ohms Ω. Using an
ohmmeter is one way of directly measuring electrical resistance.

Direction: Solve the following problems involving Ohm’s Law.

1. Fifty identical Christmas lights are connected in series and

plugged into a 220V line. (Neglect wire resistance) Calculate
the voltage across each light bulb.
I. Evaluate
2. A piece of wire connected to a 6V cell has a current of 1.5A
flowing through it. What is the resistance of the wire?

3. What is the voltage difference across a piece of wire of

resistance 100 Ω with a current of 2A?

J. Journal Entry:
Extend
Let the students answer questions on the usage of electricity in the
following places.

V. REMARKS

VI

No. of learners who earned 80% in the

A.
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?
 School DCBESMNHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-voltage-

A. Content Standards resistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8FE – Ii-31

 Explain the advantages and disadvantages of series and

parallel connections in homes.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. Construct series circuit and parallel circuit.
2. Differentiate series circuit from parallel circuit.
3. Explain why household wiring and appliances usually
connected in parallel.

Module VI: ELECTRICITY:

II. CONTENT Lesson 30: SERIES CIRCUIT AND PARALLEL CIRCUIT
CONNECTION

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 42 – 44
2. Learner's Materials Pages pp. 61 – 33
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 121- 128

IV. PROCEDURES

A. Identify the three basic electrical quantities and differentiate one

Elicit
from the other
Think-Pair-Share
Group students into pairs and answer the questions “What is
B. Engage #1 Ohm’s Law and what is it for?” They will be tasked to explain their
answer in two minutes.

When you turn off one of the bulbs in your house the others
remain lighted. But when you remove one bulb from a string of
C. colored Christmas lights the other bulbs go off. Why?
Engage #2
( Let the teacher do the demonstration of removing the bulb of the
Christmas light and the student to explain what they observed)

D. Let the students perform the activity on Series Circuit And Parallel
Explore #1
Circuit Connection .
 Circuit I

1. What did you observe to the intensity of light as you turn the
switch on?

2. After inserting one bulb in the circuit, what do you notice to the
E. brightness of the bulbs?

3. While the switch is on, what happens to the remaining bulbs after
unscrewing one bulb from it?
Explore #2
Circuit II

4. Observe the brightness of the bulb in circuit II. How do you

compare the brightness of circuit I from circuit II?
5. As you add more bulbs, does the brightness of each bulb
change? Why?
6. As you unscrew one bulb from circuit II, were the other bulbs
affected? How does your observation compare to that in step 3?

Discuss the differences between a series circuit and a parallel

circuit. Summarize the lesson using the table below.

Series Circuit Parallel Circuit

F.
Explain

Cite advantages and disadvantages of series and parallel

connection in the following situations:
G.
Elaborate #1 1. connection for Christmas light

2. streetlights connection

Components of an electrical circuit or electronic circuit can

be connected in many different ways. The two simplest of these are
called series and parallel and occur frequently. Components
connected in series are connected along a single path, so the same
current flows through all of the components. Components connected
in parallel are connected so the same voltage is applied to each
component.

A series circuit is a circuit in which resistors are arranged in a

H. chain, so the current has only one path to take. The current is the
Elaborate #2 same through each resistor. The total resistance of the circuit is
found by simply adding up the resistance values of the individual
resistors

A parallel circuit is a circuit in which the resistors are

arranged with their heads connected together, and their tails
connected together. The current in a parallel circuit breaks up, with
some flowing along each parallel branch and re-combining when the
branches meet again. The voltage across each resistor in parallel is
the same.

Choose the letter of the correct answer.

I. Evaluate
1. A circuit that has only one electric flow is _________.
 A. parallel circuit B. battery circuit
C. paper circuit D. series circuit

2. What happens to lights in series if one goes out?

A. they all go out B. Every other one goes out
C. they stay lit D. they flicker

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

connected in series as more and more lamps are added?
A. increases B. decreases
C. remains the same D. cannot be predicted

4. Two bulbs are connected and plugged to the outlet as shown in

the figure. Both bulbs have the same..
A. current
B. voltage
C. resistance
D. voltage and current

5. In the circuit below, which two elements are connected parallel to

each other?
A. A and B
B. B and C
C. C and D
D. A and D

J. Prior to the lesson, give the students a research activity. Make a

comparison between George Ohm and G. R. Kirchhoff regarding
Extend
their contribution in science. Find out how they were able to come up
with their laws.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
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?
 Pedro A. Paterno National
School Grade Level Grade 8
GRADES 1 to 12 High School
Daily Lesson Log Teacher Ms. Ellie Rose C. Ramos Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-voltage-

A. Content Standards resistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8 30FE – Ii – 32

 Differentiate electrical power and electrical energy

Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. Define (a) electrical power and (b) electrical energy
2. Relate electrical power to energy.
3. Relate power to voltage and current
Module VI: ELECTRICITY:
II. CONTENT
Lesson 31: ELECTRICAL POWER AND ENERGY

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 45
2. Learner's Materials Pages pp. 54 - 55
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics. Module 7. Lesson 3 and 4
Resource (LR) portal
Science and Technology IV. Aquino, Remedios G.et.al. pp. 194-195
B. Other Learning Resource Science and Technology IV. IMC. Pp. 205-206
Lesson Guide in Grade 8 – First Quarter pp. 121- 128

IV. PROCEDURES

A.
Elicit Why parallel connection is prepared over series connection?

Let the students recall their monthly electric bill. Ask them what
B. Engage #1 factors mostly affect the high cost of their electric bill.

Energy makes an electrical appliance work. The amount of

energy the appliance uses depends on the rate at which it uses
C. energy and the length of time it is used. The rate at which an
Engage #2
appliance uses up electrical energy is called power input. Power
input is measured in watts

ACTIVITY
D.
Explore #1
1. Post on the board drawings of some common appliances with
labels.
 bread toaster

2. Brainstorm ideas about the significance of the information printed

on the appliances.

3. In the table given below, write down the names of the appliances
and their power ratings, uses, and power effects such as light,
heat, mechanical or sound.

Discuss the data table.

Appliances Power Use Effects

Rating (w)
1
2
3
E. Explore #2 4
5
6
7
8
9
10

1. What type of appliances usually have high power rating?

2. What is the importance of knowing the power rating of

appliances?
F.
3. What general statement can you make about power rating and the
effects produced by electricity?
Explain
4. What is the common feature of those appliances like flat iron,
toaster, stove (range) and hair dryer?

5. What is power? How is it related to energy?

6. Relate power (P) to voltage (V) and current (I).

Elaborate #1 What appliances in your home contribute most to your

 energy consumption?
G. What would you suggest to lessen your electrical energy
consumption?

Electric power is the rate at which electrical energy is

transferred by an electric circuit. The SI unit of power is the watt, one
joule per second. Electric power is usually produced by electric
generators, but can also be supplied by sources such as electric
batteries.

Electrical energy is energy that is caused by moving electric

H. charges. Since the electric charges are moving, this is a form of
kinetic energy. The faster the electric charges are moving the more
electrical energy they carry. The electrical energy consumed or
needed in operating various devices may be related to the power
rating of the devices.

Recall that power is the rate at which work is done per unit
time. In equation form,

Power = work/time
where P = power
W =work
T = time

In a simple electric circuit, voltage is defined as the work done per

Elaborate #2
unit charge.
V = W/q

Current is also defined as the amount of charge passing through a

point per unit time.
I = q/t

Multiplying V and I, we get

VI = W/q . q/t = W/t =P

Therefore:
P = VI

In a simple electric circuit, electric power is the product of

current and voltage. Hence:
Power = Voltage x Current
P = VI
where: P = power in watts
V = voltage in volts
I = current in amperes

Voltage and current are positively related to power.

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

I. Evaluate
Write TRUE if the statement is true. If the statement is incorrect,
change the underlined word or words to make the statement correct.

1. When the current in the circuit is doubled, the power also doubles.

2. Electrical appliances at home transfer energy from the mains

supply to heat and light our homes.

3. Minimizing television viewing is not a way of saving electrical

energy.
 4. High power rating electrical appliances give low electrical energy
consumption.

5. Heating appliances like flat iron, toaster and electric stove draw
more current so they convert more electrical energy than non-
heating appliances.

Make a list of electrical appliances/machines which used electricity

in the following environment:
1. at home
J. 2. at the hospital
Extend
3. at school
4. in the city
For each item, try to think of an alternative and a way to conserve or
save power.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
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?

Pedro A. Paterno National

School Grade Level Grade 8
GRADES 1 to 12 High School
 Daily Lesson Log Teacher Ms. Ellie Rose C. Ramos Learning Area Science
Teaching Date and
Quarter First (Physics)
Time
DAY:

I. OBJECTIVES

The learners demonstrate an understanding of current-voltage-

A. Content Standards resistance relationship, electric power, electric energy and home
circuitry.
The learners shall be able to practice safety in handling electrical
B. Performance Standards
devices.
C. S8 30FE – Ii - 33

 Explain the functions of circuit breakers, fuses, earthing,

double insulation, and other safety devices in the home.
Learning Competencies / Objectives
Write the LC code for each Objective:

Describe a fuse and a circuit breaker and identify their functions in a

circuit

Module VI: ELECTRICITY:

II. CONTENT
Lesson 32: Safety in Using Electricity: CIRCUIT PROTECTORS

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 45 - 46
2. Learner's Materials Pages pp. 64-67
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 7. Lessons 3 and 4
Resource (LR) portal
Science and Technology IV : Physics Textbook. NISMED.2012 pp.
B. Other Learning Resource
174 - 175

IV. PROCEDURES

A. Recall from the previous lesson electrical appliances that

Elicit
contain heating element.

Let the students discuss among themselves the answers on

B. Engage #1 the question, “What do you think is the effect of electric shock in the
human body. Why is electrical safety important?

How many of you have seen a fuse or a circuit breaker at

home? Did you ever wonder why a fuse is needed in your electrical
C. Engage #2 connections? Today we will handle a fuse and determine its
function.

D. Do the activity on Blowing a Fuse, Lesson Guide Grade 8 First

Explore #1
Quarter pp. 136 – 137.
Explore #2
Case 1
1. What two things were observed when the switch was closed?

Case 2
1. What three things were observed when a short wire was
connected as shown in the diagram?
E. 2. What could have caused the rising and falling of current in the
wire in case 2?
3. Describe the result when there was reduced resistance in the
 circuit.
4. Identify the case that occurred
5. Explain why the bulb went off.
F.
Explain Discuss the answers in the activity given.

Why is it dangerous to use copper strip or wire in place of a safety

fuse that blows out?
G. Elaborate #1
Why do we need to be protected from the danger in electricity?

Fuses and circuit breakers are both devices that 'break' if the current
through them is too large.

A fuse is usually a thin piece of wire that will melt and break the
circuit if too large a current flows through it. The thicker the wire the
more current is needed to melt it and the higher the 'rating' of the
fuse. The purpose of a fuse is to protect the wiring and the
equipment.

A circuit breaker is an electronic circuit that will switch off the current
if it is too great. Such a circuit is designed to operate much more
quickly than a fuse and so the damage is less because the current is
H. switched off in a much shorter time. Circuit breakers are often used
Elaborate #2 to protect the user if the casing of the equipment becomes live. They
break the circuit before the person using the equipment gets a near
fatal shock.

Grounding is a method of giving electricity the most effect way to

return to the service panel. The ground wire is an additional path for
electrical current to return safely to ground without danger to anyone
in the event of a short circuit. In that instant, the short would cause
the current to flow through the ground wire, causing a fuse to blow or
a circuit breaker to trip.

An ungrounded electrical box, appliance, power tool, or extension

cord could become a danger if there is no path to ground, except
through you.

Direction: Write the word SAFE if the statement is true and

DANGER if the statement is wrong.

1. Fuses and circuit breakers are both devices that 'break' if the
current through them is too large. ( safe )

2. A fuse is usually a thick piece of wire that will melt and break the
circuit if too little amount of current flows through it. (danger)
I. Evaluate
3. Grounding is a method of giving electricity the most effect way to
return to the service panel. (safe)

4. Electrical safety tips need to be observed frequently. (danger)

5. A properly grounded circuit has boxes, devices, and service panel

grounds that give the electrical current the easiest path to ground
and that reduces the chances of someone getting a shock or
getting electrocuted. (safe)
J.
Extend Make a research on Octopus Wiring.

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?